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"[ABSTRAKPenurunan kualitas lingkungan terjadi karena kelalaian, ketidaktahuan dan tiadanya etika serta moral terhadap lingkungan. PLH penting diajarkan pada murid SD. Penelitian ini bertujuan untuk (1) menganalisis metode yang digunakan di Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH; dan (2) menganalisis metode yang efektif dalam mengajarkan PLH. Metode yang digunakan adalah kuantitatif dengan analisis deskriptif. Penelitian dilakukan diSekolah Jepang Jakarta dan Bandung; dan sekolah penerima Adiwiyata di DKI Jakarta yaitu SDN Klender 22, SDN Benhil 12, SDN Menteng 02, dan SDN Sungai Bambu 05 serta SDN Sungailiat 05. Responden berjumlah 72 orang guru. Hasil penelitian menunjukkan bahwa metode yang digunakan oleh guru Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH adalah metode ceramah, metode pengalaman langsung dan metode diskusi. Pemilihan metode mempertimbangkan tujuan pembelajaran, situasi dan kesiapan pengajar sendiri. Metode yang efektif digunakan untuk mengajarkan PLH di sekolah dasar Adiwiyata dan sekolah Jepang adalah metode pengalaman langsung, metode diskusi dan metode ceramah.

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ABSTRACTThe degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective., The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.]"

"ABSTRAKSistem manajemen rantai pasok adalah sistem yang rumit dengan berbagai entitas yang saling berhubungan dan aktor manusia yang dapat mengambil keputusan. Pemahaman sistem manajemen rantai pasok secara langsung pada sistem membutuhkan waktu yang lama dan biaya yang mahal. Penelitian ini akan membahas penggunaan permainan simulasi sebagai sarana berbasis untuk memahami sistem manaemen rantai pasok. Permainan simulasi ini akan menggabungkan dua buah permainan simulasi yang sudah digunakan di lingkungan departemen teknik industri Universtias Indonesia yaitu PPIC GAME dan Geneshoes. Hasil penelitian ini menunjukan bahwa permainan simulasi berbasis web mampu mengajarkan konsep manajemen rantai pasok pada penggunanya.

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ABSTRACTSupplyChain Management (SCM) is a complex system which consists of a lot of intercorrelated entities dan human decioan making actor. The full understanding of SCM system by experimenting direcly into the system required lengthly time and expensive. This reserach will propuse the use of web based simulatin gaming as a tools to understand SCM. This Simulationgame will fuse two Simulationgame which have used in departemen of industrial engineerin PPIC GAME and Geneshoes. The result of this research shows that web based Simulation could support the learning of SCM for the player."

"Tujuan Untuk mengidentifikai faktor-faktor dominan terhadap sikap partisipasi kritis mahasiswa FK Unissula dalam menyelesaikan masalah masyarakat. Metode Subjek terdiri dari mhasiswa angkatan 2005, 2006 dan 2007. Sikap berfikir kritis diukur dengan menggunakan kuesioner modifikasi EMI: Critical Thinking Disposition Assessment. Untuk mengidentifikasi faktor-faktor risiko yang berhubungan dengan sikap partisipasi kritis mahasiswa dengan pendekatan risiko relatif (RR) yang dihitung dengan regresi Cox dengan time konstan dan menggunakan software STATA 9. Hasil Sebanyak 64,6% (388 dari 600) mahasiswa yang berpartisipasi dalam penelitian ini memilik sikap berpartisipasi baik menghadapi masalah masyarakat. Dibandingkan yang terpapar PBL 1 tahun, yang selama 2 tahun dan 3 tahun mempunyai kemungkinan bersikap partispasif dua kali lipat lebih baik [masing-masing risiko relatif (RR) = 2,07; 95% interval kepercayaan (CI) = 1,37?3,14; dan RR = 2,33 95% CI = 1,55?3,49). Mahasiswa yang terlibat dalam organisasi luar kampus dibandingkan yang tidak terlibat mempunyai kemungkinan 75% lebih banyak bersikap partispasi baik (RR = 1,75; 95% CI = 0,99?3,11). Kesimpulan Untuk meningkatkan partisipasi kritis, selain terlibat dalam kegiatan pembelajaran dengan pendekatan PBL, mahasiswa perlu dibiasakan terlibat dalam kegiatan organisasi di luar kampus.

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AbstractAim Developing students? critical thinking and critical participation in solving patients? as well as a community?s problem should become the concern of medical education. This study aimed to identify several factors related to medical students? critical participation behavior. Methods The subjects consisted of students of Sultan Agung Medical School (Unissula), year entry 2005, 2006, and 2007. Critical participation behavior was assessed using modified EMI: Critical Thinking Disposition Assessment. Relative risks (RR) were calculated using Cox regression analysis with constant time. Results 64,6% (388 out of 600) of the students participated in this study. Those who were involved in PBL for two and three years, rather than one year, had twice as high good critical thinking behavior [adjusted relative risk (RR) = 2.07; 95% confidence interval (CI) = 1.37?3.14; and RR = 2.33; 95% CI = 155?3.49, respectively.] Students who were more involved in off- campus organizations had a good critical participation behavior; 75% higher than those who were not involved in off-campus organizations (RR = 1.75; 95% CI = 0.99?3.11). Conclusion Besides involving in PBL learning approach, students should be motivated to be involved in off-campus organizations in order to improve their critical participation behavior."

"Tujuan Penelitian ini dilakukan untuk melihat asosiasi antara kehadiran dalam kuliah dan nilai ujian.Metode Penelitian ini adalah penelitian potong lintang yang dilakukan di FKUI, kelas khusus Internasional, mulai November 2007 sampai Mei 2008. Kriteria inklusi subyek adalah semua mahasiswa FKUI kelas khusus Internasional yang sedang mengikuti Modul Neuropsikiatri tahun ajaran 2007/2008, sedangkan kriteria eksklusi adalah mahasiswa yang tidak hadir pada ujian yaitu: ujian pilihan ganda ke 1(MCQ1), ke 2 (MCQ2) atau esai. Data yang diambil adalah kehadiran dalam kuliah dan nilai ujian. Data dianalisis menggunakan program SPSS regresi linear untuk melihat korelasi antara kehadiran dalam kuliah dan nilai ujian.Hasil Hasil penelitian menunjukkan bahwa R dan P dari asosiasi antara kehadiran dalam kuliah dan ujian adalah (R= 0.121, P= 0.413), (R= 0.212, P= 0.148), (R= 0.260, P= 0.075), dan (R= 0.280, P= 0.054) untuk MCQ1, MCQ2, esai, dan rerata nilai.Kesimpulan Pada modul Neuropsikiatri, ternyata tidak ada asosiasi antara kehadiran pada kuliah dan nilai ujian. Hal ini mungkin disebabkan oleh berbagai faktor yang telah dibahas, tetapi tidak dianalisis.

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AbstractAim This study was conducted to determine the association between presence in lecture and examination scores.Methods This was a cross sectional study, conducted in the Faculty of Medicine University of Indonesia, International Class Program, from November 2007 to May 2008. The subject?s inclusion criterion was FMUI International class students enrolled in the Neuropsychiatry module in 2007/2008. we excluded students who did not attend the examinations i.e. multiple choice questions (MCQ)-1, -2, or essay. The data collected were presence in lecture and examination scores. Data analysis was done using SPSS linear regression to see the association between presence in lectures and exam scores.Results The results showed that the R and P of the association between presence in lectures and exam scores were (R= 0.121, P= 0.413), (R= 0.212, P= 0.148), (R= 0.260, P= 0.075), and (R= 0.280, P= 0.054) for MCQ1, MCQ2, essay, and mean exam scores respectively.Conclusion We failed to show the association between presence in lectures and student knowledge gain. This result might be due to the many factors discussed that were not analyzed in this study."

"Perguruan tinggi merupakan salah satu institusi yang ?mempersiapkan? sumber daya manusia melalui kegiatan pembelajaran yang dilaksanakannya. Interaksi pengajar dengan mahasiswa, khususnya dalam pembelajaran, perlu mendapat perhatian agar tercapai kualitas pada hasil belajar rnahasiswa. Dalam penyelenggaraan pendidikan yang berkualitas, pemberian umpan balik oleh mahasiswa tanpa tindak lanjut nyata merupakan inefisiensi dalam pelaksanaan pendidikan, dan tidak efektif dalam usaha pencapaian akuntabilitas pelaksanaan pendidikan serta lulusan yang berkualitas. Bila institusi memiliki komitmen pembelajaran yang berorientasi kcpada pembelajar, maka seyogyanya evaluasi pengajaran berfokus pada usaha yang dilakukan pengajar untuk membangun atmosfir pembelajaran yang berorientasi kepada peserta didik, dalam hal ini mahasiswa. Bagaimana pengajaran dan pengajar yang berhasil menurut pendapat mahasiswa seharusnya ditelaah. Bila tidak, umpan balik dari mahasiswa yang diperoleh pengajar akan tidak akurat dan sia-sia sebagai pendukung pemelajaran aktif.Menurut Biggs (199l) belajar melibatkan tiga variabel yang saling berhubungan satu sama lain, yaitu variabel masukan (presagc), variabel proses (process), dan variabel hasil (product). Setelah mengikuti pembelajaran dalam instilusi perguruan tinggi, mahasiswa memiliki pengalaman belajar dan pendapat tertentu mengenai pengajar yang efektif.Penelitian ini bertujuan untuk membuktikan model teoritik pendapat mahasiswa mengenai keterampilan utama pengajar yang efektif. Secara khusus penelitian ini bertujuan untuk (1) membuktikan bahwa konsep belajar dan orientasi belajar mahasiswa memiliki pengaruh Iangsung yang bermakna terhadap pendapat mahasiswa mengenai keterampilan utama pengajar yang efektif (2) membuktikan bahwa motif mahasiswa memiliki pengaruh tidak langsung yang bermakna, yaitu melalui orientasi belajar, terhadap pendapat mahasiswa mengenai keterampilan ulama pengajar yang efektif; (3) membuktikan bahwa focus of control mahasiswa memiliki pengaruh tidak langsung yang bermakna, yaitu melalui orientasi belajar, terhadap pendapat mahasiswa mengenai keterampilan utama pengajar yang efektif; (4) membuktikan bahwa konsep belajar mahasiswa memiliki pengaruh tidak langsung yang bermakna, yaitu melalui orientasi belajar, terhadap pendapat mahasiswa mengenai keterampilan utama pengajar yang efektif; (5) membuktikan bahwa lamanya mahasiswa belajar di perguruan tinggi memiliki pengaruh tidak langsung yang bernakna, yaitu melalui konsep belajar dan orientasi belajar, terhadap pendapat mahasiswa mengenai keterampilan utama pengaiar yang efektif.Teori yang digunakan pada penelitian ini adalah teori motif mahasiswa ke perguruan tinggi dari Gibbs, Morgan dan Taylor (Morgan, 1993), teori locus of control dari Rotter (Robinson Shaver, 1973), teori orientasi belajar dari Ramsden (1992), teori konsep belajar clari Marten, dall? Alba, dan Beary (Chalmers & Fuller, 1996), dan teori keterampilan pengajar yang efektif dari Centra (1993).Penelitian ini adalah penelitian lapangan dengan teknik pengambilan sampel convenience sampling (Schwab, 1999). Responden penelitian ini berjumlah 360 yang mewakili 12 fakultas di Universitas Lndoncsiag terdiri dari laki-laki (49.2%) dan perempuan (50.8%) Alat ukur yang digunakan adalah Internal. Poweful others, and Chance Scales (or untuk internal scale=0.73, or untuk external scale=0.76), Skala Orientasi Belajar (cr meaning 0rientation= 0.79, 0. reproduction orientation=0.74, or. achievement orientation?-?0.72). Alat ukur konsep belajar dan lama belajar adalah pilihan jawaban. Pendapat mengenai keterampilan utama pengajar yang efektif diperoleh dari peringkat pertama yang diberikan responden terhadap keterampilan pengajar efektif yang dikemukakannya.Analisis jalur (path analysis) dengan bantuan perangkat lunak Linear Structural Relations (LISREL) terhadap model utama menunjukkan bahwa model teoritik utama yang diajukan dapat diterima, artinya variabel karakteristik mahasiswa (motif locus of control, dan konsep belajar), Serta variabel orientasi belajar dan variabel lama belajar dapat digunakan untuk memprediksi dan menerangkan variabel pendapat mahasiswa mengenai keterampilan utama pengajar yang efektif.Hasil penelitian ini menunjukkan bahwa konsep belajar mahasiswa paling besar pengaruhnya terhadap pendapat mereka mengenai keterampilan utama pengajar yang efektif. Makin konstruktif konsep belajar mahasiswa, maka pendapat mereka mengenai keterampilan utama pengajar yang efektif adalah keterampilan motivasional.Dari analisis tambahan untuk masing-masing semester, hanya data dari mahasiswa semester empat dan enam yang dapat digunakan untuk memprediksi model yang dikemukakan pada penelitian ini. Mahasiswa semester dua sangat beragam dalam motif dan pengalaman belajar. Pengaruh pembelajaran di pendidikan menengah masing-masing diperkirakan masih sangat besar, sehingga data yang diperoleh pada semester dua menjadi sangat beragam. Mereka cenderung tidak tahu secara pasti tujuan mereka melanjutkan pendidikan di perguruan tinggi. Mahasiswa semester delapan pada penelitian ini motifnya kembali kuat pada motif vokasional. Diperkirakan ada kecenderungan pada mereka untuk mencari Jalan menyelesaikan pendidikannya, sehingga usaha belajar mereka menjadi sangat bcrvariasi, tergantung yang menurut mereka akan mempermudah cara mereka untuk selesai dan bekerja.Untuk penelitian lebih lanjut, disarankan membuat alat ukur yang diujicobakan untuk mahasiswa dari berbagai program studi. memasukkan faktor konteks pengajaran agar dapat diteliti secara lebih komprehensif pengaruh variabel presage dan process terhadap pendapat mahasiswa mengenai keterampilan utama pengajar yang elektif dan melakukan penelitian tidak saat mahasiswa menghadapi ujian tengah semester, agar dapat diperoleh data yang lebih akurat.

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This research was aimed to prove a theoretical model of students opinion about the primary skills of ejective teachers. Specyically, the objectives of this research are ( I ) to prove that student 's learning conception and learning orientation will have direct and significant eject to the student 's opinion about the primary skills of ejfective teachers, (2) to prove that student?s motivation has indirect yet signyicant effect, through the learning orientation, to the students opinion about the primary skills of ejjective teachers, (3) to prove that student 's locus of control has indirect yet signwcant effect. through the learning orientation, to student 's opinion about the primary skills of effective teachers, (4) to prove that students learning conception has indirect yet significant eject, through the learning orientation, to student 's opinion about the primary skills of effective teachers, (5) to prove that the duration of study at the university will have indirect yet significant effect, through learning conception and learning orientation, to students opinion about the primary skills of effective teachers.

Path Analysis, with the help of software called Linear Structural Relations (LISREL), to the model .showed that the primary theoretical model can be accepted. It means that the student 's characteristic (motivation, locus of control, and learning conception), learning orientation and duration ofstudy are variables that can be used to predict and explain the student 's opinion about the primary skills of effective teachers.

The result of this research showed that student?s learning conception has the strongest eject on their opinion about the primary skills of ejective teachers. Students with constructive learning conception consider motivational skills as the primary skills of effective teachers.

In the additional analysis of data from students in dyferent semesters, only the data from the students who are in their 4 and 6 .semester that can be used to predict the model proposed in this research. ln the analysis of data from students of different branch of science, only the data from the students ofthe humanities science that can be used to predict the model proposed in this research."

"Keberhasilan pendidikan inklusif di Indonesia tidak hanya dipengaruhi oleh sikap melainkan juga oleh strategi pengajaran yang dilakukan oleh guru. Penelitian korelasional ini menggunakan alat ukur sikap MATIES (Multidimensional Attitude Toward Inclusive Education Scale) yang mengukur sikap berdasarkan komponennya yaitu kognitif, afektif, dan konatif serta alat ukur strategi pengajaran yaitu BCSQ (Bender Classroom Structure Questionnaire) yang memiliki tiga macam strategi pengajaran yaitu total score, strategi pengajaran individual, dan strategi pengajaran kognitif. Penelitian ini dilakukan terhadap 140 orang guru sekolah dasar inklusif di daerah Jabodetabek. Guru dikelompokan berdasarkan lama mengajarnya yaitu kelompok guru senior dan kelompok guru junior. Analisis hasil dilakukan dengan Pearson correlation untuk melihat korelasi yang signifikan dan independent sample t-test untuk melihat perbedaan masing-masing variabel. Hasil korelasi yang didapat menunjukkan bahwa, pada kelompok guru senior, tidak semua komponen sikap berkorelasi dengan strategi pengajaran. Di sisi lain, pada kelompok guru junior, semua komponen sikap ditemukan berkorelasi dengan semua strategi pengajaran. Hasil korelasi yang didapat berarti semakin positif suatu komponen sikap maka guru semakin sering menggunakan variasi strategi pengajaran. Terkait perbedaan sikap antara kedua kelompok, komponen sikap yang ditemukan berbeda adalah komponen kognitif. Untuk strategi pengajaran, perbedaan antara kedua kelompok terjadi pada strategi pengajaran kognitif. Hasil penelitian ini mengindikasikan adanya kebutuhan pelatihan bagi guru untuk meningkatkan sikap dan strategi pengajaran mereka.

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The success of inclusive education in Indonesia not only affected with teachers' attitudes toward inclusive education but also with teachers teaching strategy. This correlational research is using MATIES (Multidimensional Attitudes Toward Inclusive Education Scale) which measure attitude based on cognitive, affective, and connative components. For teaching strategies, the instrument that has been used is BCSQ (Bender Classroom Structure Questionnaire) which has three kinds of teaching strategies: total score, individual instruction, and cognitive strategy instruction. This study is conducted on 140 inclusive primary school teachers in the Jabodetabek area. Teachers were grouped based on the years of teaching experiences, senior teachers group and junior teachers group. Pearson correlation is used to examine the significant correlations and independent sample t-test is used to see the difference of each variable.

The results show that in the group of senior teachers, not all of attitudes component were correlated with teaching strategies whereas, in the group of junior teachers, all components were found to be correlated with all of teaching strategies. This correlation means teachers with more positive attitudes will have a more frequent teaching strategy. For different attitudes between the two groups, cognitive component is found to be different in both groups of participants. In addition, cognitive teaching strategy is also found to be different component between two groups. This research indicate that there is a need for teacher training in both groups to encourage their attitudes and their teaching strategies."

"Kajian Penerapan Konsep Pendidikan untuk Pembangunan Berkelanjutan pada Sekolah Adiwiyata Mandiri di DKI Jakarta Konsep Pendidikan untuk Pembangunan Berkelanjutan Education for Sustainable Development sejak Konferensi Tingkat Tinggi KTT Bumi, Rio De Jeneiro, 1992 belum menunjukkan kemajuan sesuai harapan. Materi pendidikan lingkungan dan program sekolah berwawasan lingkungan juga sudah diluncurkan pemerintah karena pendidikan dipandang sebagai pengungkit kesadaran lingkungan yang lebih maju. Konsep yang terakhir dilaksanakan adalah Adiwiyata, sebuah penghargaan yang diberikan pemerintah kepada sekolah berbudaya lingkungan dengan harapan budaya lingkungan akan terbentuk di sekolah dan dapat berpengaruh kemasyarakat luas. Sejak pertama kali dilaksanakan tahun 2006, kini telah tercatat 290 sekolah yang memperoleh penghargaan nasional Adiwiyata, namun kenyataannya kesadaran dan budaya lingkungan di sekitar sekolah belum terwujud sesuai harapan, bahkan ada sekolah Adiwiyata yang mengalami penurunan kualitas. Penelitian ini bertujuan membangun model pendidikan berbudaya lingkungan dengan memanfaatkan modal sosial, sebuah modal yang merupakan bagian dari konsep Daya Dukung Lingkungan Carrying Capacity. Berdasarkan analisis kualitatif, ditemukan bahwa program Adiwiyata mengandung modal sosial yang dapat digunakan untuk menerapkan pendidikan berbudaya lingkungan. Berdasarkan analisis deskriptif, ditemukan bahwa sekolah Adiwiyata Mandiri telah memanfaatkan modal sosialnya dalam penerapan konsep ESD Education for Sustainable Development . Berdasarkan kedua analisis tersebut maka konsep Adiwiyata dikembangkan menjadi sebuah model pendidikan berbudaya lingkungan yang optimal melalui pemanfaatan modal sosial.

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A Study on Implementation of the Education for Sustainable Development Concept at AdiwiyataMandiri School in DKI Jakarta The Education for Sustainable Development is a concept which declared by Rio De Jeneiro Earth Summit in 1992. Since it declaration the expectation of the concept is not rich optimally yet. The enviromental education curriculum and all enviromental program of view also was launched as a leverage of environmental awareness. Adiwiyata is the government program to make an environmental culture of daily activity both in the school and community anrround it. Since the first of the launching until now there are 290 school are awarded national level of Adiwiyata, but in fact the expectation is not realized yet, even many school were quality degraded.

The objective of the research is to develop a model for environmental consciousness education with implementation of Social Capital. Social capital is one of the part of the concept of carrying capacity. According to the descriptive qualitative analysis the research found that the Adiwiyata program has been adopted criteria of the Education for SustanableDevelupment ESD to implement the environmental conscious eduacation. The research also found that the social capital of AdiwiyataMandiri school have been used to develop the environmental conscious and culture eduacation. According to all analysis the result of the research can develop The Adiwiyata Concept to be a model to optimalized an environmental education culture through application of social capital. "