Download buku prestasi belajar pdf10/25/2022 ![]() ![]() Assesment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills. Program intervensi berbasis mindfulness untuk meningkatkan kesejahteraan psikologis caregiver pasien kanker anak (Tesis tidak dipublikasikan) Fakultas Psikologi, Universitas Gadjah Mada, Yogyakarta.īaer, R. Universitas Katolik Widya Mandala, Surabaya.Īstuti, N. Kemampuan atensi dan konsentrasi, perbandingan antara siswa yang sarapan dan tidak sarapan di UPTD SMA Negeri 2 Nganjuk (Skripsi tidak dipublikasikan). ![]() Nutritional quality of breakfast affects cognitive function: An fMRI study. ![]() The effect of focused attention and open monitoring meditation in attention network function in healthy volunteers. Hasil penelitian ini memberikan usulan logis pada sekolah untuk pengadaan program meditasi mindfulness secara berkala, mengingat pentingnya hal tersebut bagi perkembangan kemampuan atensi selektif dan performasi belajar matematika.Īinsworth, B., Eddershaw, R., Meron, D., Baldwin, D. Hasil penelitian menunjukkan bahwa terdapat perbedaan skor interference yaitu t=-4,836 ( p=0,000 p<0,05) dan skor matematika ( Z=-2,187 p<0,05) pada pengukuran posttest antara kelompok eksperimen dan kontrol. Lembar observasi dan buku harian subjek juga digunakan sebagai data pendukung. Pengumpulan data menggunakan Computerized Stroop Color Word Test dan soal matematika, serta skala Kentucky Inventory Mindfulness Skills sebagai cek manipulasi. Subjek penelitian adalah siswa SMP kelas VIII yang diambil melalui purposive sampling (15 siswa kelompok eksperimen dan 20 siswa kelompok kontrol). Penelitian ini menggunakan metode eksperimen kuasi, dengan desain untreated control group design with dependent pretest and posttest samples. Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan meditasi mindfulness terhadap kemampuan atensi selektif siswa SMP. Keywords: problem based learning (PBL) method, activities study result.Permasalahan atensi yang meliputi ketidakmampuan dalam memfokuskan perhatian dan mengabaikan stimulus yang tidak relevan terjadi pada sebagian siswa SMP. (4) students’ completeness in classical could be said complete in math learning through Problem Based Learning using card media. (3) students’ responses to mathematic learning through Problem Based Learning using card media was 795,3% and students who didn’t like math were 82,9%. While average percentage of students’ activities with mental indicator received the lowest percentage for 55,51 % with good enough criteria. The average percentage students’ activities with indicators listening, received the highest percentage for 78,43 Result of students’ activities along Problem Based Learning application method by using card media in first meeting to third meeting always had progress in each indicators. In Meeting III also showed progress for 90,5 with good criteria. In meeting II showed progress for 88,5% with very good criteria. Result showed that: (1) observation result of teacher’s activities done by observer in meeting I with average 84% and good categorized. Research used qualitative technique, observation sheet, responses, and students’ learning completeness. Students’ responses poll used to find students’ responses to math learning through Problem Based Learning using card media. Test used to find out students’ learning completeness. Students’ activities in Problem Based Learning (PBL) using card media method. Data collection used observation sheet with purpose to find out Object in this research was students of grade VII MTs Mambaul Ulum Junior High School of Sumbergedang Pandaan with fraction number material. ![]() The research used qualitative approach with qualitative descriptive type. Learning through Problem Based Learning using card media. The research aimed to: (1) finding out students’ activities along math learning process through Problem Based Learning using card media, (2) finding out students’ math learning achievement through Problem Based Learning using card media, (3) finding out students’ responses to math PENERAPAN_METODE_PROBLEM_BASED_LEARNING.pdf ![]()
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