Oleh : Rufi’i, S2 – Pascasarjana (

The purposes of the study were to examine the result of analysis (1) differences in the acquisition of learning concepts and procedures of statistics among learners who learn by instructional strategies algo-heuristic and conventional instructional strategies, (2) differences in the acquisition of learning concepts and procedures of statistics among learners who studied with field independence cognitive styles and field dependence, (3) the interaction between instructional strategies and cognitive styles on the acquisition of learning concepts and procedures of Statistics. This research was carried out with the design of non-equivalent control group by applying a 2×2 factorial design in the design of experiments. Subjects were fourth semester undergraduate students of academic year 2009/2010, at Elementary Teacher Training Education Program Undergraduate level and Third Diploma students Midwifery Studies Program PORI Adi Buana University of Surabaya which consists of six classes of 217 people. Subjects were taken at randomly, and the total member are 146 subjects. They, further more, were grouped into four classes according to research design. The research hypothesis was tested by statistics Multivariate Analysis of Variance (Manova). Results showed that (1) there are differences in the acquisition of learning concepts among students who studied statistics with algo-heuristic instructional strategies and conventional instructional strategies (F=13.459; p100), (2) there are differences in the acquisition of learning concepts among students who studied statistics with cognitive style of field independence and field dependence (F=4.994; p=0.027), (3) there is no interaction between instructional strategies and cognitive style on learning acquisition Statistical concept (F=0.767; p.383), (4) there are differences in learning acquisition Statistical procedures between students who learn with the instructional strategy algo-heuristic and conventional instructional strategies (F=8.298; pCi.005), (5) there are differences in learning acquisition among students Statistical procedures that learning with cognitive style field independence and field dependence (F=21.438; p4100), (6) there is no interaction between instructional strategies and styles against the acquisition of cognitive learning Statistical procedures (Fo.601; p).44).

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Oleh : Rony HR For a , S1 – Teknik Elektro ( )

In the era, educational study has the emerged world issue. All fields have the problems to reach the goal of educational achievement. Especially on technological education need a method to transfer the scientists and its application. In this research show the method of education transfer scientists and its application. There is three method to be selected the first is oration, the second is problem and solve problem and the third is self learning practice. From all methods (three method) show that self learning practice has the best method to reach the goal to scientists application. The goal is the degree of understanding. From the fifteen students in electric technology in the second years have 33% understanding on oration method, 60% on solve problem method and 88% on self learning practice.




Oleh : Retno Danu Rusmawati, S1 – Pendidikan Bahasa Indonesia (

National Examination (UAN) every year always leave records for evaluation and follow-up. This Evaluation focused for Indonesian language teaching in particular subject how increase score at UAN 2011 with evaluated UAN 2010. Results Indonesian language teaching in 2010 was ranked the lowest of the other subjects. Why? Where the problems that need to follow up? Reality orientation and learning Indonesian language samples for Senior High School(SMA / MA) class X in the standard of competence and basic competences that have not performed optimally planned by teachers and students is evident in the draft the learning program (RPP) did not meet the criteria of assessment. This example is taken at the time of assessment fortofolio teachers certification. Mainly in the Learning Program Planning(RPP) prepare materials / learning materials, media and strategy also needs special attention for the upgrade. Another reason to strengthen this opinion that the teacher teaches is less than the maximum during the implementation of peer teaching in teacher education and professional training (PLPG) at rayon 42 PLPG evaluated nearly all participants need guidance and continuous guidance during menyususun PLPG in the RPP and the implementation of the learning . The challenge of learning the Indonesian language subjects must solve through: 1. Coaching, mentoring and ongoing training for subject teachers of Indonesian in preparing lesson plans and their implementation with Active Learning method Innovative Creative Fun (PAIKEM), 2. Feasibility Test of Indonesian held periodically.





Oleh : Nurmida Catherine Sitompul, S2 – Pascasarjana (

The purpose of this studies are: (1) describing kinds of NVC behavior that usually showed by a teacher in classroom that attract students attention, (2) describing students respond in teacher NVC behavior, and 3) understanding the meaning of teacher’s NVC behavior. The research is based on ethnography studies. The importants findings of this studies are: 1) Teacher implement severals kinds of NVC behavior, however students are more attract to teacher’s face expression and eyes contact; 2) Teacher’s nice smile means teacher enjoy in teaching. This will make students happy and will drive students to get involved in learning activities. If teacher expression is without smile, then makes students feel such as frighten, stress, uncomfortable, laziness, angry and do not interested with the learning process. Students attract with teacher face expression when he/she enter the class and then they will draw this in their mind to predict the next situation in the learning process. 3) Teacher’s smile indicates that teacher teaches in enjoyable and promote a positive feeling to students to learning. No smile expression of teacher creates a negative feeling in students mind. Teacher’s NVC behavior can promote an empowering atmosphere for students to learn.



Oleh : Nunung Nurjati, S1 – Pendidikan Bahasa Inggris (


In today’s globalization era, [CT (Information and Communication Technology) has been introduced to enhance teaching and learning in language classroom. Technology and the wider world web are challenged to boost student’s four skills of English as second language. In the implementation of ICT in language teaching, assessment is needed. The use of Peer Assessment (PA) to evaluate the online language teaching is now becoming familiar among online teachers/instructors. However, the validity of such kind of test is still questionable. This paper aims at reviewing peer assessment conducted by the students who take online lessons. The design of the study is qualitative-based because the researchers wanted to know how the validity of peer assessment on ICT learning online. Henning (1987) says that validity of assessment can be measured non-empirically in which the instrument used was the assessment rubric as a guide. The material in this rubric was divided into 3 parts namely: 1) assessment components that serve as a guide in the assessment of tasks (related to the material), 2) evaluation of online peer-assessment, 3) the feedback given by the assessors in the group have been evaluated before the rubric distributed manually or online, the researchers perform validation instrument. Validation instrument through two processes, namely: validation of media and content validation involving validators who were expert in media and ICT learning in particular, each expert consisted of two persons. In this study researchers ask their students who are programming ICT subject with the number of 168 students. From the rubrics assessed by the students and the validators; lecturers and the experts of multi-media, the result indicates that there is no significant different found from the pattern of the assessment by the students and the validators. It means that the peer assessment done by the students on ICT teaching online is valid.



Oleh : Joesasono Oediarti S., S1 – Pendidikan Bahasa Inggris (

This paper presents a technique for teaching midwifery students which is aimed to enhance their speaking ability through impromptu speech. The essence of the impromptu speech is the ability to speak confidently and clearly in front of a group of people or audience with very little preparation. Impromptu speech is a popular kind of speaking activity in which learners prepare a talk and speak on either a given topic or on the topic of their own choice. The aim of this technique is to introduce the concept of a short talk and give speaking practice not controlled for accuracy. But even with little to no preparation, the learners are still expected to deliver a great speech. Recently, learning content-are subjects through the medium of a foreign language has become increasingly popular in many countries. In some cases, a foreign language is used as the medium of instruction in non English language department. Furthermore the objective of English subject for midwifery is to make the students are able to communicate orally and written form in the international communication midwifery contexts.


The Future of English Language Teaching for Primary Schools in Indonesia: Issues and Challenges

Oleh : Ferra Dian Andanty and Siyaswati, S1 – Pendidikan Bahasa Inggris

This paper highlights issues and challenges in teaching English in primary schools in Indonesia. It then moves on to addressing a more contextualized question pertaining to the phenomenon of National curriculum for primary schools and the quality of primary English teachers and also the ‘appropriate’ model of competence Indonesian teachers of English that should be adopted for future education. Above all, it is a challenge that can be met with adequate planning and preparation though it will be also costly in terms of human and resources.


Pembelajaran Matematika Berbasis Pendidikan Karakter Untuk Sekolah Dasar

Oleh : Lydia Lia Prayitno, Rarasaning Satyaningsih,

S1 – Pendidikan Matematika

Pendidikan merupakan faktor utama dalam pembentukan karakter bangsa. Hal ini diperkuat oleh Presiden RI Pertama (dalam Soedarsono, 2009) yang menyatakan bahwa —Bangsa ini harus dibangun dengan mendahulukan pembangunan karakter (character building) karena character building inilah yang akan membuat Indonesia menjadi bangsa yang besar, maju dan Jaya serta bcrmartabat. Pembangunan karakter menjadi tugas utama dari pendidikan karena seorang siswa mempunyai karakter yang kuat sebagai model dalam membangun peradaban tinggi dan unggul. Pada dasarnya pembangunan karakter sudah ditanamkan oleh orang tua sejak anak dilahirkan tetapi karena pengaruh lingkungan terkadang karakter yang tertanam hilang begitu raja. Oleh karena itu, ketika anak memasuki usia sekolah pembangunan karakter bisa dimulai dari tingkat Taman Kanak-kanak dilanjutkan dengan Sekolah Dasar. Pembangunan karakter dapat dilakukan selama proses pembelajaran di sekolah, baik pembelajaran yang ada di kelas maupun di luar kelas. Pembangunan .karakter di dalam kelas dapat dilakukan selama proses pembelajaran berlangsung, salah satunya melalui pembelajaran matematika. Salah satu metode yang dapat digunakan dalam pembelajaran matematika khususnya pada materi bilangan bulat adalah metode bermain. Melalui metode bermain ini, permainan yang digunakan adalah permainan pelangi bilangan bulat. Nilai-nilai karakter yang tertanam melalui permainan pelangi bilangan bulat ada 13 nilai karakter dan sesuai dengan pilar dari pendidikan karakter. 13 nilai karakter yang bisa ditanamkan adalah (1) kooperatif, (2) tanggung jawab, (3) toleran,(4) komitmen, (5) tertib, (6) adil, (7) tertib,(8) tabu berterima kasih, (9) fair play, (10) pengendalian diri, (11) disiplin, (12) kejujuran, dan (13) ikhlas. Nilai karakter yang ditanamkan ini sesuai dengan karakteristik tumbuh kembang anak pada usia kelas IV Sekolah Dasar.



Oleh : Ika Ismurdyahwati, S1 – Seni Rupa (

Research on visual language it is indeed to is not yet effort more, because in developing countries belonging to Malaysia and Indonesia, constitute east nation still despite everything use west visual language inside our all communication media without think about information message, true or not. There is negative result is found in the future cause western visual language is not suitable with Asian culture, until in long time not have to worry in National endurance. The various researches visual language as relief candi/relief on temple walls, wayang beber, and wayang kulit in communication media as well as. Until can use for audio visual media: is not act like a teacher to film and television, communication art, no poor contents comfort and not education bore, as wayang is this all, interesting and communicative.


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