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Characteristics of youth

Kevin Kurniawan

Features of youth

Eureka Education .

1: Characteristics of growth and development of young people, the changes in biological Transition Transition include cognitive and social transitions will be described below. Organic transition

After Santrock (03: 91) physical changes that seems to occur in adolescents at puberty to see that the increased size and weight as well as social maturity. Among the physical changes, the greatest impact on youth mental development the growth of the body (the body becomes more length and height). Next, the function of the reproductive organs (the menstruation in women and in men wet dreams) and signs of secondary sex grow (Sarlito Wirawan Sarwono, 06: 52) start.

Furthermore, according to must (in Sunarto & General Hartono, 02: 79) explains that the physical changes that occur in girls, namely; perertumbuhan bone, the body high, limbs were long, straight hair that grows payudara.Tumbuh dark shame, the maximum height growth achieved annually, pubic hair in curly, menstruation or menstruation, grows feathers. Armpits

While the boys occurring peubahan among others; the growth of bone, testes (testicles) larger, pubic hair grow smooth, straight, dark, early changes in the voice, ejaculation (semen), pubic hair is curly, the growth in height reaches maximum height increase every year fine hairs diwajaah (mustache , Bart), grow armpit, the changes last note, the hair on the face is always thicker and darker, and grow chest hair.

basically adolescent physical caused by the pituitary gland and the hypothalamus changes. Both nodes each to growth in the size of the body and the activity and growth of genitals stimulated first and second in adolescents (Sunarto & General Hartono, 02: 94

2. transition Cognitive

by Piaget (in Santrock 02 : 15) thought formal operational occurs between 11 to 15 years of age thought formal operational abstract, idealistic and logically as operational thinking concretely Piaget stressed that that young people are.. encouraged to understand his world to action is to adapt the biological. It is real bring an idea with another idea in conjunction. they not only organize observation and experience, but also the ability to adapt thinking included new ideas for further information to make a deeper understanding.

by Piaget (in Santrock, 03: 110) is real formal operational thinking is abstract, idealistic, and logical. Teens think abstract compared with children as abstract algebraic equations can complete. Teens are also idealistic in thinking how about the ideal characteristics of self-thinking, others and the world. Teens think logically, as scientists began to think, to solve formulation of plans to solve the problem and systematically explore ways the unthinkable.

In cognitive development, youth can not be separated from the social environment. This underlines the importance of social and cultural interaction in the cognitive development of young people

3. Transition Social

Santrock (03: 24) revealed that the social transition adolescents experience a change in the individual relationships with other people, in emotions, personality, and the role of social context in development. Denying parents, aggressive attacks on colleagues, developing assertiveness, happiness Teenager in a particular event and gender roles in society reflecting the role of the social-emotional development of young people. John Flavell (in Santrock, 03: 125) also mentions that young people's ability to monitor social cognition they are effectively an important clue about their maturity and social skills they

4. characteristics of Youth

social development of children has begun later in puberty since the baby, later in childhood and. 139) Here: children social relations first with his parents in the life of the family, especially with her mother and grown more widespread with other family members, playmates and friends as well as other types (Rita Eka Izzaty et al, (08 very limited this. will be explained about adolescent relationships with peers and parents:

1) relationship with peers

After Santrock (03: 219) peers (peers) are children or adolescents with age or maturity of the same Jean Piaget and Harry stack Sullivan (in Santrock, 03: 220). suggests that children and young people began to learn about the relationships that a reciprocal and equivalent to by interacting with their peers. They also learn carefully to observe the interests and the views of peers with the aim to facilitate the process of uniting themselves in the activities of the current peer. Sullivan believes that friends play an important role, the welfare and development of children and adolescents in the design. Regarding welfare, he stated that all people have a number of basic social needs, including the need of affection including (secure connection), a pleasant companion, acceptance by the social environment, intimacy and sex.

There are a few right strategies friends after Santrock (03: 206) to make, namely:

to ask for your name, age and favorite activities

create social interaction well from the start.
Be pleasant, friendly and attentive.
behavior that prosocial to cooperate as honest, generous and ready.
themselves and others.
tightly provides social support such as the provision of assistance, advice, sit together, are in the same group and are mutually reinforcing to give through praise.

It is to their counterparts some impact in case of rejection. After Hurlock (00: 307), the negative impact of such refusal is:

would it feel lonely because the social needs are not met [1945023[
children feel unhappy and insecure.
children develop self-concept is not fun, can cause personality disorder.
Less have a learning experience that has to undergo a process of socialization.
have felt, would be very sad, because they are the joy of their colleagues.
often do not get owned, to force me to give a group and this is becoming ever closer increase the rejection of the group against their chances to them to learn social skills.
will live in uncertainty about the reaction of social against them, and this will cause them anxiety, fear and very sensitive.
, adaptations surplus, with the hope to increase the social acceptance of them.

Meanwhile Hurlock (00: 298) states that if a child can be well received some benefits. Such advantages are:

feel happy and safe
development of self-concept fun because others recognize
have the opportunity to learn .. different behavior patterns acceptable social and social skills to help them to assist in social situations.
spiritually free Meraka deflect outward and to take an interest in people or things outside themselves.
adaptation to the expectations of the group and not booed social traditions.

2) relations child

by Steinberg (in Santrock, 02: 42) argues that early adolescence is a time when the conflict increases with their parents on the level of childhood. This increase can be caused by several factors: the biological changes of puberty, cognitive changes, idealism and logical thinking, social changes include increased focus on the independence and identity, change of policy on the elderly and expectations were wrung and injured adolescents.

Collins (in Santrock, 02: 42) concluded that see many parents their teens changed from a child who has always been a person who does not obey to fight, and exacting standards parent-Standard. When this happens, parents tend to try to control loud and members to keep more pressure on young people by the standards of their parents.

From the description, it is better if we can reduce conflict with parents and teens. Here are some strategies used by Santrock given (02: 24), namely: 1) the definition of general rules for the resolution of the conflict. 2) The attempt to reach a mutual understanding. 3) Trying to do corah opinions (brainstorming). 4) Try to agree on one or more debugging. 5) Be Deal. 6) Ask to see the time for a follow-up the progress that has been achieved.

Based on these descriptions, the researchers concluded that the characteristics of young people or processes of adolescent development includes a transitional period biobased growth and physical development. Transition cognitive ie the cognitive development of young people in the social environment and the socio-emotional and the last for a transitional period of socially, contains the relationships with parents, peers and communities.

Age of Dutch colonization curriculum

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Kevin Kurniawan

Curriculum Zaman Dutch occupation

Eureka Education. Although the phase of the Dutch East Indies government who holds formal training begun, schools and universities, but the goal is not only to educate, and the Bumiputera population thrive. On this basis, there is a wide range of criticism and condemnation of the defenders of the interests of the Dutch East India colonial countries such as de Waal, van Dedem, van Kol, van den Berg, Schoepman, Bool, van Nunen, and van Deventer. To respond to criticism and criticism, the Dutch government run "ethical policy" ( etic politi c ) as a political retaliation after many years they the great advantage of the richness and welding population scratched Bumiputera through forced labor in the context of the implementation of the cultivation system (cultuurstelsel) in 1810-1830.

critics and critics pointed out that the political ethically as politically immoral (immoral), which is not worth a response, the robbery of the Dutch government is carried out on the wealth of the colonies. Therefore, the Dutch government should: (1) give a portion of their profits to the Bumiputera, and (2) the culture and knowledge of the West introduction of the Netherlands a nation great and strong

made [

Education mid-equivalent of high school by the name of General Middelbare school or AMS, newly founded in the early 20th in the phase of the colonial Dutch East Indies is called century or early 100s. AMS is a continuation of the sea Uitgebreid stock Onderwijs or MULO or Junior today. While MULO is his by Hollandsch Inlandsche school or day or SD. All levels of schools are Bumiputera groups on the Dutch language reserved only for children of the community as a medium of learning.

Until the 1930s, AMS is only in some of the provincial capital of the Dutch East Indies, Medan (Sumatra), Bandung (West Java), Semarang (Central Java) Surabaya (East Java), Makassar (Indonesia East). In addition, AMS in Yogyakarta (Yogyakarta Sultanate), Solo (Surakarta), and some cities like stay in Malang.

Many parents send their children to New York, hoping to continue their education back to a higher level, ie for example at the Technische Hooge School (THS) in Bandung, in founded 1920, is the Institute of Technology Bandung (ITB) today; established law Hoogeschool (RHS) in Jakarta, in 1924 is now the Faculty of Law, University of Indonesia (UI) in Jakarta; Geneeskudige Hoogeschool (GHS) in Jakarta, founded in 1927. Today the Faculty of Medicine, University of Indonesia in Jakarta; and Landbouw Hoogeschool (LHS) in Bogor, founded in 1940, now Institut Pertanian Bogor (IPB).

education system Netherlands governed by strict protocols from start rule students , teachers, the teaching system and curriculum. Procedural system like this is very different from the system of process systems Education Islam is already known. Dutch education system was discriminatory. The schools formed by the distinction between the Dutch parenting, kids eastern foreign and local children. These indigenous groups are still divided into the lower class and the gentry. The composition school colonial period are as follows:

school for local children not gentry class, the introduction of regional languages, use the name of the village school for three years. Who has managed to finish it in the school connection (Vervolg School) for 2 years melajutkan. From here, they can move to the teachers or Mulo virgin for 4 years, this is the top school for indigenous peoples usual. For the indigenous groups in society aristocrats could his Inlandsche school for 7 years, Mulo for 3 years, and Algemene Middlebare School (AMS) for 3 years.
to the East foreigners made schools available, such as the School of China five years enter with an introduction to the language of China, Hollandch Chinese School (HCS), the Dutch speak for 7 years. Students can continue HCS Mulo.
As provided for the Netherlands available to high school to college that Eropese Legere school 7 years, HBS high school 3, Lyceum 6 years Maddelbare Meisjeschool five years, right Hoge School five years, high medical school 8.5 years and dentistry 5 years.

Education Curriculum 1984

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Kevin Kurniawan

Education Curriculum 1984

The curriculum was developed in 1984 as an evolution of the 1975 curriculum, is on three considerations. The first is a change in policy by the MPR II / MPR / 1983 assigned numbers that indicated at all levels of the education system the need for the national struggle History of Education as a compulsory subject. Operationally The law outlined in the Minister of Education and Culture no. 0461 / U / 1983 of 22 October 1983, the need for the states to improve the curriculum. The second is the 1975 curriculum review results from 1979 to 1981 which includes the development of community life. The rapid development in the life of the community, especially in the field of science and technology calls for curriculum improvement. Third, the results of Project Pioneer Educational Development (1973 - 1984), the results of cognitive studies, the successful pioneering professional help to the teacher, who approaches stresses the students active (1978 - 190) and the results of the study (1979 - 1986) and development capability process (1980-1984).

curriculum development in 1984 is also listed on the national educational goals established in MPR Decree No. IV / MPR / 1978 and No. II / MPR / 1983, namely "National Education on the principles of Pancasila and aims to increase devotion to God Almighty, intelligence, skills, sharpens the character to strengthen the personality and to the strengthening of the national spirit, to promote the development of the people who establish themselves can and are jointly responsible for the development of the nation ". Ministry of Education and Culture has several innovations in primary and secondary education, which leads to the approaches, methods and strategies of teaching and learning to achieve national education goals.

a.Model development of sustainability ( Continueus development model )

model curriculum planning through the curriculum 1975 adopted, by (1) mapping, or evaluation and curriculum learning objectives, generally as well as the extent of teaching materials in 1975/1976/1977 ECD, SD / SLB, SMP / SMPLB, SMA / SMK SMALB aND. (2) the curriculum development approach Development Program training systems.

This model Pusbangkurandik wants to bridge what is in the past, which is in the present and what should be in the future. This thinking is very important in the concept of continuous quality improvement applied with respect to the development of science, technology and society, art and culture.

b the model of society ( social model )

Model 1984 curriculum planning and development of schools curriculum includes a dynamic, which means that can always change that are tailored to the needs of society in the neighborhood where the school is located. Curriculum planning should always pay attention to the demands of society and the nation of Indonesia, because the school is a part of the community. For example, the need to adapt to the requirements or provide the local culture and regional development and the need to promote the national spirit. Since the Indonesian society is also a part of the world community in the curriculum planning, we must always follow the trend of education in the world.

c.Model Partnership ( partnership model )

in addition to the two above models each planning and curriculum development in 1984 should be based on the Constitution of 1945 and outlines the state policy in force. In particular, the 1984 curriculum planning and development must not be adapted to the Regulation of the Minister of Education and Culture. 461 / U / 1983, and the breakdown of state policy in 1983, the type and level of education and the need for developer topics in accordance with the educational background of the area of study then Pusbangkurandik, the research and development of Education and Culture, Ministry of Education and Culture realized the need for cooperation, where mutually beneficial (partnerships) with educational institutions and with the skill and expertise in a particular area concerned agencies. feel

background underlying penerintah the need to change the curriculum 1975-1984 curriculum is (1) the promotion of science and technology at the time was perceived place very rapidly as a result the company also and abilities and psychomotor in the form of polyurethane formulated has changed in 1975 as compared to the state of society, where the curriculum of primary and secondary education with a teaching system development approach procedure was developed and applied, (2) in the curriculum ability (intelligence and skills), knowledge and attitudes educational goals. The curriculum is familiar with the various levels of education Objectives: institutional, curricular objectives (calculated achievement to program some field of study) (target must be generally achieved by the entire course of the school) loaded and teaching objectives (target achievement at a teaching program some subjects), (3) improving the quality of basic education through the project monitoring educational (supervisory support), which is better than the way Students' active, pioneer is known approach skills Poses and Completed learning (Mastery learning) ( 4) formation results can be considered to be of high quality if the skills, knowledge and attitudes graduates continue for graduates useful possessed for self-development, the go at universities, and for graduates who plunge into the world of work, is the quality itself again when the learning process can be achieved, we keep in the class really effective and functional for the achievement of the skills, knowledge and attitudes that question.

curriculum development in 1984 of the principles of managed (1) Pancasila, the 1945 Act and the guidelines, (2) flexibility by both the demanding needs of learners in usually under consideration and to the needs of the students individually according to their interests and talents and the needs of the environment, (3) development approach, which means that the curriculum development is carried out gradually and continuously menerus.yaitu with the review of the implementation and results that have been achieved for the purpose of repairing / consolidation and development, and (4) to program the role of local authorities as well as areas in which the program further developed material and special abilities B. High school

Source: Various sources

Biological Sciences Curriculum Study (BSCS)

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Kevin Kurniawan

Biological Sciences Curriculum Study (BSCS)

Eureka Education . Biological Sciences Curriculum Study (BSCS) is one of the centers of curriculum development and learning biology is in Colorado, USA. BSCS has among other various documents / products tekait Biology Learning, prepared; Curriculum, teacher manual, teachers lead the students, discussion of new topics, report on the results of educational research biology teacher training and education in biology.

of learning approach used BSCS student information using techniques taught to process, the researchers biology were used, for example, by identifying and using certain methods to solve the problem the problems. BSCS emphasize the content and processes. Emphasis first (content) together on human behavior in the ecology of the earth. Meanwhile, for scientific research in the context, the focus of the second (process) / science. Flexible curriculum, which can be individualized according to each teaching style and classroom unique collaborative learning, continuous assessment, optional activities, and a variety of educational technology can be used for curriculum in a variety of learning situations. Allowing students to the purpose / nature of science to understand the strategies drafted by the Committee has introduced biological in students BSCS methods. In addition, at the same time, BSCS also introduced ideas and facts.

BSCS used four approaches in biology that ecological approach learning, research design, molecular recognition and human approach. Ecological approach is applied to the primary school, inquiry approach to the middle school (junior and senior), molecular approach to colleges and universities and human approach to higher education.

REFERENCES

BSCS 07 in Science A Guided Profiels to NSF promoting school teaching materials Second Edition, BSCS Professional Development: Colorado Springs.

BSCS. 2015 Biology: A Human Approach on 22 March 2015 accessed at http / www.bscs.org / BSCS / person / approach

BSCS.2015. A Human Approach Researchstudie Reportt Kendall / Hunht accessed on 22 March 2015 http://www.bscs.org/researchevaluation/data/generalreports.html

Fitriani 2012. Applying the model S. Connected Visionary science environmental technology company on integrated Science Education. Unnes Science Education Journal 1 (2) (2012).

Glencoe, 06 BSCS Biology A Molecular Approach Blue Version ninth edition, Columbus. The McGraw Hill Companies

Hosnan (2014) approaches to scientific and Contextual In Pembelajara 21st century "

Jean P. Milani 07 ecological concept sixth edition Green BSCS version. Colorado Springs . Colorado Springs

Mark Dabling Blvd (08) Why is this important request because that is what science is All About !. Colorado Springs: Kendall / Hunt Publishing Company

Nancy M. Landes, Janet Carlson Powell, a biology ecological approach 07. BSCS Colorado Springs Professional development

Nurjanah, S. 2010. The learning model and approach of STS (Science, technology, society) Mone:.... information and communication technology center for Education

Ratri, SY approach science-technology-society (STM) for the development of social Education in primary schools Yogyakarta:. Faculty of Education UNY

Rodger et al. 06. The BSCS 5E Instructional Capital: Origin, effectiveness and applications. Colorado: Mark Dabling Boulevard Colorado Springs.

Setyaningsih, N.I. 2011 implementation approach SETS (Science, environment, technology and society) on topics IPS Class IV Tue Wed Al-Islam Kauman Sukorejo Kendal 2011 Semarang: Semarang IAIN

Steve Olson and Susan Loucks-Horsley (00) request and the National Science Education standards, Guidelines for the teaching and learning interpreting Ismunandar ... [Et Al.] (2013) request and standards National Science Education. Bandung: SEAMEO QITEP in science.

studying high school science performance in Washington (2012) Washington. MDRC Research Methodology

Suyanto, Slamet (2011) Learning Life Cycle With approach and learning from the BSCS 5E for character development. Proceedings of the National Seminar on "BIOLOGY AND LOCAL WISDOM; past, present and future". press ({}) The State University of Yogyakarta

Character education in schools

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Kevin Kurniawan

Character Education at School

Eureka Education . According Suyanto (2015), presented the PowerPoint at a meeting of teachers SMA / SMK on February 18, 2015, stated that the problems of young people today is the drugs and reproductive health problems. Therefore it is very necessary, character development, so experienced youth problems can be solved.

school as a system that the essential aspects that are closely linked to the quality, school, ie teaching and learning, leadership and management of schools and school culture (Subiyantoro, 2013). Character education in the educational unit should classroom learning, daily activities in school (school culture) include, curricular and extracurricular activities. Character education in the formal education unit should be supported by the daily activities at home (family culture) and the community culture of the society. Built by partnerships with school, family and community. Expected character education to be effective, so that the goal of a nation of noble character to create, can be achieved primarily through formal education (Zuchdi, et al. 2013).

of research had done Zuchdi, et al, 2010 states that the formation of the character alone on a single strategy relies is not sufficient to make able learners have good morals. Therefore, a comprehensive approach is needed. With a comprehensive approach is expected to provide solutions that are relatively more thorough than the only approach. Comprehensive term in the value of education covers various aspects :. Content, methods, processes, threads, review (Rukiyati, 2013)

character education should be included in every aspect of teaching and learning activities in the classroom, in the school daily practice and integrated with all extra-curricular activities such as scouts, nature lovers, sports, red cross and scientific papers. Then, each participant will be able, should they apply in the house and the surrounding area. All aspects of the formation of the classroom to the living environment should in maintaining the values of character education (Directorate General of Basic Education, 2011).

remain sustainable if Education are characters integrated in the subject line, then they should put the subject to standards or values accompanied are that need to be explicitly designed and connected to the context of everyday life. To learn the signs not only on the cognitive level, but to the internalisation can touch, and real experience in the everyday life of students (Zuchdi, 2014). While the components is required, a school culture by the Directorate General of Primary and Secondary Education, Ministry of Education (02) to implement the development of (1) and the values of school life in a democratic, (2) create a culture of cooperation ( school corporate culture), (3) promote a culture of professionalism develop school community, (4) to create a school environment that is conducive academic, (5) develop cultural diversity in the school.

is basically every school had properties different priorities and different characteristics in terms of both the environment of the school and its students, but all schools must have similarities, namely how character education through habituation everyday at school with the teachers and with exemplary character to plant values. What certainly requires exemplary character training of executives and teachers, back values glory of life as a character reference, consistent implementation and does not require special means (Directorate General of Basic Education, 2011). Therefore, through the activities of the school environment (school culture) and by planting Character Stats are implanted through learning in class is expected that students produce, having the benefit of strong character applied be in everyday life, but also, there constraints on the implementation of the daily activities in the school environment are not exposed to Ajad Sudrajat existing school culture by after school environment diharpkan students.

Nonparametric applications in education, research

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Kevin Kurniawan

Application of Non-Parametric in education, research,

Eureka Education . In quantitative research, data analysis techniques can be used, is descriptive and inferential. If only descriptive data analysis techniques related to the collection, processing, analyzing and presenting data without some or all close with a level of significance. While inferential data analysis work on estimation (estimated) population parameters and testing hypotheses about the units of quantitative (statistics) is based on the sample. As is understood, data analysis techniques are inferential in two parametric and non-parametric. The purpose of this is parametric. Quantitative data collection through research samples to draw with the aim to draw conclusions about the population from which the sample was taken. Basically, the conclusions about a population in terms of the price estimate population parameters showed. Price statistics which is what we call the estimator or estimators. The accuracy of the estimate of the parameter estimates depends between the statistics and price parameters of the size of the gap can fulfill its function order parameter data analysis to perform required processed some requirements such as, data is the data interval, complying with the rules of normality and homogeneity. However, if one of those conditions is not satisfied, then the data analysis, the use of non-parametric.

in the early stages of learning Statistics in the study, nonparametric be can rarely studied. So that when the processing of research data, if they do not qualify parametrically, some novice researchers or students are not with the use of non-parametric analysis familiar. Here are some examples of non-parametric analyzes were used to test different in the case of educational research.

Some examples of the use of non-parametric is to look for different test against some groups or samples independently, as example: There are two class is used in a research experiment. A class is a class experiment using PBL combined learning methods with a concept map, while the other class is a class control with PBL course. The dependent variable (bound) in this research is understanding the concept. If researchers want to measure differences, understanding the concept of students before and (were used with their pre-test and post-test) after treatment, the data are the data pairs ( couple independent ). In parametric data analysis used the t-test (t test), whereas in the non-parametric used Wilcoxon rank test-mark .

Then, when the study to determine differences, aims to understand the concept of these two classes, parametric analysis used the t-test (t-test), but if the requirements are not met parametric, non-parametric data analysis was used Man Whitney test . In the case of the research, there are three groups or three classes will be tested (for example: grade 3 or groups of 3 using model Jigsaw learning), then, knowing the different understanding of the concept of the three classes or groups, the analysis of used non-parametric Kruskal Wallis .

Understanding the Concept Map

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Kevin Kurniawan

Definition of concept maps

Eureka Education - Map concept is a drawing showing the structure of the concept described, the interconnection between the concept of an image indicating significant relationship between the concepts of an object, which is connected by a conjunctive to form a sentence. Therefore, the concept is Map encourage students to connect concepts for learning in order to achieve meaningful learning (Dahar, 1989: 123).

After Hudojo et al (02) concept map is a link between the concepts and principles, which are presented as if the network is constructed and the concepts must networks built concept a concept map is called. Meanwhile, according to Suparno (in Basuki, 00 H.9) is concept map is a schematic diagram to illustrate a conceptual understanding of a person in a circuit statement. Concept map not only describes the concepts that are important, but also the connection between these concepts. Novak and Gowin (1985) noted that a concept map is a tool or a way that can be used by teachers to find out what is already known by the students. Novak idea is based on the theory of learning Ausabel. Ausabel insists that the teachers know the concepts that have by the students for meaningful learning in possession can take place. In meaningful, learning new skills, the relevant concepts to be linked to the already existing students in the structure of cognitive (brain). If the cognitive structure, there are concepts of relevant, new knowledge to memorize learned alone.

concept maps used to express meaningful relationships between concepts in the form of sentences. Propositions are linked two or more terms by words in a semantic unit. In its simplest form, a concept map, two concepts are connected by linking words to form sentences. For example: "The sky is blue" is a simple concept maps that form valid statements about the concept of "heaven" and "Blue". Thus, students can learn the concept of teaching based on the meaning and relationship between the individual components to organize. The relationship of the concept (information) with another concept called the sentence. Map showing the concept of the network among concepts that are discussed in the relevant chapters. The concept expressed in the form of labels concept. Concepts clearly woven with words Liaison to form a sentence. A set contains two concepts and words connect. The concept that one has a wider coverage than the other concepts. In other words, the concept that a comprehensive than the other concepts. Overall are arranged to these concepts in a plane of the concept of common, rare and eventually to the concept of the most special. Levels of these concepts is called by the hierarchy.

In a concept map, an integrative concept is placed on top. The concept of a less inclusive then connected with conjunctions. The concept is placed precisely under and reconnected with conjunctions. Inclusive concept, which can be associated with some of the concepts that are less inclusive. The comprehensive approach is put on the tree concept. This concept is known as the key concepts. The concept of the way, can be attributed to other routes with conjunctions the concept. This relationship is called the cross-links.

2. Steps construct building concept maps (Arends 1997; 258) as follows:

Identify the key, which includes a number of concepts (selecting a reading material)
engidentifikasi secondary ideas or concepts that support the main idea. (Identification of relevant terms)
Put the main idea in the middle or at the top (Grouping / Type concepts from the most comprehensive in the least inclusive)
groups idea of a secondary round of the main idea the relationship of ideas visually represents stretcher with a main idea (the development of these concepts in a diagram, the concepts of the most comprehensive on the tip or placed in the center of the diagram)