This study intends to provide a description related to the correlation of Jean Piaget's cognitive development theory to Jerome S. Bruner's learning theory in learning related to the process of rainbow occurrence. The correlated relationships include the pre operational stage of Piaget's theory to the iconic stage of Bruner's theory, and the relationship of Piaget's concrete operational stage to the symbolic stage of Bruner's theory. The quantitative research design used was the pre-experimental design, with the form of the pre-experimental design used being the one-shot case study design. This method is intended to find the relationship of certain variables to other variables. The sampling technique used for this research design is purposive sampling. The samples taken were students aged 3-7 years and students aged 8-11 years. The purpose of determining age criteria is to adapt to Jean Piaget's cognitive development theory (for the pre-operational stage and the concrete operational stage) and Jerome S. Bruner's learning theory (for the iconic stage and the symbolic stage). Data collection techniques using test techniques and data analysis used using the Kendall level correlation method Based on the results of the Kendall level correlation test it is concluded that: first there is a correlation between Jean Piaget's theory of cognitive development (pre operational stage) and Jerome S. Bruner's learning theory (iconic stage) in learning related to the process of the occurrence of a rainbow with the degree of closeness of the relationship that occurs between the two is 0.733 or 73.30%; secondly, there is a correlation between Jean Piaget's theory of cognitive development (concrete operational stage) and Jerome S. Bruner's learning theory (symbolic stage) in learning related to the process of the occurrence of rainbows with the degree of closeness of the relationship that occurs between the two of them is 0.867 or 86.70%.

Penelitian ini bertujuan terwujudnya profesionalitas guru di Pondok Pesantren yang berada di wilayah Kabupaten Batang dalam rangka program pembangunan berkelanjutan. Selain itu, penelitian ini menerapkan model pemberdayaan guru pondok pesantren yang mampu menjadi model dalam penyelenggaraan pendidikan pondok pesantren yang berkualitas. Target khusus penelitian ini adalah meningkatnya kompetensi mengajar guru Pondok Pesantren dan meningkatnya kualitas mutu Pondok Pesantren. Metodologi penelitian ini menggunakan partisipative action research dengan pendekatan partisipative rural action (PRA) dan rapid rural action (RRA). Tahap awal, Pondok Pesantren Bardan Wasalaman sebagai pilot project dalam pelaksanaan program diterapkan 3 jenis pelatihan mengenai peningkatan profesionalitas guru pondok pesantren dalam pembangunan berkelanjutan seperti: (1) pelatihan penyusunan kurikulum, silabus dan RPP, (2) pelatihan penelitian tindakan kelas, dan (3) pelatihan penyusunan dan analisis instrument penilaian. Pada tahap kedua, model yang dihasilkan disosialisasikan kepada ke pondok pesantren lain yang ada di Kabupaten Batang melalui jejaring kerjasama antara pondok pesantren yang telah dibentuk pada akhir tahap pertama. Pada tahap ketiga, model yang dihasilkan dipraktekan ke pondok pesantren lain yang ada di Kabupaten Batang. Hasil penelitian menunjukan (1) Profesionalisme Guru di Pondok Pesantren dengan mampu meningkatkan kompetensinya dalam menyusun kurikulum, silabus dan RPP dengan baik, (2) Profesionalisme Guru di Pondok Pesantren dengan mampu melakukan penelitian tindakan kelas guna menunjang peningkatan kompetensi mengajarnya, (3) Profesionalisme Guru di Pondok Pesnatren dengan mampu menyusun dan menganalisis instrumen penilaian, (4) Meningkatnya kualitas mutu pondok pesantren melalui penerapan manajemen pengelolaan pondok pesantren yang baik, (5) mensosialisasikan model pemberdayaan guru ke pondok pesantren lain yang ada di Kabupaten Batang, dan (6) Mempraktikan model pemberdayaan guru yang dihasilkan ke pondok pesantren lain yang ada di Kabupaten Batang. PENDAHULUANKemajuan pesat jumlah sekolah-sekolah swasta yang bernaung di bawah pondok pesantren membawa dampak yang cukup signifikan bagi kualitas pendidikan di Indonesia. Disatu sisi, banyaknya sekolah akan semakin mempermudah akses masyarakat dalam pemenuhan kebutuhan mereka akan pendidikan. Tetapi disisi lain, jumlah sekolah yang begitu banyak dengan kualitas Tersedia Online di http://www.jurnal.unublitar.ac.id/ index.php/briliant

The purpose of this study is to gain a better understanding of the effectiveness of Semantic Mapping strategies in teaching reading comprehension in second grade students of SMK Bardan Wasalaman Batang. The research question is whether Semantic Mapping strategies are effective in Reading of English for Foreign language Class. Forty-two eleventh grade of in SMK Bardan Wasalaman Batang was chosen as a subject and divided equally into two groups; one group is the experimental group and the other is the control group. There are several procedures carried out in data collection to answer research questions; first, a pre-test is given before the experiment is performed to ascertain whether there are no significant differences in English proficiency in the two subject groups of lesson. Subjects are required to complete a reading comprehension test consisting of forty-five multiple-choice tests within ninety minutes. Second, after the experiment, a post-test was carried out using the same test for the pre-test. Finally, the t-test was used to determine whether there were significant differences in the achievement of reading comprehension between the two groups.  The data showed that there were significant differences in the achievement of reading comprehension between the experimental groups - treated with Semantic Mapping strategies and the control group taught with KWL strategy. It means that the Semantic Mapping Strategy is more effective than KWL Strategy. The data indicate that there is significant difference in reading comprehension achievement between the experimental group - treated and Semantic Mapping strategy, and the control group taught with KWL strategy. It means that Semantic Mapping Strategy is more effective than KWL Strategy.