ANALISIS AKTIVITAS BELAJAR IPA SISWA DENGAN MENGGUNAKAN MEDIA GAMBAR DI KELAS 4 SDIT AL AMAANAH BEKASI

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. Good learning is learning that opens insight and independent thinking patterns to students. Learning is a complex process that happens to everyone and lasts a lifetime, from infancy to the grave, and one of the signs that a person has learned is a change in behavior in himself, both concerning changes that are knowledge (cognitive) and skills (psychomotor) as well as those concerning values ??and attitudes (affective). Using image media, students can see pictures of places where various living things cannot be reached. Science lessons in elementary schools cannot be separated by learning media, because many science learning materials are difficult to explain with books and difficult to reach places where animals live directly. Preliminary observations of the authors also get several problems, namely: (1) the facilities and infrastructure owned by the school are still not complete, in supporting learning activities (2) the availability and use of learning media, in this case the image media is not optimal by the teacher in the process of learning activities that are carried out. Finally, students also have a passive tendency in participating in the learning process (3) The low understanding of students in mastering the material presented and (4) The low learning achievement of students in science subjects, as measured by the Minimum Completeness Criteria (KKM) in Science subjects, namely 70 , and of the 13 fourth grade students who scored 70 in the daily test only 9 children. ABSTRAKPendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar siswa secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual, keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Pembelajaran yang baik adalah pembelajaran yang membuka wawasan dan pola berpikir mandiri kepada siswa. Belajar adalah suatu proses yang kompleks yang terjadi pada semua orang dan berlangsung seumur hidup, sejak masih bayi hingga ke liang lahat, dan salah satu pertanda bahwa seseorang telah belajar adalah adanya perubahan tingkah laku dalam dirinya baik yang menyangkut perubahan yang bersifat pengetahuan (kognitif) dan ketrampilan (psikomotor) maupun yang menyangkut nilai dan sikap (afektif). Penggunaan media gambar, siswa dapat melihat gambar tempat hidup berbagai makhluk hidup yang tidak bisa dijangkau. Pelajaran IPA di SD tidak dapat terpisahkan oleh media pembelajaran, karena banyak materi pembelajaran IPA yang sulit dijelaskan dengan buku saja dan sulit menjangkau tempat-tempat hidup hewan secara langsung. Observasi pendahuluan penulis juga mendapatkan beberapa permasalahan yaitu : (1) sarana dan prasarana yang dimiliki sekolah masih belum lengkap, dalam menunjang kegiatan pembelajaran (2) ketersediaan dan pemanfaatan media pembelajaran, dalam hal ini media gambar yang belum optimal oleh guru dalam proses kegiatan belajar yang akhirnya siswa juga mempunyai kecenderungan pasif dalam mengikuti proses pembelajaran (3) Rendahnya pemahaman anak didik dalam penguasaan suatu materi yang disajikan dan (4) Rendahnya prestasi belajar siswa dalam mata pelajaran IPA,yang diukur dari Kriteria Ketuntasan Minimum (KKM) Mata pelajaran IPA yaitu 70, dan dari 13 siswa kelas IV yang mendapat nilai ? 70 dalam tes ulangan harian hanya 9 anak.

PENGGUNAAN MEDIA MADDING UNTUK MENGASAH KEMAMPUAN KOGNITIF PESERTA DIDIK PADA MATERI KONSEP PERDAGANGAN INTERNASIONAL

The research objectives of this class are: (1) to describe the learning process using the Inquiry Learning Model to improve the Cognitive Ability of the International Trade Concept Students of Class XI Social Sciences 2. (2) to describe how much the students' increase in the cognitive ability of the international trade concept is indicated by the value of the results. student learning using the Inquiry Learning Model for Class XI Social Sciences 2. (3) Describing behavioral changes that accompany cognitive abilities or understanding the concept of International Trade is too broad and often updated with regard to International Trade information related to the condition of the country in society, by using Inquiry Learning Model for Class XI Social Sciences 2 Students using the Inquiry Learning Model for Class XI Social Sciences 2 Students. SMA N 2 Mranggen. Based on the results of the study, it is known that the average score for the Daily Test which is used as the Pre-Cycle is 38.43, only 1 student has completed the KKM, the average score for Cycle 1 which is used as the Pre-Cycle is 43.14 with 1 student who completes KKM, the average value for Cycle 2 which is used as Pre-Cycle is 59.71 with 21 students who complete the KKM. Thus, the average daily test for both Pre-Cycle, Cycle 1 and Cycle 2 continues to increase with the number of each student. above the KKM has increased. In addition, non-test results also showed a change in behavior for the better in terms of motivation and interest in reading. Students show better responses and activities starting from Pre-Cycle, Cycle I and Cycle II. It can be seen that there is an increase in each step / cycle, which shows things that show success in the application of learning models and media madding in learning economics of the basic competencies of International Trade. ABSTRAKTujuan Penelitian Kelas ini yaitu: (1) Mendeskripsikan Proses Pembelajaran dengan menggunakan Model Pembelajaran Inquiry untuk meningkatkan Kemampuan Kognitif Konsep Perdagangan Internasional Peserta Didik Kelas XI IPS 2. (2) Mendeskripsikan Seberapa banyak Peningkatan Peserta didik Kemampuan Kognitif Konsep Perdagangan Internasional yang ditunjukkan oleh nilai hasil belajar siswa dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. (3) Mendeskripsikan perubahan perilaku yang menyertai peningkatan kemampuan kognitif atau pemahaman Konsep Perdagangan Internasional terlalu luas dan seringkali update berkaitan dengan informasi Perdagangan Internasional berkaitan dengan kondisi negara di masyarakat, dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. SMA N 2 Mranggen, (4) Mendeskripsikan perubahan perilaku yang menyertai peningkatan motivasi belajar dan membaca yang kurang untuk memahami materi Perdagangan Internasional ini dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. SMA N 2 Mranggen. Berdasarkan hasil penelitian, diketahui Nilai Rata - rata untuk Ulangan Harian yang dijadikan sebagai Pra Siklus adalah 38,43, hanya 1 siswa yang tuntas KKM, Nilai Rata - rata untuk Siklus 1 yang dijadikan sebagai Pra Siklus adalah 43,14 dnegan 1 siswa yang tuntas KKM, Nilai Rata - rata untuk Siklus 2 yang dijadikan sebagai Pra Siklus adalah 59,71 dengan 21 siswa yang tuntas KKM dengan demikian untuk rata - rata ulangan harian baik Pra Siklus, Siklus 1 dan Siklus 2 tetap mengalami peningkatan dengan jumlah masing – masing siswa yang diatas KKM mengalami peningkatan. Selain itu hasil non tes juga menunjukkan adanya perubahan perilaku menjadi lebih baik dalam hal motivasi dan minat baca. Peserta didik menunjukkan respon dan aktivitas yang lebih baik dimulai dari Pra Siklus, Siklus I dan Siklus II. Dapat dilihat bahwa ada peningkatan pada setiap step / siklusnya, dimana memperlihatkan hal yang menunjukkan keberhasilan dalam penerapam model pembelajaran dan media madding dalam pembelajaran ekonomi kompetensi dasar Perdagangan Internasional ini.

INTERACTIVE POWERPOINTS IN ONLINE TGT-BASED MODELS ON THERMOCHEMICAL MATERIALS

The closure of schools due to the Covid-19 pandemic has forced all schools in Indonesia to be closed temporarily, therefore learning must be carried out online. Online learning is commonly carried out with teacher presentations and assignments therefore this makes learning monotonous and boring for students. So we need a medium that makes learning more interesting, namely with interactive powerpoints. The purpose of this study was to determine the effect of using interactive powerpoints in the online-based TGT model on thermochemistry material. This type of research is quasi-experimental research with a post-test only control group design. The data collection technique used the technique of daily test tests, documentation, and student perception questionnaires. The data were analyzed using the normality test, F test, and t test with a significance level of 5%. The results showed that before being given the treatment, the two classes were normally distributed, homogeneous variations and there was no difference in student absorption. After being given the treatment, the two classes had significant differences in absorption. Therefore it can be concluded that there is an effect of using interactive powerpoints in the online-based TGT model on thermochemistry material.

Comparison of Methamphetamine and MDMA Extended Access Self-administration: Acquisition, Maintenance, and Response Patterns

<p>Rationale. 3,4-methylenedioxymethamphetamine (MDMA) and methamphetamine are two amphetamine derivatives with contrasting pharmacological profiles. Therefore, self- administration profiles might be expected to reflect these differences. Objectives. This study compared the latency and proportion to acquire self-administration, maintenance of self-administration, and within-session response patterns. Methods. Rats were given extended access (8-hour daily sessions) to either methamphetamine, MDMA or vehicle self-administration over a period of 10 consecutive days. A criterion based on the performance of the vehicle control group was used to determine acquisition of reliable MDMA and methamphetamine self-administration. In conjunction, for MDMA self-administration the infusion dose was halved for each rat that achieved a total of 85mg/kg for the remaining sessions. Temporal patterns of responding were assessed using hourly data of the first day of self-administration, the day following acquisition, and the final day of self-administration. Results. A greater proportion of rats in the methamphetamine group acquired self- administration and self-administration was acquired with a shorter latency compared to the MDMA group. Responding maintained by methamphetamine on day one was high. By the third day a pattern developed that was maintained throughout testing. The greatest proportion of responding occurring within the first hour of each daily test session. A progressive escalation of intake was also observed within the methamphetamine group. Responding maintained by MDMA was low on the first day, but by day 5 responding had increased with most of the responding within the session occurring during the first three hours. On day 10 the greatest amount of responding occurred during the first hour. No escalation of intake as a function of test day was observed for MDMA self-administration.</p>

Comparison of Methamphetamine and MDMA Extended Access Self-administration: Acquisition, Maintenance, and Response Patterns

<p>Rationale. 3,4-methylenedioxymethamphetamine (MDMA) and methamphetamine are two amphetamine derivatives with contrasting pharmacological profiles. Therefore, self- administration profiles might be expected to reflect these differences. Objectives. This study compared the latency and proportion to acquire self-administration, maintenance of self-administration, and within-session response patterns. Methods. Rats were given extended access (8-hour daily sessions) to either methamphetamine, MDMA or vehicle self-administration over a period of 10 consecutive days. A criterion based on the performance of the vehicle control group was used to determine acquisition of reliable MDMA and methamphetamine self-administration. In conjunction, for MDMA self-administration the infusion dose was halved for each rat that achieved a total of 85mg/kg for the remaining sessions. Temporal patterns of responding were assessed using hourly data of the first day of self-administration, the day following acquisition, and the final day of self-administration. Results. A greater proportion of rats in the methamphetamine group acquired self- administration and self-administration was acquired with a shorter latency compared to the MDMA group. Responding maintained by methamphetamine on day one was high. By the third day a pattern developed that was maintained throughout testing. The greatest proportion of responding occurring within the first hour of each daily test session. A progressive escalation of intake was also observed within the methamphetamine group. Responding maintained by MDMA was low on the first day, but by day 5 responding had increased with most of the responding within the session occurring during the first three hours. On day 10 the greatest amount of responding occurred during the first hour. No escalation of intake as a function of test day was observed for MDMA self-administration.</p>

PENGGUNAAN MEDIA PEMBELAJARAN ONLINE UNTUK MENINGKATKAN HASIL BELAJAR DAN RESPONSIF SISWA SAAT PEMBELAJARAN JARAK JAUH DI MASA PANDEMI

The purpose of this research was to find out the increase in understanding of junior high school science concepts and student responsiveness by using the Google Meet, WhatsApp and Google classroom. The research was conducted in 9th grade during the online learning process. The method in this research uses quantitative and descriptive qualitative. Data obtained from the average of daily test and questionnaire. Based on the results of the research, there was an increase in learning outcomes by 32.4% and student responsiveness stated that 66.7% of communicative and fun learning also 85.2% of students stated that it was easy to understand the course. there is an increase in understanding of science concepts and pleasant responses by combining the Google Meet, WhatsApp, and Google Classroom applications. ABSTRAKTujuan dari penelitian ini untuk mengetahui peningkatan pemahaman konsep IPA SMP dan responsif siswa dengan penggunaan gmeet, WA, Google classroom. Penelitian dilakukan di kelas 9 selama proses pembelajaran daring. Metode dalam penelitian menggunakan kuantitatif dan kualitatif deskriptif. Data diperoleh dari rata-rata ulangan harian dan angket. Berdasar hasil penelitian, terdapat peningkatan hasil belajar sebesar 32,4 % dan responsif siswa menyatakan 66,7 % pembelajaran komunikatif dan menyenangkan dan 85,2 % siswa menyatakan mudah memahami pembelajaran. Terdapat peningkatan pemahaman konsep IPA dan respon menyenangkan dan paham dengan penggabungan aplikasi gmeet, WA, dan google classroom.

Using Quizizz in Learning Assesment with Science Literacy Oriented in Science Learning

In the covid-19 era, activities are forced to be done from home, including learning activities. Because of the limited network, students' interest in doing assignments becomes low. Thus teachers tend to ignore the assessment of learning outcomes during the pandemic. Even though assess learning outcomes is very important to do, one of them is a daily test which aims to find out the extent to which students understand the lesson. This study aims to determine the use of the Quizizz applicationwith science literacy oriented as a media for assessing learning outcomes during the study. The research method used is applied research, namely by implementing the Quizizz application in science literacy for online assessment. The data collection method used was a questionnaire. Quantitative data collection was obtained with closed questions. Questionnare is given after students doing daily tests using Quizizz with science literacy oriented. The daily test consists of 20 multiple choice questions of Motion with 10 literacy discourses. The result of daily test is devided into three part, namely high, medium and low. Based on the result of daily test 13 students who get high accuracy score, 9 students in medium cluster and 8 students in low cluster. Overall students give positive responses to using Quizizz with science literacy oriented and agree to be used in the daily test. Based on students perceptions, the use of Quizizz is very interest and science literacy help them remember what they have learned.. However, there needs to be assistance from the teacher when new students use Quizizz for the first time.

PENGGUNAAN MEDIA PEMBELAJARAN GOOGLE CLASROOM UNTUK MENIGKATKAN KEMAMPUAN SISWA PADA MATA PELAJARAN PPKN DENGAN MATERI HAK ASASI MANUSIA

Online learning is considered less than optimal, students are lazy to learn, careless because they are not controlled, and lack enthusiasm. One of them is in the Civics subject of Human Rights material for class XI SMA. Therefore, the use of Google Classroom learning media is very appropriate. The purpose of this study was to determine the effectiveness of Google Classroom in improving students' abilities during distance learning. This study used the subjects of class XI IPA 4 SMA Negeri 1 SMAN 1 Dawarblandong, Mojokerto Regency for the 2020/2021 academic year. Methods This research uses descriptive qualitative method with the type of classroom action research. The data collection technique used is daily test/test. The data analysis technique used in this research is descriptive qualitative analysis. The results of the study showed that in the pre-cycle student learning outcomes that did not meet the percentage of total learning outcomes, the school KKM was 61.76%, while in the implementation of learning using Google Classroom the first cycle obtained student learning outcomes that were completed were 47.05% and were not completed 52.94 %. In the second cycle the number of students who completed was 82.35% and not completed only 17.64% with the standard KKM is 67 points. ABSTRAKPembelajaran daring dinilai kurang maksimal, siswa malas belajar, lengah karena kurang terkontrol, dan kurangnya antusias. Salah satunya yaitu pada mata pelajaran PPKn materi Hak Asasi Manusia kelas XI SMA. Oleh karena itu penggunaan media pembelajaran Google Classroom sangatlah tepat. Tujuan penelitian ini adalah untuk mengetahui efektivitas Google Classroom dalam meningkatkan kemampuan siswa selama pembelajaran jarak jauh. Penelitian ini menggunakan subyek siswa kelas XI IPA 4 SMA Negeri 1 SMAN 1 Dawarblandong, Kabupaten Mojokerto Tahun Pelajaran 2020/2021. Metode Penelitian ini menggunakan metode deskriptif kualitatif dengan jenis penelitian tindakan kelas. Teknik pengumpulan data yang digunakan adalah ulangan harian/tes. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif kualitatif. Hasil penelitian menjukkan bahwa pada prasiklus hasil belajar siswa yang belum memenuhi prosentase jumlah ketentuntasan belajar, KKM sekolah adalah 61,76%, sedangkan pada pelaksanaan pembelajaran menerapkan Google Clasroom siklus pertama didapatkan hasil belajar siswa tuntas adalah 47,05% dan tidak tuntas 52,94%. Pada siklus kedua jumlah siswa yang tuntas adalah 82,35% dan tidak tuntas hanya 17,64% dengan standart KKM adalah 67 poin.

NEED ANALYSIS OF INSTRUCTIONAL MEDIA WITH ESQ NUANCE AS SUPLEMENT IN SENIOR HIGH SCHOOL

The 2013 curriculum encourages students to be more active and independent when getting information about learning materials. Therefore, teachers are required to be able to increase students' learning motivation, one of which is by developing learning media that can attract students' learning interest. The purpose of this study was to see the needs of students for learning media with ESQ nuances about bacteria as a supplement to biology teaching materials for class X science SMAN 2 Payakumbuh. This type of research is descriptive quantitative research. The method used to collect data was done through distributing questionnaires to class XII students and interviewing two teachers, namely a biology teacher and an Islamic religious education teacher. In addition, the daily test results obtained by students were also used as data in this study. The results of the study revealed that students had difficulty in understanding biology learning about bacterial material due to the difficulty of observing micro learning objects plus less supportive learning media where the images on the learning media were of very low quality and colorless. This results in a lack of student motivation in participating in the learning process. For that we need a learning media that is easy to understand and has high quality images so that it can be studied independently by students.

INTEGRASI “RAHMAT” DALAM PEMBELAJARAN MATEMATIKA

This research aimed at describing the improvement of the students’ attitude towards mathematics lesson after following the lesson using mathematics history. This was a best practice research implemented in two phases: preparation and implementation. The subjects of this research were the students of class XII MIA 2 of SMA N 1 Kubu in the first semester of academic year 2019/2020. There were 25 students consisting of 10 male students and 15 female students. The data of students’ attitude were collected through attitude questionnaires. The collected data were then analyzed descriptively. This research showed that the students’ attitude of class XII MIA 2 of SMA N 1 Kubu in the first semester of academic year 2019/2020 towards mathematics lesson after following the lesson using mathematics history improved. The students’ attitude improved from pre-learning to post-learning using mathematics history. The average of students’ attitude was 48.21 before learning and in the fair category, meanwhile after learning, the average of students’ attitude towards mathematics lesson improved to 74.00 with good category. The improving students’ attitude had positive effect towards the improvement of mathematics learning achievement. The average of students’ daily test improved from 75.48 with learning mastery 92% at the first daily test to 78.72 with learning mastery 100% at the second daily test.