This research stems from the lack of use of learning media at Roudlatul Qur'an 3 Middle School Sekampung. This study aims to develop illustrated strip story learning media for learning to write and to determine the feasibility of the media through the opinions of experts and to determine the effectiveness of using the media developed by researchers. The research method of this research is the development method (RD) with the Hannafin and Peck development model which consists of three phases, namely needs analysis, design, development and implementation. Data collection instruments used in the form of questionnaires, tests and documentation. The results of this research are illustrated story strip media products for learning to write. Analysis of material validity is 94%, and the validity of learning media is 95.83%. Both fall into the category of suitable for use. The effectiveness of the use of media can be seen from the pre-test value of 69.42 and post-test of 88.57 which increased by 19.143. So, it can be concluded that the illustrated story strip media developed is feasible and can be used in learning to write.

AbstrakPelaksanaan pembelajaran Biologi di kelas XI SMA Al-Kautsar Bandar Lampung kurang melatih dan membiasakan peserta didik untuk berpikir kritis. Hal tersebut menyebabkan kemampuan berpikir kritis biologi yang dimiliki peserta didik masih rendah. Berkenaan dengan masalah tersebut, maka penulis tertarik untuk melakukan penelitian di SMA Al-Kautsar Bandar Lampung pada kelas XI semester genap Tahun Ajaran 2015/2016 untuk mengetahui apakah terdapat pengaruh strategi pembelajaran peningkatan kemampuan berpikir (SPPKB) terhadap kemampuan berpikir kritis biologi peserta didik.Penelitian ini merupakan penelitian quasy experimental design dengan rancangan posttest only control design. Populasi penelitian ini adalah peserta didik kelas XI SMA Al-Kautsar Bandar Lampung. Sampel yang digunakan sebanyak 2 kelas yang dipilih dengan teknik acak kelas, yaitu kelas XI IPA 1 sebagai kelas eksperimen dan kelas XI IPA 4 sebagai kelas kontrol. Teknik pengumpulan data dengan tes berbentuk uraian, wawancara dan dokumentasi. Analisis data yang digunakan adalah uji-t.Berdasarkan hasil analisis data dan pengujian hipotesis yang telah dilakukan maka dapat disimpulkan bahwa terdapat pengaruh yang signifikan strategi pembelajaran peningkatan kemampuan berpikir (SPPKB) terhadap kemampuan berpikir kritis biologi peserta didik kelas XI di SMA Al-Kautsar Bandar Lampung. Hal ini dapat dilihat dari perhitungan menggunakan rumus Polled Varians menunjukkan bahwa yaitu, 6,115 > 1,671. Sehingga H0 ditolak dan H 1 diterima. Kata Kunci : Strategi pembelajaran peningkatan kemampuan berpikir (SPPKB)Kemampuan berpikir kritis biologi, Sistem reproduksi manusia.ABSTRACT Implementation of Biology learning in class XI SMA Al-Kautsar Bandar Lampung less to train and familiarize learners to think critically. This causes critical thinking skills possessed biological learners still low. With regard to the problem, the authors are interested in doing research in SMA Al-Kautsar Bandar Lampung in class XI Academic 68Year 2015/2016 second semester to determine whether there is influence learning strategy for improving the ability to think (SPPKB) the ability to think critically biology students.This study is quasy experimental design with draft posttest only control design. The study population was the students of class XI SMA Al-Kautsar Bandar Lampung. Samples are 2 classes selected by random technique classes, classes that used as the experiment is the class XI IPA 1 and class XI IPA 4 as the control class. Data collection techniques used are descriptions shaped test, interviews and documentation. Analysis of the data used is the t-test.Based on the results of data analysis and hypothesis testing has been done it can be concluded that there is significant influence learning strategy for improving the ability to think (SPPKB) the ability to think critically biology class XI students in SMA Al-Kautsar Bandar Lampung. It can be seen from the calculation using the formula polled variance showed that thitung > ttabel, 6.115> 1.671. So that H0 and H1 accepted. Key Word...

Penelitian ini diawali persoalan substansial mengapa bahasa Arab dan psiko-linguistik harus dikaji secara konseptual dan historis?  dengan tujuan penelitian men-deskripsikan keniscayaan bahasa Arab dan psikolinguistik dikaji secara konseptual dan historis. Sedangkan penelitian ini dapat memberikan kontribusi teoritis dan kontribusi praktis. Dimana kontribusi teoritis dapat dijadikan paradigma baru bagi peneliti beri-kutnya untuk mengadakan studi tentang relevansi bahasa arab dan psikolinguistik: kajian historis dan konseptual. Sementara kontribusi praktis, bahwa psikolinguistik  dapat diaktualisasikan dalam pembelajaran bahasa Arab di era globalisasi saat ini, dimana kedua disiplin ilmu ini tidak akan menemukan titik final yang berakhir pada suatu muara tertentu, sebab selalu berkembang dan update pada setiap era (masa). Penelitian ini merupakan studi kepustakaan (library research) dengan cara menela’ah aneka literatur yang terkait. Sedangkan metode yang akan diterapkan dalam penelitian ini adalah deskriptif dan analisis. Kedua metode ini tidak diterapkan satu persatu, akan tetapi diterapkan secara serentak. Metode deskriptif dipakai, karena dalam uraiannya akan memberikan gambaran umum tentang persoalan yang akan dikaji, kemudian dari data tersebut akan diadakan interpretasi. Sementara metode analisis digunakan untuk melihat secara kritis berbagai persoalan yang melatar belakangi persoalan tersebut. Untuk prosedur pengolahan data, digunakan Content Analysis. Mencermati paparan dimaksud, maka temuan penelitian yang dihasilkan adalah “Desain Psikolinguistik dalam Pembelajaran Bahasa Arab”, dimulai dari desain tujuan, desain materi, desain pendekatan, desain metode, desain teknik, desain media pembelajaran serta desain evaluasi proses dan evaluasi hasil. Keywords: Bahasa Arab, Psikolinguistik, Konseptual dan Historis

This paper describes the construct of Islamic character education based on the local culture of the indigenous Lampung people. Four constructs of character education are presented in the Piil Pesenggiri, namely Nemui Nyimah which contains the character of a sense of acceptance, including; hospitality, hospitality, generosity, courtesy, mutual respect, respect, love for friendship, submission and submission to the Creator of the Universe and His creations. Nengah Nyappur contains adaptive character values ​​in interacting, including; willingness to open up, have a high tolerance, like to deliberate, have an attitude and sociable behavior, easy to get along with, familiar or friendly, and a sense of family. Sakai Sambaiyan contains high solidarity character values, including; mutual assistance, please help, work together, give each other something that is needed by the other party. Juluk Adok contains the spirit of achievement character values, including; persistent and hard working, likes to participate, has an honorary degree. In the context of education, Piil Pesenggiri becomes an inseparable part of the realization of the nation's character education. Piil Pesenggiri becomes a principle of self-esteem which is the culmination and reflection of the accumulation of noble and noble forms of activity amid society. In the context of geneology education in the character of Lampung indigenous people, Piil Pesenggiri can be a measure or dignity for someone amid their life activities. Substantially, Piil Pesenggiri in the context of character education becomes the "pillar of the teacher" that teaches the principles of consistency, acceptance, and equality.   Keywords: Islamic character education, lampung cultural values, pesenggiri piil, and the philosophy of life of indigenous peoples