MENINGKATKAN PEMAHAMAN MATEMATIS SISWA DENGAN MENGAPLIKASIKAN MODEL PEMBELAJARAN TEAMS GAME TOURNAMENT (TGT) BERBASIS BAHAN AJAR GAMIFIKASI

1, 2, 3Universitas Islam Negeri Raden Intan, Lampung123e-mail: ABSTRAKPenelitian ini bertujuan untuk meningkatkan pemahaman matematis siswa dengan mengaplikasikan model pembelajaran Team Game Tournament (TGT) berbasis bahan ajar gamifikasi. Peneliti menggunakan metode penelitian eksperimen dengan mengadopsi Quasy Experiment Design. Peneliti juga menggunakan cluster random sampling sehingga didapat kelas VIII A sebagai kelas eksperiment yang menggunakan model pembelajaran Teams Games Tournament (TGT), kelas VIII B kelas eksperiment yang menerapkan bahan ajar gamifikasi menggunakan model Teams Games Tournament (TGT), sedangkan kelas VIII C sebagai kelas kontrol yang pembelajarannya menggunkan metode tradisional. Hasil penelitian meunjukan bahwasanya terdapat pengaruh penerapan model pembelajaran teams games tournament (TGT) menggunakan bahan ajar gamifikasi dalam meningkatkan penalaran matematis siswa. Peningkatan penalaran matematis siswa pada kelas dengan perlakuan model pembelajaran Teams Games Tournament (TGT) menggunakan bahan ajar gamifikasi lebih baik dibandingkan dengan model pembelajaran konvensional. Kata kunci : Teams Game Tournament; Bahan Ajar Gamifiasi; Pemahaman Matematis ABSTRACTThis research aims to improve students’mathematical understanding by applying the Team Game Tournament (TGT) learning model based on gamification teaching materials. Researchers used experimental research methods by adopting the Quasy Experiment Design. Researchers also used cluster random sampling so that class VIII A was obtained as an experimental class using the Teams Games Tournament (TGT) learning model, class VIII B was an experimental class that applied gamification teaching materials using the Teams Games Tournament (TGT) model, while class VIII C was a class. control learning using traditional methods. The results show that there is an effect of the application of the Teams Games Tournament (TGT) learning model using gamification teaching materials in improving students' mathematical reasoning. The improvement of students' mathematical reasoning in the class with the Teams Games Tournament (TGT) learning model treatment using gamification teaching materials is better than the conventional learning model. Keywords : Teams Game Tournament; Gamification Teaching Materials; Mathematical Understanding

Functional organization of the midbrain periaqueductal gray for regulating aversive memory formation

Innately aversive experiences produce rapid defensive responses and powerful emotional memories. The midbrain periaqueductal gray (PAG) drives defensive behaviors through projections to brainstem motor control centers, but the PAG has also been implicated in aversive learning, receives information from aversive-signaling sensory systems and sends ascending projections to the thalamus as well as other forebrain structures which could control learning and memory. Here we sought to identify PAG subregions and cell types which instruct memory formation in response to aversive events. We found that optogenetic inhibition of neurons in the dorsolateral subregion of the PAG (dlPAG), but not the ventrolateral PAG (vlPAG), during an aversive event reduced memory formation. Furthermore, inhibition of a specific population of thalamus projecting dlPAG neurons projecting to the anterior paraventricular thalamus (aPVT) reduced aversive learning, but had no effect on the expression of previously learned defensive behaviors. By contrast, inactivation of dlPAG neurons which project to the posterior PVT (pPVT) or centromedial intralaminar thalamic nucleus (CM) had no effect on learning. These results reveal specific subregions and cell types within PAG responsible for its learning related functions.

The myotendinous junction marker collagen XXII enables zebrafish postural control learning and optimal swimming performance through its force transmission activity

Although the myotendinous junction (MTJ) is essential for skeletal muscle integrity, its contribution to skeletal muscle function remains largely unknown. Here, we show that CRISPR-Cas9-mediated gene ablation of the MTJ marker col22a1 in zebrafish identifies two distinctive phenotypic classes: class 1 individuals reach adulthood with no overt muscle phenotype while class 2 display severe movement impairment and eventually dye before metamorphosis. Yet mutants that are unequally affected are all found to display defective force transmission attributed to a loss of ultrastructural integrity of the MTJ and myosepta, though with distinct degrees of severity. The behavior-related consequences of the resulting muscle weakness similarly reveal variable phenotypic expressivity. Movement impairment at the critical stage of swimming postural learning eventually causes class 2 larval death by compromising food intake while intensive exercise is required to uncover a decline in muscle performance in class 1 adults. By confronting MTJ gene expression compensation and structural, functional and behavioral insights of MTJ dysfunction, our work unravels variable expressivity of col22a1 mutant phenotype. This study also underscores COL22A1 as a candidate gene for myopathies associated with dysfunctional force transmission and anticipates a phenotypically heterogeneous disease.