The purpose of this study was to determine the effect of quantum teaching learning model type TANDUR on student learning outcomes. The study population were students of class IX SMP Negeri 5 Pringsewu. Sample consisted of one class of experiments (IX-2) and one control class (IX-1). Pretest results were analyzed by the test for normality and homogeneity test. Based on test results obtained normality and homogeneity of all classes of normal distribution and homogeneous. Based on the results of t-test analysis obtained t = 4,678 and ttable = 2,028 so thitung ≥ Ttable. Effect size of 1,16 is obtained into the major categories. This shows that the average results of experimental class learning better than the control class for thitung> TTable. The results showed that the enforceability of quantum teaching learning model type TANDUR on learning activities affect the results of students of class IX SMP Negeri 5 Pringsewu the academic year 2016/2017.Abstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran quantum teaching tipe TANDUR terhadap hasil belajar siswa. Populasi penelitian adalah siswa kelas IX SMP Negeri 5 Pringsewu. Sample penelitian terdiri dari satu kelas eksperimen (IX-2) dan satu kelas kontrol (IX-1). Hasil pretest dianalisa dengan uji normalitas dan uji homogenitas. Berdasarkan hasil uji normalitas dan homogenitas didapatkan semua kelas berdistribusi normal dan homogen. Berdasarkan hasil analisis uji-t didapatkan thitung = 4,678 dan ttable= 2,028 sehingga thitung ttable. Effect size yang diperoleh sebesar 1,16 masuk dalam katagori besar. Hal ini menunjukkan bahwa  rata-rata hasil belajar kelas eksperimen lebih baik dari pada kelas kontrol karena thitung> ttable. Hasil penelitian menunjukkan bahwa keterlaksanaan model pembelajaran quantum teaching tipe TANDUR pada kegiatan belajar mengajar berpengaruh terhadap hasil belajar siswa kelas IX SMP Negeri 5 Pringsewu tahun ajaran 2016/2017.

The equation of cognitive development (reason) according to Al-Ghazali and Jean Piaget is found at the stages of development which are divided into four stages. In addition, the views of the two figures also have a relationship or meeting point found in the aspects of the ability of each stage that is passed in each process of cognitive development (reason). Differences in cognitive development (reason) according to Al-Ghazali and Jean Piaget are found in the methodology as the basis of both thoughts. the research method used is a philosophical comparative method, so the systematic discussion follows the following patterns or stages: 1) describes the concept of each character, 2) displays each concept, then compares it, 3) looks for and finds distinctive characteristics, including the similarities and differences of each of the two thoughts, and 4) conducting a critical evaluation of these two thoughts. Al-Ghazali based his thinking on ratios derived from revelation while Jean Piaget laid his rationale on pure ratios. In addition, there are also differences in the views of both of them in the use of the term, Al-Ghazali uses the term sense while Jean Piaget uses the term cognitive.Abstrak: Persamaan perkembangan kognitif (akal) menurut Al-Ghazali dan Jean Piaget yakni terdapat pada tahapan perkembangan yang terbagi kedalam empat tahapan. Selain itu, pandangan kedua tokoh juga mempunyai hubungan atau titik temu yang terdapat pada aspek kemampuan dari tiap tahapan yang dilewati dalam tiap proses perkembangan kognitif (akal). Perbedaan perkembangan kognitif (akal) menurut Al-Ghazali dan Jean Piaget terdapat pada metodologi sebagai basis pemikiran keduanya. metode penelitianyang digunakan adalah metode komparatif filosofis, maka sistematika pembahasannya mengikuti pola atau tahapan-tahapan sebagai berikut: 1) mendeskripsikan konsep dari masing-masing tokoh, 2) melakukan display dari masing-masing konsep, kemudian membandingkannya, 3) mencari dan menemukan ciri khas, termasuk persamaan dan perbedaan dari masingmasing pemikiran keduanya, dan 4) melakukan evaluasi kritis terhadap kedua pemikiran tersebut. Al-Ghazali mendasari pemikirannya pada rasio yang bersumber dari wahyu sedangkan Jean Piaget meletakkan dasar pemikirannya pada rasio murni. Selain itu juga perbedaan pandangan keduanya terdapat pada penggunaan istilah, Al-Ghazali menggunakan istilah akal sedangakan Jean Piaget menggunakan istilah kognitif.

The study aimed to find out the effect of the Thinking Aloud Pair Problem Solving (TAPPS) learning method with Audio-visual media, Thinking Aloud Pair Problem Solving (TAPPS) learning methods and expository learning models on students' critical thinking skills conducted by researchers at the VIII SMP Middle School Bandar Lampung students. The method used in this study is a quantitative method with a type of quasi-experimental design. The population in this study were all eighth grade students of Bandar Bandar Junior High School and the samples were students of class VIII C, VIII D, VIII E. Class VIII C and VIII D as the experimental class and class VIII E as the control class. Data collection uses tests, observation, documentation and interviews. The data analysis technique used is the normality test, homogeneity test, hypothesis testing using one-way analysis ANOVA. Calculation of data was analyzed using inferential statistics with the help of SPSS 16.0 software application. Based on the results of the calculation of research data obtained that the value of sig <α, α = 0.05 where the significance value of 0.049 H0 is rejected. Shows that the Thinking Aloud Pair Problem Solving (TAPPS) method with Audio-visual media is more effective than learning using the expository model on students' critical thinking abilities.

This study was conducted to find out (1) is there any influence of the probing prompting and numbered heads together learning model on students 'critical thinking abilities (2) which is the more effective learning model between the prompting and numbered heads together probing learning model on students' critical thinking skills . This research is a Quasi Experimental Design. The population in this study was all class X SMA N 1 Tiga Reviewed, the sampling technique was random sampling technique. The sample in this study used 2 classes, class X Mipa1 as the experimental class 1 and class X Mipa 2 as the experimental class 2. Testing the hypothesis using the t-test, with a significance level of 5%. Then the effectiveness is known by the effect size test which is obtained d = 0.69. then these results are interpreted using the table effect size, the percentage data of 73% is included in the medium category. It was concluded that (1) the probing prompting and numbered heads together learning model had a good influence on students 'critical thinking abilities (2) probing prompting and numbered heads together models were effective in improving students' critical thinking skills.Abstrak: Penelitian ini dilakukan untuk mengetahui (1) adakah pengaruh model pembelajaran probing prompting dan numbered heads together terhadap kemampuan berpikir kritis peserta didik (2) manakah model pembelajaran yang lebih efektif antara model pembelajaran probing prompting dan numbered heads together  terhadap kemampuan berpikir kritis peserta didik. Penelitian ini merupakan Quasi Eksperimen Design. Populasi dalam penelitian ini adalah seluruh kelas X SMA N 1 Tiga Dihaji, Teknik pengambilan sampelnya yaitu teknik  random sampling. Sampel dalam penelitian ini menggunakan 2 kelas,  kelas X Mipa1 sebagai kelas eksperimen 1 dan kelas X Mipa 2 sebagai kelas eksperimen 2. Pengujian hipotesis menggunakan uji-t, dengan taraf signifikasi 5%. Kemudian keefektifan diketahui dengan uji effect size yaitu memperoleh nilai d =0,69. kemudian hasil ini diinterprestasikan dengan menggunakan tabel effect size diperoleh data presentase sebesar 73% termasuk dalam kategori sedang. Diperoleh kesimpulan bahwa (1) model pembelajaran probing prompting dan numbered heads together memberikan pengaruh yang baik terhadap kemampuan berpikir kritis peserta didik (2) model probing prompting dan numbered heads together  efektif dalam meningkatkan kemampuan berpikir kritis peserta didik.

Based on the National Survey of BNPT November 2017, the potential for radicalism in Lampung Province reached 58.38%. The increasingly widespread days of violence, both in the household and community, whether on a small scale or a particular community, or large scale such as between villages, between villages, even between sub-districts involving ethnic and religious elements. Majlis Ta'lim Ar-Rahman in the guidance of the community in RT. 17 Village Way Huwi District Jatiagung Lampung Selatan interesting to investigate, because the coaching system that combines the development of thought and dhikr. The development of thought aspect through the study of Islamic material systematically according to its scope, then applied it through amaliah dhikr by tasawuf-tarekat method. To describe how the implementation of coaching is applied and what kind of picture of religious experience experienced by members or jama'ahnya then this study using the approach of Islamic sciences and psychology, especially Islamic psychology (Sufi psychology), with descriptive qualitative method. Based on in-depth interviews with participant observation it can be concluded that coaching through dhikr approach and thought is able to develop society toward religious transformation.