Analisis Kualitas Pelayanan Publik Badan Perpustakaan dan Arsip Daerah Provinsi Riau

Motivation in learning English is one of the big problems for someEnglish students in FKIP Lancang Kuning University. The aim of this researchis to find the range of English students’ motivation in learning English, intrinsicand extrinsic motivation of the students. This research is using interview andquestionare for 56 English students, and then analyzed by using SPSS to get thereal data and performs them in percentage, table, and diagram and thendescribed.Kata kunci: Motivation, language acquisition.

This study aims to determine the mastery of the teacher's strategy in delivering free drawing learning materials using crayons that can increase children's creativity, provide interesting learning media in learning activities so that children's creativity can increase, provide opportunities for students to express all their ideas and ideas without any restrictions. in expressing colors in pictures and the teacher can understand and adjust learning outcomes with a standard level of achievement of children according to the stages of development. Classroom Action Research is a research process carried out by researchers through reflection with the aim of improving performance so that student learning outcomes increase. The planning model used is: Planning (planning), action (acting), observation (observing) and reflection (reflecting). The subjects in this improvement research were the children of group B TK Firza, totaling 15 children consisting of 6 boys and 9 girls. The field of development in this research is creativity with the activity is free drawing using crayons. The results showed the level of success in doing free drawing using crayons to improve children's creativity showed very good development and had reached the level of development in accordance with expectations, namely 80%. Thus, through free drawing activities using crayons can increase children's creativity. Keywords: drawing activities; creativity; early childhoodReferencesAnggia, A. R., & Nopriansyah, U. (2018). Mengembangkan Kreativitas Anak Melalui Permainan Warna Dengan Media Benang pada Anak Usia 5-6 Tahun di Raudhatul Athfal Perwanida I Bandar Lampung. http://ejournal.radenintan.ac.id/ index.php/al-athfaal/article/view/3789, 1(2), 1–20. Debeturu, B., & Wijayaningsih, E. L. (2019). Meningkatkan Kreativitas Anak Usia 5-6 Tahun melalui Media Magic Puffer Ball. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 233. https://doi.org/10.31004/obsesi.v3i1.180Fathurohman, O. (2017). Hakikat Bermain Dan Permainan Anak Usia Dini Di Pendidikan Anak Usia Dini (PAUD). aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(1), 27–36. Hidayat, F., & Imroatun, I. (2018). Keluarga Berencana Dan Pengasuhan Anak Usia Dini Di Indonesia Perspektif Psikologi. International Conference Proceeding Konsepsi dan Implementasi Pendidikan Islam Anak Usia Dini Book two, 164–171. Huliyah, M. (2016a). Hakikat Pendidikan Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(1), 60–71. Huliyah, M. (2016b). Pengembangan Daya Seni Pada Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 149–164. Isjoni. (2014). Model Pembelajaran Anak Usia Dini. ALFABETA. Ismayani, A. (2013). Fun Math With Children. In https://books.google.co.id/ books?id=0R5. Jumilah, Efastri, S. M., & Fadillah, S. (2018). Upaya Meningkatkan Kreativitas Anak melalui Permainan Finger Painting Usia 5-6 Tahun di TK Harapan Bunda Pekanbaru. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 2(1), 31–39. Larasati, L. D., Kurniah, N., & D., D. (2016). Peningkatan Kreativitas Dalam Kegiatan Mewarnai Dengan Menggunakan Metode Demonstrasi. Jurnal Ilmiah Potensia, 1(2), 62–66. Mulyani, N. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Bermain Gerak Dan Lagu Di TK Negeri Pembina Kabupaten Purbalingga. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 4(1), 13–24. Nuryati, N., & Yuniawati, N. (2019). Peningkatan Kreativitas Pada Anak Usia Dini Kelas SD Awal Usia 6-8 Tahun Melalui Metode Praktikum Membatik. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 4(1), 1–12. Pamadhi, H. (2012). Estetika Untuk Anak Usia Dini. Yogyakarta: Universitas Negeri Yogyakarta. Pamadhi, H., & Sukardi, E. (2013). Seni Keterampilan Anak. Jakarta: Universitas Terbuka. Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 9(1), 49–60. Santoso, F. S. (2020). Lingkungan Keluarga Sebagai Awal Pengembangan Kewirausahaan Islam. Nuansa Akademik Jurnal Pembangunan Masyarakat, 5(1). Setiani, & Nadjih, D. (2016). Pembentukan Karakter Anak Usia Dini Melalui Pendidikan Agama Islam Di TK ABA Kalibulus Rogobangsan Bimomartani Ngemplak Sleman. Ulumuddin: Jurnal Ilmu-ilmu Keislaman, 6(2`), 125–136. Tirtayati, N. P. E., Suarni, N. K., & Magta, M. (2013). Penerapan Metode Pemberian Tugas Untuk Meningkatkan Kreativitas Anak Melalui Kegiatan Menggambar Bebas. Jurnal Pendidikan Anak Usia Dini Undiksha, 2(1). Yulida, y, & Veryawan, V. (2018). Upaya Meningkatkan Kreativitas Seni Aank Melalui Kegiatan Teknik Kolase. Atfāluna: Journal of Islamic Early Childhood Education, 1(1), 19–23.

This study aims to determine the mastery of the teacher's strategy in delivering free drawing learning materials using crayons that can increase children's creativity, provide interesting learning media in learning activities so that children's creativity can increase, provide opportunities for students to express all their ideas and ideas without any restrictions. in expressing colors in pictures and the teacher can understand and adjust learning outcomes with a standard level of achievement of children according to the stages of development. Classroom Action Research is a research process carried out by researchers through reflection with the aim of improving performance so that student learning outcomes increase. The planning model used is: Planning (planning), action (acting), observation (observing) and reflection (reflecting). The subjects in this improvement research were the children of group B TK Firza, totaling 15 children consisting of 6 boys and 9 girls. The field of development in this research is creativity with the activity is free drawing using crayons. The results showed the level of success in doing free drawing using crayons to improve children's creativity showed very good development and had reached the level of development in accordance with expectations, namely 80%. Thus, through free drawing activities using crayons can increase children's creativity. Keywords: drawing activities; creativity; early childhoodReferencesAnggia, A. R., & Nopriansyah, U. (2018). Mengembangkan Kreativitas Anak Melalui Permainan Warna Dengan Media Benang pada Anak Usia 5-6 Tahun di Raudhatul Athfal Perwanida I Bandar Lampung. http://ejournal.radenintan.ac.id/ index.php/al-athfaal/article/view/3789, 1(2), 1–20. Debeturu, B., & Wijayaningsih, E. L. (2019). Meningkatkan Kreativitas Anak Usia 5-6 Tahun melalui Media Magic Puffer Ball. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 233. https://doi.org/10.31004/obsesi.v3i1.180Fathurohman, O. (2017). Hakikat Bermain Dan Permainan Anak Usia Dini Di Pendidikan Anak Usia Dini (PAUD). aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(1), 27–36. Hidayat, F., & Imroatun, I. (2018). Keluarga Berencana Dan Pengasuhan Anak Usia Dini Di Indonesia Perspektif Psikologi. International Conference Proceeding Konsepsi dan Implementasi Pendidikan Islam Anak Usia Dini Book two, 164–171. Huliyah, M. (2016a). Hakikat Pendidikan Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(1), 60–71. Huliyah, M. (2016b). Pengembangan Daya Seni Pada Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 149–164. Isjoni. (2014). Model Pembelajaran Anak Usia Dini. ALFABETA. Ismayani, A. (2013). Fun Math With Children. In https://books.google.co.id/ books?id=0R5. Jumilah, Efastri, S. M., & Fadillah, S. (2018). Upaya Meningkatkan Kreativitas Anak melalui Permainan Finger Painting Usia 5-6 Tahun di TK Harapan Bunda Pekanbaru. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 2(1), 31–39. Larasati, L. D., Kurniah, N., & D., D. (2016). Peningkatan Kreativitas Dalam Kegiatan Mewarnai Dengan Menggunakan Metode Demonstrasi. Jurnal Ilmiah Potensia, 1(2), 62–66. Mulyani, N. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Bermain Gerak Dan Lagu Di TK Negeri Pembina Kabupaten Purbalingga. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 4(1), 13–24. Nuryati, N., & Yuniawati, N. (2019). Peningkatan Kreativitas Pada Anak Usia Dini Kelas SD Awal Usia 6-8 Tahun Melalui Metode Praktikum Membatik. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 4(1), 1–12. Pamadhi, H. (2012). Estetika Untuk Anak Usia Dini. Yogyakarta: Universitas Negeri Yogyakarta. Pamadhi, H., & Sukardi, E. (2013). Seni Keterampilan Anak. Jakarta: Universitas Terbuka. Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 9(1), 49–60. Santoso, F. S. (2020). Lingkungan Keluarga Sebagai Awal Pengembangan Kewirausahaan Islam. Nuansa Akademik Jurnal Pembangunan Masyarakat, 5(1). Setiani, & Nadjih, D. (2016). Pembentukan Karakter Anak Usia Dini Melalui Pendidikan Agama Islam Di TK ABA Kalibulus Rogobangsan Bimomartani Ngemplak Sleman. Ulumuddin: Jurnal Ilmu-ilmu Keislaman, 6(2`), 125–136. Tirtayati, N. P. E., Suarni, N. K., & Magta, M. (2013). Penerapan Metode Pemberian Tugas Untuk Meningkatkan Kreativitas Anak Melalui Kegiatan Menggambar Bebas. Jurnal Pendidikan Anak Usia Dini Undiksha, 2(1). Yulida, y, & Veryawan, V. (2018). Upaya Meningkatkan Kreativitas Seni Aank Melalui Kegiatan Teknik Kolase. Atfāluna: Journal of Islamic Early Childhood Education, 1(1), 19–23.

WRITING SCIENTIFIC ARTICLES AND PUBLICATIONS TRAINING IN JOURNALS FOR TEACHERS OF SMAN 4 TUALANG, SIAK REGENCY. The training of the article writing and journal publication was held in SMAN 4 Tualang, Kabupaten Siak-Riau due to teachers' problems covering the lack of article writing knowledge, low motivation and awareness of the importance of conducting research and its dissemination particularly for teachers' professional development. Moreover, the teachers did not know much about journals information whereby they could publish their article writing. Therefore, the outreach community team from Faculty of Education and Teachers' training, Universitas Lancang Kuning Pekanbaru conducted this program in order to solve the teachers' problems. This training was conducted in one day (8 hours) consisting of two sessions. In the first session (8-12 a.m.), the participants were given the materials about the essence, elements, and knowledge of article writing followed by making article draft (how to make a good title, abstract and introduction). In the second session (1-5 p.m.), the trainer gave materials pertaining to how to deal with publication process from registration, login, and article online submission in journals. The simulations were given as the trainer guided the participants to register to ELT Lectura FKIP Unilak Journal, Bio-Lectura Journal, and Lectura: Journal Pendidikan UNILAK, login, check and read information in the journals. In short, this training facilitated the SMAN 4 Tualang teachers' knowledge and skills of article writing and they know how to publish their articles. The outreach team suggests future outreach community program conduct the same activity since there are many school teachers need the training of article writing and publication in journals.

WRITING SCIENTIFIC ARTICLES AND PUBLICATIONS TRAINING IN JOURNALS FOR TEACHERS OF SMAN 4 TUALANG, SIAK REGENCY. The training of the article writing and journal publication was held in SMAN 4 Tualang, Kabupaten Siak-Riau due to teachers’ problems covering the lack of article writing knowledge, low motivation and awareness of the importance of conducting research and its dissemination particularly for teachers’ professional development. Moreover, the teachers did not know much about journals information whereby they could publish their article writing. Therefore, the outreach community team from Faculty of Education and Teachers’ training, Universitas Lancang Kuning Pekanbaru conducted this program in order to solve the teachers’ problems. This training was conducted in one day (8 hours) consisting of two sessions. In the first session (8-12 a.m.), the participants were given the materials about the essence, elements, and knowledge of article writing followed by making article draft (how to make a good title, abstract and introduction). In the second session (1-5 p.m.), the trainer gave materials pertaining to how to deal with publication process from registration, login, and article online submission in journals. The simulations were given as the trainer guided the participants to register to ELT Lectura FKIP Unilak Journal, Bio-Lectura Journal, and Lectura: Journal Pendidikan UNILAK, login, check and read information in the journals. In short, this training facilitated the SMAN 4 Tualang teachers’ knowledge and skills of article writing and they know how to publish their articles. The outreach team suggests future outreach community program conduct the same activity since there are many school teachers need the training of article writing and publication in journals.

The implementation of mathematics learning in some kindergartens in the city of Padang has not developed optimally. While in Rahmah Abadi Kindergarten that learning mathematics, especially numeracy has been well developed. The purpose of this study was to describe the implementation of mathematical learning using smart dice media for children's numeracy in Rahmah Abadi Kindergarten. The research method used was descriptive approach qualitative. Data collection techniques used are observation, interviews, and documentation. The results showed that the implementation of mathematics learning using smart dice stacking media in kindergarten Rahmah Abadi was a child who was able to recognize numbers, count numbers 1-10 and simple summation. Keywords: Media Arrange Smart Dice, Counting Ability References Arikunto, S. (2014). Prosedur Penelitian. Jakarta: Rineka Cipta. Azhar Arsyad. (2013). Media Pembelajaran. Jakarta: Rajawali. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Darmadi, H. (2014). Metode Penelitian Pendidikan Sosial. Bandung: Alfabeta. E Sovia. (2015). Buat Anak Anda Jago Eksakta (Rahasia Membuka Kecerdasan Eksakta Sejak Dini). Yogyakarta: Diva Press. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Kustandi. (2013). Media Pembelajaran Manual dan Digital. Jakarta: Ghalia Indonesia. Mashar, R. (2011). Emosional Anak Usia Dini dan Strategi Pengembangannya. Jakarta: Kencana. Mulyani, N. (2016). Dasar-dasar Pendidikan Anak Usia Dini. Yogyakarta: Kalimedia. Newzealand, G. (2013). Number: Early Learning Progression. Oktriyani, N. (2017). Peningkatan Kemampuan Berhitung Anak Usia Dini Melalui Permainan Lingkaran Angka Di Taman Kanak-Kanak Qatrinnada Kecamatan Koto Tangah Padang. Lectura: Jurnal Pendidikan Anak Usia Dini, 1(1), 82–96. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction Media in Early Childhood Setting. Indonesian Journal of Early Childhood, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rutherford, K. (2015). Why Play Math Games? US. Smith, S. S. (2009). Early Childhood Mathematics. USA: Pearson. Sudarna. (2014). Pendidikan Anak Usia Dini Berkarakter. Jakarta: Perpustakaan Nasional RI. Sugiyono. (2016). MetodePenelitianPendidikan:PendekatanKuantitatif,Kualitatif, dan R&D. Bandung: Alfabeta. Sujiono, Y. N. (2008). Metode Pengembangan Kognitif. Jakarta: Universitas Terbuka. Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susanto, A. (2017). Pendidikan Anak Usia Dini (Konsep dan Teori). Jakarta: Bumi Aksara. Suyanto, S. (2003). Konsep Dasar Pendidikan Anak Usia Dini. Yogyakarta: UNY Press. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Jakarta: Kencana Prenada Media Group. Triharso, A. (2013). Permainan Kreatif dan Edukatif untuk Anak Usia Dini. Jakarta: Gaung Persada Press Group. Ulfah., S. dan M. (2013). Konsep Dasar PAUD. Bandung: PT Remaja Rosdakarya.

This study highlights the internal conversation which takes place in Oracle CorporationMalaysia. Through the study, it will be shown how conversational analysis is used toanalyze the transcription of a telephone conversation between Oracle staffs. The analysisof the transcriptions will apply a few basic concepts of conversational analysis; turntakingorganization, and the adjacency pair. The objective of the study is to find out howthe internal conversations takes place by focusing on the conversation itself, that is, theconversational structures spontaneously produced by people during talk ranging fromturn-taking strategies, how topics are introduced, conversation closings and so on. Bylooking in detail at such talk, we can gain a detailed understanding of how the staffs seethemselves in relation to the company that influence their daily lives.Keywords: conversational analysis, turn-taking, adjacency pairs

Penelitian ini bertujuan untuk menganalisis kemampuan mahasiswa dalam mengucapkan kata berakhiran -ed pada kata kerja beraturan bentuk lampau (regular verb past tense). Hasil analisis tersebut digunakan sebagai bahan evaluasi mata kuliah Pronunciation. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan rancangan penelitian deskriptif kuantitatif. Yang menjadi partisipan dalam penelitian ini adalah mahasiswa semester 1 yakni kelas 1A dan 1B Program Studi Pendidikan Bahasa Inggris FKIP-UNILAK Tahun Akademik 2016/2017 yang berjumlah sebanyak 54 orang. Instrumen yang digunakan untuk mengumpulkan data adalah tes dan wawancara (interview). Data yang didapat dari tes diolah menggunakan rubrik penilaian dan data yang didapat dari wawancara dijelaskan secara deskriptif. Berdasarkan hasil tes, ditemukan bahwa nilai rata-rata mahasiswa secara keseluruhan adalah 70.4 dan digolongkan kedalam kategori yang kurang baik (fair). Selanjutnya, nilai rata-rata untuk kelas 1A adalah 66.5 dan nilai kelas 1B adalah 69.2 (fair). Kemudian, berdasarkan hasil wawancara, ditemukan bahwa kelemahan mahasiswa dalam pengucapan kata tersebut dipengaruhi oleh jarangnya meluangkan waktu untuk berlatih dan juga dipengaruhi oleh perbedaan sistem bunyi antara bahasa Inggris dan bahasa Indonesia. Berdasarkan hasil tersebut, dapat disimpulkan bahwa kemampuan mahasiswa dalam mengucapkan kata berakhiran-ed masih terbilang lemah. Sehingga, diperlukan perbaikan yang lebih intens lagi agar kemampuan mahasiswa dalam pengucapan kata berakhiran –ed dapat meningkat lebih baik lagi

Tujuan dari penelitian ini adalah untuk menganalisis tingkat kemampuan bertanya dan berkomunikasi siswa di kelas XI IPA SMA IT Al-Ittihad Pekanbaru Tahun Ajaran 2017/2018. Penelitian ini merupakan penelitian deskriptif kuantitatif. Sampel dalam penelitian ini adalah semua siswa kelas XI IPA yang berjumlah 30 siswa yang diambil melalui teknik total sampling. Teknik pengumpulan data menggunakan kuesioner yang terdiri dari 30 pernyataan kemampuan bertanya dan 30 pernyataan kemampuan berkomunikasi serta menggunakan lembar observasi kualitas pertanyaan. Data dianalisis menggunakan statistik deskriptif. Berdasarkan analisis persentase kemampuan bertanya siswa secara keseluruhan didapatkan skor rata-rata sebesar 3.62 dengan kriteria baik. Hasil analisis kemampuan berkomunikasi siswa secara keseluruhan didapatkan skor rata-rata sebesar 3.82 dengan kriteria baik. Hasil observasi kualitas pertanyaan siswa diperoleh sebanyak 13.33% dari siswa yang ada dengan pertanyaan sebanyak 100% termasuk kedalam tingkat C1-C3 (LOTS), sehingga tidak ada pertanyaan yang termasuk kedalam tingkat C4-C6 (HOTS). Dengan demikian dapat disimpulkan bahwa kemampuan bertanya dan berkomunikasi siswa termasuk kriteria baik pada pembelajaran biologi di SMA IT Al-Ittihad Pekanbaru. References Arif, M. (2016). Peningkatan Kemampuan Bertanya Melalui Metode Debat Aktif Siswa Kelas VIII D SMP N 2 Banguntapan Bantul. E-Jurnal Program Teknologi Pendidikan, Vol. 5 No. 5 Tahun 2016 ( hal. 62-74). Dinata, M. (2018). PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TIME TOKEN BERBANTUAN ANIMASI TERHADAP HASIL BELAJAR SISWA PADA MATERI SISTEM PENCERNAAN MAKANAN DI KELAS VIII SMP BUKIT RAYA PEKANBARU TA 2017/2018. Bio-Lectura, 5(1), 1-10. Jumiati, J. (2014). PENGARUH PEMBELAJARAN BERBASIS PORTOFOLIO TERHADAP PENGUASAAN KONSEP MORFOLOGI TUMBUHAN PADA MAHASISWA SEMESTER III TAHUN 2012/2013. Bio-Lectura, 1(2), 1-13. Jumiati, J., & Taufitri, S. (2018). KENDALA MAHASISWA PENDIDIKAN BIOLOGI FKIP UNIVERSITAS LANCANG KUNING DALAM PELAKSANAAN MATA KULIAH MICROTEACHING TA 2016/2017. Bio-Lectura, 5(1), 79-90. Lestari, R. (2017). Profil Keterampilan Bertanya Siswa Pada Pembelajaran Biologi SMAN 1 Bandar Lampung Tahun Pelajaran 2016/2017. Skripsi Jurusan Pendidikan MIPA FKIP UNILA. Bandar Lampung: Diterbitkan. http://digilib.unila.ac.id. [31 Oktober 2017] Naim, N. (2016). Dasar-Dasar Komunikasi Pendidikan. Ar-Ruzz Media: Jogjakarta Ramadhan, F, Mahanal, S, dan Zubaidah, S. (2016). Kemampuan Bertanya Siswa Kelas X SMA Swasta Kota Batu Pada Pelajaran Biologi. Jurnal Bioedukasi, Vol. 8 No. 1 Tahun 2017 (hal. 11-17). Saputra, H. (2013). Studi Tentang Kemampuan Berkomunikasi Guru Dalam Meningkatkan Motivasi Belajar Siswa Pada Kegiatan Belajar Mengajar di SDN 017 Kota Samarinda. Ejournal Ilmu Komunikasi , 1(1), 290-300. Sari, Y,A. (2012). Penyusunan Lks Derivat Epidermis (Stomata Dan Trikomata) Pada Daun Beberapa Tumbuhan Di Lingkungan Sekolah Sebagai Media Pembelajaran Materi Jaringan Tumbuhan Siswa Kelas XI SMA Negeri 1 Sleman. Skripsi Jurusan Pendidikan Biologi FMIPA UNY. Yogyakarta: Diterbitkan. http://eprints.uny.ac.id. [01 November 2017] Sugiyono. (2015). Statistika Untuk Penelitian. Alfabeta: Bandung Uno, H, B. (2010). Orientasi Baru dalam Psikologi Pembelajaran. Bumi Aksara: Jakarta Widodo, A. (2006). Profil Pertanyaan Guru dan Siswa dalam Pembelajaran Sains. Jurnal Pendidikan dan Pembelajaran. 4(2), 139-148.