Untitled.

Transcript of an untitled article by Jules Lovy, appearing in LE TAM-TAM, 16–22 septembre 1838

Penerapan Buku Ajar Fisika Dasar I Berbasis Srl untuk Meningkatkan Kemampuan Deduktif Mahasiswa Calon Guru

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penggunaan buku ajar Fisika Dasar I berbasis self regulated learning terhadap hasil belajar deduktif mahasiswa melalui peningkatan hasil belajar yang diperoleh. Desain eksperimen yang digunakan yaitu one group pretest-postest design untuk mengetahui hasil sebelum dan sesudah diberikan perlakuan. Jumlah sampel yang digunakan adalah satu kelas yang dibagi menjadi dua kategori kemampuan awal SRL untuk melihat peningkatan belajar mandiri dan kemampuan deduktif Mahasiswa. Sampel yang digunakan diambil dari semua mahasiswa jurusan pendidikan fisika IKIP Mataram yang sedang menempuh mata kuliah Fisika Dasar I. Hasil penelitian ini menunjukkan bahwa sebagian besar Mahasiswa dapat mengatur cara belajar secara mandiri berdasarkan motivasi mereka masing-masing. Peningkatan rata-rata hasil belajar deduktif yang diperoleh semua mahasiswa tergolong dalam kategori tinggi. Mahasiswa yang kemampuan awalnya rendah memiliki SRL berkategori rendah dan sebaliknya, mahasiswa yang kemampuan awalnya tinggi memiliki SRL yang tinggi. Kemampuan SRL dari rata-rata Mahasiswa sebanding dengan kemampuan deduktif yang diperoleh. Peningkatan hasil deduktif untuk mahasiswa dengan kemampuan awal dan SRL rendah memperoleh kategori tinggi serta rendah untuk kemampuan awal rendah

Pengaruh Metode Pembelejaran Diskusi Buzzgroup terhadap Keaktifan dan Prestasi Belajar Siswa

This study was conducted to determine the effect of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII of SMPN 4 Praya Barat Daya 2015/2016 Academic Year. The type of research used in this study is a kind of quasi-experimental research. The population in this study were all eighth-grade students totaling 38 people consisting of class VIII A totaling 20 people as the experimental class and class VIII B totaling 18 people as the control class with the sampling technique used was a saturated sampling technique. The instruments used are valid observation and test sheets both in content, construct, and empirical with a value of 3.34; 3.40; and 3.23, and reliable with the value of αCronbach = 0.608. The results of this study were also able to influence the achievement of learning physics. Based on statistical calculations using the ttest test, the value of tcount = 23.00 is greater than t table = 2.02 (t count = 23.00> t table = 2.02). Thus, it can be concluded that there is the influence of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII Praya Barat Daya SMP 4 2015/2016 Academic Year

Pengembangan Media Pembelajaran Berbasis Moodle Pada Mata Kuliah Fisika Dasar

The purpose of this study was to fundamental develop a Moodle-based learning media and know how to influence the use of instructional media on physics course. This research includes the development of research conducted through three stages that is: preliminary studies, design development, and testing media. Subjects of the study were students at the FPMIPA IKIP Mataram which was following the fundamental Physics course. Moodle-based learning media development in fundamental physics courses have been designed and have done the settings on the story board and page navigation, profile settings, administration settings, and management course settings. Devices and media that have been developed and then validated and tested on a limited scale

Pengaruh Penggunaan Laboratorium Virtual Terhadap Penguasaan Konsep Dan Kemampuan Berpikir Kreatif Siswa Pada Materi Getaran Dan Gelombang

This research aims to know the effect of using virtual laboratorial towards concept mastery and creative thinking ability of students on the material of vibrations and waves. This research is an experimental research that uses pretest-postest control group design. The population of this research is all grade VIII students of SMPN 1 Alas Barat in the academic year 2013/2014 and the sample of this research is grade VIII3 as experimental group and VIII4 as control group that determined by cluster random sampling technique. The instrument thet used to collect the data is test that made in terms of multiple choices and essay test. The data is analysed by statistical formula of N-Gain and t-test. The result of N-Gain of experimental group concepts mastery is 0,5% and control group is 0,2%. Meanwhile, the result of N-Gain of experimental group creative thinking ability is 0,3% and control group is 0,1%. The resultof t-test shows that tobtined of concepts mastery is 1,877 ≥ ttable is 1,671. Whereas, for creative thinking ability shows that tobtined is 1,998 ≥ ttable is 1,671. It means that there is a difference of concept mastery and creative thinking ability of students on the material of vibrations and waves. Therefore, it can be concluded that the use of virtual laboratorial has an effect towards concept mastery and creative thinking ability of students on the material of vibrations and waves

Pengaruh Model Pembelajaran Talking Stick terhadap Keaktifan Belajar Siswa

[Title: The Effect of a Talking Stick Learning Model on Student Learning Activities]. A fun learning environment, active and meaningful for students need to be created by applying active learning model for students that learning model talking stick. This type of research is quasi-experimental. This research aimed to know there is or no effect of talking stick learning model toward students learning activeness. This research implemented in class VIII SMP Negeri 5 Mataram in academic year 2015/2016 from March to April 2016. The technique of sample using cluster random sampling, in order to obtain first-class VIII I totalling 30 students as an experimental class and class VIII E totalling 30 students as the control class. The results of this research are students' activeness learning showed by using the instrument is activeness of student learning questionnaire. Based on data analysis showed that t-test was 8.28 and t- table was 2.000 (df = 58). So, t-test > t-table (8.28 > 2.000). This means that there is an effect of talking stick learning model toward students learning activeness

Des chiffres et des lettres: refonte du plan de classement du CEDOC-CEC André-Chavanne

Nous avons été mandatées par le Centre de documentation du Collège et Ecole de commerce André-Chavanne à Genève (CEDOC) pour procéder à la refonte de son plan de classement, basé sur la CDU employée très finement. Mme Véronique Debellemanière, notre mandante et responsable du CEDOC, s’est posé la question de la pertinence, pour une bibliothèque du post-obligatoire, d’un système si développé qu’il engendre l’utilisation de cotes longues et compliquées. Nos objectifs, pour la réalisation de ce mandat, consistaient donc globalement à rendre le fonds plus accessible et à homogénéiser le plan de classement. Pour atteindre nos buts, nous avons passé par plusieurs étapes, qui nous ont permis de choisir le type de plan de classement à appliquer pour procéder enfin à la phase de réalisation de notre travail

Differences in Scientific Argumentation Skills of Preservice Physics Teachers in Written and Oral Contexts: A Case Study of Video-Based Microteaching Learning

This study aims to analyze the profile of scientific argumentation skills of preservice physics teachers in the context of written case studies and oral presentations through video-based microteaching learning. Data was collected from 15 preservice physics teachers participating in a microteaching course. Qualitative analysis of argumentation components (claim, reason, evidence, rebuttal, conclusion) revealed significant differences in argumentation skills between the two contexts. In written case studies, students demonstrated a relatively good ability to present evidence. However, they needed to improve in formulating claims and reasons. Meanwhile, in oral presentations, there was a significant increase in all components of argumentation, particularly claims, reasons, rebuttals, and conclusions. These findings have important implications for developing more effective microteaching learning to improve the scientific argumentation skills of preservice physics teachers