The purpose of this research is to describe of writing ability fable story text made by 7Th grade students of MTs YAPI Pakem and to prove positive and significant trend between writing ability of fable text using storyboard media made by 7Th grade students of MTs YAPI Pakem. This research was used random samping technique which is class A is an experiment class and class B is a control class. The collection of data uses the objective test and the triangulation test. The instrument validity is content validity with expert judgment. The result from alpha Cronbach technique is 0.843 so this instrument is reliable. The result of the research shows the preferences writing ability of fable text with storyboard media is very high category on the average 76,5. The ability to write fable text with the print media is a high category on the average 71,38. In comparative from  3,087 that is > 1,672 so that can conluded that there are significant differences from user storyboard media toward write of fable text in the 7Th grade students of MTs YAPI Pakem.
Innovative learning is one of the answers to deal with challenges in the current era. STEAM-based learning is needed by students in Indonesia as an effort to train their skills and talents in facing problems in the 21st century. This study aims to describe the integrated thematic learning planning, implementation, and assessment in SD Negeri Tegalrejo 1 Yogyakarta. It was a descriptive qualitative research. Subjects of this study were the classroom teacher, students of VB class, and headmaster. Technique of data collection were observation, interview, and documentation. Data were analyzed by using some steps, in terms of data reduction, data display and drawing coclusion. Technique of testing data vailidity deployed triangulation of data collection technique and data sources. The result indicates that the integrated thematic planning conducted by teacher has contained the minimum criteria of lesson plan. The implementation of STEAM-based integrated thematic learning has presented the characteristics of integrated thematic learning, in terms of using subject guide of Basic Competence (BC), in which each BC has its own material.
This study aimed to describe the use / application of Jigsaw II cooperative learning in enhancing the ability of quantitative data analysis courses students of educational research 5th semester,  Indonesian Language and Literature Teaching, FKIP, Universitas Sarjanawiyata Tamansiswa Yogyakarta. Data action type of cooperative learning of Jigsaw II is collected by observation. Data on the student's ability quantitative analysis of the data collected by the testing techniques. Student response data on cooperative learning of Jigsaw II is collected by interview. The analyzed data is qualitative data is data from the learning process of planning, action, reflection to assign actions I. Based on the results of research and discussion since the first cycle to cycle dengan III can be concluded that cooperative learning of Jigsaw model II (1) improve the ability to apply the formula of quantitative analysis in the course of educational research. Increased ability proved that (a) the competence of the central tendency meenerapkan formula of 60%, 75% to 90%; (B) the competence to apply the formula of correlation analysis with a standard deviation of 72%, 84%, to 84%; (C) the competence to apply the formula of correlation analysis with a deviation of 40%, 66%, to 85%; (D) the competence to apply the formula of correlation analysis with the original data of 40%, 68%, to 88%; € competencies and comparative analysis with t test of 56%, 64% to 80%. (2) can improve the quality of learning characterized by increasingly effective student learning time with the group and the more effective in assessing the quality of the students themselves
The objectives of this study are to describe (1) the application of cooperative learning and the literary appreciation of based on cultural values and character education in private universities, and (2) Constraints in learning the literary appreciation based on cultural values and character education along with cooperative learning in private universities. Data were collected by using observation, documentation, interview techniques with lecturers and students in 4 private universities, namely Veteran
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