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<![CDATA[IMPLEMENTATION OF IN DEMONSTRATION METHODS TRADITIONAL GAME TO IMPROVE RUDE SOCIAL AND MOTOR SKILLS ]]>
<![CDATA[Sutriana Sutriana]]>;
<![CDATA[Johanes Sapri]]>;
<![CDATA[Nina Kurniah]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7202
<![CDATA[The purpose of this study was to improve gross motor skills and social skills through traditional games in Semarak Sanggar Arga Makmur PAUD students. This study used Classroom Action Research (CAR) with implementation planning steps and reflection with the research subjects were 10 children in group B1. The data collection technique uses a child's observation sheet about gross social and motor skills. Analysis of research data using mean and t-test. The results showed that there were significant differences between gross social and motor skills through the application of demonstration methods in traditional games]]>
<![CDATA[THE INFLUENCE OF SELF-LEARNING MODEL AND SELF-EFFICACY IN LEARNING ACHIEVEMENT ]]>
<![CDATA[Tiara Oktaviana]]>;
<![CDATA[Riyanto Riyanto]]>;
<![CDATA[Wasidi Wasidi]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7224
<![CDATA[This study aims to find the influence of self direct learning model, conventional learning model, and self-efficacy of science learning achievement. This research was applied to 62 students in class IV SDN 01 Kota Bengkulu as the sample which are 32 students in group applied SDL and 30 students in group applied conventional learning model based on self-efficacy. This research applied an experimental method with 2 x 2 factorial analysis level. Data analysis in this research used analysis of two-way variance (ANOVA) and t-test. The results of this research are (1) there is differences in learning achievement of science learning between the group applied SDL and the group applied conventional learning model; (2) there is an interaction between the learning model and student self-efficacy on student learning achievement; (3) learning achievement of high efficacy students with SDL learning model has insignificant differences with conventional learning models; (4) learning achievement of low efficacy students with conventional learning models is higher than SDL learning model.]]>
<![CDATA[THE IMPLEMENTATION OF DISCOVERY LEARNING MODEL TO IMPROVE STUDENT ACTIVITIES AND LEARNING ACHIEVEMENT OF PANCASILA AND CIVIC EDUCATION (PPKN) OF 7th GRADE STUDENTS IN SMPN 8 REJANG LEBONG ]]>
<![CDATA[Parida Ariani]]>;
<![CDATA[Wachidi Wachidi]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7229
<![CDATA[The propose of this research is to describe the application of the discovery learning model to improve activeness and learning achievement Pancasila and civic education (PPKn) of 7th Grade Students in SMP 8 Rejang Lebong. This research is classroom action research (PTK) study with mastery of experiments carried out on class students VII as many as 27 students. After observing, it is known that there is an increase in student activity and student learning achievement has increased. The average value of student activity with the increasing category is still quite active and the third cycle is the average value of the activity of students with active categories. while the value of learning achievement Students in the first cycle experienced changes after the pretest and posttest were held. The value of cycle II is also experiencing encouraging development and the value of cycle III is better yet its development reaches a satisfying point. The results thus, the hypothesis reads "there is a difference in learning achievement of Pancasila and civic education (PPKN) between students taught using discovery learning compared to students who are taught with learning models that have been used in schools are accepted." That is, the application of discovery learning can improve learning activeness and student achievement in learning Pancasila and civic education (PPKN).]]>
<![CDATA[THE DEVELOPMENT OF GERMAN LANGUANGE INSTRUCTIONAL MATERIAL BASED ON COMIC TO IMPROVE VOCABULARY AND SPEAKING SKILL ]]>
<![CDATA[Rati Mayasari]]>;
<![CDATA[Johanes Sapri]]>;
<![CDATA[Turdjai Turdjai]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7230
<![CDATA[The purpose of this research was to develop the german language instructional material for the second semester class X SMAN 2 Bengkulu that can improve student’s speaking skills and vocabulary. This method used is Research and Development, which refers to the development model of Borg and Gall with 6 stages, namely (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary of Product, (4) Preliminary Field Testing, and (5) Main Product Revision, (6) Main Field Testing. This research and development produce a instructional material based on comic were validate by expert judgment. Effectiveness test shows that comic based instructional material applied in the experimental class can improve student’s vocabulary and speaking skill.]]>
<![CDATA[INFLUENCE OF INQUIRY LEARNING MODEL AND REACHING ON LEARNING ACHIEVEMENT ]]>
<![CDATA[Neffy Haryati]]>;
<![CDATA[Alexon Alexon]]>;
<![CDATA[Nina Kurniah]]>
<![CDATA[ DIADIK Vol 8 No 1: April 2018 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v8i1.7239
<![CDATA[The purpose of this study was to determine the existence of a model of inquiry learning and reasoning on student achievement. This study uses an experimental method with a 2 x 2 factorial design, this study involved 54 students from a cluster random sampling of 82 grade V students of SDN Gugus I Sungai Rumbai. The analysis technique used was two-way ANOVA at a significant level of ?: 0.05 and continued with a T test. The results showed (1) student learning achievement taught with guided inquiry learning models was higher than the learning achievements of students studying with models free inquiry learning. (2) Students' learning achievement with high reasoning is higher than children with low reasoning. (3) There is influence on the interaction between inquiry and reasoning on student learning achievement. (4) Learning achievement of students who have high reasoning who follow the guided inquiry learning model is more effective than children who follow learning with the free inquiry model. (5) The learning achievement of students with low reasoning who participate in guided inquiry learning is lower than free inquiry. This study proves that the learning achievements of students who have high reasoning who follow guided inquiry learning are higher than students who follow free inquiry learning.]]>
<![CDATA[APPLICATION OF THE PROJECT METHOD TO IMPROVE NATURALIST INTELLIGENCE AND INTERPERSONAL INTELLIGENCE OF CHILDRE (Study In Group B PAUD Budi Mulya Kabupaten Bengkulu Selatan) ]]>
<![CDATA[Rici Oktari]]>;
<![CDATA[Nina Kurniah]]>
<![CDATA[ DIADIK Vol 9 No 2: Oktober 2019 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v9i2.17427
<![CDATA[Study of the application of project methods to improve Naturalist Intelligence and Interpersonal Intelligence for Group B early childhood. This research is a Classroom Action Research (CAR) study with a chemistry and Mc Taggaet research model consisting of planning, action, observation Observe) and reflection (Reflect), in the implementation carried out for 3 cycles with research subjects in group B children at Budi Mulya PAUD South Bengkulu Regency, totaling 15 children, namely 2 girls and 13 boys. The data collection technique of this study used observations and analyzed using percentages and averages for knowing improvement between cycles using t-test analysis ("t" test). Based on the results of the study it can be concluded that the project method can significantly improve children's naturalist and interpersonal intelligence.]]>
<![CDATA[APPLICATION OF GROUP GUIDANCE TO IMPROVE SELF-CONFIDENCE AND LEARNING ACHIEVEMENT (Study in 8th grade at SMP Negeri 06 Lebong) ]]>
<![CDATA[Zahlul Zahlul]]>;
<![CDATA[Nina Kurniah]]>
<![CDATA[ DIADIK Vol 9 No 2: Oktober 2019 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v9i2.17428
<![CDATA[This research is conducted to describe the increasing student’s self-confidence, student’s learning achievement, and the effectiveness of group guidance services for problem solving techniques in 8th grade students at SMPN 06 Lebong. This research was Class Action Research continued experimentation quasi. The subjects of this study were eighth graders of SMPN 06 Lebong. The Class Action Research subjects were students of class VIII.A, while the experiments for class VIII.B and the control class were VIII.C. The instruments used are teacher activity observation sheets and test sheet for self-confidence and student achievement. The data analysis technique used percentage and t-test. The results of this study indicate that (1) the use of group guidance services for problem solving techniques could increase the students’ confident; (2) the use of group guidance services for problem solving techniques could increase the students’ achievements; (3) the effectiveness of group guidance services for problem solving techniques could students’ achievements eighth graders of SMPN 06 Lebong]]>
<![CDATA[APPLICATION OF GUIDED INQUIRY LEARNING MODELS TO IMPROVE SELF CONCEPT AND LEARNING ACHIEVEMENT ]]>
<![CDATA[Anita Aryani]]>;
<![CDATA[Johanes Sapri]]>
<![CDATA[ DIADIK Vol 9 No 2: Oktober 2019 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v9i2.17429
<![CDATA[This study aimed to describe the application of the inquiry design in learning natural science can improve the creativity of students in the fourth grade of Public Middle School 05 Lebong, describe the application of synoptic design in learning natural science can improve student achievement in class VIII of Public middle School 19 Lebong describes the effectiveness of synoptic design improve the learning achievement of Math students in grade VII Public middle School 19 Lebong. The research is a classroom action research combined with quasi experiments. The subjects of this research are grade VIII.a Public Middle School 19 Lebong as PTK clas, while class VIII.c as control class and exsperimental classVIII.c. The instruments used are observation and test sheets. The technique of data analysis using the formula of the average percentage value of classical learning and t test, while the observation data is analysed with the average score, highest score, lowest score, score difference and the range of values for each criterion. The results showed that the application of synoptic learning design improves students creativity and learning achievement]]>
<![CDATA[THE APPLICATION OF ROLE PLAYING LEARNING MODEL TO IMPROVE RESPONSIBILITY AND LEARNING ACHIEVEMENTS (Study at Social Science Subject In VIII Grade Students of Junior High School 1 Rejang Lebong) ]]>
<![CDATA[Aswan Milaga]]>;
<![CDATA[Alexon Alexon]]>
<![CDATA[ DIADIK Vol 9 No 2: Oktober 2019 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v9i2.17430
<![CDATA[This research was aimed to describe, first the application of the role playing learning model that can improve the students' responsibility, the second role playing learning models can improve the students' social studies learning achievements, third the effectiveness of applying the role playing learning model to improve students' social studies learning achievements. This research used a classroom action research design and continued with quasi-experiments. The data collection was done by tests and observation. The subject of this classroom action research was the VIII.C grade students of Junior High School 1 Rejang Lebong. The students in class VIII.D was used as the experimental class and the students in class VIII.B was used as the control class. The results of this research showed that the application of the role playing learning model can improve responsibility and learning achievement of social studies students, and the application of role playing learning models can improve social studies learning achievement at Junior High School 1 Rejang Lebong]]>
<![CDATA[Influence of cooperative learning and participation on biological learning achievement ]]>
<![CDATA[Hesmi Rema Dwita]]>;
<![CDATA[Bambang Sahono]]>
<![CDATA[ DIADIK Vol 9 No 2: Oktober 2019 ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/diadik.v9i2.17431
<![CDATA[The objective is to know to Influence of cooperative learning and participation on biological learning achievement. The research method is a quation experiment with the experimental design used by the research with 2x2 factorial design. Research subject of X1 IPA class X1 IPA 1 as experimental class that applied to implementation of cooperative learning model of STAD type while X1 IPA 2 class is used as experimental class II while XI IPA 3 is not subject to sample action in This research is all students of the grade XI IPA 1, XI IPA 2 and XI IPA 3 which are divided into 3 classes. Data analysis is done with the average (class) and test- Anava. The results of this study show: 1) There are differences in learning outcomes of students who learn with cooperative learning models of STAD and JIGSAW, 2) There is a influence of interaction between cooperative learning models and participation in learning outcomes Students, 3) There are differences in the learning outcomes of students whose study participation is learning with the cooperative learning models of STAD and JIGSAW, 4) There are differences in the learning outcomes of students who study the low learning with models The cooperative learning of STAD and JIGSAW types]]>
