PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MATEMATIKA KELAS VI SD/MI

Abstrak: Studi ini bertujuan untuk : (1) menghasilkan produk media pembelajaran interaktif berbasis Macromedia Flash Profesional 8 yang berkualitas pada mata pelajaran matematika materi geometri untuk siswa kelas VI MIN Padang Bulan Rantauprapat yang layak digunakan dalam pembelajaran (2) mengetahui efektifitas penggunaan media pembelajaran interaktif berbasis Macromedia Flash Profesional 8 pada mata pelajaran matematika materi geometri untuk siswa kelas VI MIN Padang Bulan Rantauprapat. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan produk Borg dan Gall yang dipadu dengan model pengembangan pembelajaran Dick dan Carey. Model ini meliputi enam tahapan, yakni: studi literatur, perencanaan atau desain pengembangan, pengembangan produk, validasi ahli, uji coba, revisi, produk akhir. Data tentang kualitas produk pengembangan ini dikumpulkan dengan angket. Data-data yang dikumpulkan dianalisis dengan teknik analisis deskriptif kualitatif. Hasil pengembangan media interaktif menunjukan validasi ahli menunujukkan bahwa keseluruhan rata-rata dikategorikan “Sangat Baik” dan uji kelayakan menunujukkan bahwa keseluruhan rata-rata dikategorikan “Sangat Baik”. Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa yang dibelajarkan dengan menggunakan media pembelajaran interaktif Macromedia Flash dengan hasil belajar siswa yang dibelajarkan dengan pembelajaran konvensional. Kata kunci: Media Pembelajaran Interaktif, Matematika Abstrack: This study aims to: (1) produce a qualified interactive learning media based Macromedia Flash profesional 8 in mathematics material geometry for students of class VI MIN Padang Bulan Rantauprapat are eligible for use in learning (2) determine the effectiveness of the use of interactive learning media-based Macromedia flash profesional 8 in mathematics materials for students of class VI geometry MIN Padang Bulan Rantauprapat. This type of research is the development of research that uses models Borg and Gall product development combined with learning development model of Dick and Carey. This model includes six stages, namely: literature studies, planning or design development, product development, validation expert, testing, revision, the final product. Data about the quality of the products of this development are collected by questionnaire. The data collected were analyzed using qualitative descriptive analysis techniques. The results of development of Interactive LearningMedia by Experts’ validation indicate that the overall average categorized "Very Good" And the Feasibility test indicate that the overall average categorized "Very Good". Hypothesis testing results show that there are significant differences between the students learning outcomethat to be learned by using Macromedia Flash Interactive Learning Media and Students learn outcometo be learned by conventional learning. Keywords: Interactive Learning Media, Mathematic

Hypotheses

This chapter addresses hypotheses. Empirical social scientific research often entails an interaction between observations and theory (a logical and precise speculation about an answer to a research question). In the application of deductive reasoning, a specific theory will inform a set of hypotheses that are then tested through empirical observations. Accordingly, hypotheses can be defined as ‘testable propositions entailed by the logic of the theory’. The chapter then details five basic principles to build a theory. Although critics have pointed out that these principles are unsuitable for the investigation of a small-Number of cases due to the reliance on random selection and generalization, it remains an important work in developing procedures for avoiding bias and making reliable inferences. The chapter also discusses the formulation of a good hypothesis.

The Scientific Hypothesis Today

Chapter 2 begins by reviewing the concept of the Scientific Method, as well as many outdated definitions of “hypothesis.” The discussion leads to the modern definition of the hypothesis as a conjectural explanation for a phenomenon; it is testable and falsifiable. The hypothesis serves as a blueprint and a summary of an investigation. Certain criticisms of the hypothesis and hypothesis-driven research are based on the older definitions of the term, and the book returns to them later. This chapter identifies and defines, with simple, nontechnical examples, concepts associated with the hypothesis, such as prediction and direct and indirect measurements. The philosophical programs of Karl Popper and John Platt, Critical Rationalism and Strong Inference, respectively, form a major focus of the chapter. The chapter explores the complexities of the concepts of falsification and corroboration and the importance of having multiple hypotheses. The chapter introduces the idea of the implicit hypothesis and ends with the presentation and discussion of key features of a good hypothesis.

PENGARUH KEDISIPLINAN DAN MOTIVASI TERHADAP KINERJA PEGAWAI PADA DINAS KESEHATAN KABUPATEN KUTAI BARAT DI SENDAWAR

The purpose of this paper is to determine the significant effect of discipline and motivation variables together on the performance of employees at the West Kutai District Health Office at Sendawar. And also to find out the discipline and motivation which is the dominant influence on employee performance at the West Kutai District Health Office at Sendawar. While the usefulness of writing is to provide information about discipline and motivation that can affect the performance of employees who can help leaders take policies to try to improve discipline and motivation so that there is an increase in employee performance and at the same time the performance of the Kutai Barat District Health Office at Sendawar itself.The correlation coefficient (R) is 0.9090 which means that the discipline and motivation variables together have a direct or positive relationship with the performance of employees at the West Kutai District Health Office at Sendawar. The value of R Squared (R2) is 0.8260 or 82.60%, which means that the performance of employees at the West Kutai District Health Office at Sendawar can be determined by the variables of discipline and motivation. In other words, the contribution of discipline and employee motivation to the performance of employees at the Kutai Barat District Health Office at Sendawar was 82.60%. While the remaining 17.40% is determined by other variables outside of this study.While the influence of each variable, namely the discipline variable (X1) has an effect on employee performance of 56.20%, while the motivation variable (X2) has an effect on employee performance by 65.00%. So that it can be said that motivation is a variable that has a greater influence on the performance of employees at the West Kutai District Health Office at Sendawar. The first good hypothesis test can be accepted because F count is 135,145 and F table 3,170 which means F count> F table. Likewise, the second hypothesis can be accepted because it is proven that the influence motivation is greater on the performance of employees at the West Kutai District Health Office at Sendawar

Limited resources or limited luck? Why people perceive an illusory negative correlation between the outcomes of choice options despite unequivocal evidence for independence

When humans learn of the outcome of an option they did not choose (the alternative outcome), before their own outcome is known, they form biased expectations about their future reward. Specifically, people see an illusory negative correlation between the two outcomes, which we coined the Alternative Omen Effect (ALOE). Why does this happen? Here, we tested several alternative explanations and conclude that the ALOE may derive from a pervasive belief that good luck is a limited resource. In Experiment 1, we show that the ALOE is due to people seeing a good alternative outcome as a bad sign regarding their outcome, but not vice versa. Experiment 2 confirms that the ALOE is a highly ingrained bias that replicates across tasks, and that the ALOE cannot be explained by preconceptions regarding outcome distribution, including 1) the Limited Good Hypothesis (zero-sum bias), according to which people see the world as a zero-sum game, and assume that resources there means fewer resources here, and/or 2) a more specific assumption that laboratory tasks are programmed as zero-sum games. To neutralize these potential beliefs, participants had to draw actual colored beads from two real, distinct bags. In spite of the unequivocal situational evidence of the independence of the two resources, we found a strong ALOE. Finally, in Experiment 3, we tested the Limited Luck Hypothesis: by eliminating the value of the outcomes we eliminated the ALOE. These results suggest that individuals perceive good luck itself, rather than material goods, as a limited resource. We discuss how the Limited Luck belief might explain a wide range of behaviors traditionally associated with the Limited Good belief.

What makes Darwinian hydrology "Darwinian"? Asking a different kind of question about landscapes

There have been repeated calls for a Darwinian approach to hydrologic science, or for a synthesis of Darwinian and Newtonian approaches, to deepen understanding of the hydrologic system in the larger landscape context, and so develop a better basis for predictions now and in an uncertain future. But what exactly makes a Darwinian approach to hydrology "Darwinian"? While there have now been a number of discussions of Darwinian approaches, many referencing Harte (2002), the term is potentially a source of confusion because its connections to Darwin remain allusive rather than explicit. Here we suggest that the Darwinian approach to hydrology follows the example of Charles Darwin by focusing attention on the patterns of variation in populations and seeking hypotheses that explain these patterns in terms of the mechanisms and conditions that determine their historical development. These hypotheses do not simply catalog patterns or predict them statistically – they connect the present structure with processes operating in the past. Nor are they explanations presented without independent evidence or critical analysis – Darwin's hypotheses about the mechanisms underlying present-day variation could be independently tested and validated. With a Darwinian framework in mind, it is easy to see that a great deal of hydrologic research has already been done that contributes to a Darwinian hydrology – whether deliberately or not. We discuss some practical and philosophical issues with this approach to hydrologic science: how are explanatory hypotheses generated? What constitutes a good hypothesis? How are hypotheses tested? "Historical" sciences – including paleohydrology – have long grappled with these questions, as must a Darwinian hydrologic science. We can draw on Darwin's own example for some answers, though there are ongoing debates about the philosophical nature of his methods and reasoning. Darwin used a range of methods of historical reasoning to develop explanatory hypotheses: extrapolating mechanisms, space for time substitution, and looking for signatures of history. Some of these are already in use, while others are not and could be used to develop new insights. He sought explanatory hypotheses that intelligibly unified disparate facts, were testable against evidence, and had fertile implications for further research. He provided evidence to support his hypotheses by deducing corollary conditions ("if explanation A is true, then B will also be true") and comparing these to observations. While a synthesis of the Darwinian and Newtonian approaches remains a goal, the Darwinian approach to hydrologic science has significant value of its own. The Darwinian hydrology that has been conducted already has not been coordinated or linked into a general body of theory and knowledge, but the time is coming when this will be possible.