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This research aims to describe the implementation of Reinforcer and Punisher in SMP Negeri 03 Jombang and describe any supporting factors and Reinforcer (reinforcement) and Punisher ( punishment) students in SMP Negeri 03 Jombang. Changes are not only related to the addition of science, as well as skill, skills, attitude, self-esteem, interests, self-adjustment to students. Because learning will bring a change to the individuals who do it. The more precise the action given makes the student motivated to learn. An educator must be wise and think first in taking an action. Most educators are less concerned about taking an action, because as small as any act of teacher will certainly bring positive and negative impacts to students. By providing reinforcement and punishment, learners will feel rewarded and given attention in all its efforts and behaviors and achievements. The study of Islamic religion in schools, some of the most necessary ways to apply by educators is to provide the right strengthening ( reinforcer) and Punisher to the learners. (1991).Psychology (reinforcer and Punisher), PAI Learning Abstract Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk meningkatkan CBSA (Bandung: Tar- sito) Early Number and Numeration (Reston, VA: National Council of Teachers of Mathematics)
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Ensiklopedia Matem- atika (Jakarta: Ghalia Indonesia) Kurikulum dan Pembelajaran (Jakarta: Bumi Aksara) Psikologi Pendidikan (Jakarta: Rineka Cipta) Hamalik, O. In Math ematics (New York: Kluwer Academic Publishers) Dalyono (2012). Teaching Mathematics Education Research Journal 4, 1–23īrosseau, G. The Processing Loads of Young Children’s and Teacher’s Representations of Place Value and Implications for. Tema 1 Hidup Rukun Buku Tem- atik Terpadu Kurikulum 2013: Buku Guru SD /MI Kelas 2 (Jakarta: Pusat Kurikulum dan Perbukuan Kemendikbud)īoulton-Lewis, G.
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Another didacticalobstacleis examples and questions about place value in 2013 curriculum book are less varied that indirectly raises epistemological obstacle which lead to examples and questions are given by teacher are not varied.This finding needs to be followed up by conducting development research that can reduce learning obstacle that have been discoveredĪstuti, I. Didacticalobstacleis caused by using horizontal representation strategy of place value in 2013 curriculum textbookdid not help student to interpret number from the point of view place value, so that when the student must sum the result of horizontal representation strategy, students only combine the number symbol instead of summing numbers. From the analysis of the data, i.e., student test results and student interview, the result is we found two obstacles, ie.,didactical and epistemological obstacle. This research is a qualitative research and involved 50 students of grade 2 elementary school. The aim of this research is to analize the student obstacles in 3 digit place value. The concept of place value is very important taught before student learned addition and subtraction.However, in reality student has learning obstacle when they learn place value.