Science is one of the most important subject in senior high school. Even though for SMPN 5 Metro students. Increasing learning result is the teacher responsibly. Every teacher hoped to motivate and increase the students learning result. So that, number of effort has been tried to fulfill this big job.SMPN 5 Metro is one of the junior high schools in Metro city. Base on the pre-survey data, the students learning result of science subject and their learning participation was still low. This problems caused by some factors, both internal and external factor has accured in learning process. The researcher tried to implement the JIGSAW type of learning cooperative model fo recovering this problem. After conducting the research by implementating JIGSAW type of learning cooperative model in science subject, the researcher found that the students learning result can be increased 36,34%. Whereas 46,66% of students can fulfill MMC 70, before treatment and 83% after treatmen. It was also about the students learning activities can be improved till 8,3%, from 73% up to 81,3% at the end of second cycle. It is mean that JIGSAW type of learning cooperative model can increase the students learning result and their learning activities effectively. This JIGSAW type of learning cooperative model can also be an alternative learning model in science instructional process.
This paper reviewed the content of women in history in the 1994, 2004 (KBK), and 2006 curriculums. It uses content analysis method. The result of this research shows that the content of women history was not increased and in different in from curriculum to the others. In 1994 Curriculum, women history only focused on the woman organizations in national movement period. In KBK and KTSP, there was women history in Hinduism-Buddhism era, and in the colonial era. In KBK and 2006 curriculums, students could learn more although the material was not as complete as in 1994, but they can learn it from the internet. From the analysis result of the women history narration in history textbook in 1994 Curriculum, KBK, and 2006 curriculums, because of the patriarchy culture and political factor, the writing of women history was androcentric.
Coastal communities can adapt to the environment if certain life practices, such as education, are carried out in a sustainable manner. The goal of this paper was to paint a picture of the educational life of children of the Bajo tribe in primary and secondary school, who live on the coast of Wakatobi, Southeast Sulawesi. This interdisciplinary qualitative study used observation techniques to examine educational activities that occur in the daily lives of the Bajo tribe community, as well as interviews with Bajo tribe parents and children about educational activities in the Wakatobi coastal environment. The findings of this study revealed that: (1) the daily activities of the Bajo tribe’s children were depicted as natural adaptations to their environment (coastal), albeit in a limited way. Formal learning activities and learning infrastructure were used to reflect educational limitations. Formal learning in schools was not maximally implemented according to the applicable curriculum; learning facilities were created naturally; and infrastructure was constrained by access and availability of related supporting elements. (2) Interdisciplinary education was illustrated through arbitrary learning activities that took place; children’s communities were more independent; and they showed a close and caring relationship through learning activities with meaning. Based on the characteristics of their residential area (coast), the learning moment occurred by opening up to external communicative interactions, but it was very limited. Keywords: interdisciplinary education, natural learning, coastal communities, Bajo tribe
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