IMPLEMENTASI TEORI BEHAVIORISME TERHADAP PEMBIASAAN MEMBACA ASMAUL HUSNA

The theory of learning behaviorism observe the change of one's behavior as a result of past experience. This theory emphasizes that the behavior is a result of the interaction between the stimulus and the response. This theory does not recognize the presence of innate intelligence or derivatives, but rather recognizes that intelligence is influenced by environmental factors. This theory can be applied in learning that requires practice, habituation and repetition. Therefore, to introduce and understand about Asmaul Husna, the theory of behaviorism can be applied in the process of habituation. The recitation of Asmaul Husna is very much contained in its role. Among them to introduce and hang students about Asmaul Husna, so students will feel closer to God if they often apply Asmaul Husna readings and will always feel that everything we do is supervised by God. Like the example of one of the traits contained in Asmaul Husna.  Based on the discussion, the problem raised is how to implement behaviorism theory to the habituation of Asmaul Husna reading.

Effect of Geogebra Dgs Aided Instructions on Grade-12 Students’ Mathematical Thinking and Mathematical Achievement in Analytic Geometry

The object aim of this experimental study was to investigate the effect of dynamic geometry software (GeoGebra) on Grade-12 students’ mathematical thinking and mathematical achievement in analytic geometry. In the widespread of mathematical thinking aspects, six aspects: Generalization, Analytical thinking, Logical thinking, Abstract thinking, Problem solving and Representation thinking were included, while, mathematical achievement was simply procedural knowledge. A true experimental design (post-test equivalent group design) was used. And the four major objectives of this study were selected as: (i) to develop the mathematical thinking model of six aspects for analytic geometry; (ii) the criterion-test (post-test) under the constraint of this model; (iii) to find out the effect of GeoGebra aided instructions on grade-12 students’ mathematical thinking and mathematical achievement in the subject of analytic geometry; and (iv) to explore the effectiveness of GeoGebra aided instructions on high and low achievers students. Before experiment, the post-test was piloted; the item analysis along with reliability of the whole post-test was found. For experiment, about twenty-two lessons of GeoGebra, relevant to analytic geometry were designed in a well-constructed way. In comparison to the control group, the experimental group was taught through GeoGebra in the well-equipped computer lab. While, to assess the students’ responses, the criterion referenced test (posttest) was used. After experiment, the data were collected from the post-test and were analyzed through SPSS. The t-test, ANOVA and MANOVA tests were used to find out the significant difference between the various groups of experimental and control groups. xviii The main study findings showed that there were statistically significant differences between the mathematical thinking and mathematical achievement scores of the two groups. In the result, the experimental group developed significantly better in both mathematical thinking and mathematical achievement except in mathematical achievement for high achievers. In multiple comparison, in five aspects of mathematical thinking: Generalization, Analytical thinking, Logical thinking, Abstract thinking and Representation thinking out of six, the experimental group students performed significantly better. The only aspect problem solving, the mean score of the experimental group improved but with no statistical significance.