YPUP

klik dan beri poin penilaianmu di link http://fellowship.plasaindigo.com/index.php/indigo/details/30/1286288579

Wifi and GPS system merupakan konsep system terpadu dalam menyikapi permasalahan Kereta Api di Indonesia yang hampir tiap tahun menelan banyak korban jiwa, sebenarnya di beberapa Negara maju system terapan dalam kereta api telah di integrasi dalam automatic system, namun kenyataannya system yang digunakan di Indonesia menggunakan cara manual sehingga sangat rentan akan terjadinya kesalahan dengan dalih Human Error, mengapa kita tidak belajar dari beberapa pengalaman yang terjadi ?

klik dan beri poin penilaianmu di link http://fellowship.plasaindigo.com/index.php/indigo/details/30/1286288579

Wifi and GPS system merupakan konsep system terpadu dalam menyikapi permasalahan Kereta Api di Indonesia yang hampir tiap tahun menelan banyak korban jiwa, sebenarnya di beberapa Negara maju system terapan dalam kereta api telah di integrasi dalam automatic system, namun kenyataannya system yang digunakan di Indonesia menggunakan cara manual sehingga sangat rentan akan terjadinya kesalahan dengan dalih Human Error, mengapa kita tidak belajar dari beberapa pengalaman yang terjadi ?

Vote my idea on indigo contest 2010 klik >> http://fellowship.plasaindigo.com/index.php/indigo/details/32/1286349697

hutan yang terdiri dari tanaman sangat membutuhkan gas CO2 tersebut sebagai bagian dari proses alamiah tumbuhan, walaupun tumbuhan dapat berfungsi menyerap CO2 kemampuan daya serap sangat terbatas karena kebutuhan tumbuhan akan gas tersebut tidak terlalu banyak sehingga perlu dibangun sebuah system terpadu untuk mengurangi gas CO2 tersebut

Following this team practice, students take individual quizzes on the assigned material. Teammates are notpermitted to help one another on these quizzes. The quizzes are graded by the teacher and individual scores are then calculated into team scores by the teacher. The amount each student contributes to the team score is related to a comparison between the student's prior average or base score. If the student's quiz score is higher than the base score, then that student will contribute positively to the team score. This scoring methods rewards students for improvement (Slavin, 1986). The use of improvement points has been shown to increase student academic performance even without teams (Slaving,1986), and it is an important component of student team learning (Slavin, 1986; 1995)

The cooperative learning techniques used in this study was the Student Achievement Dividions' (STAD) method developed by Robert Slavin (1986). STAD has been described as the simplest of a group of cooperative learning techniques referred to as STudent Team Learning Methods. In the STAD approach students are assigned to four or five member teams reflecting a heterogeneous grouping of high, average, and low achieveing students of diverse ethnic backgrounds and different genders. Each week, the teacher introduces new material through a lecture, class discussion, or some form of a teacher presentation. Team members then collaborate on worksheets designed to expand and reinforce the material taught by the teacher. Team members may (a) work on the worksheets in pairs, (b) take turns quizzing each other, (c) discuss problems as a group, or (d) use whatever strategies they wich to learn the assigned material. Each team will then receive answer sheets, making clear to the students that their task is to learn the concepts not simply fill out the worksheets. Team members are instructed that their task is not complete until all team members understand the assigned material

According to Newman and Thompson (1987) and Slavin (1995), most of the research on cooperative learning has taken place at the elementary level, even though cooperative learning techniques were developed initially for college and adult education (Palmer & Johnson, 1989). Few studies have been conducted at the secondary level and even less research has been initiated in the upper secondary social studies class. Therefore, there is a need to study cooperative learning strategies in the upper secondary classroom

Over the last thirty years a great deal of research has been done on cooperative learning in the classroom. An examination of the literature on cooperative learning strategies supports the usefulness of these strategies to improve student performance for almost any desired educational outcome. For example, research has shown that well structured cooperative learning techniques in the classroom improve academic achievement, race relations, gender relations, self esteem, liking of class and student attendance (Johnson & Johnson,1987; Newman & Thompson,1987; Sharan,1980; Slaving 1980, 1982, 1990, 1995; Stahl & VanSicle, 1992). According to Slavin (1982),student seem to enjoy classrooms that employ these techniques

Little research has been conducted on cooperative learning techniques used in the upper secondary school classroom. One cooperative technique, Student Teams Achievement Divisions (STAD), was used to determine if twelfth grade advanced placement students who were given instruction by the STAD method over a seven week period would score higher on a posttest than those students who were taught the same material by traditional methods. Quantitative results showed no significant difference between the adjusted means for the two groups. Additionally, a measure of student attitude was administered to determine if students taught through the STAD technique had an improved attitude toward social studies. No significant difference between the group means on attitude occurred. Yet, teacher and student surveys administered to the treatment group at the conclusion of the study indicated a liking for the STAD method of instruction. STAD was found to be easily adapted to the block scheduled secondary social studies class