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"Contextual teaching and learning in cooperative learning of TGT strategy was used to increase science process skills and science learning outcome. The problems of this research was the low science process skills and learning outcome of the students. Type of this research was CAR. The source of data in this reseacrh were students of class VII MTS Tarbiyatun Nasyiin Pemekasan. The result of the research shows the students' science process skilss and learning outcome were increased. Contextual teaching and learning combined with cooperative learning of TGT strategy could also gain positive response."

"Contextual Teaching and Learning in Cooperative Learning of TGT Strategy was used to increase science process skills and Science Learning Outcomes. The problems of this research was the low science process skills and learning outcome of the students. Type of this research was CAR. The source of data in this research were students of class VII MTs Tarbiyatun Nasyiin Pamekasan. The result of the research shows that the students' science process skills and learning outcome were increased. Contextual teaching and learning combined with cooperative learning of TGT strategy could also gain positive response."

"Penelitian ini berawal dari permasalahan pada pembelajaran IPA yang cenderung “content transmission” dan “teacher centered”. Pembelajaran demikian mengakibatkan proses penalaran siswa menjadi terbatas. Hal itu mendorong dilakukan penelitian dengan tujuan meningkatkan keterampilan berpikir kritis. Seanjutnya disusun rancangan penelitian strategi pembelajaran berbasis inkuiri dengan siklus belajar 5E untuk meningkatkan keterampilan berpikir kritis. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian pretest-postest control group design. Hasil analisis uji hipotesis diperoleh kemampuan berpikir kritis kelompok eskperimen lebih baik dari pada kelompok kontrol setelah pembelajaran. Dengan demikian pembelajaran berbasis inkuiri dengan siklus belajar 5E sangat signifikan dalam meningkatkan ketrampilan berpikir kritis dibandingkan dengan pembelajaran konvesional."

"The objective of this research was to know: the effect of learning strategy, academic ability, as well as the interaction of learning strategy and academic ability on metacognitive ability and learning outcome. The statistic analysis used were Anacova and LSD. Learning strategy process consistency test was similarity test of regression equation. The conclusion of the research were: (1) learning strategy didn’t affect metacognitive ability, (2) learning strategy affected cognitive learning outcome, in this case multistrategy was the most constructive. (3) academic ability didn’t affect metacognition and cognitive learning outcome, (4) the interaction of learning strategy and academic ability did not affect metacognitive ability, but the best interaction was PBMP combine with Script with and academic ability, and (5) the interaction of learning strategy and academic ability did not affect cognitive learning outcome, but the best interaction was PBMP combine with TPS and low academic ability."

"Economics is one of social subjects learnt by vocational high school students.Therefore , cooperative integrated reading and composition (CJRC) could improve the students learning result at the second grade TN 1 SMK negeri 1 Padang panjang."

"Contextual teaching and learning in cooperative learning of TGT strategy was used to increase science process skills and science learning outcome.The problems of this research was the low science process skills and learning outcome of the student...."

"Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada mata diklat Menginterpretasikan Gambar Teknik dan sekaligus mengetahui keaktifan siswa sebagai akibat penerapan pembelajaran tipe Teams-Games Tournament (TGT) pada proses pembelajaran mata diklat tersebut. Penelitian ini adalah penelitian tindakan kelas yang dilakukan dalam 2 siklus dengan subyek penelitian adalah siswa kelas X TSM1 SMKN 3 Singaraja pada tahun ajaran 2013/2014. Sumber data diambil dari tes di akhir setiap siklus, observasi kelas dan angket pendapat siswa tentang implementasi TGT. Data dianalisis secara deskriptif untuk menjelaskan peningkatan hasil belajar serta keaktifan siswa dalam proses pembelajaran serta tanggapan siswa terhadap pembelajaran yang menerapkan tipe TGT. Hasil penelitian ini menunjukan adanya peningkatan hasil belajar siswa dari sebelum dan setelah menerapkan model pembelajaran TGT pada mata diklat Menginterpretasikan Gambar Teknik, dimana nilai rata-rata siswa yang sebelumnya 52,19 pada pra siklus meningkat menjadi 69,84 pada akhir Siklus 1 dan menjadi 76,41 pada akhir Siklus 2. Hasil penelitian juga menunjukan partisipasi aktif dan tanggapan positif siswa dalam implementasi TGT di kelas TSM1."

"Latar belakang: Kurikulum pendidikan dokter di Indonesia disusun berdasarkan kompetensi yang diharapkan dapat dicapai oleh seorang lulusan institusi pendidikan dokter. Salah satu upaya untuk menilai capaian kompetensi tersebut diselenggarakan Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD). Ujian ini merupakan salah satu prasyarat untuk mendapatkan sertifikat tanda registrasi agar dapat memperoleh surat ijin praktik. Sayangnya hasil UKMPPD masih belum memuaskan. Beberapa faktor yang kemungkinan menyebabkan angka kelulusan yang rendah, antara lain: motivasi belajar dan strategi pembelajaran yang dapat diukur menggunakan Motivated Strategies of Learning Questionnaire (MSLQ). Tujuan: Mengetahui hubungan motivasi belajar dan strategi pembelajaran dengan kelulusan uji kompetensi di Fakultas Kedokteran Universitas Methodist Indonesia. Metode: penelitian analitik dengan desain potong lintang dilakukan pada seluruh mahasiswa yang mengikuti UKMPPD November 2018, 148 orang. Pemilihan sampel dilakukan dengan non probability sampling dengan teknik total sampling. Analisi menggunakan uji korelasi Spearman. Hasil: Mayoritas responden berusia <25 tahun (54,1%), perempuan (59,5%), serta kelulusan UKMPPD sebesar 20,94%. Pada analisis univariat, variabel motivasi yang paling rendah ditemukan pada komponen kecemasan (median 3). Nilai median variabel strategi pembelajaran berkisar antara 5 dan 6. Pada analisis bivariat, nilai variabel motivasi yang memiliki hubungan dengan UKMPPD tertinggi yaitu komponen control of learning belief (r=0,232). Nilai variabel strategi pembelajaran yang memiliki hubungan dngan UKMPPD tertinggi di jumpai pada pada komponen pembelajaran dengan teman (r=0,378). Motivasi dan strategi pembelajaran mahasiswa sudah cukup baik. Namun, terdapat hubungan yang lemah-sedang antara motivasi belajar dan strategi pembelajaran dengan UKMPPD. Pada analisis multivariat menggunakan path analysis, variabel motivasi yang mempunyai pengaruh paling tinggi yaitu komponen control of learning belief (14,774). Nilai variabel strategi pembelajaran yang mempunyai pengaruh paling tinggi dijumpai pada komponen elaborasi (15,234). Motivasi mempengaruhi strategi pembelajaran, strategi pembelajaran mempengaruhi hasil pembelajaran. Penelitian lanjutan perlu dilakukan untuk mencari faktor lain yang mempengaruhi hasil UKMPPD. Simpulan: Motivasi belajar dan strategi pembelajaran memiliki hubungan yang lemah-sedang dengan hasil pembelajaran.

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Intoduction: The curriculum of medical education in Indonesia is developed based on the competencies that expected to be achieved by graduates. To assess the achievement of the competencies is by conducting the National Competency Examination (UKMPPD). National Competency Examination is mandatory to obtain a license for practicing as a physician. Unfortunately, the result is unsatisfied. The success of examination might be influenced by learning motivation and learning strategies, which can be measured by Motivated Strategies of Learning Questionnaire (MSLQ). Objective: To determine the relationship between learning motivation and learning strategy with the success of UKMPPD at Faculty of Medicine, Universitas Methodist Indonesia. Method: An analytical research with cross sectional design was performed. Respondents were all students who took the UKMPPD on November 2018, total sample was 148. The sample selection was done by non probability sampling with a total sampling technique. Data analyzing using Spearman test. Result: The majorityof the respondents were < 25 years old (54.1%), 59.5% is female and the successfull rate of the UKMPPD was 20.94%. The lowest motivation variable was the anxiety component (median = 3). For the learning strategy variables, component was most ly scored ​​5 and 6. The highest corelation between motivation variable and UKMPPD was control of learning belief (r=0.232). Furthermore, the highest corelation of learning strategyvariables and UKMPPD was peer learning (r=0.378). Students' learning motivation and learning strategy were quite good. However, the relation between learning motivation and learning strategy toward the UKMPPD was weak-moderate. Multivariate analysis using path analysis showed that the highest motivation variable was control of learning belief (14,774). The highest learning strategy variable was the elaboration (15.234). Motivation influences learning strategy;learning strategy infleunces the UKMPPD. Further research is needed to explore other factors influence the test results.Conclusion: Learning motivation and learning strategies show weak-modearte correlation toward learning outcomes."