Study Of Class Research Articles

PENERAPAN METODE EVERYONE IS TEACHER HERE UNTUK MENINGKATKAN HASIL BELAJAR IPS PADA SISWA KELAS V SD NEGERI CEMPAKA BARU 07 PAGI JAKARTA

ABSTRACTThis research is motivated by the existence of student learning outcomes in social sciencesubjects Theme 8 Sub theme 3 Material Types of Business and Economic Activities underthe KKM, so that the writer is moved to research and propose solutions by applying theEveryone is Teacher Here method. The purpose of this study was to improve socialstudies learning outcomes in fifth grade students at SDN Cempaka Baru 07 Pagi. Themethod used is classroom action research. The study was conducted in two cycles withindicators of the success of students' scores in the cognitive domain ≥ 70, in the affectivedomain ≥ 2.33 with the B-category, in the domain of skills category B, mastery learning≥ 70% and learning outcomes in cycle II> of cycle I. The results showed the averagevalue of students from 47.42 in the pre cycle increased to 49.36 at meeting 1, increasedto 56.77 at meeting 2. At cycle II meeting 1 increased again to 68.55 and meeting 2 to74,19. The percentage of pre-cycle study completion 19.35% increase in cycle I meeting1 to 25.81%, meeting 2 to 51.61%, cycle II meeting 1 to 77.42% and meeting 2 to80.65%. The average value of affective learning outcomes in cycle I was 3.27 (B +), thenincreased in cycle II to 3.52 (A). The learning outcomes of the first cycle skill get anaverage score in category C and increase in cycle II to category B. This shows that theeveryone is Teacher Here method can improve the learning outcomes of social studiesin class V students of SDN Cempaka Baru 07 Pagi.Keywords: Everyone is Teacher Here Method, Learning Outcomes, and Social StudiesSubjects.

PENGARUH PENGGUNAAN METODE MIND MAPPING DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN SEJARAH

The effect of Mind mapping Methods and Critical Thinking SkillsLearning and Outcomes History Of StudentsInLearning History (experimental studies InClass X Senior High School 1 Wanayasa Purwakarta). The purpose of this research was todetermine the effect of mind mapping methods of learning, critical thinking skills, and theresult of learning the history of high school students. This study uses a 2x2 factorial designexperiment with a sample of 40 students conducted in Senior High School 1 Wanayasa..These results of the research show that; (1) the outcomes of students from groups that aretaught using mind mapping higher than students taught by lecture method, (2) there is noeffect of significant interaction between instructional method and critical thinking skills ofstudents in the teaching of history, (3) students have the ability to think critically high andare taught by the method of mind mapping higher learning outcomes than students taught bylecture method, (4) students who have the ability to think critically low and is taught bylecture method higher learning outcomes than students taught by using mind mapping.Thisresearch shows the successful use of instructional methods. Therefore, teachers areexpected to be: (1) enhance the creativity and understanding of learning methods toimprove and train the critical thinking skills of students in learning the history, (2) providestudents the opportunity to be creative in making a map of concepts that they canunderstand, (3) train students more vigorous, active, creative history teaching so thatstudents can think scientific, logical, critical, and may find the concept of learning materialindependently

The Theory of Planned Behavior Applied to Continuing Education for Mental Health Professionals

This study evaluated the effects of a continuing education class that applied the theory of planned behavior to the intentions and behavior of mental health practitioners. In 2006 a total of 94 mental health practitioners were randomly assigned to either a standard continuing education class or one that applied principles of the theory of planned behavior. The class topic was a brief, self-report tool that assesses felt need for employment among people with serious mental illnesses. Participants' intentions to apply the tool were evaluated before and after each class. Participants' implementation of the tool was measured three months after the class. The class guided by the theory of planned behavior significantly and substantially increased the participants' intentions to use the tool in comparison with the standard class. Significantly more participants in the theory-guided class than in the standard class (74% versus 42%) had applied the tool by the three-month follow-up. Among those who implemented the assessment tool, the participants in the theory of planned behavior class also assessed significantly more of their caseload. The theory of planned behavior can improve and may be well suited to continuing education in psychiatry.