Low learning outcomes and lack of student activity on chemistry subject at X grade science students in SMAN 7 Pontianak was caused by low metacognition skills. Therefore, this research aimed to describe student‟s metacognition skills, learning activities, and learning outcomes in chemical subjects, as well as to determine the level of correlation among those variables. The method was descriptive method with correlational research. Students‟ metacognition skills were measured using MCAI questionnaire, students‟ learning outcomes by summative test documentation, and students‟ learning activities by learning activities questionnaires. The analysis showed that students‟ metacognition skill average was 79% in the developing category, which meant students can be helped toward realizing think if intrigued or supported, students‟ learning activities ware at the high category (51%), while students‟ learning outcomes was in the less category ( 38%). The correlation test (Pearson product moment test) results of students‟ metacognition skills with students‟ activity showed positive and significant correlation. Pearson correlation coefficient (r) was 0.542 as the moderate category and determination coefficient was 0.293. The correlation test results of students‟ metacognition skills with students‟ learning outcomes indicated that there was no correlation with the significant value of 0.136. Keywords: learning activities, metacognition skills, correlation, learning outcomes

The learning process centered on teachers thus leading students cannot think by themselves and build own knowledge so that students easily forget any lesson taught that resulted in poor study results. The learning process and environment which involves students participate actively is required. Therefore, this study examined the differences in the results of learning and memory of students taught with and without media concept maps in cooperative learning model NHT on the material salt hydrolysis. This study included a quasi-experimental design with Nonequivalent Control Group Design. The population in the study were all students of Mathematics XI consist of four classes with the number of students to 160 people. Samples were taken using purposive sampling with class XI MIPA1 as an experimental class and class XI MIPA2 as controls. Collecting data using measurement techniques, direct observation, and direct communication, while the data collection tool is a test description, the observation sheet and interview guidelines. Based on test data analysis using non-parametric Mann-Whitney U showed there were differences in the results of student learning and memory. Effect size obtained for the results of student learning and memory was 0.44 and 0.85 including in the criteria for medium and high, which affact to 17.00% towards learning outcomes of students and 30.23% of the students' memory.Keywords: memory, learning outcomes, salt hydrolysis, media concept maps, cooperative learning model NHT

The needs of biomaterials in the medical field for various purposes in Indonesia, particularly West Kalimantan continues raising. This is due to the increasing variety of accident cases which require the presence of a bone graft. The high demand for a bone graft is not matched by the number of bone graft materials which are relatively expensive for bone graft. The material used in bone graft generally is hydroxyapatite (HAp). Porous HAp is applied as an artificial bone substitute with the aim of repairing and regenerating bone. In this study, we synthesized HAp of ale-ale shells, endemic species in West Kalimantan, using surfactant-hydrothermal method.. The surfactant used was a cationic surfactant, ie cetil trimethil ammonium bromide (CTAB). Addition of CTAB resulted in forming more uniform porous HAp. The results showed that the HAp has been synthesized as indicated by a positive test for phosphate ions. Characterization using XRD results showed that the apatite phase is formed which is characterized by the formation of the diffraction peak at 2θ (30-35º) with a value of D1 = 2,814 A , D2 = 2.720 A ̇ and D3 = 2,778 A , as well as the degree of crystallinity of 85.34%.

Basic teaching skills of Core Teaching Standards model for prospective Chemistry teachers are important in enhancing the competence as they deal with world of education. This study aimed at determining the process of teaching and learning activities as well as basic teaching skills using Core Teaching Standards among prospective chemistry in Microteaching Program 1 (PPL 1) class at Muhammadiyah University of Pontianak. Using descriptive design and quantitative approach, 16 students participated as the subjects. The techniques used in this research were direct observation and direct communication. The data collection technique included observation sheet and interview guide that covered 10 standards. They were student development, learning difference, learning environment, materials, application of materials, assessment, lesson plan, teaching strategy, professionalism in teaching, and leadership and collaboration. The study reveals that the students gained the highest score on standard 9 (professionalism in teaching) by 81,65% and was considered very good. Whereas, they hed the lowest score on standard 6 (assessment) by 58,21% and was considered fair by 58,21%.Keywords: Core Teaching Standards, basic teaching skills, Microteaching 1 (PPL 1)

The students practicial work in Madrasah Aliyah Al Jihad does not have laboratories facilities and infrastructures still minimal. It be over come by using simple tools and simple materials within students evironment and ussually encontered in everyday. In this research the result of the study before and after implementation practicial work based learning will be analyzing. This reasearch was conducted on to students by using pre- experimental research and one group pretest-posttest design. The subject in this research were students of class X Madrasah Aliyah Al Jihad. This research was condacted three phases: Preparation imlementation and data analysis, the data were collected by using the test (Pretest and Posttest) observation, and interviews. The everage value pretest is 38.00 and 74,00 for posttest. The data pretest and postest were analyzed by using T test which assuming variance test was not homogeneous. T test result by using pretest and posttest is different in significant. The imlpementation method lab-based enveronment can be improve  student`s learning outcome. The students participate actively in teaching learning process.Keywords: Learning outcome, Lab-based environment method