BEST PRACTISE UPAYA PENINGKATAN KETUNTASAN BELAJAR SISWA DENGAN METODE C3T DAN TUTOR SEBAYA

The impression of science subjects as difficult and boring lessons has an impact on the lack of motivation in doing math problems. This results in the low achievement of student learning mastery. This activity focuses on the implementation of the C3T method and peer tutoring in an effort to improve students' science learning mastery, in class VIII MTsN 14 Jombang. The results of the activity showed an increase in the learning mastery of class VIII MTsN 14 Jombang students from 6 students to 28 students. The C3T method as a method that emphasizes students to play an active, fast and intelligent role in learning is proven to be able to increase the motivation of all students so that complete learning can be achieved. The peer tutoring method fosters the self-confidence of students who become peer tutors and a sense of togetherness for students who have not yet completed. ABSTRAKKesan mata pelajaran IPA sebagai pelajaran yang sulit dan membosankan membawa dampak pada kurangnya motivasi dalam mengerjakan soal IPA hitungan. Hal tersebut berakibat pada rendahnya pencapaian ketuntasan belajar siswa. Kegiatan ini berfokus pada implementasi metode C3T dan tutor sebaya dalam upaya meningkatkan ketuntasan belajar IPA siswa, di kelas VIII MTsN 14 Jombang. Hasil kegiatan menunjukkan adanya peningkatan ketuntasan belajar siswa kelas VIII MTsN 14 Jombang dari 6 siswa menjadi 28 siswa. Metode C3T sebagai metode yang menekankan peserta didik untuk berperan aktif, cepat dan cerdas dalam pembelajaran terbukti mampu menambah motivasi seluruh siswa sehingga ketuntasan belajar bisa tercapai. Metode tutor sebaya menumbuhkan rasa percaya diri siswa yang menjadi tutor sebaya dan rasa kebersamaan bagi siswa yang belum tuntas.

MENINGKATKAN MOTIVASI BERPRESTASI SISWA MELALUI LAYANAN BIMBINGAN KELOMPOK DENGAN MEDIA FILM

This study aims to improve achievement motivation through community service with filmm media. The research method used the design of one pretest-post group involving 10 students from class VII and VIII with low achievement motivation as group member. The result of this research is the achievement of student achievement motivation and show that the students who get the assistance of counseling service with the film media experience the improvement of the motivation of the perception than before following the group guidance service with the film media. ABSTRAKPenelitian ini bertujuan untuk meningkatkan motivasi berprestasi melalui layanan bimbingan kelompok dengan media film. Metode penelitian eksperimen menggunakan desain one group pretest-post dengan melibatkan 10 siswa dari kelas VII dan VIII yang mempunyai motivasi berprestasi rendah sebagai anggota kelompok. Hasil penelitian ini adalah diperolehnya kondisi motivasi berprestasi siswa dan menunjukkan bahwa siswa yang memperoleh bantuan layanan bimbingan dengan media film mengalamai peningkatan motivasi berpretasinya dibandingkan sebelum mengikuti layanan bimbingan kelompok dengan media film.

Peningkatan Efektivitas Mesin Susu Kental Manis dengan Metode Overall Equipment Effectiveness dan Diagram Ishikawa

PT. X is an industrial company that runs in milk processing which manufactured variety products of its derivative. The problem that PT. X has are the high rate of breakdown and planned downtime that happened in sweetened condensed milk sachet filling machine, resulting a low value of availability rate in 2020. These problems can be solved by using Overall Equipment Effectiveess (OEE) method as an identification of those problems and Ishikawa’s Diagram as a proposed further improvement. The average measurement result of OEE in sweetened condensed milk sachet filling machine in the year of 2020 is 71.90%. This result shows us that the percentage of OEE still hasn’t reached the company’s target which is 75%. That low achievement of OEE is caused by one dominated factor which is the value of availability rate. According to Ishikawa’s Diagram, the main cause of the low value of availability rate are preventive maintenance, autonomous maintenance and predictive maintenance which become the cause of the recent breakdown. In conclusion, if the maintenance is done properly and thoroughly, the breakdown will certainly happen rarely, so that the value of the availability rate will also rise. PT. X adalah perusahaan industri yang bergerak di bidang pengolahan susu yang memproduksi berbagai produk turunannya. Masalah yang terjadi di PT. X adalah tingginya tingkat kerusakan dan downtime terencana yang terjadi pada mesin pengisi sachet susu kental manis, sehingga mengakibatkan rendahnya nilai availability rate pada tahun 2020. Permasalahan tersebut dapat diatasi dengan menggunakan metode Overall Equipment Effectiveess (OEE) sebagai identifikasi permasalahan tersebut. Hasil pengukuran rata-rata OEE pada mesin pengisi susu kental manis sachet tahun 2020 adalah 71,90%. Hasil ini menunjukkan bahwa persentase OEE masih belum mencapai target perusahaan yaitu 75%. Rendahnya pencapaian OEE tersebut disebabkan oleh salah satu faktor yang mendominasi yaitu nilai availability rate. Menurut diagram Ishikawa, penyebab utama rendahnya nilai tingkat ketersediaan adalah maintenance preventive, maintenance otonom, dan maintenance prediktif yang menjadi penyebab kerusakan mesin.

Pengaruh Strategi Pembelajaran dan Motivasi Berprestasi Terhadap Hasil Belajar Siswa SMA

This study aims to determine; (1) The difference between the physics learning outcomes of high school students who were taught using inquiry strategies and those taught with group investigation, (2) The effect of the interaction between learning strategies and achievement motivation on learning outcomes of high school students, (3) Differences in learning outcomes of high school students who have motivation High achievers were taught with inquiry strategy with students who were taught by group investigation., (4) Differences in physics learning outcomes of high school students with low achievement motivation were taught using inquiry strategy with students who were taught with group investigation (1) There were differences in physics learning outcomes for high school students those who were taught with inquiry strategies with students who were taught with group investigation., (2) There was an interaction effect between learning strategies and achievement motivation on the learning outcomes of high school students., (3) There were differences in physics learning outcomes for high school students with high achievement motivation to be studied. show with the Inquiry strategy with students who were taught with group investigation., (4) There was no difference in the results of studying physics for high school students who had low achievement motivation learned by inquiry strategy with students who were taught with group investigation.

Failing to make the grade: Somali-Canadian students and their encounters with the Canadian education system

This study examines how the discriminatory practices and racism in the education system contribute to the low achievement and high dropout rate of Somali-Canadian youth. Through qualitative research, semi-structured interviews with nine participants--this study explores the educational experiences of Somali students in the Toronto District School Board (the TDSB). This study found Somali students experience systemic discrimination in local TDSB schools--unfair grading practices, ethnic grading, differential treatment, deliberate streaming, stereotyping, profiling, the unequal application of discipline policies, disproportionate rates of suspensions and lack of religious accommodation. This study also found that systemic discrimination contributes to low achievement of Somali students, their disengagement from learning process, early school departure, and the criminalization of Somali boys. This study employs Critical Race Theory (CRT) in education as its main theoretical framework, through this lens the researcher links the schooling problems of Somali students to systemic discrimination based on their race and/or ethnicity.

Failing to make the grade: Somali-Canadian students and their encounters with the Canadian education system

This study examines how the discriminatory practices and racism in the education system contribute to the low achievement and high dropout rate of Somali-Canadian youth. Through qualitative research, semi-structured interviews with nine participants--this study explores the educational experiences of Somali students in the Toronto District School Board (the TDSB). This study found Somali students experience systemic discrimination in local TDSB schools--unfair grading practices, ethnic grading, differential treatment, deliberate streaming, stereotyping, profiling, the unequal application of discipline policies, disproportionate rates of suspensions and lack of religious accommodation. This study also found that systemic discrimination contributes to low achievement of Somali students, their disengagement from learning process, early school departure, and the criminalization of Somali boys. This study employs Critical Race Theory (CRT) in education as its main theoretical framework, through this lens the researcher links the schooling problems of Somali students to systemic discrimination based on their race and/or ethnicity.

How to Promote University Students to Innovative Use Renewable Energy? An Inquiry-Based Learning Course Model

This paper aims to explore a student-oriented curriculum model on Renewable Energy Sources (RES), since RES is an important solution to the energy problem, and training talents with relevant skills and qualities has become a key part of our overall energy strategy. Based on Taylor Principle and PDCA Cycle Theory (Plan, Do, Check, Act), this paper proposed a “Student-centered Inquiry” RES course model together with three reference templates for the design, teaching, and evaluation processes of the course. This dissertation conducted a case study on 27 students from China University of Petroleum (East China), and the primary purpose of the study was to find out how changes in the curriculum could affect the learning effects of both high achievement students and low achievement students. By adopting the paired T-test and independent T-test, the results indicated that: (a) There was a relationship between the new curriculum model and the students’ academic performance, (b) the improvement in low-achievement students was more significant than in high-achievement students, and (c) the new curriculum model has positive effects on students in terms of knowledge transfer, methodology, reductionism, and consciousness formation. In view of the limitations of current RES related education in universities, these results can be used as templates to improve the quality of RES education.

“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.