Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
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PENGARUH PENGGUNAAN MODEL PEMBELAJARAN SNOWBALL THROWING TERHADAP AKTIVITAS BELAJAR DAN PENGUASAAN MATERI
Get PDFThis study aimed to determine the effect of using cooperatif learning model Snowball Throwing on the activity and the students mastery of the material. This study design was pretest-postest non equivalent group. Samples were X1 and X2 selected by cluster random sampling. This data were quantitative and qualitative. Qualitative data in the form of descriptions of activities and students questionare responses. Quantitative data obtained from the average value of test were analyzed using t-test or U test. The results showed that activities discussion, argument, ask the questions, answer the questions, and make inferences were improved. Material mastery of students was also improve with average N-gain 39,35. Thus, it could be concluded that the use Snowball Throwing model give influence in increasing the activity and material mastery of students. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaran kooperatif tipe Snowball Throwing terhadap aktivitas dan penguasaan materi siswa. Desain penelitian adalah pretes postes kelompok tak ekuivalen. Sampel penelitian adalah siswa kelas X1 dan X2 yang dipilih secara cluster random sampling. Data penelitian berupa data kualitatif dan kuantitatif. Data kualitatif berupa deskripsi aktivitas belajar siswa. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t atau uji U. Hasil penelitian menunjukkan bahwa aktivitas berdiskusi, berpendapat, bertanya, menjawab pertanyaan, dan membuat kesimpulan mengalami peningkatan. Penguasaan materi siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain 39,35. Dengan demikian, pembelajaran menggunakan model pembelajaran kooperatif tipe Snowball Throwing dapat meningkatkan aktivitas belajar dan penguasaan materi. Kata kunci: aktivitas siswa, penguasaan materi, snowball throwin
PENGARUH PENGGUNAAN KARTU BERGAMBAR MELALUI MODEL PEMBELAJARAN STAD TERHADAP AKTIVITAS DAN PENGUASAAN MATERI SISWA
Get PDFThis study was aim to determine the effect of the picture cards through STAD learning model in improving students' mastery of the material and activities. The study design was a pretest-posttest equivalent group. The samples were VIIC and VIIB classes selected by purposive sampling. This research data were qualitative and quantitative data. Qualitative data were the activities and students' questionnaire responses. Quantitative data was the average test scores were analyzed using t-test and U test. The results showed that the activity of working together, present their views, ask questions, listen to the discussion, and present the results of the discussion has increased. Mastery of students also increased, with the average value of N-gain of 60,43. So, the picture cards through STAD model was given influence in increasing the activity and material mastery of students. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan kartu bergambar melalui model pembelajaran STAD dalam meningkatkan aktivitas dan penguasaan materi siswa. Desain penelitian ini adalah pretes-postes kelompok ekuivalen. Sampel penelitian adalah siswa kelas VIIC dan VIIB yang dipilih secara purposive sampling. Data penelitian ini berupa data kualitatif dan kuantitatif. Data kualitatif berupa deskripsi aktivitas belajar dan angket tanggapan siswa. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji U. Hasil penelitian menunjukkan bahwa aktivitas bekerjasama, mengajukan pendapat, mengajukan pertanyaan, mendengarkan diskusi dan mempresentasikan hasil diskusi mengalami peningkatan. Penguasaan materi siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain sebesar 60,43. Dengan demikian, pembelajaran menggunakan kartu bergambar melalui model pembelajaran STAD berpengaruh dalam meningkatkan aktivitas dan penguasaan materi siswa. Kata kunci: aktivitas, kartu bergambar, model pembelajaran STAD, penguasaan materi
The Effect of Using Think Pair Share (TPS) Cooperative Learning Models Towards Mastery of Student`s Concept and Learning Activities
No full textThe average students` score of Growth and Development in living organisms concepts was lower compared to score of the average school. This study aimed to determine the effect of Think Pair Share (TPS) cooperative learning models to increase the mastery of the students learning activities and concept mastery of Growth and Development in living organisms. This study used pretest-postest not equivalent designed applied on sample which was selected using cluster random sampling technique. The data of this study was obtained from the test (pretest and posttest) and the observation sheet (students learning activities). Data was analyzed using t-test through SPSS17 program.Based on the data analyzed, the of N-gain score of experimental class on student`s concept mastery was higher than the control class. Students learning activities used TPS model tend to increase from the first lesson to the third lesson with the average of 17.34 %.The study showed that the application of cooperative learning model type TPS affecting student`s concept mastery and learning activities on the concept of Growth and Development in living organisms. Keywords: TPS model learning, concept mastery , students` learning activitie
EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThe purpose of this study was determine the effectivity of the cooperative learning jigsaw type to increase learning result and the learning activities of students in the subject matter of the World Plant. Quantitative data obtained from the average value of pretest and posttest were statistically analyzed using test-t and Mann Whitney-U test. Qualitative data in the form of student activity was obtained by observation and questionnaire responses of student. The results showed that the use of cooperative learning model type jigsaw significant effect in improving learning result of students. The average of learning result was increasing in all indicator, it was seen in the experimental class average N-value gain higher than control class. The average yield of all activities of the students stated that using cooperative learning model jigsaw type in experiment class was higher than using discuss method in control class. Then, the student give positive responses equal toward 88,98% using cooperative learning jigsaw type.Tujuan penelitian ini adalah untuk mengetahui efektivitas pembelajaran tipe Jigsaw terhadap peningkatan hasil belajar dan aktivitas siswa pada materi pokok Dunia Tumbuhan. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes dan N-gain yang dianalisis secara statistik menggunakan uji-t dan uji Mann Whitney-U. Data kualitatif adalah data aktivitas belajar siswa yang diperoleh dari lembar observasi dan tanggapan siswa. Hasil penelitian menunjukkan bahwa penggunaan pembelajaran tipe Jigsaw efektif terhadap hasil belajar siswa. Rata-rata peningkatan hasil belajar pada semua indikator yang diamati pada rata-rata nilai N-Gain pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Rata-rata keseluruhan aktivitas belajar siswa yang menggunakan model pembelajaran kooperatif tipe Jigsaw pada kelas eksperimen lebih tinggi dibandingkan dengan menggunakan metode diskusi pada kelas kontrol. Selanjutnya, 88,98% siswa memberikan tanggapan positif terhadap penggunaan model kooperatif tipe Jigsaw.Kata kunci: aktivitas belajar siswa, hasil belajar siswa, pembelajaran kooperatif tipe jigsaw, planta
EFEKTIVITAS LKS BERBASIS PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA
Get PDFThe purpose of this study was to determine the effect LKS of PBL based to the student critical thinking skills. The study design was a pretest-posttest non-equivalent. The samples in this study were students of class VIID and VIIE randomly selected by random sampling technique clusster. Data of the research were qualitative and quantitative. The qualitative data was gotten by students learning activity, the quantitative data were the average score of test, that was analyzed by t-test and U-test. The result showed that the students learning activity improve with an average of 71,79 which is in good criteria. The students learning outcomes also develop, with N-gain average score was 62,55. Thus, the application of the model PBL influential in improving critical thinking skills by students. Penelitian ini bertujuan untuk mengetahui efektivitas LKS Berbasis PBL terhadap keterampilan berfikir kritis siswa. Desain penelitian adalah pretes-postes tak ekuivalen. Sampel penelitian adalah siswa kelas VIID dan VIIE yang dipilih secara teknik clusster random sampling. Data penelitian berupa data kualitatif dan kuantitatif. Data kualitatif berupa aktivitas belajar siswa, data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t atau uji U. Hasil penelitian menunjukkan aktivitas belajar siswa mengalami peningkatan dengan rata-rata berkriteria baik 71,79. Hasil belajar siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain 62,55. Dengan demikian, aplikasi LKS Berbasis Problem Based Learning dalam meningkatkan keterampilan berpikir kritis oleh siswa. Kata kunci : aktivitas belajar, ciri-ciri makhluk hidup, keterampilan berikir kritis, LKS berbasis problem based learning
PENGARUH PEMBELAJARAN KOOPERATIF TIPE TAKE AND GIVE TERHADAP HASIL BELAJAR SISWA
Get PDFBased on interviews with seventh grade science teacher at SMPN1 Sukoharjo, known that the average student learning outcomes was low. Therefore, researcher interested in studying the application of Take and Give learning model as an alternative to improve student learning outcomes. Samples were VIIAand VIIC graders selected by purposive sampling. Quantitative data obtained from the average value of pretest and posttest were analyzed statistically using t-test and N- gain using U test. Qualitative data analyzed from the learn activities of student descriptively. The results showed that the use of cooperative learning model Take and Give improving student learning outcomes significantly with an average N-gain was medium (0.5). This was supported by increased learning activities of student put forward the idea was medium (74.5%), exchanging information was high (84.3%), communicating the results of discussions was very high (90.2%), and ask questions was medium (74,5%). Berdasarkan hasil wawancara dengan guru IPA kelas VII SMPN1 Sukoharjo, diketahui rata-rata hasil belajar siswa rendah. Oleh karena itu, peneliti tertarik untuk meneliti tentang penerapan model pembelajaran Take and Give sebagai alternatif untuk meningkatkan hasil belajar siswa. Sampel penelitian adalah siswa kelas VIIA dan VIIC yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postes yang dianalisis secara statistik menggunakan uji-t dan N-gain menggunakan uji U. Data kualitatif berupa aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Take and Give meningkatkan hasil belajar siswa dengan rata-rata N-gain berkriteria sedang (0,5). Hal itu didukung dengan peningkatan aktivitas belajar siswa mengemukakan ide berkriteria sedang (74,5%), bertukar informasi berkriteria tinggi (84,3%), mengomunikasikan hasil diskusi berkriteria sangat tinggi (90,2%), dan bertanya berkriteria sedang (74,5%). Kata kunci: aktivitas belajar siswa, ekosistem, hasil belajar, model take and giv
PENGARUH PENERAPAN METODE PRAKTIKUM TERHADAP AKTIVITAS DAN KETERAMPILAN BERPIKIR KRITIS SISWA
Get PDFThe purpose of this study was know the influence of application practical method to activities and critical thinking skill of students. This study design was pretest-postest equivalent group. Samples were VII2 and VII3 that chosen by purposive sampling. This research data were of qualitative and quantitative. Qualitative data were descriptions of learning activities and students questionnaire responses. Quantitative data was the average value of test were analyzed using Mann Whitney U test. The results showed that the practical method not improved to critical thinking skill, however improved to student activities.The student activities were observe, discussion, and giving opinion have average with high criteria(78,38%). The critical thinking skill of students was not improved with N-gain average was 14. Thus, it could be concluded that learning use practical method was not influenced to critical thinking skill of students but it would be influence for study activities of students. Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan metode praktikum terhadap aktivitas dan keterampilan berpikir kritis(KBK) siswa. Desain penelitian ini adalah pretes-postes kelompok ekuivalen. Sampel penelitian adalah siswa kelas VII2 dan VII3 yang dipilih secara purposive sampling. Data penelitian ini berupa data kualitatif dan kuantitatif. Data kualitatif berupa deskripsi aktivitas belajar dan angket tanggapan siswa. Data kuantitatif adalah rata-rata nilai tes yang dianalisis menggunakan uji Mann Whitney U. Hasil penelitian menunjukkan bahwa metode praktikum tidak berpengaruh terhadap KBK, namun berpengaruh terhadap aktivitas belajar siswa. Aktivitas belajar yang diamati seperti mengamati, berdiskusi, mengungkapkan ide dengan rata-rata berkriteria tinggi (78,38%). KBK siswa tidak mengalami peningkatan, dengan rata-rata nilai N-gain sebesar 14. Dengan demikian, dapat disimpulkan bahwa penerapan metode praktikum tidak berpengaruh terhadap KBK namun berpengaruh terhadap aktivitas siswa. Kata kunci: aktivitas belajar, keterampilan berpikir kritis, metode praktikum
PENGARUH PENGGUNAAN TIPE PEMBELAJARAN EXAMPLE NON EXAMPLE TERHADAP PENGUASAAN MATERI
Get PDFThe purpose of this research was to measure the influence of using Example Non Example learning type toward mastering of characteristics of living subject by students Class VII SMP NEGERI 3 Gadingrejo Academic Year 2011/2012, the average of mastering of characteristics of living subject in the classroom that using Example Non Example learning type higher than class discussion methods. Design used in this research was pretest-posttest design of non-equivalent groups. The sample was 31 students VIIA as control class and 31 students VIIF as experiment class. The research data were taken with the pretest and posttest. Data analysis was performed by t test. The results showed that the class that using Example Non Example learning type influenced significant in mastering of characteristics of living subject, consist of breathing, moving, sensitive to stimuli, eat, excrete the rest, grow and reproduce and adapt. Additionally average subject matter characteristics of living things on the students class that using Example Non Example learning type higher than students that using learning discussions. Keywords: Characteristics of Living Subject, Example Non Example, Mastery of Content
EFEKTIVITAS MODEL PEMBELAJARAN MAKE A MATCH TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThis experiment was aim to find effectiveness Make A Match model of learning activities and outcomes of students. The research design was non equivalent pretest – posttest. The research sample were students in Xb and Xc class that was selected by cluster random sampling method. This research data the form of quantitative which obtained from the average value of test were analyzed by using t-test and U-test and the qualitative data which obtained form the observation sheet of learning activities and questionnaire responses of students were analyzed descriptive. The results showed that the average of students outcomes in experimental class are higher than control (experiment= 77.2; control = 71.1). The average of student learning activities percentage in all observed aspects in experimental class shown higher enhancement than control (experiment = 83.6; control = 63.6). The students also gives positive responses to applicating cooperative learning model type Make A Match.Penelitian ini bertujuan mengetahui efektivitas model Make A Match terhadap aktivitas dan hasil belajar siswa. Desain penelitian pretes-postes tak ekuivalen. Sampel penelitian siswa kelas Xb dan Xc dipilih menggunakan metode cluster random sampling. Data penelitian berupa data kuantitatif diperoleh dari rata-rata nilai tes dianalisis menggunakan uji-t dan uji-U dan data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar kelas eksperimen lebih tinggi (eksperimen = 77,2; kontrol = 71,1). Rata-rata persentase aktivitas siswa semua aspek kelas eksperimen juga menunjukkan peningkatan yang lebih tinggi (eksperimen = 83,6; kontrol = 63,6). Semua siswa memberikan tanggapan positif terhadap penggunaan model Make A Match.Kata kunci : aktivitas belajar, hasil belajar, make a matc
PENGARUH PENGGUNAAN MEDIA AUDIO-VISUAL TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThis study aimed to determine the effect of audio-visual media in improving student’s learning activities and material mastery. The study design was a pretest-posttest equivalent group. The sample were XI IPA1 and XI IPA2 class which are selected by Cluster Random Sampling. The data are quantitative and qualitative form. The quantitative data obtained from the average of pretest, posttest and N-gain that were statistically analyzed using t-test and U test. The qualitative data were description of learning activities form and students' questionnaire responses. The results showed that the activity of teamwork, answer the question, ask the questions, and express of ideas were increased. The mastery of students also increased, with the average value of N-gain was (59.31). So, audio-visual media was given influence in increasing the activity and material mastery of students of the human respiratory system. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media audio-visual dalam meningkatkan aktivitas dan hasil belajar siswa. Desain penelitian adalah pretes-postes kelompok ekuivalen. Sampel penelitian adalah kelas XI IPA1 dan XI IPA2 yang dipilih secara Cluster Random Sampling. Data penelitian berupa kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes dan N-gain yang dianalisis secara statistik menggunakan uji-t dan uji U. Data kualitatif berupa deskripsi aktivitas belajar dan angket tanggapan siswa. Hasil penelitian menunjukkan bahwa aktivitas bekerja sama, menjawab pertanyaan, mengajukan pertanyaan, dan mengemukakan ide/pendapat mengalami peningkatan. Hasil belajar siswa juga mengalami peningkatan dengan rata-rata N-gain (59,31). Dengan demikian, pembelajaran menggunakan media audio-visual berpengaruh dalam meningkatkan aktivitas dan hasil belajar siswa pada sub materi pokok sistem pernapasan pada manusia. Kata kunci: aktivitas, hasil belajar, media audio-visua