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"ABSTRACTThis study is classified as Classroom Action Research (CAR) which aims to improve the learning process and improve good learning outcomes in students in improving their ability to solve environmental problems in junior high school students. This study was conducted in state junior high school 2, Bogor City. The sample taken was 34 people in VIIG class, consisting of 1 teacher as a model and 2 collaborators. The study was conducted in two cycles, each cycle consisting of four main activities, namely planning, implementation, observation and reflection. This research applies the learning model of incuri and uses audio visual media. The first cycle of the value of problem solving ability is still low with an average of 75.18 with a completeness of 70%. In the second cycle there was a change in the grouping of learning according to the results of reflection in cycle 1, namely the number of groups into 9 groups. In the learning process each student gets an award by using a star board so that it can increase students' motivation in learning. Learning in cycles 1 and 2 is conducted experimentally, experiments are carried out outside the classroom and it can reduce student saturation, while in cycle 2 the second meeting is conducted in biology laboratories and seating positions remain U-shaped. In cycles 1 and 2 before students carry out experiments given film shows related to environmental pollution material and this is very helpful for students and students' enthusiasm increases high. The study was completed at the end of cycle 2 because it had reached grades an average of 82.35 with a high category with 100% completeness. And the results of processing and analysis can be concluded that learning with inquiry models and audio-visual media can increase the ability to solve environmental problems in WIG class 2 students in Bogor City Middle School 2."

"ABSTRACTHigher education level has such contribution to develop students' understanding and attitude toward environment. In order to do so, a strategy or approach which is applied through an effective teaching model to develop students' awareness on environment is urgently required. Free inquiry Model and Mind Mapping try to create scientific thinking to students and help them develop critical, creative and innovative thinking in order to arise some ideas about the solution for environment problems. CAR is used as the design of the research with aims at finding out more creative and more innovative ways of learning, enhancing learning motivation, seeking the solution of environment problems and to relate the issue with real condition. The research conducted in Biology Study program, Faculty of Teachers Training and Educational Sciences, Pakuan University, 2013-2014 academic year involved the third semester students from class A. Two cycles were conducted during the research and two actions were dealt for each cycle. The findings show that there is an improvement in terms of enthusiasm from 73% in cycle 1 into 84 % in cycle 2. The average score regarding students' understanding about environment pollution is increasingly improved from 69,11 in cycle 1 to 76,56 in cycle 2. It also happens to the students' mastery learning which develops from 66,67% in cycle 1 into 83,33% in cycle 2. Students' ability in solving environment problems in cycle 1 which achieved 69,74 in terms ofd average score and 63,33 % in the area of mastery learning improves in cycle 2 becoming 77,69 and 86,67%."

"Tujuan peneitian ini adalah untuk mengetahui perbedaan peningkatan kemampuan kognitif dan daya tahan retensi siswa pada materi ajar listrik arus searah antara kelas yang menerapkan model pembelajaran inkuiri terbombing berbantuan Cmaptools dan kelas yang menerapkan model pembelajaran inkuiri terbimbing tanpa Cmaptools. Penelitian ini menggunakan desain penelitian randomized control group pretest-postest selama tujuh hari. Sampel penelitian ini adalah siswa siswi kelas X-2 dan X-3 di salah satu SMA Negeri di Kota Bandung dengan jumlah masing-masing 38 dan 36 orang. Hasil penelitian menunjukkan bahwa skor rata-rata gain yang dinormalisi pada kelas yang menggunakan model pembelajaran inkuiri terbimbing menggunakan Cmaptools sebesar 0,68 dan tanpa bantuan Cmaptools 0,54. Berdasarkan uji beda rata-rata , pada taraf kepercayaan 95% hasil penelitian menunjukkan bahwa model pembelajaran inkuiri terbimbing baerbantuan Cmaptools secara signifikan dapat lebih meningkatkan kemampuan kognitif siswa dibandingkan model pembelajaran model inkuiri terbimbing tanpa Cmaptools. Hasil penelitian juga menunjukkan bahwa penerapan model pembelajaran inkuiri terbimbing berbantuan Cmaptools lebih dapat mempertahankan retensi siswa pada materi ajar listrik arus searah dibandingkan dengan penggunaan model pembelajaran inkuiri terbimbing tanpa berbantuan Cmaptools."

"Penelitian ini bertujuan untuk mengembangkan model pembelajaran inkuiri dengan media audio untuk memfasilitasi siswa tunanetra dalam penguatan pendidikan karakter. Media pembelajaran untuk penguatan pendidikan karakter siswa tunanetra masih sangat terbatas. Untuk itu, diperlukan rancangan model pembelajaran penguatan pendidikan karakter dengan memanfaatkan media audio yang sesuai untuk siswa tunanetra. Penelitian ini adalah penelitian pengembangan model pembelajaran yang mengunakan media audio. Teknik pengumpulan data dalam penelitian pengembangan model ini adalah diskusi terfokus dengan responden pendidik dari SLB A yang berasal dari Payakumbuh, Mataram, Makassar, Ruteng, dan DI Yogyakarta yang berjumlah 14 orang. Hasil penelitian ini adalah rancangan model pembelajaran inkuiri yang menggunakan media audio “Cermin Empat Sahabat†Dikbud untuk penguatan pendidikan karakter siswa tunanetra. Penguatan pendidikan karakter dalam model ini disampaikan melalui karakter tokoh Sahabat Dikbud dengan setting dan alur yang menarik untuk didengarkan dan kemudian dikembangkan dalam pembelajaran dengan pendekatan pembelajaran inkuiri. Cerita empat sahabat Dikbud tersebut ditujukan untuk memberikan gambaran tentang karakter yang seharusnya dimiliki siswa. Pembelajaran inkuiri yang diterapkan meliputi empat tahapan yaitu ask, investigate, discuss, dan reflect. Agar media audio “Cermin Empat Sahabat†ini benarbenar menjadi cerita yang menginspirasi bagi siswa tunanetra, sebaiknya ada beberapa segmen cerita yang menggunakan tokoh siswa tunanetra"

"Penelitian tindakan kelas ini bertujuan untuk meningkatkan aktivitas belajar dan kemampuan memecahkan masalah serta mendeskripsikan respons siswa. Subjek penelitian adalah siswa kelas X MM1 SMK Negeri Denpasar sebanyak 32 orang. Tindakan berupa model pembelajaran teknik gasing. Tindakan ini dilakukan sebanyak dua siklus. Data aktivitas belajar dikumpulkan dengan lembar observasi, data kemampuan pemecahan masalah dikumpulkan dengan tes kemampuan pemecahan masalah, dan data respons siswa dikumpulkan dengan angket. Data dianalisis secara deskriptif kuantitatif. "

"ABSTRACTThe objective of research is to determine the effect of inqury learning model on the student's understanding in terms of environmental pollution issues. This research compared modified inquiry model to guided inquir modely, which was applied to both of students that have high naturalist intelligence and the low one. Research was accoplished to the grade VII of junior high school students in school of Bogor with a total number of samples 84 students random Sampling. The result of the research showed that there was an interaction between inquiry learning model and naturalist intelligence on student' understanding on environmental pollution issues. It also could be seen from the result of analysis calculation with varian Fcalcu > Ftable (5,106 > 4,016 a = 0,05). The interaction between inquiry learning model and naturalist intelligence on student' understanding on environmental pollution problems then had to be tested using Tuckey test which will result the interaction impact."

"Penulisan karya akhir ini bertujuan mendeskripsikan langkah-langkah pembelajaran sastra dengan menggunakan media audio visual di MTs dari segi perencanaan, pelaksanaan, dan evaluasi. Sebagai sumber data, dipilih materi pembelajaran berdasarkan proses reduksi dan pengelompokan data. Dari hasil deskripsi langkah-langkah pembelajaran terhadap sumber data tersebut, terungkap bahwa pembelajaran sastra dengan menggunakan media audio visual dapat memberikan pengetahuan, sikap, dan keterampilan yang lebih konkret, dan menarik bagi peserta didik di MTs. Dengan demikian, dapat dinyatakan bahwa pembelajaran sastra dengan menggunakan media audio visual layak diterapkan di MTs.

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This final paper is arranged to describe the steps of planning, implementation, and evaluation of teaching literature using audio visual media at MTs. The teaching materials are chosen based on reduction proces and data grouping become the source data. The result of the steps description planning, implementation, and evaluation cocerning source data, teaching literature using audio visual medium can give students more concrete and interesting knowledge, attitude, and skill. Thus, it can be affirmed that teaching literature using audio visual media is eligible to be applied in MTs."

"ABSTRACTThe goal of this research is to improve student knowledge about the shape of the earth and the environment awareness. This research was implemented to students of VII F SMP Negeri 6 Sukabumi in their first semester of academic year 2013/2014. This is a classroom action research conducted in two cycles in which each cycle consisted of two methods. The research was a collaborative effort of a team consisting of one researcher, one teacher model and two observers. The number of students of VII F is 42; consisting of 20 boys and 22 girls. Through validity test of student knowledge about the surface of the earth, 30 questions are obtained out of the 40 questions on the first cycle. Based on the result of data analysis on student knowledge about the shape of the earth in the first and second cycles, we obtained respectively 71,43% and 80,95. Based on the result of data analysis of environmental awareness in the first and second cycle, we learned that high awareness levels respectively 45,24% and 76,19%. This means that in the first cycle, the intended high awareness was not achieved because it was only < 50% (the success criterion). Meanwhile in the second cycle the figure was > 50%. So the success criterion are achieved. Based on these data it can be concluded that the learning management of using jigsaw cooperative learning method and guided inquiry can improve student knowledge about the shape of the earth and the environmental awareness."