PENERAPAN MODEL PEMBELAJARAN LEARNING TOGETHER UNTUK MENINGKATKAN PRESTASI SISWA KELAS X TKJ SMK NEGERI 1 JEUMPA

. Tujuan penelitian ini adalah untuk mengetahui peningkatan Prestasi siswa kelas X TKJ materi Trigonometri pelajaran matematika dengan menggunakan Model Learning Together. Pendekatan yang digunakan adalah pendekatan kualitatif dengan desain Penelitian Tindakan Kelas. Subjek penelitian ini adalah siswa kelas X TKJ Tahun Pelajaran 2020/2021 yang berjumlah 25 orang siswa, untuk memperoleh data penulis menggunakan teknik tes dan non tes. Berdasarkan hasil analisis data dengan cara membandingkan hasil observasi dan tes pada siklus I dan siklus II. Hasil penelitian menunjukkan bahwa peningkatan dari siklus I ke siklus II sebanyak 28,48 % . Dimana pada siklus I ketuntasan yang diperoleh 62 % dengan jumlah siswa 13 orang, sedangkan pada siklus II jumlah persentase ketuntasan adalah 90,48% dengan jumlah siswa menngkat mejadi 19 orang yang tuntas dalam belajar. Jadi, dari hasil siklus I dan siklus II, penelitian sudah selesai, karena ketidak tuntasan pada siklus I sudah diperbaiki pada siklus II. Oleh karena itu, penerapan model pembelajaran Kooperatif Learning model Learning Together dapat meningkatkan hasil belajar mata pelajaran matematika khususnya kompetensi dasar Hubungan Fungsi Trigonometri dan Identitas Trigonometri bagi siswa kelas X TKJ Semester 2 SMK Negeri 1 Jeumpa Tahun Pelajaran 2020/2021.

Dancing with power in ‘We are the university: Students co-creating change’

Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We are the university: Students co-creating change (WATU). To highlight partnership’s intricate power plays, we offer a fictionalised account to reflect our multi-voiced experiences of being involved in WATU. We have come to understand power’s simultaneity in partnership as forms of power over, as permission-giving, as sharing (or partnership), and as the power to act (agency). The account is our story of partnership’s inevitable contradictions - a collaboration that teaches us about the challenges of working together while being cautious of partnership’s transformatory claims.

Learning together: A case study of a partnership to co-create assessment criteria

This case study outlines a staff-student partnership to co-create generic assessment criteria to use in a UK business school. It highlights the potential for staff-student partnerships to create a temporary subfield, in which the established power differentials of academia are dissolved and partnership values can be established. We draw on a series of 10 semi-structured interviews with partnership participants. The values that underpin partnerships are linked to three major phases of the partnership process: establishing the partnership, partnership operation and atmosphere, and the partnership outcomes. The findings indicate that the values of authenticity, reciprocity, and inclusion are critical antecedents to establishing a successful partnership and that careful attention should be paid to establishing the partnership. The case extends our understanding of the partnership process by emphasising these antecedents. The study is multi-authored, which reflects an extension to the partnership process described in the case study.

An Organisational Study of the Free Kindergarten and Playcentre Movements in New Zealand

<p>The free kindergarten and playcentre organisations were subjects of case studies for an examination of strategic choice processes in voluntary organisations, using an open-systems theoretical framework. The patterns of strategic choices in each movement, over time, were described; then four recent decision processes and their consequences analysed. The data about the strategic choice processes gathered by participant observation were validated by three small surveys: one of 138 parents of pre-school children, one of 62 free kindergarten and playcentre staff, and one of 162 playcentre and kindergarten volunteers. General conclusions are that the patterns of strategic choice processes both reflect and influence each organistion's structure and functioning. Both voluntary organisations are constrained from making strategic choices which would satisfy the demands of prospective clientele who desire new forms of early childhood education services – the playcentre movement is constrained by its ideology and its method of delivering pre-school education via parent participation in all aspects of the organisation; and the kindergarten movement is constrained by the accumulation of many rules which inhibit the organisation's ability to adapt to changing social conditions. The playcentre organisation's pattern of decision making has been ahead of its time in the extent of members' participation, and so also has it been with its dual education programme – children and parents learning together; but the kindergarten organisation's children's programme – children and parents learning together; but the kindergarten oganisation's children's programme is better matched with the greater demand for kindergarten pre-school education.</p>

An Organisational Study of the Free Kindergarten and Playcentre Movements in New Zealand

<p>The free kindergarten and playcentre organisations were subjects of case studies for an examination of strategic choice processes in voluntary organisations, using an open-systems theoretical framework. The patterns of strategic choices in each movement, over time, were described; then four recent decision processes and their consequences analysed. The data about the strategic choice processes gathered by participant observation were validated by three small surveys: one of 138 parents of pre-school children, one of 62 free kindergarten and playcentre staff, and one of 162 playcentre and kindergarten volunteers. General conclusions are that the patterns of strategic choice processes both reflect and influence each organistion's structure and functioning. Both voluntary organisations are constrained from making strategic choices which would satisfy the demands of prospective clientele who desire new forms of early childhood education services – the playcentre movement is constrained by its ideology and its method of delivering pre-school education via parent participation in all aspects of the organisation; and the kindergarten movement is constrained by the accumulation of many rules which inhibit the organisation's ability to adapt to changing social conditions. The playcentre organisation's pattern of decision making has been ahead of its time in the extent of members' participation, and so also has it been with its dual education programme – children and parents learning together; but the kindergarten organisation's children's programme – children and parents learning together; but the kindergarten oganisation's children's programme is better matched with the greater demand for kindergarten pre-school education.</p>

THE INFLUENCE OF STUDENTS LEARNING STYLE AND LEARNING INTEREST ON THE LEARNING OUTCOMES OF PHYSICS CLASS X IPA DURING THE COVID-19 PANDEMIC

This study aims to determine whether there are: 1) the influence of learning styles on physics learning outcomes, 2) the influence of interest in learning on physics learning outcomes, 3) the influence of learning styles and interest in learning together on physics learning outcomes in class X SMA Negeri 1 Nimboran . This research was conducted at SMA Negeri 1 Nimboran in April - May 2021. The subjects in this study were all 52 students of class X majoring in science and the objects of research were learning styles, interest in learning and physics learning outcomes. The instruments used are questionnaires and documentation. Data analysis was carried out using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. The results showed that, 1) there was a significant influence of learning style on physics learning outcomes with a contribution of 50.8%, 2) there was a significant influence of interest in learning on physics learning outcomes with a contribution of 60.9%, 3) there were significant influence of learning style and interest in learning, together on the learning outcomes of physics with a contribution of 64.3% influence