Application Of Learning Strategies Research Articles

Effects of self-regulatory processes on cognitive representation of team-specific tactics in junior male soccer players

The present study aims to demonstrate the relationship between cognitive and behavioral variables that configure expert performance by testing if training in self-regulatory processes would affect the organization of tactics mental representation in soccer. A 2 × 2 mixed design was applied, manipulating the level of training in self-regulatory processes between groups and the moment of evaluation within groups. Participants were 13 under-15 year-old male soccer players from Montevideo, Uruguay, with an average of 9.38 years of competitive experience. The experimental group went through 10 individual weekly sessions of training in self-regulatory processes comprising 11 out of 18 self-regulatory processes presented in Zimerman’s Multiphasic Cycle of Self Regulatory Processes. Greater improvement on the cognitive representation of tactics was observed in the experimental group, which revealed more functionally organized clustering of offensive and defensive team-specific tactical concepts in long-term memory after the training. Results showed significant differences in the organization of tactical knowledge in long-term memory due to the participation in a training program on self-regulatory processes focusing on tactical actions in soccer. This study extended the effects of self-regulatory processes, previously evidenced in specific situations in other sports, to the organization of tactics mental representation in soccer. The effects are related to the facilitation of learning processes caused by the use of self-regulatory processes. The systematic application of learning strategies adapted to tactical situations seemed to enable participants to organize tactical knowledge in long-term memory.

Learning and distinguishing time series dynamics via ordinal patterns transition graphs

Strategies based on the extraction of measures from ordinal patterns transformation, such as probability distributions and transition graphs, have reached relevant advancements in distinguishing different time series dynamics. However, the reliability of such measures depends on the appropriate selection of parameters and the need for large time series. In this paper we present a method for the characterization of distinct time series behaviors based on the probability of self-transitions, a measure extracted from their transformation onto ordinal patterns transition graphs. We validate our method by investigating the main characteristics of periodic, random, and chaotic time series. By the application of learning strategies, we precisely classify different randomness levels in time series, reaching 100% in accuracy, and advances in performing the hard task of distinguishing random noises from chaotic time series, correctly distinguishing 96.61% of the cases. Furthermore, we show that this strategy is well suitable to be used by many applications, even for short time series, and does not depend on the selection of parameters.

Mata Pelajaran IPS di MI/SD: Sebuah Strategi Pembelajaran Implementatif

Abstrack Generally, the activities of teaching and learning on social science at the primary school level just use expository learning strategies. This strategi still use teacher centered that follow the custom with learning sequence. It starts from teacher that describes the material directly. After that, teacher gives the evaluation through exercises to the students. Besides that, the inaccuracy of teachers in the selection and using the learning strategies and also the lack of variation in the using of learning strategies make learners become not mastered and less in the learning materials. In addition, the lack of students in mastering the material makes the value of social science badly (far from KKM which has determined). The results of this research are applied learning strategies by the teacher on social science subject in the fourth grade at State Islamic Elementary School Wirasaba Purbalingga generally divided into three steps, they are planning; time, sequence of learning activities, methods and media/learning materials, implementation; preliminary activities, core activities, closing activities and follow up, and evaluation. As for the learning strategies used in social science learning are reading aloud, active knowledge sharing and small group discussion. Key words: Learning Strategies, Social Science.

Measuring Students’ Chemistry Literacy Ability of Acid and Base Concepts

The goal of this study was to investigate Students’ levels of chemistry literacy ability on acid and base concepts. A quantitative descriptive method was used for this study. The subject of this study consisted of 251 second-year high school students in Yogyakarta. The data were collected by a test to measure chemistry contexts, chemistry knowledge, and chemistry competency aspects, and a questionnaire to measure attitude aspect that was developed in previous study. The students’ level of chemistry literacy for the aspects were in moderate level. Therefore, some sub aspects had a low and very low category, it might be caused by the lack of teachers’ ability to applied learning strategy for developing students’ chemistry literacy ability.

EMPOWERING STUDENT’S CREATIVE THINKING SKILL IN BIOLOGY CLASSROOM: POTENTIAL OF GROUP INVESTIGATION COMBINED WITH THINK TALK WRITE (GITTW) STRATEGY

Purpose of Study: Creative thinking skills are indispensable for the investigation of a problem, finding and analyzing facts and data in solving the problem. The role of creative thinking in learning to prepare students to be a problem solver. The lack of empowerment of the creative thinking skills of students in the biology classroom can be caused by the non-optimal application of learning strategies.
 Methodology: This study was a quasi-experimental study designed to explore the effect of GI learning strategies, TTW, GITTW, and conventional learning in empowering creative thinking skills of students in high school. The research sample was 162 students of X grade of science majors SMA Muhammadiyah 1 in Surabaya, Indonesia academic year 2015/2016. Creative thinking skills of students measured by essay test given at the beginning and end of the study.
 Results: The results showed that the application of learning strategies affected the creative thinking skills of students. GITTW learning strategy can maximize the creative thinking skills empowerment. Also, note that the strategy TTW could improve creative thinking skills were higher than GI and conventional strategy.
 Implications/Applications: The GITTW strategy can be considered to be used by teachers as a learning strategy to empower creative thinking skills.

Penerapan Strategi Pembelajaran Peningkatan Kemampuan Berpikir (SPPKB) Pada Pembelajaran Matematika Peserta Didik Kelas VII SMPN 28 Padang

The purpose of this research are: 1) to describe the learning activities of learners with the application of Learning Strategy of Improving Thinking Ability (SPPKB) at class VII SMPN 28 Padang academic year 2017/2018, and 2) to know the ability of mathematical connections of learners who were taught by Learning Strategy Improvement Thinking Ability (SPPKB) in class VII SMPN 28 Padang academic year 2017/2018. This type of research was a quasy-experiment with a Randomized Control only Group Design study. Data collection techniques were using observation sheets to see learners' activities and written tests to see the mathematical connections of learners. Based on the results showed that 1) the learning activities of the students increased with the average percentage (75%), (65%), (28%), (45%) and (77%). 2) the ability of mathematical connections of learners who were taught with SPPKB was higher than the ability of mathematical connections of learners who were not taught with SPPKB on class VII SMPN 28 Padang Lesson Year 2017/2018. Keywords: activities, the ability of mathematical connections, SPPKB.

The Brain Based Learning (BBL) and Intrapersonal Intelligence for Mathematics Learning in Junior High School

Research Highlights
 The study proposed two focus studies and results indicated there is a conformity between Brain Based Learning (BBL) and students' intrapersonal intelligence toward characteristics of junior high school mathematics learning. Implementation of Brain Based Learning (BBL) and intrapersonal intelligence in junior high school mathematics learning can improve student’s learning outcomes.
 
 Research Objectives
 This research aims to knowing activities of junior high school mathematics learning and to knowing conformity of characteristics between Brain Based Learning (BBL) and intrapersonal intelligence with junior high school mathematics learning. BBL as a learning strategies and intrapersonal intelligence as an internal factors of students must be the main consideration in learning activities, including in this case mathematics learning. Learning is more directed at construction than instruction, which has implications for the role of teachers and students (Reigeluth and Carr-Chellman, 2009). Learning strategies concept is a various types of plans used by the teacher to achieve goals (Silver et al., 2012). In simple terms, this view states that learning strategies are ways to do something in achieving goals. Learning mathematics is learning about the concepts and structure of mathematics and looking for relationships between the two on the material being studied (Bruner, 2009). In the learning activities, learning materials must be adapted to the abilities and cognitive structures of students. Learning material must be related to the concepts that are already owned so that new ideas can be fully absorbed by students (Ausubel, 2012). Learning activities must be gradual, sequential and always based on past learning experiences.
 
 Methodology
 This type of research is qualitative descriptive. The approach used is qualitative with descriptive methods and literature studies. Data collection uses documentation studies, observations, and interviews with teachers and students. Data collection was conducted in junior high school of SMP Assahil Lampung Timur in the 2018/2019 academic year. The mathematics teachers and students were included in this study as a respondents. In this study the data analysis used was quantitative descriptive and qualitative descriptive analysis. Quantitative descriptive analysis is used to present and analyze data relating to mathematics learning outcomes over the past three years. Qualitative descriptive analysis is used to interpret and analyze data regarding the learning process of mathematics that has taken place.
 
 Results
 The study indicate that mathematics teachers have only used expository learning strategies in learning activities. The expository learning strategy is a form of teacher-centered learning approach. Mathematical learning outcomes are not satisfactory. The Mathematics learning is a learning process that involves active students building mathematical knowledge (Cobb, 2013). In mathematics learning there is a process of developing students' creativity to improve their abilities and beliefs in building knowledge and mastering good mathematics subject matter. The Characteristics of Brain Based Learning (BBL) emphasizes students to play an active role in building the concepts learned (Ulger, 2018). The steps in the BBL learning strategy include creating a learning environment that challenges students' thinking skills (regulated immersion), creates a relaxed learning environment, and creates actual and meaningful learning situations for students (active processing). Intrapersonal intelligence is self-knowledge as intelligence that involves self-awareness or self-sensitivity, thought processes, realizing changes that occur in oneself, involving skills of cooperation and communication both verbally and nonverbally (Alder, 2001). The characteristics of intrapersonal intelligence consist of three main aspects that can be used as benchmarks, namely recognizing oneself, knowing one's own desires, and knowing what is necessary for oneself.
 
 Findings
 The results of data analysis, it was found that the learning activities that had taken place so far only used expository learning strategies. The teacher does not apply learning strategies that are in accordance with the internal factors of students in learning mathematics. The literature review show that there is a match between the characteristics of junior high school mathematics material, the characteristics of BBL learning strategies and the characteristics of intrapersonal intelligence. Therefore, the implementation of BBL learning strategies and intrapersonal intelligence in junior high school mathematics learning is very well done to improve student learning outcomes.
 
 Acknowledgement
 This study was supported by Universitas Negeri Jakarta and SMP Assahil Lampung Timur, for which thanks to 1) Doctoral Program in Educational Technology, Postgraduate Program at Universitas Negeri Jakarta; 2) SMP Assahil Lampung Timur; 3) Prof. Dr. M. Syarif Sumantri, M.Pd. as the promoter and Prof. Dr. Nurdin Ibrahim, M.Pd. as the co. promoter who has provided guidance to the author.
 

Salient Factors for Student Success Gained through a Learning Frameworks Course

Learning frameworks courses represent a recent manifestation of higher education’s effort to support undergraduate students’ learning success. These courses offer students the theoretical underpinnings of human learning and the application of learning strategies. This qualitative investigation at a 4-year university in the southwestern United States sought to identify the perceived salient factors from students in the course in spring and fall 2015. Data were collected from individual interviews (n = 8) and a semi-structured focus group (n = 7) from participants 18–24 years old. Researchers concluded that significant course factors occurred in the behavioral domain (e.g., study and self-management strategies), followed by the affective domain (e.g., increased motivation and locus of control, lessening anxiety, and stress), and cognitive domains (e.g., help-seeking strategies, note taking skills, and learning brain function).

Keefektifan Penerapan Strategi Pembelajaran Berbasis Humor Pada Materi Genetika Terhadap Minat dan Hasil Belajar Siswa Kelas XII SMA Negeri 11 Makassar

Abstract. This research is pra-experimental design that aims to determine effectiveness of student‟s learning interest and outcomes toward learning strategies based humor on genetic subject of student grade XII SMA Negeri 11 Makassar. Independent Variabe in this research is the application of learning strategies based humor on genetic subject, while the dependent variable is the student‟s learning interest and outcomes of genetic subject. The population in this study were all students of class XII SMA Negeri 11 Makassar with totally seven classes, while the sample is student‟s grade XII with totally 66 students. Pretest-posstest was used as data collection technique, by used a questionnaire of student learning interest and genetic achivement test. Data analysis technique that used is a descriptive analysis using the n-gain and inferential analysis using paired sample t-test. Based on the descriptive analysis showed that n-gain value of student‟s interest and learning outcomes of genetics achieve an increase of >75% in the category of medium-high, which are respectively 77% and 92%, whereas the inferential analysis using SPSS showed a significance value 0.000 > α = 0.05 which indicates H0 isrejected and H1 is accepted, that the known application learning strategies based humor on genetic subject has a significant influence (real) towards the student‟s learning interests and outcomes. Therefore, based on these two data analysis concluded that the learning strategies based humor on genetic subject effectively to student‟s learning interest and outcomes of student of grade XII SMA Negeri 11 Makassar. Keywords: learning strategies based humor, student’s interest, student outcomes, genetic.

Penerapan Pembelajaran Kooperatif Reciprocal Teaching Berbasis Lesson Study untuk Meningkatkan Kemampuan Metakognitif Mahasiswa IKIP Budi Utomo Malang

The quality of education in Indonesia still needs to be improved both in human resources and components in the learning process . Improving the quality of education is very important because the quality of a nation is determined by the education factor . Education in Indonesia is still emphasis on cognitive learning outcomes , so the ability of other students as metacognitive less empowered . Those problems need to be addressed , either by applying learning strategies Reciprocal Teaching ( RT ) based Lesson Study . Application of Lesson Study based learning is expected to empower metacognitive skills of learners .The purpose of this study is to explain the improvement of the learning process with regard metacognitive skills of students after learning Reciprocal teaching strategies implemented based Lesson Study. This study used two cycles with each cycle has four stages . These stages form a spiral cycle which includes 1 ) planning, 2 ) granting the action , 3 ) observation , and 4 ) reflection . Lesson Study is an improvement of learning undertaken collaboratively by measures planning ( Plan) , implementation of the plan learning in the classroom ( Do) , and reflection activities that discussions about things that happen in the learning process in the classroom ( See) . Lesson Study activities aimed at improving the quality of learning that has three stages , namely Plan, Do and See. Samples used in this research is student of Class C in 2014 as many as 45 people . The results showed learning strategies Reciprocal Teaching ( RT ) based Lesson Study can improve student metacognitive ability IKIP Budi Utomo Malang.

Peningkatan Kinerja Guru Melalui Musyawarah Guru Mata Pelajaran ( MGMP ) Bahasa Indonesia di SMPN 1 Labuhan Haji Tahun 2016/2017

The purpose of this study was to improve the performance of Indonesian language teachers in (1) learning planning, (2) the application of learning strategies, (3) classroom practice, and the implementation of MGMP learning (Subject Teacher Consultation) at Labuhan Haji 1 Junior High School in East Lombok Regency. The approach used is a quantitative approach to the type of action. The object of this study were 15 Indonesian Language teachers, 15 Indonesian Language teachers who were members of the Central Rayon Indonesian Language MGMP whose activities were centered at Labuhan Haji 1 Junior High School in East Lombok Regency. The data instruments used were knowledge tests, analysis, interviews, and portfolios. Hypothesis testing is done by looking at the improvement in the performance of the teacher's curriculum. The average score of the work score increased from 53.2 to reach 68.9 in cycle II. Because the performance score has reached 68.9 (rounded to 70), the alternative Hypothesis (Ha) which states the implementation of MGMP at Labuhan Haji 1 Public Middle School can improve teacher performance in learning planning, classroom management, and learning evaluation. The results of this study are that the implementation of MGMP in Labuhan Haji Middle School 1 can improve the performance of Indonesian Language teachers in learning planning, implementation of learning strategies, and learning. Thus the MGMP provisions that succeed in implementing the principles of human price management can improve the performance of Indonesian Language teachers in learning. Therefore, education teachers, school principals, and education supervisors are empowering the MGMP MGMP that exists mainly in schools because it can improve teacher professionalism. Keywords: teacher performance; MGMP; Indonesian language.

PENERAPAN STRATEGI PEMBELAJARAN THE POWER OF TWO (KEKUATAN DUA ORANG) UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA PADA SISWA KELAS VII-B SMP NEGERI 3 TAPUNG

This research is based on the result of observation of the researcher on the students of class VII-B SMPN 3 Tapung found some problem that is the lack of interest in student learning, most of the students did not pay attention to the teacher explanation when delivering the learning material, passive students in the learning and ask questions, The student is still low that is only 62.2% reaching KKM that is set that is 75. This research aim to know that the implementation of learning strategy of the power of two can improve result learn Indonesian in student of class VII-B SMP Negeri 3 Tapung learning year 2016/2017. This research was conducted in class VII-B of SMP Negeri 3 Tapung in the odd semester of learning year 2016/2017. This research started from August 2016 until September 2016. The subjects of this class action research were conducted on students of grade VII-B SMP Negeri 3 Tapung. The number of students is 37 people, consisting of 17 sons and 20 daughters. The form of this research is Classroom Action Research (PTK). The classroom action research aims to improve the learning outcomes of Bahasa Indonesia in grade VII-B students at SMPN 3 Tapung with the application of the power of two (two power) learning strategy. The results obtained that the application of learning strategy of the power of two can improve the learning outcomes of Indonesian students in grade VII-B SMP Negeri 3 Tapung 2016/2017 academic year.Student learning outcomes before PTK is 73.5 with less category. Student learning outcomes cycle I average class is 82.0 with enough category. In cycle II the average class is 85.0 with good category.

Mechanisms of Epistemic Change-Under Which Circumstances Does Diverging Information Support Epistemic Development?

Background: The number of studies on how to foster change toward advanced epistemic beliefs (i.e., beliefs about the nature of knowledge and knowing) is continuously growing because these beliefs are an important predictor of learning outcomes. In past intervention studies, presenting diverging information (e.g., descriptions of studies yielding contradictory results) reliably led to epistemic change. However, prior research insufficiently examined which aspects of diverging information affect these changes.Aims: We investigated (1) if epistemic change differs depending on the (un)resolvability of contradictory information, (2) to what extent explicitly reflecting on diverging information supports epistemic change and (3) how topic-specific diverging information affects topic–and domain-specific epistemic beliefs. All confirmatory hypotheses were preregistered at OSF. Additionally, several exploratory analyses were conducted.Method: To examine the research questions, we employed a simple randomized pre-post design with four experimental groups. N = 185 psychology students participated in the study. Experimental groups differed in the kind of diverging information included: Students either read (1) information on students applying learning strategies (control), (2) unresolvable, or (3a) resolvable controversial information on gender stereotyping. In the latter condition (3b), an additional group of participants deliberately resolved apparent contradictions in a writing task.Results: Confirmatory latent change analyses revealed no significant group differences in epistemic change (i.e., beliefs in the control group also changed toward advanced epistemic beliefs). Using a different methodological approach, subsequent exploratory analyses nevertheless showed that presenting diverging information on gender stereotypes produced stronger topic-specific epistemic change and change in justification beliefs in the treatment groups in contrast to the control group. However, effects in the treatment groups did not differ significantly depending on the resolvability of presented controversies or for the group which was instructed explicitly to integrate controversial findings.Conclusion: Contrary to our expectations, diverging information seems to foster epistemic change toward advanced beliefs regardless of the resolvability of presented information, while no final conclusion concerning effects of reflection could be drawn. Moreover, our findings indicate that effects of topic-specific interventions are more pronounced on topic-specific measures. However, this relationship may vary depending on the epistemic belief dimension (e.g., justification beliefs) under investigation.

Hindu Teacher Religion Learning Strategy In SMA Negeri 5 Denpasar

<p>Technological developments and information flows add to the tendency of high rates of deviation by students. The responsibility of the school to further enhance its role through the teacher in providing moral education so as to form students' self-efficacy in behaving appropriately and improperly. Students' understanding of values can be formed through the learning process. The role of teachers, especially teachers of Hinduism, in implementing learning strategies is the main focus to be studied. Thus, through this study will be known learning strategies carried out by Hinduism teachers in anticipating student behavior and foster self-efficacy and instill educational values that characterize in Denpasar Public High School 5. Based on the above background, problems can be formulated as follows: Application of the Hindu religion teacher learning strategy in improving moral behavior and self-efficacy in Denpasar 5 SMA 2) Factors that influence the implementation of the Hindu religion teacher learning strategies in improving moral behavior and self-efficacy at SMA Negeri 5 Denpasar 3) Implications of the application of the learning strategy of Hindu religious education on moral behavior and self-efficacy in Denpasar SMA 5. This problem will be studied using Learning Theory, Constructivism Theory, and Stimulus Response Theory. Data collection techniques used: observation, interviews, documents, literature studies with the determination of informants using purposive sampling technique. Data analysis used is qualitative descriptive and triangulation. The results of this study are presented as follows: (1) Application of the Hindu religion teacher learning strategy using scientific learning strategies which include: (a) Implementation and Evaluation Planning; (b) Learning methods, media and learning resources used. (2) Factors that influence the implementation of Hindu religion teacher learning strategies include internal factors and external factors. Internal factors consist of (a) Teacher Factors; (b) Student Factors; (c) School Management Factors; and (d) Learning Support Facilities and Infrastructure Factors. External factors consist of (a) social environment and (b) natural environment. (3) The implications of the implementation of learning strategies for Hindu religious education are (1) cognitive aspects, (2) affective aspects and (3) psychomotor aspects. Based on the description above, it can be concluded that the Hindu education learning strategy conducted at Denpasar Public High School 5 has its own method in its application, so it is able to control and overcome students from behavioral deviations and self-efficacy.</p>

Upaya Meningkatkan Minat Dan Hasil Belajar Matematika Melalui Strategi Pembelajaran Peningkatan Kemampuan Berpikir Pada Pada Siswa Kelas IX SMP Taman Dewasa Ibu Pawiyatan Yogyakarta 2016/2017

The purpose of this research is to increase the interest and the result of learning mathematics class IX Junior High School Student Class IX Smp Taman Mature Ibu Pawiyatan through Learning Strategy Improving Thinking Ability (SPPKB).The results of this study indicate that after applied Learning Strategy Model of Improving Thinking Ability (SPPKB), interest and learning achievement of mathematics have increased. Student interest increased from cycle I of 64, 79% increased to 70,81% in cycle II. While the student's learning outcomes also experienced an increase. The average value of students from the initial ability of 50.33 with 5 students (16.67%) who meet the KKM increased to 55.90 with 9 students (30.00%) who meet the KKM on cycle I. While in cycle II the average score of students increased to 78.82 with 22 0rang students (73.33%) who meet the KKM in cycle II. Thus, it is suggested that teachers in learning mathematics is suggested to use Learning Strategy Model of Improvement of Thinking Ability (SPPKB) on other materials as an alternative to increase student's interest and learning achievement.

PENGGUNAAN METODE SAS DALAM PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN PADA SISWA KELAS I SDN 106162 MEDAN ESTATE

This classroom action research aims to determine the application of method learning strategies SAS (Structural Synthetic Analysis) Class I students Even Elementary Semester Neg. 106162 Medan Estate in reading through the application of learning strategies with the SAS method. This study used an interactive qualitative method and a class action research approach conducted in 2 cycles. Each cycle includes planning, implementation, observation and reflection. the subjects of this class action research are even class I students of Neg semester. 106162 Medan Estate. While the object is the SAS Method. From the research conducted by examining the initial condition of students as measured by reading tests and the results of classroom action research with 2 cycles. Based on data analysis, it can be concluded that in cycle 1 student learning completeness in this material the average value is only 66.50 while in cycle 2 by applying learning strategies with SAS methods increasing reaching an average value of 90.00 Student responses also increase, observational data of teacher activity from 59.72% in cycle 1, increasing in cycle 2 to 93.06%. Keywords : Reading Beginning, ability, SA Method

PENERAPAN STRATEGI SURVEY QUESTION READING RECITE REVIEW (SQ3R) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA

This study aims to describe the application of learning strategy of SQ3R to improve reading comprehension ability of the fourte grade student of SDN Mapala Kec. Rappocini Makassar. Type of this research is class room action research wich overwhelm planning step, action, observation and reflection. This research is focus on student n teacher. Result of the research shows that teacher’s teaching activity in cycle is in category cukup while in cycle II is in category baik. In cycle of frequency of ketuntasan categoried tidak tuntas and of the name some time in cycle II categoried as tuntas.The conclusion is applying of SQ3R can improve reading comprehension ability of fourt grade student of SDN Mapala Kec Rappocini Makassar

Pengaruh Kompetensi Guru dan Strategi Pembelajaran Terhadap Mutu Pendidikan di MTs Negeri 2 Brebes

The aim of this research is to know the influence of teacher competence and learning strategy toward the quality of education in MTs Negeri 2 Brebes. School as a system should produce output whose capacity can be guaranteed. School output is generally measured from the level generated through the process of schooling. School performance is measured by its effectiveness, quality, productivity, efficiency, innovation, quality of work life, surplus and morale. This study examines three main variables: teacher competence, application of learning strategy and quality of education. The step of this research are defining the problem based on existing theories and the real condition, arranging instruments based on indicators, processing the data and analyzing it using statistical formulas. The results of this research are 1) there is significant influence of teacher competence to the quality of education, 2) there is significant influence of application of learning strategy to quality of education and 3) there is influence of teacher competence and implementation of learning strategy together to quality of education.

DESIGNING COMPUTER-BASED EXERCISES USING WEBLOG, HOT POTATOES SOFTWARE AND SKYPE MESSENGERS IN CREATING IDEAS TO FACILITATE INDEPENDENCE LEARNING OF READING COMPREHENSION

The design-based research methodology explicates how design not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation also provides detailed guidance on creating interactive content (from the application of learning strategies and media to courseware development). On the basis of the emerging findings of the study a set of principles for designing web-conferencing (or other online) environments to support creative design learning is proposed. This mainly addresses trainers and instructional designers who aim to create learning projects that really match learners’ needs, was considered appropriate and suitable for the students to develop their reading comprehension. This interactive and interesting design would increase the students’ motivation to learn reading comprehension in fun environment. It is expected that they could change their habit of the learning by accessing the exercises regularly as the mediaKeywords: Weblog, Hot Potatoes Sofware, Skype Messengers, and Reading Comprehension

Application of Active Knowledge Learning Strategy Sharing to Increase Learning Result Accounting Student Class XI IPS in High School Istiqlal Deli Tua

A large number of strategies used in lesson one is learning strategies, Active Knowledge Sharing are badly needed by students to get the maximum learning. The purpose of the study is to know the student's mastery against the subject matter of accounting by applying learning strategies, Active Knowledge Sharing and to find out how big an increase accounting student learning outcomes with the use of learning strategies, Active Knowledge Sharing in class XI IPS Istiqlal High School Deli Tua. The basic assumption of this research is the application of learning strategies, Active Knowledge Sharing will provide a new learning atmosphere for students. The subject in this study is the students of class XI IPS Istiqlal High School Deli Tua totaling 30 people. This research is research conducted a class act with two cycles that consists of four phases, namely planning, implementation, observation, and reflection. This class action in research, researcher as a principal offender carries out learning with learning strategies, active knowledge sharing, and teacher as a researcher who will carry out the design of the learning in the class. The research instrument used is a multiple choice test in the form of as many as 20 items. Analysis of the results of the observation activities of students on a cycle 1 the percentage of active students of 63% with students who are active in learning as much as 19 people. In cycle 2, experienced an increase of 90% with students active in learning as much as 27 people. The application of learning strategies, active knowledge sharing can improve student learning outcomes, in the cycle, I gained an average of 78.77, while cycle 2 obtained average 85.17. The increase in the average value of the students from the cycle 1 to Cycle 2 is 6.4 students who achieve the passing standards of learning in accordance with curriculum school was 75 then follows the results of a study of students expressed satisfaction.