The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

This study aims to determine whether there is an interactive effect between learning methods (Communicative Language Teaching/CLT and Audio-Lingual Method/ALM) and learning styles (Visual, Auditory, and Kinesthetic) on English speaking skill. The researchers used a quasi-experimental research design with a population of 383 students and samples of 70, assigned into two groups: experimental and control. The data were collected using three instruments (i.e., a pretest, a posttest, and a questionnaire) and then descriptively analyzed. A 2x3 factorial of Two-Way Analysis of Variance (ANOVA) with parametric statistical method was utilized because the data were normally distributed as well as homogeneous. The results of the analysis of the pretest scores show that the English speaking skills of the two groups of students applying the two different methods are the same at the significance level of 0.080. The analysis of the posttest scores show that there was no interactive effect between the learning methods and the learning styles on the English speaking skill at the significance level of 0.138. This implies that no matter what learning styles they have, students in CLT class performed better in speaking English than those in ALM.

This research aim is to examine the application of guided inquiry learning models and social skills to improve the students' analysis skills. Social studies learning that still uses expository learning models makes students get difficulties to have analysis skills. This study was used the quasi-experimental research that pretest and postest control design. The participants of the study was 132 junior high school students in grade 7 th on junior high school. The data collection tools was used Social Skills Rating System (SSRS) adapted from Gresham and Elliot (1990) and tested to the learning outcomes. The research data were analyzed with ANOVA technique. The findings of the research conclude that there are differences in analysis skills of the students who taught guided inquiry learning model and expository learning model. There are differences in analysis skills of the students who have high social skills and low social skills. There is an interaction between guided inquiry learning model and expository learning model when integrated with high social skills and low social skills on analysis skills of the students.

This research focus on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning, (2) there are differences in students social skills significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning strategy. Based on the results of descriptive statistical analysis showed that individual achievements on high group of homogeneous turned out to mean the highest increase in the amount of 19.50, the second followed then a heterogeneous group with a mean increase of 15.00, the third then middle group of homogeneous with a mean increase of 13.50, and the lowest low group of  homogeneous with a mean increase of 11.75; the social skills on high group of homogeneous showed mean the highest increase in the amount of 10.92, the second a heterogeneous group with a mean increase of 8.75, followed middle group of homogeneous with a mean increase of 8.55, and the lowest of the low group of homogeneous with a mean increase of 6.71.

This research was an ex post facto research which did not provide any control or manipulation of variables directly by the researchers. Embodiments of the independent variables have occurred naturally or cannot be manipulated, researchers tried to explain the facts that have occurred. The research design used in this research was descriptivecorrelational design to obtain information regarding the observed phenomena and to describe the presence or absence of a relationship between the characteristics of individuals and groups, structure, culture and organizational climate of the effectiveness of the organization internally by large-small correlation coefficient. This was a quantitative approach usinf Structural Equation Modeling (SEM) based variants method. The independent variables (exogenous) were individual characteristics (X1), and the characteristics of the group (X2), organizational structure (X3), organizational culture (X4) and organizational climate (X5). The effectiveness of the organization was the dependent variable or endogenous variables in this study. The results of modeling the relationship among six variables studied were generated in this study including: (1) the individual characteristics of the lecturers which were not directly related to the effectiveness of the college, (2) characteristics of the group has a direct relationship with effectiveness, and organizational structure, as well as having no relationship directly to the effectiveness of organizations through the organizational structure, (3) organizational structure directly affected the effectiveness of the organization, but did not have any direct contact with the culture and climate of the organization, (4) a direct relationship was significant relationship between culture and organizational climate to organizational effectiveness, as well as the subsequent results the findings in this study were (5) the existence of a significant direct relationship between organizational climate with the culture of the organization.