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Pemberdayaan Sampah Melalui Pembelajaran Geografi dalam Upaya Menuju Manifestasi dan Perilaku Positif Siswa

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Abstract: The research is to see the behavior of students in treating waste after it is socialized so student know that waste is valuable. Student separates waste into three categories (organic, paper, plastic), making compost and recycle waste. The research result shows 67,69 % who does the waste separation, 97,70 % of students agree with waste separation, and 85,39 % of students produce recycled solid waste.

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Pengembangan Pemahaman Konsep Calistung Melalui Metode Beyond Centers and Circles Time (BCCT) di TK Nasional KPS Balikpapan

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Abstract: Beyond Centers and Circle Times (BCCT) model is used in this study as away to help kindergarten students understanding the basic of reading, writing and counting. It has many differential rooms including the facilities which those have differential aims at developing kids’ potentials. They are as central activities of students where teacher always manage the kids to sit as a circle at the beginning and the ending of the activities. The research is conducted to 4-6 years old of kindergarten students of KPS schools in second semester of academic year 2005-2006 where the school provides 7 (seven) rooms as central activities. They are (1) Preparation Centre (2) Block Centre (3) Liquid Centre (4) Music and physical exercise Centre (5) Art and Creativity Centre (6) Role play Centre (7) Religion Centre. The writer focus the activities in all centers to develop kids’ basic of reading, writing and counting.The result showed that there is a significant increasing reached by kids in every step given.

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Pengembangan Pemahaman Konsep Wacana Narasi Melalui Strategi Pametdia pada Pembelajaran Bahasa Inggris Siswa Kelas 7 SMP

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Abstract: This article is a report of a one-circle classroom action research conducted to grade seven or first year of junior high school students of KPS schools in first semester of academic year 2005-2006. Narrative discourse is one of discourses that must be given in grade 7 to 9. Therefore the students must understand the concept of narrative discourse so they can produce spoken and written language by developing language skills. Building the concept is not an easy work. It needs long process in which involves many activities and times. That is understood by curriculum as a principle of mastery learning. The principle appreciates every student as a unique individual who has different developmental maturity. The writer decides to design a strategy that is expected as an effective way to plant the concept of narrative discourse by modifying the media and methods called “Pametdia” Strategy (Combining of various methods and media Strategy). The result showed that the research subject succeeded reaching the target (75%) for language skill. It means they understand the concept of narrative discourse and use it to communicate with others.

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Penerapan Metode Pembelajaran Kooperatif Model Jigsaw dalam Pembelajaran Pendidikan Kewarganegaraan

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Abstract: The study which was held on the academic year of 2005/2006, was aimed at increasing the students’ achievement in Citizenship Education by developing Jigsaw learning model. The subjects of this research were the students of class III-4 of SMP Nasional Balikpapan. The result of this research showed that Jigsaw model could grow the students’ motivation and increase the learning achievement. Based on the result of the research, Jigsaw cooperative learning model can be applied as one of alternatives in carrying out the learning activities well.

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Using Stick Figure In ‘CTL’ to Improve Students’ Ability In Writing Recount Text Of Class VII-A SMPN 1 Lumajang

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Abstract: English Curriculum 2004 for SMP/MTs states that learning English aims to develop students’ competence to communicate in English both orally and written. It refers to the competence of mastering Genre, understanding and producing some kinds of texts. One of the texts is Recount. In fact, students find difficulties in digging their ideas and formulate them with sufficient vocabulary to construct the text as the generic structure and language feature. Referring to I.A. Richards and Christine M. Gibson’s ideas that using stick figure is more vivid than words and much easier to recall, so students understand the words better when they have seen some objects associated with it. In line with the problem, the writer intends to develop the strategy of encouraging students to dig their ideas and build their vocabulary by using Stick Figure to construct the words to make sentences/text in coherence and in unity. This Classroom Action Research entitled ‘Using Stick Figure in ‘CTL’ to improve students’ ability in writing Recount text, conducted to students of class VII-A SMPN 1 Lumajang on the odd semester of the academic year of 2004/2005. The writer designs in two cycles implemented in twelve meetings. Paper and pencil test and performance test are used as instrument of the study. The result shows that learning process runs more joyful and helps the students to dig their ideas and construct the text more easily both in-group and individually.

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Penggunaan Kartu Konsep W and H Question untuk Meningkatkan Hasil Pembelajaran Sejarah

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Abstract: This study was held on February until July 2006. It was aimed at increasing the achievement of History subject by using concept cards of W and H Question. The subjects of this research were the students of SMP Negeri 11 Balikpapan. The result of this research showed that the use of W and H question concept cards was very suitable to apply in History teaching on the material of ‘Kingdoms in Indonesia’, by modifying the material concept or card so it will encourage students to study History.

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Science Project sebagai Salah Satu Alternatif dalam Meningkatkan Keterampilan Proses Sains di SMP

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Abstract: Science is a part of life and life is a part of science learning. Interaction between students and their environment is the main character of science learning. Science learning takes students to build their own concept by using science process skills which are formed in the students through Science Project. The Science Project is developed in some ways by the teacher so the students do the self research related to the material taught. Students are directed to be able to solve the problems close to their daily life, through the development of their process skill in group work. There are four stages in Science Project which are potential to develop the science learning aspects. These stages contain the steps (process) that the students can follow thoroughly (attitude), so they can make the desired product. The stages are planning, implementation, report arrangement, and communication.

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E-Learning Sebagai Alternatif Pembelajaran Modern

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Abstract: E-Learning is one of the modern learning alternatives which is widely implied in education nowadays. This learning activity is possible to do since the impacts of the development information technology has reached countries broadly. The advantages of the learning activities are (1) increasing the learning interaction between students and instructor or teacher (enchange interactivity); (2) supporting a possibly learning interaction anywhere and anytime (time and place flexibility); (3) easy updating of content as well as archivable capabilities..

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Penerapan Think Pair Share (TPS) dalam Pembelajaran Kooperatif untuk Meningkatkan Prestasi Belajar Geografi

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Abstract: Students’ learning activity and their achievement increase after applying Think-Pair-Share. The increase of students’ activity in cycle one and cycle two is 19,1 % and the students achievement is 15,7 %. The increase of learning activity and achievement will influence the increase of thinking and cooperative skills.

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