Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
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PENGARUH MODEL INKUIRI TERBIMBING TERHADAP HASIL BELAJAR DAN KETERAMPILAN GENERIK SAINS SISWA
Get PDFThe purpose of this research was to find out the influence of guided inquiry model to learning outcomes and students generic science skill on ecosystem subject matter. The samples were students of X3 and X7 SMAN 1 Seputih Banyak by Purposive Sampling technique. Design of this research was control group non equivalent. The learning outcomes data and generic skill were analyzed using t-test and U-test. The qualitative data consist of generic skill observation and student responses that were analyzed descriptively. Generic science skill average of experiment (67,83) class was higher than control class (47,89). The increasing of generic science skill in indicator of observation, formed the concept and simbolic language was followed by learning outcomes with N-gain average of experiment class was 66,70 and control class was 45,55. Based on this research ,it can be concluded that guided inquiry model gave significant influence to the improvment of learning outcomes and students generic science skill of ecosystem subject matter.Tujuan penelitian ini adalah untuk mengetahui pengaruh model inkuiri terbimbing terhadap hasil belajar dan keterampilan generik sains (KGS) siswa materi pokok Ekosistem. Sampel adalah kelas X3 dan X7 di SMAN 1 Seputih Banyak dengan teknik Purposive sampling. Desain penelitian ini kelompok kontrol non-ekuivalen. Data hasil belajar dan KGS siswa dianalisis menggunakan uji-t dan uji U. Data kualitatif berupa data hasil observasi KGS dan tanggapan siswa yang dianalisis secara deskriptif. Rata-rata KGS siswa kelas eksperimen (67,83) lebih tinggi dari kelas kontrol (47,89). Meningkatnya KGS pada indikator pengamatan langsung, membangun konsep dan bahasa simbolik diikuti dengan meningkatnya hasil belajar dengan rata-rata N-gain kelas eksperimen 66,70 dan kelas kontrol 45,55. Berdasarkan hasil penelitian dapat disimpulkan bahwa model inkuiri terbimbing berpengaruh signifikan terhadap peningkatan hasil belajar dan KGS siswa materi Ekosistem.Kata kunci: ekosistem, hasil belajar , inkuiri terbimbing, keterampilan generik sain
PENGARUH MODEL PBL TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN AKTIVITAS BELAJAR SISWA
Get PDFThis research was purposed to know the influence of Problem Based Learning (PBL) model to increase students critical thinking skill and students learning activity. The samples were students of VIIA and VIIB SMP Padjajaran Bandar Lampung chosen by Purposive Sampling technique. The research used pretest-posttest non equivalent design. Quantitative data were pretest, posttest, and N-gain averages which were analyzed by using T-Test and U-Test. Qualitative data were from students activity sheet and responses that were analyzed descriptively. The increasing of critical thinking skill with N-gain average (50,54) was significantly different with control class (34,40). Activity of inducting, deducting, and evaluating were in medium criteria, problem identificating was in high criteria, argument giving was in very high criteria. Therefore, PBL improved critical thinking skill and students activity on material of environmental management.Penelitian ini bertujuan mengetahui pengaruh model Problem Based Learning (PBL) terhadap peningkatan kemampuan berpikir kritis dan aktivitas belajar siswa. Sampel penelitian adalah siswa kelas VIIA dan VIIB SMP Padjajaran Bandar Lampung, dipilih dengan teknik purposive sampling. Desain penelitian menggunakan pretest-posttest tak ekuivalen. Data kuantitatif berupa rata-rata pretest, posttest dan N-Gain yang dianalisis menggunakan uji-t dan uji U. Data kualitatif diperoleh dari lembar aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Peningkatan kemampuan berpikir kritis siwa kelas eksperimen dengan rata-rata N-gain (50,54) berbeda signifikan dengan kelas kontrol (34,40). Aktivitas melakukan induksi, melakukan deduksi, dan melakukan evaluasi berkriteria sedang, merumuskan masalah berkriteria tinggi, memberi argumen berkriteria sangat tinggi. Dengan demikian, penggunaan model PBL dapat meningkatkan kemampuan berpikir kritis dan aktivitas belajar siswa pada materi pokok pengelolaan lingkungan. Kata kunci: aktivitas belajar, kemampuan berpikir kritis, pengelolaan lingkungan, PB
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERKOMUNIKASI TERTULIS DAN HASIL BELAJAR
Get PDFThis study was aimed to determine the effect of Problem Based Learning in improving writing communication skill and students learning achievement. The design was pretest posttest non-equivalent. The samples were students in class VIIA and VIIC selected by purposive sampling. Quantitative data were obtained from the average score of the pretest, posttest and N-gain were analyzed by using t-test and U-test. Qualitative data were average score of written communication skill and analyzed descriptively. The result showed that writting communication skill in the experiment class had good criteria (78,40). The improvement of students achievement shown by the average N-gain of the experiment class (86,60) was higher than control class (55,10). Therefore, it can be concluded that Problem Based Learning improved writting communication skill and students achievement significantly. Penelitian ini bertujuan untuk mengetahui pengaruh Problem Based Learning dalam meningkatkan keterampilan berkomunikasi tertulis dan hasil belajar siswa. Desain penelitian adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa SMP Nusantara Bandar Lampung kelas VIIA dan VIIC yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretest, posttest dan N-gain yang dianalisis menggunakan uji-t dan uji U. Data kualitatif berupa rata-rata nilai keterampilan berkomunikasi tertulis siswa diperoleh dari analisis data secara deskriptif. Hasil penelitian menunjukkan bahwa keterampilan berkomunikasi tertulis kelas eksperimen berkriteria baik (78,40). Peningkatan hasil belajar siswa terlihat pada rata-rata N-gain kelas ekperimen lebih tinggi sebesar 86,60 dibandingkan kelas kontrol sebesar 55,10. Dengan demikian, dapat disimpulkan bahwa Problem Based Learning meningkatkan keterampilan berkomunikasi tertulis dan hasil belajar siswa secara signifikan.Kata kunci : hasil belajar, keterampilan berkomunikasi tertulis, problem based learnin
PENGEMBANGAN LKS BERBASIS KETERAMPILAN PROSES SAINS (KPS) UNTUK MENINGKATKAN KPS SISWA
Get PDFThis study aims were to produce worksheets based on science process skills that effectively improve science process skill of students and determine the response of students. Design of the research was research and development. Test was performed on grade VII1 and VII2 student of SMP Pembangunan Kalianda chosen by purposive sampling. Results from this study showed the average N-gain of science process skill students in the experimental class was higher than the control class, thus the aspect of observing, interpreting, grouping, and communicating. In addition, the average of science process skill students increased from worksheet 1 (25.83%), worksheet 2 (75%), and worksheet 3 (83.33%). Worksheet gained by the student assessment criteria of 95% was attractive to very attractive. Thus worksheet based science process skill on material classification of plant was effectively improve students science process skill and very exciting to be used as one of alternative teaching materials for teachers and students.Penelitian bertujuan untuk menghasilkan LKS berbasis KPS yang efektif meningkatkan KPS siswa dan mengetahui tanggapan siswa. Desain penelitian adalah research and development. Uji coba dilakukan pada siswa kelas VII1 dan VII2SMP Pembangunan Kalianda dipilih secara purposive sampling. Hasil penelitian menunjukkan rata-rata N-gain KPS siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol baik aspek mengamati, menginterpretasi, mengelompokkan, dan mengomunikasikan. Selain itu, rata-rata KPS siswa meningkat dari LKS 1 (25.83%), LKS 2 (75%), dan LKS 3 (83.33%). LKS memperoleh penilaian oleh siswa sebesar 95% kriteria menarik hingga sangat menarik. Dengan demikian LKS berbasis KPS pada materi klasifikasi tumbuhan efektif meningkatkan KPS siswa dan sangat menarik untuk digunakan sebagai salah satu bahan ajar alternatif bagi guru dan siswa.Kata kunci: keterampilan proses sains, klasifikasi tumbuhan, lembarkerja siswa (LKS
PENGARUH PENDEKATAN KETERAMPILAN PROSES SAINS TERHADAP BERPIKIR KRITIS SISWA PADA MATERI EKOSISTEM
Get PDFThis research aimed to know the influenced of science process skills approached on students critical thinking in ecosystem subject matter. The design was pretest-posttes non equivalent group by purposive sampling so those class VIIC and VIID were choosen as subject. Quantitative data was obtained from the average value of pretest and post test with the pretest average of 56,06; posttest average of 83,65; and an average N-gain of 61,59. The average increase in all KBK aspects that were observed had moderate criteria (30,04). The qualitative data were obtained from observation and questionnaire. Observation result of KPS had high criteria (81,56) and from students qustionnaire data showed nearly all students have a scientific attitude. Thus, it can be concluded that science process skill approached influenced on students critical thinking in ecosystem subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan keterampilan proses sains terhadap berpikir kritis siswa pada materi pokok ekosistem. Desain yang digunakan adalah pretes-posttes kelompok non ekuivalen dengan purposive sampling sehingga kelas VII C dan VII D diambil sebagai subjek. Data kuantitatif diperolehdari rata-rata nilai pretes dan postes dengan rata-rata pretes yaitu 56,06; rata-rata postes 83,65; dan rata-rata N-gain 61,59. Adapun Rata-rata peningkatan KBK dalam semua aspek yang diamati berkriteria sedang (30,04). Data kualitatif diperoleh melalui lembar observasi dan angket. Hasil observasi KPS memiliki kriteria tinggi (81,56), dan dari data angket tanggapan siswa menunjukkan hampir semua siswa memberikan tanggapan positif. Dengan demikian, dapat disimpulkan bahwa pendekatan keterampilan proses sains berpengaruh terhadap berpikir kritis siswa pada materi pokok ekosistem.Kata kunci : berpikir kritis, ekosistem, pendekatan KP
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThis research purpose was to know the influence ofSTAD cooperative learningmodel towards students activities and learning outcomes. The research used non equivalent pretest posttest design. The sampleswere students of VIIb dan VIId class that were selected by purposive sampling technique. Qualitative data were obtained from learning activities observation sheets and students questionnaire responses that were analyzed descriptively. Quantitative data were obtained from the average value of test that were analyzed by using t- and U-test. The average of student learning activities percentage in all aspects in experiment class showed higher improvement than contro (experiment= 79,04; control = 73,96).The results showed that the average of learning outcomes in experiment class was higher than control class (experiment = 68; control = 44). Therefore, STAD cooperative learningmodel improved students activities and learning outcomes.Penelitian ini bertujuan mengetahui pengaruh model pembelajaran kooperatif tipe STAD terhadap aktivitas dan hasil belajar siswa. Desain penelitian menggunakan pretes-postes tak ekuivalen. Sampel penelitian siswa kelas VIIb dan VIIdyang dipilih menggunakan metode purposive sampling. Data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai tes dianalisis menggunakan uji normalitas dan uji-U. Rata-rata persentase aktivitas siswa semua aspek kelas eksperimen juga menunjukkan peningkatan yang lebih tinggi (eksperimen = 79,04; kontrol = 73,96). Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe STAD pada kelas eksperimen berpengaruh signifikan terhadap hasil belajar siswa,(eksperimen = 68; kontrol = 44).Dengan demikian, penggunaan model pembelajaran kooperatif tipe STAD meningkatkan aktivitas dan hasil belajar siswa.Kata kunci : aktivitas belajar, hasil belajar, model STA
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERARGUMENTASI DAN HASIL BELAJAR SISWA
Get PDFThe purpose of this research was to know the influence of problem based learnings (PBL) model on argumentations skill and students result study on the management of environmental subject matter. The design of this research was quasi experimental with non equivalent pretest-postest. The samples of this research was the students at VIIH and VIID which was chosen from the population by purposive sampling. The quantitative data were obtained from pretest, posttest, and N-gain score which was analyzed statistics using t-test. The qualitative data in form of argumentations skill and questionnaire of students response on using of PBL model. The indicators of an argument include the claim, data, warrants, backing, and rebuttal. Argumentations skill average on experiment class get sufficient criteria (55%). This increasing was followed by student result study with N-gain average (67). Based on this research, it could be concluded that the PBL model give influence to argumentations skill and students result study. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning (PBL), terhadap kemampuan berargumentasi dan hasil belajar siswa pada materi pokok pengelolaan lingkungan. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-postest non equivalen. Sampel penelitian adalah siswa kelas VIIH dan VIID yang dipilih dari populasi secara purposive sampling. Data kuantitatif diperoleh dari nilai pretest, postest dan N-gain yang dianalisis secara statistik menggunakan uji-t. Data kualitatif berupa deskripsi kemampuan berargumentasi dan tanggapan siswa terhadap model PBL. Indikator kemampuan berargumentasi meliputi claim, data, warrant, backing, dan rebuttal. Rata-rata kemampuan berargumentasi pada kelas eksperimen berkriteria cukup (55%). Meningkatnya kemampuan berargumentasi diikuti dengan meningkatnya hasil belajar siswa dengan rata-rata N-gain (67). Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran PBL berpengaruh terhadap kemampuan berargumentasi dan hasil belajar siswa.Kata kunci: hasil belajar, kemampuan berargumentasi, problem based learnin
PENGGUNAAN MODEL PQ4R TERHADAP AKTIVITAS DAN PENGUASAAN MATERI CIRI-CIRI MAKHLUK HIDUP
Get PDFThis research was aimed to determine the effect of application of the PQ4R model to the student activity and material understanding of characteristic of organism by student of SMPN 5 Bandar Lampung. This research is quasi experimental with pretest-postest group design non equivalent. The samples of the research are students of class VII, VII that choosen from the population by cluster random sampling technique. The data of the research is qualitative and quantitative. The quantitative data were obtained from the average value pretest dan post test analyzed statistically using t-test and the qualitative data from learning activities of student analyzed descriptively. The result of this research indicate that application of the model PQ4R significant gave effect to the increase of activity, in which the activity of the experiment class was higher 7,25%. The learning model PQ4R gave significant effect to the increasing material understanding in which the N-gain in the experimental class 52,06%, while the control class N-gain 47,83%.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model PQ4R terhadap aktivitas siswa dan penguasaan materi ciri-ciri makhluk hidup oleh siswa SMPN 5 Bandar Lampung. Penelitian ini merupakan kuasi eksperimental dengan desain pretes-postes kelompok non ekuivalen. Sampel penelitian adalah siswa kelas VIIE dan VIIF yang dipilih dari populasi secara teknik cluster random sampling. Data penelitian ini berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postes yang dianalisis secara statistik menggunakan uji-t dan data kualitatif berupa aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian ini menunjukkan bahwa penggunaan model PQ4R berpengaruh signifikan terhadap peningkatan aktivitas dimana aktivitas siswa kelas eksperimen lebih tinggi 7,25% dibandingkan kelas kontrol. Model pembelajaran PQ4R berpengaruh signifikan terhadap peningkatan penguasaan materi dimana N-gain pada kelas eksperimen 52,06%, sedangkan kelas kontrol N-gain 47,83%.Kata kunci : aktivitas siswa, ciri-ciri makhluk hidup, penguasaan materi, PQ4
PENGARUH MODEL PROBLEM POSING TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN AKTIVITAS BELAJAR SISWA
Get PDFThe aim of this research was to figure out the effect of using Problem Posing toward creative thinking skill and students learning activity. The research used pretest and posttest non-equivalent design with class X3 and X7 Senior High School 1 Bangunrejo as the samples. Quantitative data were creative thinking skill which were obtained from average value of pretest, posttest, and N-gain and analyzed by U-test and t-test. Qualitative data were students learning activity that were analyzed descriptively. The result showed that N-gain average of experiment class was 66.85, which was higher than control class was 19.17 and different significantly. The activity of expressing opinions, searching for information, and asking questions, on experiment class was High criteria. Therefore, it can be concluded that Problem Posing improved the creative thinking skill and students learning activity.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan problem posing terhadap kemampuan berpikir kreatif dan aktivitas belajar siswa. Penelitian ini menggunakan design pretest-posttest kelompok tak ekuivalen dengan kelas X3 dan X7 SMAN 1 Bangunrejo sebagai sampel. Data kuantitatif berupa kemampuan berpikir kreatif yang diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis dengan uji t dan uji-U. Data kualitatif berupa aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata N-gain kelas eksperimen lebih tinggi (66,85) dibandingkan dengan kelas kontrol (19,17) dan berbeda signifikan. Aktivitas mengemukakan pendapat, mengajukan pertanyaan, dan mencari informasi, pada kelas eksperimen berkriteria tinggi. Dengan demikian, dapat disimpulkan model problem posing meningkatkan kemampuan berpikir kreatif dan akivitas belajar siswa.Kata kunci: aktivitas belajar siswa, kemampuan berpikir kreatif, problem posin
PENGGUNAAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThis research aimed to know the influence of PBL model to improve students learning activity and learning outcomes. The design was pretest-posttest non equivalent group by purposive sampling, so class X4 and X3 were choosen as research subjects. The quantitative data were obtained from the average value of test that were analyzed using t-test and U-test. The qualitative data were student learning activity, students response and involvement questionnaire, that were analyzed descriptively. The result showed that the learning activity average improved with good criteria (77.39). PBL could increased students learning outcomes with high criteria (71.04). Most of students responds gave positive to the using of PBL model. Thus, it can be concluded that learning using PBL model was influence to improve the student learning activity and learning outcomes.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model PBL dalam meningkatkan aktivitas dan hasil belajar siswa. Desain yang digunakan adalah pretes-postes kelompok non ekuivalen dengan pusposive sampling, sehingga kelas X4 dan X3diambil sebagai subjek penelitian. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji t dan uji-U. Data kualitatif berupa aktivitas belajar siswa, angket tanggapan serta keterlibatan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas belajar meningkat dengan kriteria baik (77,39). Penggunaan model PBL dapat meningkatkan hasil belajar siswa dengan kriteria tinggi (71,04). Sebagian besar siswa juga memberikan tanggapan positif dan keterlibatannya dalam penggunaan model PBL. Dengan demikian, pembelajaran menggunakan model PBL berpengaruh dalam meningkatkan aktivitas dan hasil belajar siswa. Kata kunci : aktivitas belajar, hasil belajar, lingkungan, model PB