This research examines the preparation of students in exploring lectures in the Regional Geography course in semester III B and the influence between physical preparation and non-physical preparation on students' readiness to experience lectures. The benefits of this research are knowing the reflection of student lecture preparation and the situation and sharing data with students in preparing themselves for lectures. The population in this research are students of the Geography Learning Study Program of approximately 130 students. Sampling with stratified proportional random sampling technique as many as 47 students. This research uses research trials to test the validity of the instrument. There are 28 questions. will be experimented on 20 respondents, based on the results of the validity analysis, obtained rxy for each item is greater than r. the table at n = 20 is 0.444. And the results of the reliability analysis of each instrument have a reliability coefficient greater than rtable (0.444).The results of the research prove that there is no significant effect between physical preparation on the readiness of students of the Geography Learning Department to experience lectures. This matter can be seen from the results of the Partial Test obtained t. count for preparation. sport of- 0.346 with probability. 0.731 > 0.05 which means the hypothesis. rejected. 0, 005 & lt; 0.05, which means that there is a significant effect between the preparation of the lecture module on the readiness of the Geography Study Program students to explore lectures with an efficient rate of 18.5%. The total efficient number given between physical preparation, lecture module preparation on the analysis of student readiness for lectures is 18.8% and 81.2% is influenced by other factors outside the physical preparation aspect or preparation in the lecture module.

Artikel ini membahas tentang penerapan komunikasi positif oleh guru berdasarkan pemahaman guru, sehingga tercermin dari perilaku yang ditunjukan guru saat melakukan kegiatan pembelajaran di sekolah, masalah yang melatarbelakangi penelitian adalah bagaimana pemahaman guru tentang komunikasi positif terhadap perilaku guru saat melakukan kegiatan pembelajaran di sekolah. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pengaruh pemahaman guru tentang komunikasi positif terhadap perilaku guru dan mengetahui bentuk-bentuk penerapan komunikasi positif oleh guru. Penelitian dilakukan di TK Negeri Pembina Kota Kupang. Jenis penelitian yang dilakukan menggunakan jenis penelitian deskriptif kualitatif dengan pengumpulan data menggunakan teknik observasi, wawancara, dan angket. Subjek dalam penelitian ini sejumlah delapan orang guru. Hasil penelitian menunjukan terdapat beberapa aspek pemahaman guru tentang komunikkasi positif yang sering muncul yaitu aspek empati, aspek sikap mendukung, aspek sikap positif sehingga berpengaruh pada perilaku guru dengan menunjukan sikap baik pada guru dengan mendukung anak, guru menunjukan sikap kepedulian kepada seluruh anak, guru memberikan arahan dan motivasi positif yang membangun kepada anak dalam bentuk penerapan komunikasi positif berupa komunikasi secara verbal maupun non verbal.

The training activities carried out are solutions to the problems found, especially in designing activities that can stimulate symbolic thinking skills for early childhood. The training activities were carried out in two sessions, the first session was the provision of material by resource persons and the second session was the practice of compiling activities to stimulate children's symbolic thinking skills. The final results of the activity show that there is an additional teacher's understanding of children's symbolic thinking abilities, and the teacher's skills in designing fun activities to provide stimulation in an effort to improve children's symbolic thinking skills.