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Abstrak :
[ABSTRAK
Penurunan kualitas lingkungan terjadi karena kelalaian, ketidaktahuan dan tiadanya etika serta moral terhadap lingkungan. PLH penting diajarkan pada murid SD. Penelitian ini bertujuan untuk (1) menganalisis metode yang digunakan di Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH; dan (2) menganalisis metode yang efektif dalam mengajarkan PLH. Metode yang digunakan adalah kuantitatif dengan analisis deskriptif. Penelitian dilakukan di Sekolah Jepang Jakarta dan Bandung; dan sekolah penerima Adiwiyata di DKI Jakarta yaitu SDN Klender 22, SDN Benhil 12, SDN Menteng 02, dan SDN Sungai Bambu 05 serta SDN Sungailiat 05. Responden berjumlah 72 orang guru. Hasil penelitian menunjukkan bahwa metode yang digunakan oleh guru Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH adalah metode ceramah, metode pengalaman langsung dan metode diskusi. Pemilihan metode mempertimbangkan tujuan pembelajaran, situasi dan kesiapan pengajar sendiri. Metode yang efektif digunakan untuk mengajarkan PLH di sekolah dasar Adiwiyata dan sekolah Jepang adalah metode pengalaman langsung, metode diskusi dan metode ceramah.

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ABSTRACT
The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective., The degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is a significant subject to be taught to elementary students.The aims of this study are (1) to analyze the teaching method on environmental education in Japanese Schools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effective teaching method on environmental education. The method of this research is quantitative method with descriptive analysis. The study has conducted in Japanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyata achiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02, and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents. The result shows that the teaching method used by the Japanese Schools and Adiwiyata-achiever schools are lecture, discussion, and experiential methods. The selection of teaching method is based on the criteria of the objectives of the study, situation, and teacher itself. The teaching method on environmental education used in Japanese Schools and Adiwiyata-achiever schools are experiential, discussion and lecture methods considered most effective.]

Abstrak :
Tesis ini membahas metode pembelajaran yang diterapkan di salah satu tempat kursus di Kampung Inggris yang bernama Kursus X dari kacamata Community Language Learning. Penelitian ini adalah penelitian kualitatif yang bersifat deskriptif analitis. Data penelitian diperoleh dari data observasi kegiatan belajarmengajar di kelas dan di kamp, wawancara dengan ketua lembaga, pengajar dan pemelajar, dan kuesioner yang diisi oleh pemelajar. Hasil penelitian menunjukan bahwa metode pembelajaran yang diterapkan di Kursus X berbeda dengan metode pembelajaran pada umumnya. Terdapat empat tipe metode pembelajaran yang diterapkan di Kursus X. Berdasarkan keempat tipe metode pembelajaran tersebut tidak ditemukan kesamaan konsep dengan kaidah yang ada dalam Community Language Learning. Sementara itu hasil temuan observasi kegiatan di kamp menunjukan bahwa aktivitas santai dan minim tekanan selama pemelajar berada di kamp membuat pemelajar memiliki hubungan yang erat dengan pengajar seperti dalam CLL. Hal itu merangsang pemelajar untuk lebih produktif dalam memproduksi ujaran dalam bahasa target. Lebih lanjut hasil penelitian ini menyarankan penerapan kegiatan pembelajaran kamp yang lebih variatif dan lebih menarik, khususnya untuk paket pembelajaran liburan. Penerapan kegiatan pembelajaran juga harus berdasarkan suatu kurikulum dan silabus, sebagai pedoman bagi para pengajar. Tujuannya adalah agar kegiatan pembelajaran dapat lebih terstruktur dan dapat meningkatkan motivasi, kepercayaan diri dan penguasaan bahasa pemelajar.

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This thesis analyses the application of teaching and learning methods at one of the English course in Kampung Inggris Pare using a camp concept, named Kursus X, from the point of view of the Community Language Learning approach. This study is a quantitative research with a descriptive analytical design. The data of the study were gained from the observation of the teaching and learning process in the classroom and the interaction of the students in the camp. Besides, the data were also gained from interviews with the head of the course, the teachers and the students, and from the students? questionnaire. The result of the study show that the methods applied in the Kursus X were not based on established language teaching methods. There are four types of methods identified in Kursus X. Most of the methods use drilling and translation in the application. Moreover, there were a lot of differences between the application of teaching and learning program in Kursus X and the concept of Community Language Learning. However, the observation result of the students? activities in the camp showed differently. The environment and the activities that the students experienced in the camp could create an intimate relationship between the students? and their teachers, as stated in CLL. The students were encouraged to produce more utterances in the target language in that situation. The findings of this study suggest that the camp program offered, especially the holiday program, should apply interesting and fun activities and teachers should vary their teaching methods. Additionally, application of the teaching and learning process should be based on a wellplanned curriculum and syllabus. This will create structured teaching and learning activities and it also could increase students? self-confidence, motivation and achievement in learning a language.

Abstrak :
Pembelajaran aktif diterapkan dalam banyak perkuliahan termasuk Universitas Indonesia untuk membantu mahasiswa membangun pola belajar mandiri. Namun, dalam pendekatan dengan sesama mahasiswa, tampak bahwa belajar mandiri belum tentu terbentuk dalam mahasiswa yang menjalani kurikulum dengan pembelajaran aktif. Studi pendahuluan juga menemukan pembelajaran aktif jarang ditelusuri sebelumnya terkait pola belajar mahasiswa. Demikian peneliti menyusun penelitian deskriptif analitik untuk mengkaji hubungan pembelajaran aktif dan pola belajar mandiri pada mahasiswa sarjana keperawatan, secara khusus mahasiswa dalam tahun ajaran terakhir mereka yaitu S1 reguler angkatan 2016, dan S1 Ekstensi tahun 2017 dan 2018. Data mengenai pembelajaran aktif dan pola belajar mandiri dikumpulkan lewat kuesioner skala Likert dan kemudian dianalisa secara kuantitatif. Hasil penelitian menunjukkan bahwa pembelajaran aktif yang diterapkan fakultas punya hubungan kuat dengan pola belajar mandiri mahasiswa. Peneliti menyimpulkan bahwa semakin baik pembelajaran aktif, semakin tinggi pola belajar mandiri pada mahasiswa. Instrumen penelitian yang digunakan dapat diregulasikan sebagai evaluasi tiap tahun dalam fakultas. ......Active learning sees use in many colleges including the University of Indonesia to help students build independent learning. However, in the approach with fellow students, it appears independent learning is not necessarily formed in students undergoing curriculum with active learning. Preliminary studies also find active learning is rarely researched related to independent learning. Thus, the researcher compiled analytic descriptive research to examine the relationship between active learning and independent learning in nursing undergraduate students, specifically students in their last academic year namely the regular bachelor class of 2016, and the extended bachelor of 2017 and 2018. Data is collected through a Likert scale questionnaire and analyzed quantitatively. The results show active learning applied by the faculty has a strong relationship with independent learning of students. The researcher concludes the better active learning, the higher the independent learning capacity of students. The instruments used can be regulated as an annual evaluation.

Abstrak :
Latar Belakang Anatomi merupakan merupakan mata kuliah wajib yang akan terus ada pada setiap blok bagi mahasiswa kedokteran. Akan tetapi, selama pandemi Covid-19 dan dikeluarkannya kebijakan WFH menyebabkan terjadinya keterbatasan dalam pembelajaran anatomi. Kebijakan ini membuat mahasiswa kesulitan dalam mengakses kadaverdan dengan demikian perkuliahan akan sedikit terhambat dan mempengaruhi output yangingindicapai oleh setiap mahasiswa. Oleh karena itu, diperlukan metode alternatif, salah satunya adalah penggunaan aplikasi 3D. Penelitian ini bertujuan untuk menilai hubungan peningkatan pemahaman mahasiswa dan kepuasan mahasiswa setelah penggunaan i-Atlas modul kardiovaskular. Metode Desain penelitian ini adalah quasi eksperimental dengan jumlah responden 17 orang. Respondendiberi materi anatomi kardiovaskular, dilanjutkan dengan pemberian waktu belajar menggunakan aplikasi anatomi 3D i-Atlas. Setiap responden diberi tes sebelum dan sesudah diberikannya materi dandiberikan kuesioner untuk menilai kepuasan dalampenggunaan aplikasi. Hasil di olah menggunakan SPSS uji Spearman untuk menilai korelasi anatara peningkatan pemahaman dengan kepuasan. Hasil Uji korelasi Spearman menunjukan bahwa terdapat hubungan antara peningkatan pemahaman dengan kepuasan penggunaan aplikasi i-Atlas (P=0,008). Kesimpulan Dapat disimpulkan bahwa terdapat hubungan yang signifikan pada tingkat pemahaman mahasiswa dan kepuasan mahasiswa setelah penggunaan i-Atlas pada modul kardiovaskular. ......Introduction Anatomy is a mandatory subject that will continue to be present in every block for medical student. However, during the Covid-19 pandemic and the issuance of the WFH policy, there were limitations in anatomy learning. This policy makes it difficult for students to acces cadavers and thus lectures will be slightly hempered and affect the output that each student wants to achieve. Therefore, alternative methodsare needed , one of wich is the use of 3D apllications. This study aims to assessthe relationship between increased student understanding and student satisfaction after using the i-Atlas cardiovascular module. Method This research design was quasi-experimental with a total of 17 respondents. Respondents were given cardiovascular anatomty material, followed by study time using the I-Atlas 3D anatomy application. Each respondent was given a test before and after being given the material and given the quiestionnaire to asses satisfication with using the application. The result were processed the SPSS Spearman test to assess the correlation between increased understanting and satisfiication. Results The Spearman correlation test shows that there is a relationship between increased undersranding and satisfication with using the i-Atlas application (P=0.008). Conclusion It can be concluded that three is a significant relationship in the level of student satisfaction after using i-Atlas in the cardiovascular module.

Abstrak :
Mengajarkan bahasa pemrograman, khususnya bahasa pemrograman Java, kepada mahasiswa membutuhkan teknik dan metode pengajaran yang tepat sehingga mahasiswa dapat memahami materi yang diberikan. Pemahaman materi yang diharapkan tidak hanya pemahaman secara teori saja, tetapi juga keahlian secara praktik. Salah satu metode pengajaran yang coba diterapkan yaitu metode pembelajaran orang dewasa. Metode ini dianggap tepat karena mahasiswa sebagai subyek pengajaran dianggap sebagai orang dewasa. Berdasarkan hasil penelitian dapat di/ihat bahwa dengan menerapkan metode pembelajaran orang dewasa ini, mahasiswa dapat meraih hasil belajar yang lebih baik jika dibandingkan dengan metode konvensional. Hasil penelitian juga menunjukkan bahwa mahasiswa mendapatkan pemahaman yang lebih baik terhadap materi bahasa pemrograman Java yang diberikan.

Abstrak :
Penelitian ini bertujuan untuk mengetahui bagaimana metode pencitraan sedi diterapkan oleh guru TK dan bagaimana citraan anak didik terhadap pesan pendidikan yang termuat dalam media seni....

Abstrak :
Pendidikan antikorupsi harus meningkatkan pemahaman konsep antikorupsi dan motivasi hidup dengan perilaku antikorupsi. Penelitian ini menganalisis penggunaan metode storytelling dalam rangka meningkatkan pemahaman konsep tersebut. Penelitian menggunakan tindakan kelas yang diterapkan pada materi antikorupsi pelatihan dasar(Latsar).