PENERAPAN MODEL EXPERIENTIAL LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI SISWA KELAS VIII C SMPN 3 PENEBEL

This study aimed to know (1) students’ competence by implementing experiential learning model, (2) steps in implementing experiential learning model, and (3) students’ response after the experiential learning model is implemented in writing subject of VIII C students in SMPN 3 Penebel. This classroom action research was conducted in two cycles which consists of five components; design, implementation, observation, evaluation, and reflection. The subjects of this study were teacher and VIII C. Observation, test, and questionnaire were the collection technique. The data were analyzed qualitatively and quantitatively. It was found that; (1) students’ competence is improved after experiential learning model was implemented, it can be seen from the initial reflection which showed that the students’ average score is 65. Their average score in cycle I is 74.3. Their average score in cycle 2 is 86. Those have achieved the minimum completeness criterion, 75. (2) The learning steps of implementing the experiential learning are introduction, content, and conclusion. (3) The students’ response is improved in every cycle. In cycle I, students’ responses are 1243 with average 43 positive categories. In cycle II, the responses have increased into 1410 with average 49 very positive categories. Thus, experiential learning model can improve students’ competence in writing poem. It is suggested that; (1) Indonesian language teacher or other teacher can use this learning model as guidance in teaching; and (2) other researchers can conduct a continuation research related to experiential learning model.

Meningkatkan Ketrampilan Guru dalam Menyusun Perangkat Pembelajaran melalui Training Perangkat Pembelajaran

The purpose of this study is to improve teacher skills in developing learning tools. This research method is classroom action research. The results of the first cycle to further improve teacher skills in developing learning tools. In the first cycle, the teacher had begun to understand and was able to arrange the learning kit even though it was not maximal because the scores obtained from observations were 106 with a maximum score criterion 168 The completeness criterion was 75% of the total score which was 126 which meant the teacher's skills in preparing the learning device were sufficient well. In cycle II, the teacher has begun to understand and is able to compile the learning tools and is maximized because the score obtained from observations is 163 with a maximum score criterion of 168, the completeness criterion is 75% of the total score of 126. It was concluded that the teacher's skills in compiling the devices learning has been very good in compiling syllabi, compiling annual programs, and semester programs. Keywords: Teacher Skills, Training, Learning Tools

Completeness criterion for the enumeration closure operator in three-valued logic

A completeness criterion for the enumeration closure operator in three-valued logic is obtained, and all 13 precomplete classes are described.

THE ANALYSIS OF FUNCTIONAL COMPLETENESS OF THE ONLINE LEARNING SYSTEMS

Currently, there are many online learning systems, which support online learning management processes. However, it is rather hard to choose an e-learning management system on your own. The paper considers a comprehensive assessment method based on the use of the developed comparison algorithm and the algorithm for the optimal choice of complex e-learning management systems according to the functional completeness criterion. The study shows to what extent the e-learning management systems selected for comparison have similarities or differences in terms of functional completeness. The author analyzed whether they contain the most typical e-learning systems and what additional functions each of the compared systems has. The paper shows how it is possible to assess how the functional completeness of a particular system meets the user’s requirements. The developed comparison algorithm allows grouping the features of the considered complex e-learning management systems and highlighting the most significant functions or groups of functions. The study determined the degree of absorption of one complex system over another. The author carried out the ranking of the considered e-learning management systems according to the functional completeness criterion. To identify the system that is superior to the others and to determine the presence of the unique functions, the author constructed the graphs of similarity, absorption, and superiority of the considered systems with varying threshold values. This method allows evaluating and selecting such e-learning management systems that best meet the software requirements and, based on the recommendations received, choosing the most appropriate version of the online-learning management system, taking into account the user’s preferences.

Penerapan metode pembelajaran kooperatif tipe TGT untuk meningkatkan hasil belajar peserta didik dalam pembelajaran PPKN

Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan hasil belajar dan persentase peserta didik yang mencapai kriteria ketuntasan minimal (KKM). Penelitian dilakukan dalam 3 kali siklus pembelajaran. Sebelum dan sesudah pelaksanaan penelitian dilakukan pretest dan posttest untuk mengetahui tingkat pemahaman peserta didik yang tercermin dalam capaian hasil belajar dan jumlah peserta didik yang mencapai KKM. Hasil penelitian menunjukkan rata-rata hasil belajar meningkat dari 82,31 pada siklus ke-1, 87,69 pada siklus ke-2 dan 83,85 pada siklus ke-3. Persentase peserta didik yang mencapai KKM juga mengalami peningkatan mencapai 80,77% pada siklus ke-1, 88,46% pada siklus ke-2, dan 88,46% pada siklus ke-3. Dapat disimpulkan bahwa penerapan model pembelajaran kooperatif TGT dapat meningkatkan hasil belajar dan persentase peserta didik Pendidikan Pancasila dan Kewarganegaraan yang mencapai KKM. AbstractThe objective of this classroom action research was to improve learning outcomes and the percentage of students who achieve a Minimum Completeness Criterion (MCC). The study was conducted in 3 cycles. Pretest and posttest were done during the process to determine the average learning outcomes and the number of students who passes a KKM. The result showed the average learning outcomes increased from 82.31 in 1st cycle to 87.69 in 2nd cycle and become 83.85 in 3rd cycle. In addition, the percentage of students who pass a KKM reached 80.77% in 1st cycle, 88.46 % in 2nd cycle and 88.46 % in 3rd cycle. It can be concluded that the application of the cooperative learning TGT can improve learning outcomes and the percentage of students who pass a KKM of The Pancasila and Civic Education.

GENERALIZATIONS OF THE RECURSION THEOREM

We consider two generalizations of the recursion theorem, namely Visser’s ADN theorem and Arslanov’s completeness criterion, and we prove a joint generalization of these theorems.