The purpose of this study was to study the effect of inflation on the economic growth of Aceh Province in the 2015-2018 fiscal year. Inflation is measured by CPI (Consumer Price Index), economic growth is measured by GDP. The population in this study is on data and information regarding CPI allocation, and GDP in the economic sector. This study uses the Konumen Price Index data, and economic growth data seen from the survey conducted by BPS in the 2015-2018 fiscal year, and uses the census method. For hypothesis testing, this study uses simple linear regression analysis. The test results show that, inflation affects economic growth. The coefficient of determination is 29.4. The coefficient of determination that has been calculated is 29.4% included in the criteria of the role that is quite high, in accordance with the Guidelines for Providing Interpretation of the Coefficient of Determination. So that it can be concluded that inflation affects the economic growth of Aceh Province is high.
This study aims to determine the effect of the inquiry learning model and the creative problem-solving learning model on student learning outcomes. This research was conducted at MTs Madinatussalam Tembung for the academic year 2020/2021. The research method is quasi-experimental. The sample used in the study was 60 students, the sampling in this study was simple random sampling. The instrument in the study used a pretest and posttest. Based on the results of the research, the results of hypothesis testing on the results of the Inquiry class hypothesis test. From the table above, the value of t(count )= 8,594 and the value of t_(table )= 2.0243 so that t_(count)>t_(table) which is therefore Ho is rejected. Ha accepted. Based on the results of hypothesis testing, there is an influence of the inquiry learning model. The results of the hypothesis test for the Creative Problem-Solving class. From the table above, the value of t(count )= 8, 683 and the value of t_(table )= 2.0243 so that t_(count )>t_(table ) which means that Ho is rejected, Ha is accepted. Based on the results of hypothesis testing, there is an influence of the Inquiry learning model and Creative Problem-Solving learning model on student learning outcomes at MTs Madinatussalam Medan Tembung.
Argumentation is one of the methods used to strengthen students' scientific concepts, especially in biology learning. This quantitative study aims to determine the effect of argumentation skills on students' scientific literacy and also to find out the improvement of students' scientific literacy by using argumentation skills of class X IPA-1 MAS CIPTA students of Simpang Dolok village. The population in this study involved the entire class X IPA-1 MAS CIPTA Simpang Dolok village, the sampling in this study used a simple random sampling technique without a control class. The instruments in this study were Essay test questions with scoring that adapted from TAP (Toulmin's Argumentation Petteren) for argumentation skills and essay tests for scientific literacy. The data was collected using a tabular sheet obtained from the argumentation Skill scores and the pretest and posttest scores for scientific literacy. As well as document documentation and photos. The data analysis technique uses the calculation of the N-gain score of scientific literacy due to the influence of Argumentation Skills, while the hypothesis testing uses a simple linear regression test and a paired simple t-test. The results of this study indicate that there is a positive and significant linear effect between argumentation skills on students' scientific literacy and a significant increase in students' scientific literacy using argumentation skills.
<p>Salah satu keterampilan dasar mengajar yang harus dimiliki seorang guru yaitu keterampilan menyusun skenario pembelajaran. Keterampilan ini mencakup bagaimana guru terampil dalam menyusun tahapan kegiatan pembelajaran, pemilihan media dan instrumen pembelajaran serta alokasi waktu untuk memfasilitasi peserta didik dalam belajar. Penelitian ini bertujuan untuk megetahui tingkat keterampilan mahasiswa calon guru biologi yang menempuh perkuliahan di perguruan tinggi keagamaan dalam menyusun skenario pembelajaran biologi. Subjek penelitian merupakan mahasiswa Program Studi Pendidikan Biologi yang sedang menempuh semester akhir. Sampel diambil melalui metode<em> purposive sampling </em>dengan kriteria<em> </em>mahasiswa<em> </em>tersebut telah menempuh mata kuliah <em>Microteaching </em>dan PPL. Instrumen penelitian yaitu angket penilaian Rencana Perencanaan Pembelajaran. Hasil analisis data menunjukkan mahasiswa masih kurang terampil dalam menyusun skenario pembelajaran biologi. Hasil dari penelitian ini dapat dijadikan sebagai salah satu informasi bagi calon guru khususnya guru biologi untuk meningkatkan keterampilannya dalam menyusun skenario pembelajaran. Selain itu, dosen pengampu mata kuliah perencanaan pembelajaran dan <em>microteaching</em> dapat menjadikan hasil penelitian ini sebagai salah satu tolak ukur untuk merancang kegiatan perkuliahan yang mampu memfasilitasi perkembangan keterampilan mahasiswa calon guru biologi dalam menyusun skenario pembelajaran.</p>
Penelitian ini bertujuan untuk meningkatkan kompetensi profesional guru dalam menerapkan strategi pembelajaran kontekstual melalui workshop dan supervisi akademik di SMP Alwasliyah 1 Medan. Metode yang digunakan dalam penelitian ini adalah metode penelitian tindakan sekolah melalui 2 siklus. Subjek dalam penelitian ini adalah 14 orang guru yang mengajar di SMP Alwasliyah 1 Medan. Pengumpulan data menggunakan teknik observasi, wawancara, kuesioner dan studi dokumentasi. Teknik analisa menggunakan teknik perhitungan persentase jumlah guru yang telah menerapkan strategi pembelajaran kontekstual dan persentase jumlah guru yang belum menerapkan strategi pembelajaran kontekstual. Hasil penelitian menunjukkan: (1). Terdapat peningkatan jumlah guru yang menerapkan strategi pembelajaran kontekstual sebesar 28,57%; (2) Terdapat penurunan jumlah guru yang belum mampu menerapkan strategi pembelajaran konstekstual sebesar 40,56%; (3) Kompetensi profesional guru dalam menerapkan strategi pembelajaran kontekstual dapat meningkat melalui workshop dan supervisi akademik.
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