The purpose of this study is to determine differences in student's learning achievement consisting of learning outcomes and science process skills. This research was conducted in a special school for girls and used two experimental classes, namely experimental class-1 and experimental-2 class. The experimental class-1 is the class applied by PjBL with a brain-based STEAM approach, while the experimental class-2 is a class that uses PjBL with the STEAM approach without brain-based. This research is a quasi-experimental study with a nonequivalent pretest-posttest control group design. The data analysis technique used is the T-test. The brain-based learning activities applied in this study are listening to music, drinking water, doing a brain gym, working on crossword puzzles, and group determination based on the dominance of students' brains. The results showed that the average value of the N-Gain score of student learning outcomes in the experimental class-1 was 80,72. Student learning outcomes experimental class-2 is 73,12. In science process skills, the experimental class-1 students had an average N-Gain score of 72,50, while the experimental-2 class was 60,88. The conclusion is the experimental class 1 students have higher learning achievement than students in the experimental class 2.

Abstract. In some cases, education research often involves the latent variables that have a causal relationship as well as a spatial effect. Therefore, it requires a statistical analysis technique called spatial structural equation modelling (spatial SEM). In this research, a spatial SEM was developed to model the quality of education in high schools in Sumenep Regency. This model was improved after the evaluation of an outer and inner model of the model scheme centroid, factor and path since some indicators were not valid. The path scheme model showed better results compared to the other schemes since all of its indicators were valid and its value of Rsquare increased. Furthermore, only the model of path scheme was tested for spatial effects. The result of the identification test of spatial effects on the inner model using a robust Lagrange multiplier test (using queen contiguity) showed that the education quality model leads to a spatial autoregressive model (SAR in SEM) with a significance level α of 5%, while the model of school infrastructure has no significant spatial effects. The improved model of SAR in SEM, the R 2 value obtained was 47.33%, so that it is clear that data variation can be explained by the model of SAR in SEM for the quality of education in high schools.

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The focus of this research is to develop a Lagrange multiplier (LM) test of spatial dependence for the spatial autoregressive model (SAR) with latent variables (LVs). It was arranged by the standard SAR, where the independent variables were replaced by factor scores of the exogenous latent variables from a measurement model (in structural equation modeling) as well as their dependent variables. As a result, an error distribution of the SAR-LVs should have a different distribution from the standard SAR. Therefore, this LM test for the SAR-LVs is based on the new distribution. The estimation of the latent variables used a weighted least squares (WLS) method. The estimation of the SAR-LVs parameter used a two-stage least squares (2SLS) method. The SAR-LVs model was applied to the model with a positive and negative spatial autoregressive coefficient to illustrate how it was interpreted.

Penelitian merupakan tugas akhir seorang mahasiswa sebelum lulus menjadi sarjana. Fenomena yang terjadi saat ini seringkali dalam penulisan penelitian oleh mahasiswa dijumpai beberapa kemiripan dalam segi variabel penelitian bahkan judul penelitian. Sehingga hal tersebut menjadikan penelitian mahasiswa terkesan monoton dan tidak memiliki warna baru. Hal itu terjadi karena dalam pengambilan keputusan memilih judul penelitian menggunakan referensi penelitian – penelitian terdahulu tanpa memperhatikan apakah judul penelitian tersebut sudah banyak digunakan atau tidak. Penting bagi mahasiswa untuk melakukan pemetaan penelitian berdasarkan artikel-artikel yang telah dipublikasi, sehingga mahasiswa dapat mengambil keputusan variabel yang mana yang memiliki peluang untuk dijadikan sebagai topik penelitian. Pemilihan tersebut tentunya bertujuan untuk mendapatkan kebaruan dalam topik penelitian yang sejenis. Untuk mempermudah pemetaan artikel-artikel pada jurnal penelitian tersebut mahasiswa bisa menggunakan aplikasi Publish or Peris dan VOS Viewer

Penelitian ini bertujuan untuk mengetahui penerapan model PBL dengan metode CRH berbantuan media crossword terhadap aktivitas dan hasil belajar IPA SMP. Penelitian ini merupakan jenis penelitian kuantitatif dengan metode penelitian, yaitu quasi experiment. Metode penelitian quasi experiment ini dilakukan pada kelas eksperimen dan kelas kontrol. Kelas eksperimen menggunakan penerapan model PBL dengan metode CRH berbantuan media crossword, sedangkan kelas kontrol menggunakan penerapan model PBL dengan metode ceramah. Teknik analisis data yang digunakan di antaranya adalah teknik analisis statistik Mann-Whitney untuk mengetahui aktivitas dan hasil belajar siswa. Berdasarkan hasil analisis data melalui instrumen penelitian berupa lembar pengamatan aktivitas belajar yang diperoleh, menunjukkan bahwa terdapat perbedaan aktivitas belajar siswa melalui penerapan model PBL dengan metode CRH berbantuan media crossword dan siswa melalui model PBL dengan metode ceramah, sedangkan untuk hasil belajar siswa melalui instrumen tes hasil belajar menunjukkan bahwa terdapat perbedaan hasil belajar antara kelas yang menggunakan model PBL dengan metode CRH berbantuan media crossword dan kelas yang menggunakan model PBL dengan metode ceramah. This study aims to determine the application of the PBL model with the CRH method assisted by crossword media to the activities and learning outcomes of junior high school science learning. This research is a type of quantitative research with a research method, namely a quasi-experiment. This quasi-experimental research method was carried out in the experimental class and the control class. The experimental class used the application of the PBL model with the CRH method assisted by crossword media while the control class used the application of the PBL model with the lecture method. The data analysis technique used includes the Mann-Whitney statistical analysis technique to determine student activity and learning outcomes. Based on the results of data analysis through research instruments in the form of observation sheets of learning activities obtained, it shows that there are differences in student learning activities through the application of the PBL model with the CRH method assisted by crossword media and students through the PBL model with the lecture method, while for student learning outcomes through the results test instrument learning shows that there are differences in learning outcomes between classes using the PBL model with the CRH method assisted by crossword media and the class using the PBL model with the lecture method.

Tujuan dari penelitian ini untuk mengetahui perbedaan hasil belajar aspek kognitif dan psikomotor siswa, antara model pembelajaran CIRC menggunakan metode mind mapping, dan model pembelajaran CIRC menggunakan concept mapping. Penelitian ini tergolong penelitian quasi experimental, dengan desain nonequivalent control group. Instrumen pengumpulan data menggunakan tes hasil belajar kognitif, dan pengamatan hasil belajar psikomotor. Tes hasil belajar dilakukan sebanyak 2 kali yaitu pretest dan posttest. Peningkatan hasil belajar kognitif diperoleh melalui perhitungan nilai N-Gain score, sedangkan pengamatan hasil belajar ranah psikomotor dilakukan 1 kali oleh 2 orang pengamat. Uji statistik melalui uji beda yang dilakukan setelah uji normalitas. Hasil penelitian menunjukkan bahwa rata-rata N-Gain score dari hasil belajar kognitif CIRC-mind mapping yaitu 74, sedangkan pada CIRC-concept mapping adalah 64. Nilai hasil belajar aspek psikomotor berdasarkan kesepakatan antar pengamat adalah 96 pada CIRC-mind mapping, sedangkan pada CIRC-concept mapping yaitu 93. Dapat disimpulkan bahwa hasil belajar aspek kognitif dan psikomotor siswa lebih tinggi pada pembelajaran dengan CIRC-mind mapping, daripada model CIRC-concept mapping. The purpose of this study was to determine the differences in students' cognitive and psychomotor learning outcomes between the CIRC learning model using the mind mapping method and the CIRC learning model using concept mapping. This research was a quasi-experimental study with a nonequivalent control group design. The data collection instrument used a learning outcome test-cognitive and psychomotor learning outcome observations. Cognitive learning outcomes tests were carried out two times, namely, pretest and posttest. The increase in cognitive learning outcomes obtained by calculating the N-Gain score. Observation of psychomotor learning outcomes was carried out once by two observers. The statistical test in this study was a different test carried out after the normality test. The results showed that the average N-Gain score from cognitive learning outcomes CIRC-mind mapping was 74, while CIRC-concept mapping was 64. Psychomotor learning scores based on the agreement between observers were 96 on CIRC-mind mapping, while CIRC-concept mapping was 93. The cognitive and psychomotor learning outcomes of students using CIRC-mind mapping are higher than using CIRC-concept mapping.