The aims of this study were to find out: (1) the effects of visual mapping on students' problem solving skills, (2) the effects of science-related attitudes on students' problem solving skills, and (3) the interactions between visual mapping and science-related attitudes on students' problem solving skills. This study was conducted at MAN 1 Tanjung Pura, with the samples of 141 students of XI-Science Program. This study was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan's Multiple Range Test with the aid of SPSS 22.00 on the significance level of 0.05. The results showed that: (1) there were the significant effects of visual mapping on students' problem solving skills (F=94.214; P=0.000), where the scores of students' problem solving skills taught by concept mapping (87.74±2.586) were significantly higher than taught by direct instruction (78.84±2.689), (2) there were the significant effects of science-related attitudes on students' problem solving skills (F=3.397; P=0.031), where the scores of high science-related attitudes on students' problem solving skills taught by visual mapping (85.68±4.312) were significantly higher than the scores of low science-related attitudes on students' problem solving skills taught by visual mapping (77.26±3.614), and (3) there were the interactions between visual mapping and science-related attitudes on students' problem solving skills (F=2.195; P=0.000), where the scores of students' problem solving skills taught by argument mapping with high science-related attitudes were significantly different than taught by direct instruction with high science-related attitudes (P=0.042<0.05) and low science-related attitudes (P=0.000<0.05).

No abstract

The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, totally 141 students. It was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test. The results showed that: (1) there were the significant effects of visual mapping on students’ critical thinking skills (F=87.082; P=0.000), (2) there were the significant effects of science-related attitudes on students’ critical thinking skills (F=2.493; P=0.040), (3) there were the interactions between visual mapping and science-related attitudes on students’ critical thinking skills (F=2.037; P=0.000), (4) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), (5) there were the significant effects of science-related attitudes on students’ problem  solving skills (F=3.397; P=0.031), and (6) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000).

This study aims to determine the increase IT competence of teachers using Google Apps applications through community service activities lecturers. The samples were 32 teachers at SDN 1 Tatura. The method used is descriptive (describing) the implementation is done through a survey with data collection techniques using observation sheets about the competence of teachers using google apps before and after the community service activities of lecturers. The results showed that the implementation of the community service activities of lecturers contribute to the ability/skills of teachers at SDN 1 Tatura in using google form and constraints faced by teachers in participating in the development of IT is the lack of understanding and response of teachers to the development of IT as a means of supporting learning (google form).