Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
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PENGGUNAAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThis research aimed to know the effect of Problem Based Learning (PBL) for improving students learning activities and students learning outcomes on environment subject matter. Samples were X5 and X6 from SMA N 1 Trimurjo 2013/2014 academic year that was choosen by purposive sampling. The research design was pretest-postest non equivalent. The quantitative data were students learning outcomes from pretest, postest score which analyzed using t-test and U-test. The qualitative data were students learning activities data, questionnaire responses that were analyzed descriptively. The result showed that the average of learning activities increased in every aspect with adequate criteria (68,18). Most of students (77,27%-95,45%) gave positive responds and involved in PBL. PBL model improved students learning outcomes with N-gain average on medium criteria (67,98%). N-gain average of C4 indicator cognitif on experiment class was significantly different but was not significantly different on N-gain average of C2 indicator cognitif.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Problem Based Learning (PBL) dalam meningkatkan aktivitas dan hasil belajar siswa pada meteri pokok lingkungan. Sampel penelitian adalah siswa kelas X5 dan X6 SMA N 1 Trimurjo tahun pelajaran 2013/2014 yang dipilih secara purposive sampling. Desain penelitian adalah pretes postes tak ekuivalen. Data kuantitatif diperoleh dari nilai pretes-postes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa data aktivitas, angket tanggapan dan keterlibatan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa aktivitas belajar meningkat di setiap aspek dengan kriteria cukup (68,18). Sebagian besar siswa (77,27%-95,45%) memberikan tanggapan positif terhadap model PBL dan terlibat dalam proses pembelajaran PBL. Penggunaan model PBL meningkatkan hasil belajar siswa dengan rata-rata N-gain berkriteria sedang (67,98%). Rata-rata N-gain pada indikator kognitif C4 kelas eksperimen berbeda signifikan, sedangkan rata-rata N-gain pada indikator kognitif C2 tidak berbeda signifikan.Kata kunci : aktivitas belajar, hasil belajar, lingkungan, model PB
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA
Get PDFThe purpose of this study was to determine the influence of discovery learning model towards studentss senior high school critical thinking skill. The design of research was the pretest-posttest non equivalent group. The samples were students of XI MIA3 and XI MIA4 that were chosen by purposive sampling technique. Quantitative data were critical thinking skill results that were obtained from pretest, posttest, and N-gain which were analyzed using t test and U test at the level of 5%. Qualitative data were obtained from the activity and studentss perception that analyzed descriptively. The results showed that the average of N-gain using discovery learning was 44,76 which was higher than discussion method class that was 27,61. The average percentage of studentss activity by using discovery learning was 75,00% which was higher than discussion method class that was 59,49%. Thus the discovery learning model influence the improvement of students critical thinking skill.Tujuan penelitian ini untuk mengetahui pengaruh model Discovery Learning terhadap keterampilan berpikir kritis siswa SMA. Desain penelitian menggunakan desain pretest-posttest tak ekuivalen. Sampel penelitian adalah siswa kelas XI MIA3 dan XI MIA4, dipilih secara purposive sampling. Data kuantitatif berupa rata-rata nilai pretest, posttest dan gain keterampilan berpikir kritis siswa yang dianalisis menggunakan uji t dan uji U. Data kualitatif berupa hasil aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan keterampilan berpikir kritis siswa kelas yang menggunakan Discovery Learning lebih tinggi 44,76 dibandingkan kelas yang menggunkan metode diskusi 27,61. Pada kelas yang menggunakan Discovery Learning rata-rata keseluruhan dari aktivitas belajar lebih tinggi 75,00% dibandingkan kelas yang menggunakan metode diskusi 59,49%. Dengan demikian model Discovery Learning berpengaruh dalam meningkatkan keterampilan berpikir kritis siswa.Kata kunci : aktivitas belajar, berpikir kritis, discovery learnin
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA
Get PDFThe purpose of this research was to determined the influence of discovery learning model to critical thinking and students' learning outcomes on ecosystem subject matter. The design of this research was control group pretest postest. The qualitative data were obtained through answers of students worksheet and students' perception which analyzed by descriptive. The quantitative data were obtained from pretest and postest which analyzed with t test and signification level of 1%. The result showed that average of percentage critical thinking skills on experiment class was higher than control class (experiment = 75,58%, good characterized; control = 70,08%, sufficient characterized). Students' learning outcomes on experiment class also infulenced significantly with average score of N-Gain (experiment = 65,06; control = 47,13). Besides that, all of students gave a positive responses to the discovery learning model. It could be concluded discovery learning model influenced to increasing critical thinking skills and students' learning outcomes on ecosystem subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning terhadap kemampuan berpikir kritis dan hasil belajar siswa pada materi pokok ekosistem. Desain penelitian Control Group Pretest-Postest. Data penelitian data kualitatif diperoleh dari jawaban LKS dan persepsi siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari nilai pretest dan postest yang dianalisis menggunakan Uji t dengan taraf signifikasi 1%. Hasil penelitian menunjukkan rata-rata persentase kemampuan berpikir kritis siswa kelas eksperimen lebih tinggi dari kelas kontrol (eksperimen = 75,58% dengan kriteria baik; kontrol = 70,08% dengan kriteria cukup). Hasil belajar siswa kelas eksperimen juga berpengaruh sangat signifikan dengan nilai rata-rata N-gain (eksperimen = 65,06; kontrol = 47,13). Kemudian, semua siswa memberikan tanggapan positif terhadap model discovery learning. Dengan demikian, dapat disimpulkan bahwa model discovery learning sangat berpengaruh dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa pada materi pokok ekosistem.Kata kunci: berpikir kritis, discovery learning, hasil belaja
PENGARUH PENGGUNAAN LEMBAR KERJA SISWA BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA
No full textThe aim of this research was to figure the effect of using problem-based worksheet to studentscritical thinking skill. The design of research design was pretest and posttest with non-equivalent group. The subject of this research were students in class VIIG and VIIEof SMPN 21 Bandar Lampung, chosen by purposive sampling. The research data were quantitative data which was obtained from pretest, posttest, and N-gain which was analyzed by t-test and U-test and qualitative data which was students' critical thinking skill from observation of learning activities and questionnaire responses of using problem-based worksheet. The results of research showed that students critical thinking skill in experiment class was significantly different by average of N-gain was 65,7. Therefore, it can be concluded that using problem-based worksheet can improve students critical thinking skill.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan LKS berbasis masalah terhadap kemampuan berpikir kritis (KBK) siswa. Desain penelitian yang digunakan adalah pretes-postes kelompok tak ekuivalen. Subjek penelitian ini adalah siswa kelas VIIG dan VIIEdi SMPN 21 Bandar Lampung yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis menggunakan uji t dan uji U. Data kualitatif diperoleh dari aktivitas belajar siswa, dan tanggapan siswa terhadap LKS berbasis masalah. Hasil penelitian menunjukkan KBK siswa kelas eksperimen berbeda signifikan dengan rata-rata N-gain sebesar (65,7). Dengan demikian, dapat disimpulkan bahwa LKS berbasis masalah dapat meningkatkan KBK siswa.Kata kunci: kemampuan berpikir kritis, LKS berbasis masalah, peran manusia dalam pengelolaan lingkunga
PERBANDINGAN MODEL PEMBELAJARAN NHT DENGAN TPS TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThe purpose of the research was to which one is higher in students activity and learning result between NHT and TPS of the resistence body system material. The design of the research was pretest-postest of comparative group with purposive sampling, thus the students of class XI IPA1 and IPA2 SMA Negeri 2 Gadingrejo were choosen as the subjects. Quantitative data were obtained from the average value of pretest, postest and N-gain were analyzed by using u-test and t-test. Qualitative data were obtained from description of learning activities. The result of the research indicated that N-Gain of NHT (33,1) was higher than TPS (28,8). The improvement was shown on C2 indicator (54,8) and C3 (25,5). The average of students learning activities in all aspect (telling, cooperative, presentation, and responding) of NHT (59,13) have medium criteria and TPS (52,97) have low criteria. Thus, NHT was influenced not significantly to improve the activities and learning outcomes of students on immunity body system subject matter.
Penelitian ini bertujuan untuk mengetahui aktivitas dan hasil belajar siswa yang lebih tinggi antara NHT dengan TPS pada materi sistem pertahanan tubuh. Desain penelitian pretes-postes kelompok pembanding dengan purposive sampling sehingga kelas XI IPA1 dan XI IPA2 SMA Negeri 2 Gadingrejo sebagai subjek. Data kuantitatif diperoleh dari rata-rata pretes, postes, dan N-gain dianalisis menggunakan uji-t dan uji-u. Data kualitatif berupa deskriptif aktivitas belajar. Hasil penelitian N-Gain NHT (33,1) lebih tinggi daripada TPS (28,8). Peningkatan terjadi pada indikator C2 (54,8) dan C3 (25,5). Rata-rata aktivitas belajar dalam semua aspek (mengemukakan, bekerjasama, mempresentasikan, dan merespon) kelas NHT (59,13) berkriteria sedang dan TPS (52,97) berkriteria rendah. Dengan demikian, NHT berpengaruh tidak signifikan meningkatkan aktivitas dan hasil belajar siswa pada materi sistem pertahanan tubuh.
Kata kunci: aktivitas belajar, hasil belajar, model NHT, model TPS, sistem pertahanan tubu
PENGGUNAAN STRATEGI PENCOCOKAN KARTU INDEKS TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThis research aimed to determine the effect of the matching strategy ndex cards on the activity and student learning outcomes at SD Negeri 2 Kampung Baru Bandar lampung.The design was a pretest-posttest non-equivalent groups. Claster random sampling was used choosing class IV? andIV? as subjects. The results of an index card matching strategy is effective in improving student learning activities, asking question proposing,fact, collecting data, collaboration, and making conclusions. Obtained an average students learning activities have moderate criterion (71.94). Improvement of students learning outcomes (N-gain 67.42), the ability of students from each indicator with average of N-gain C2(68.9), C3(64.9) and C4(64.0). Questionnaire data showed that all students (100%) was pleased to learn the material with matching strategy index cards. It can be concluded that theuse of an index card matching strategy can improved learning outcomes and students learning activities natural resources subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh strategi pencocokan kartu indeks terhadap aktivitas dan hasil belajar siswa pada siswa SD Negeri 2 Kampung Baru Bandar lampung. Desain penelitian adalah desain pretes-postes kelompok non equivalen. Teknik yang digunakan yaitu teknik claster random sampling,kelas IV?dan IV?sebagai subjek. Hasil penelitian penggunaan strategi pencocokan kartu indeks efektif dalam meningkatkan aktivitas belajar siswa, yaituaspek mengajukan pertanyaan, mengemukakan fakta, mengumpulkan data, bekerjasama, dan membuat kesimpulan. Diperoleh rata-rata keseluruhan aktivitas belajar siswa memiliki kriteria sedang(71,94).Peningkatan hasil belajar siswa (N-gain 67,42), kemampuan siswa dari tiap indikator denganrata-rata peningkatan N-gain C2(68,9), C3(64,9) dan C4(64,0).Data angket menunjukkan bahwa semua (100%) merasa senang mempelajari materi dengan strategi pencocokan kartu indeks. Dapat disimpulkan bahwa penggunaan strategi pencocokan kartu indeks dapatmeningkatkan hasil belajar dan aktivitas belajar siswa pada materi sumber daya alam.Kata kunci : aktivitas belajar, hasil belajar, strategi pencocokan kartu indeks, sumber daya ala
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KREATIF
Get PDFThe purpose of this research was to know the influence of PBL model on creative thinking skill in Junior High School 2 Jati Agung on the influence of human population density to environment subject matter. The design of this research was quasi experiment with non equivalent pretest-postest. The samples were VII A and VII B that were chosen by Purposive Sampling. The quantitative data were obtained from the average score of the test analyzed by t-test and U-test. The qualitative data were the students activity data that were obtained from the observation sheet and the students questionnaire responses which were analyzed descriptively. It could be seen from the average of N-gain (52,60) of experiment class was higher and different significantly than that control class (38,45). The results showed that the use of problem based learning could increased studentss creative thinking skill on the influence of human population density to environment subject matter.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model PBL dalam meningkatkan kemampuan berpikir kreatif siswa SMP Negeri 2 Jati Agung materi pengaruh kepadatan populasi manusia terhadap lingkungan. Desain penelitian ini adalah pretest-postest non equivalen. Sampel penelitian kelas VII A dan kelas VII B dipilih secara purposive sampling. Data penelitain berupa data kuantitatif diperoleh dari tes kemampuan berpikir kreatif dianalisis dengan uji-t dan uji-U. Data kualitatif berupa aktivitas belajar diperoleh dari observasi dan tanggapan siswa dari angket yang dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata N-gain kelas eksperimen lebih tinggi sebesar 52,60 berbeda signifikan dengan kelas kontrol yaitu sebesar 38,45. Dengan demikian PBL dapat meningkatkan kemampuan berpikir kreatif pada materi pengaruh kepadatan populasi manusia terhadap lingkungan.Kata kunci : aktivitas, kemampuan berpikir kreatif, PB
PROFIL KEMAMPUAN GURU IPA DALAM MEMBUAT RPP BERDASARKAN KURIKULUM 2013
Get PDFThis research was aimed to know the teachers ability in designing lesson plan of science subject at class seven in Junior High School Bandar Lampung. Research design used descriptive research were qualitative data. Sample of this research were six science teachers were chosen by using purposive sampling. The result of the research showed that teacher ability in designing science lesson plan of curriculum 2013 have 84,28% with high criteria includes the ability of teachers to write down the identity of subjects, formulating the indicator, formulate the learning objectives, the selection of teaching materials, the selection of learning resources, learning media selection, specify model of learning, learning scenarios. So, the teachers ability in high criteria designing lesson plan was in high criteria on Junior High School in Bandar Lampung. Penelitian ini bertujuan mengetahui kemampuan guru dalam membuat Rencana Pelaksanaan Pembelajaran (RPP) Pada Mata Pelajaran IPA kelas VII SMP di Bandar Lampung. Desain penelitian, yaitu penelitian deskriptif sederhana dengan berupa data kualitatif. Sampel penelitian,yaitu 6 guru mata pelajaran IPA yang dipilih secara purposive sampling.Hasil penelitian menunjukkan bahwa kemampuan enam guru IPA kelas VII SMP dalam membuat RPP berdasarkan kurikulum 2013 memperoleh persentase rata-rata 84,28% berkriteria tinggi meliputi kemampuan guru dalam menuliskan identitas mata pelajaran, merumuskan indikator, merumuskan tujuan pembelajaran, pemilihan materi ajar, pemilihan sumber belajar, pemilihan media belajar, menentukan model pembelajaran, dan skenario pembelajaran. Dengan demikian dapat disimpulkan bahwa kemampuan guru IPA SMP di Bandar Lampung dalam membuat RPP berdasarkan kurikulum 2013 berkriteria tinggi.Kata kunci: IPA, kemampuan guru, kurikulum 2013, RP
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF-EFFICACY DAN HASIL BELAJAR
Get PDFThe aim of this research was to figure out the effect of Problem based instruction toward self-efficacy and student learning outcomes. The design of the research was pretest and posttest non-equivalent. The samples were students in class VIIA and VIIE Junior High School 1 Seputih Mataram that were selected by purposive sampling. Data of learning outcomes were obtained from pretest, posttest, and N-gain that were analyzed by Anova One way test. Qualitative data were learning outcomes and student self-efficacythat analyzed descriptively. The result showed that learning outcomesof experiment class was Medium criteria (57,73). The improvement of student self-efficacy in performance achievement aspects shown by the experiment class was General criteria (68%). Therefore, it can be concluded that Problem Based Instruction improved learning outcomes and effected significantly to improve student self-efficacy.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model problem based instruction terhadap self-efficacy dan hasil belajar siswa. Desain penelitian ini adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VIIA dan VIIESMPN 1 Seputih Mataram yang dipilih secara purposive sampling.Data hasil belajar diperoleh daripretes, postes, dan N-gain yang dianalisis dengan uji Anova.Data kualitatif berupa self-efficacydiperoleh dari angket self-efficacy siswa yang dianalisis secara deskriptif.Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen berkriteria sedang (57,73). Peningkatan self-efficacydalam aspek pencapaian kinerja yang diamati pada kelas eksperimen berkriteria pada umumnya (68%).Dengan demikian, disimpulkan bahwa problem based instructionmeningkatkan hasil belajar siswa dan berpengaruh terhadap self-efficacy siswa.Kata kunci: hasil belajar, self-efficacy, problem based instructio
KAJIAN KEMAMPUAN GURU IPA DALAM MERENCANAKAN DAN MELAKSANAKAN PENILAIAN AUTENTIK
Get PDFThis research aimed to determine the teachers ability to plan and implementation an authentic assessment in Junior High School in Palas South Lampung. This research was descriptive simple. Research sampling method was purposive sampling, thus obtained 10 science teachers. The research data were qualitative data the form of a picture of a teachers ability to plan and implementation an authentic assessment in science subject were analysis with simple descriptive. The result showed that teachers planning ability on authentic assesment have score 87 in good criteria and teachers implementation ability on authentic assesment have score 38 in adequate criteria. Thus, it can be concluded the teachers planning ability in good criteria and the teachers implementation ability in adequate criteria on Junior High School in Palas.Penelitian ini bertujuan untuk mengetahui kemampuan guru dalam merencanakan dan melaksanakan penilaian autentik pada mata pelajaran IPA di SMP se-kecamatan Palas kabupaten Lampung Selatan. Penelitian ini merupakan penelitian deskriptif sederhana. Metode sampling yang digunakan adalah purposive sampling sehingga diperoleh 10 guru IPA. Data penelitian adalah data kualitatif, berupa gambaran tentang kemampuan guru dalam merencanakan dan melaksanakan penilaian autentik pada mata pelajaran IPA yang dianalisis secara deskriptif sederhana. Dari hasil penelitian diketahui bahwa kemampuan guru dalam merencanakan penilaian autentik memperoleh skor 87 dengan kriteria baik dan kemampuan guru dalam melaksanakan penilaian auutentik memperoleh skor 38 dengan kriteria cukup. Dengan demikian dapat disimpulkan bahwa kemampuan guru IPA SMP dan MTs se-kecamatan Palas dalam merencanakan penilaian autentik berkriteria baik dan pelaksanaannya berkriteria cukup.Kata kunci : IPA, kemampuan guru, penilaian autenti