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<![CDATA[THE APPLICATION OF JURISPRUDENTIAL LEARNING MODELS TO IMPROVE SOCIAL SKILLS AND STUDENTS LEARNING ACHIEVEMENT ]]>
<![CDATA[Susi Andriani]]>;
<![CDATA[Bambang Sahono]]>;
<![CDATA[Turdjai Turdjai]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7002
<![CDATA[This research aims to (1) describe how to apply the jurisprudential learning models in improving students socialskill in social study lesson for 8 grade at SMPN 2 Tebing Tinggi, (2) to describe whether the application of the jurisprudential learning models could improve students learning achievement in social study lesson at SMPN 2 Tebing Tinggi, (3) to describe whether the effectiveness of Jurisprudential learning model application in improving students achievement in learning social study for the students at SMPN 2 Tebing Tinggi. This research conducted was classroom action research which combined with Quasi-experiment. The subject of this study were students of VIII SMPN 2 Tebing Tinggi. On this Research The data technique collection are use observation and Test. The technique of analysis data is t- test. The condusion of outcome of The Research That Jurisprudential Model Learning effective for increase in social skill and student achievement.]]>
<![CDATA[THE INFLUENCE OF LEARNING VIDEO TUTORIAL ON LEARNING ACJIEVEMENT ]]>
<![CDATA[Lis Parida]]>;
<![CDATA[Bambang Sahono]]>;
<![CDATA[Johanes Sapri]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7024
<![CDATA[The purpose of this study was to determine the effect of video tutorial learning on student learning achievement. The experimental design was used in this study. There were 48 students consists of 20 men and 28 women as respondents in the study. Data collection uses multiple choice objective tests with 5 answer choices. Test questions have been tested to see their validity and reliability. Data analysis using statistical assistance, namely the t test. The results of the study show that there is an influence of learning by using tutorial videos on student learning achievement. The use of tutorial videos in learning can be applied to other fields of study.]]>
<![CDATA[PART - WHOLE METHOD APPLICATION TO INCREASE TEAM COOPERATION AND SHORT SERVICE ABILITY ]]>
<![CDATA[Rizka Yunita]]>;
<![CDATA[Riyanto Riyanto]]>;
<![CDATA[Turdjai Turdjai]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7050
<![CDATA[This study aims to determine the application of part-whole methods can improve team collaboration and short service skills of students in class VII.5 in SMP 14 Kota Bengkulu. The research used Kemmis Mc Taggrat's class action research. The subjects of this study were students of class VII.5 SMP 14 Kota Bengkulu. Data collection techniques used were test instruments and observation sheets. Data analysis techniques used t-test. The results of this study indicate that the application of the part-whole method can improve team collaboration and short service skills of students well. The implication in this study is using the part-whole method, students are better able to implement teamwork as a whole and are able to perform effective short services.]]>
<![CDATA[THE EFFECT OF MISSOURI MATHEMATICS PROJECT LEARNING MODEL AND SELF REGULATED LEARNING TOWARD STUDENT ACHIEVEMENT ]]>
<![CDATA[Rindu Hati]]>;
<![CDATA[Johanes Sapri]]>;
<![CDATA[Wasidi Wasidi]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7197
<![CDATA[This research aim to obtain information concerning to the effect of Missouri Mathematics Project (MMP) learning model and self regulated learning toward learning achievement. The research was conducted by using experiment model with design factorial two way analysis in testing hypothesis. In this research, involves 56 from cluster random sampling 86 student’s fifth grade MI Nurul Huda Bengkulu City. Data obtained with the self regulated learning questionnaire instrument self regulated learning and learning achievement data obtained by learning achievement test. The results of two way analysis data shows that students who study with MMP models that have high self regulated learning get better achievement than students who have low self regulated learning, but there is not the influence of MMP models learning and self regulated learning. This reseach recommendations addressed to the teacher in order to take advantage of the learning model is more varied to meet the learning need of studens who have diverse self regulated learning.]]>
<![CDATA[THE INFLUENCE OF LEARNING METHOD AND COGNITIVE STYLE MODELS ON CLASS IV STUDENT LEARNING OUTCOMES ]]>
<![CDATA[Rita Afrina]]>;
<![CDATA[Bambang Sahono]]>;
<![CDATA[Turdjai Turdjai]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7199
<![CDATA[The objective of this research is to know the effect of cooperative learning method (Jigsaw and TPS) and cognitive style on students’ learning outcomes of science. The research was applied to 36 students on fourth grade of SDN 07 Kota Bengkulu, which are 18 students applied jigsaw and 18 students applied TPS. This research used an experimental method with 2 x 2 factorial design. Data was collected through questionnaires and tests. Data analysis used two-way analysis of variance (ANOVA) and t-test. The results of this research are: (1) learning outcomes of students applied jigsaw are higher than learning outcomes of students applied TPS; (2) learning outcomes between field independent students do not have a significant difference with field dependent students; (3) there is an interaction between learning method and the cognitive style of students towards the students’ learning outcomes; (4) Learning outcomes of field independent students applied jigsaw are higher than field independent students applied TPS; (5) learning outcomes between field dependent students applied jigsaw do not have a significant difference with field dependent students applied TPS.]]>
<![CDATA[IMPLEMENTATION OF IN DEMONSTRATION METHODS TRADITIONAL GAME TO IMPROVE RUDE SOCIAL AND MOTOR SKILLS ]]>
<![CDATA[Sutriana Sutriana]]>;
<![CDATA[Johanes Sapri]]>;
<![CDATA[Nina Kurniah]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7202
<![CDATA[The purpose of this study was to improve gross motor skills and social skills through traditional games in Semarak Sanggar Arga Makmur PAUD students. This study used Classroom Action Research (CAR) with implementation planning steps and reflection with the research subjects were 10 children in group B1. The data collection technique uses a child's observation sheet about gross social and motor skills. Analysis of research data using mean and t-test. The results showed that there were significant differences between gross social and motor skills through the application of demonstration methods in traditional games]]>
<![CDATA[THE INFLUENCE OF SELF-LEARNING MODEL AND SELF-EFFICACY IN LEARNING ACHIEVEMENT ]]>
<![CDATA[Tiara Oktaviana]]>;
<![CDATA[Riyanto Riyanto]]>;
<![CDATA[Wasidi Wasidi]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7224
<![CDATA[This study aims to find the influence of self direct learning model, conventional learning model, and self-efficacy of science learning achievement. This research was applied to 62 students in class IV SDN 01 Kota Bengkulu as the sample which are 32 students in group applied SDL and 30 students in group applied conventional learning model based on self-efficacy. This research applied an experimental method with 2 x 2 factorial analysis level. Data analysis in this research used analysis of two-way variance (ANOVA) and t-test. The results of this research are (1) there is differences in learning achievement of science learning between the group applied SDL and the group applied conventional learning model; (2) there is an interaction between the learning model and student self-efficacy on student learning achievement; (3) learning achievement of high efficacy students with SDL learning model has insignificant differences with conventional learning models; (4) learning achievement of low efficacy students with conventional learning models is higher than SDL learning model.]]>
<![CDATA[THE IMPLEMENTATION OF DISCOVERY LEARNING MODEL TO IMPROVE STUDENT ACTIVITIES AND LEARNING ACHIEVEMENT OF PANCASILA AND CIVIC EDUCATION (PPKN) OF 7th GRADE STUDENTS IN SMPN 8 REJANG LEBONG ]]>
<![CDATA[Parida Ariani]]>;
<![CDATA[Wachidi Wachidi]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7229
<![CDATA[The propose of this research is to describe the application of the discovery learning model to improve activeness and learning achievement Pancasila and civic education (PPKn) of 7th Grade Students in SMP 8 Rejang Lebong. This research is classroom action research (PTK) study with mastery of experiments carried out on class students VII as many as 27 students. After observing, it is known that there is an increase in student activity and student learning achievement has increased. The average value of student activity with the increasing category is still quite active and the third cycle is the average value of the activity of students with active categories. while the value of learning achievement Students in the first cycle experienced changes after the pretest and posttest were held. The value of cycle II is also experiencing encouraging development and the value of cycle III is better yet its development reaches a satisfying point. The results thus, the hypothesis reads "there is a difference in learning achievement of Pancasila and civic education (PPKN) between students taught using discovery learning compared to students who are taught with learning models that have been used in schools are accepted." That is, the application of discovery learning can improve learning activeness and student achievement in learning Pancasila and civic education (PPKN).]]>
<![CDATA[THE DEVELOPMENT OF GERMAN LANGUANGE INSTRUCTIONAL MATERIAL BASED ON COMIC TO IMPROVE VOCABULARY AND SPEAKING SKILL ]]>
<![CDATA[Rati Mayasari]]>;
<![CDATA[Johanes Sapri]]>;
<![CDATA[Turdjai Turdjai]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7230
<![CDATA[The purpose of this research was to develop the german language instructional material for the second semester class X SMAN 2 Bengkulu that can improve student’s speaking skills and vocabulary. This method used is Research and Development, which refers to the development model of Borg and Gall with 6 stages, namely (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary of Product, (4) Preliminary Field Testing, and (5) Main Product Revision, (6) Main Field Testing. This research and development produce a instructional material based on comic were validate by expert judgment. Effectiveness test shows that comic based instructional material applied in the experimental class can improve student’s vocabulary and speaking skill.]]>
<![CDATA[INFLUENCE OF INQUIRY LEARNING MODEL AND REACHING ON LEARNING ACHIEVEMENT ]]>
<![CDATA[Neffy Haryati]]>;
<![CDATA[Alexon Alexon]]>;
<![CDATA[Nina Kurniah]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7239
<![CDATA[The purpose of this study was to determine the existence of a model of inquiry learning and reasoning on student achievement. This study uses an experimental method with a 2 x 2 factorial design, this study involved 54 students from a cluster random sampling of 82 grade V students of SDN Gugus I Sungai Rumbai. The analysis technique used was two-way ANOVA at a significant level of ?: 0.05 and continued with a T test. The results showed (1) student learning achievement taught with guided inquiry learning models was higher than the learning achievements of students studying with models free inquiry learning. (2) Students' learning achievement with high reasoning is higher than children with low reasoning. (3) There is influence on the interaction between inquiry and reasoning on student learning achievement. (4) Learning achievement of students who have high reasoning who follow the guided inquiry learning model is more effective than children who follow learning with the free inquiry model. (5) The learning achievement of students with low reasoning who participate in guided inquiry learning is lower than free inquiry. This study proves that the learning achievements of students who have high reasoning who follow guided inquiry learning are higher than students who follow free inquiry learning.]]>
