Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
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PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
Get PDFThe objective of this research was to know the use of applicating cooperative learning model think pair share (TPS) toword students activity and students learning result. The research designs were non equivalent pretest – posttest. The research sample were students in X1 and X2 class that was selected by purposive sampling technique. Data of the research were qualitative and quantitative. The qualitative data was gotten by students learning activity and questionnaire that was analyzed descriptively. 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 79.33 which is in good criteria. The students learning outcomes also develop, with N-gain average score was 40.17. Thus, it can be concluded that the used of TPS model increase with of students learning activity and students learning result in contamination and preservation of environment material.Penelitian ini bertujuan untuk mengetahui penggunaan model pembelajaran TPS terhadap aktivitas dan hasil belajar siswa. Desain penelitian adalah pretes postes tak ekuivalen. Sampel penelitian adalah siswa kelas X1 dan X2 yang dipilih secara purposive sampling. Data penelitian berupa data kualitatif dan kuantitatif. Data kualitatif berupa aktivitas belajar siswa dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Hasil penelitian menunjukkan aktivitas belajar siswa mengalami peningkatan dengan rata-rata berkriteria baik 79,33. Hasil belajar siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain 40,17. Dengan demikian, pembelajaran menggunakan model TPS berpengaruh terhadap peningkatan aktivitas dan hasil belajar siswa pada materi pencemaran dan pelestarian lingkungan.Kata kunci : aktivitas belajar siswa, hasil belajar siswa, think pair shar
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT TERHADAP AKTIVITAS BELAJAR DAN PENGUASAAN KONSEP SISWA
Get PDFBased on the interviews with biology teachers and observation in the SMP Negeri 8 Bandar Lampung, the learning activities and student mastery of the concept was low. This study aimed to determine the effect of the use of TGT models in learning activities and increase student mastery of the concept. This study design was equivalent to the control group. The sample was class VIIG and VIIE are selected by purposive sampling. Quantitative data obtained from the average value of pretest, posttest and N-gain were analyzed using t-test or U test Qualitative data in the form of descriptions of students' learning activities. The results showed that the model improved the TGT student mastery of the concept with an average pretest score (47.97); posttest (71.49), and N-gain (0,45). Learning activity also increased by an average of 79.10% good enough. Thus, learning to use the TGT models significantly affect the activity of student. Berdasarkan hasil wawancara dengan guru biologi dan observasi di SMP Negeri 8 Bandar Lampung, diketahui aktivitas belajar dan penguasaan konsep siswa masih rendah. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model TGT dalam meningkatan aktivitas belajar dan penguasaan konsep siswa. Desain penelitian ini adalah kelompok kontrol ekivalen. Sampel penelitian ini adalah kelas VIIg dan V11e yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes dan N-gain yang dianalisis menggunakan uji-t atau uji U. Data kualitatif berupa deskripsi aktivitas belajar siswa. Hasil penelitian menunjukkan bahwa model TGT dapat meningkatkan penguasaan konsep siswa dengan rata-rata nilai pretest (47,97); postest (71,49); dan N-gain (0,45). Aktivitas belajar juga mengalami peningkatan dengan rata-rata berkriteria cukup yaitu 79,10 %. Dengan demikian, pembelajaran menggunakan model TGT berpengaruh secara signifikan terhadap aktivitas belajar dan penguasaan konsep siswa. Kata kunci : aktivitas belajar siswa, model TGT,organisasi kehidupan, penguasaan konsep sisw
PENGARUH PEMBERIAN REMEDIAL TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK KEANEKARAGAMAN HAYATI
Get PDFBased on interviews with biology teacher in class X SMA Negeri 14 Bandar Lampung, note that follow-up the teacher to students who scored below just by giving repeated without remedial teaching. This study aimed to determine the effect of the remedial learning toward student outcomes in Biodiversity matter. The design was one-group pretest-posttest. The sample were X3, X4, and X5 class based on the students who did not complete, that is at least, medium and most. This research data in the form of qualitative data was description of the diagnostic analysis and quantitative data obtained from the average value of daily tests and remedial replications. The results showed an increase in the average value of remedial students as replications higher than the average value of daily tests before remedial teaching for example on remedial class increased from 46 to 74 after remedial replications. So it can be conclude that the provision of remedial effect on improving student learning outcomes. Berdasarkan hasil wawancara dengan guru biologi di kelas X SMA Negeri 14 Bandar Lampung, diketahui bahwa tindak lanjut yang diberikan hanya dengan memberikan remedial tanpa pengajaran remedial. Penelitian ini bertujuan untuk mengetahui pengaruh pemberian remedial terhadap hasil belajar siswa pada materi pokok Keanekaragaman Hayati. Desain penelitian ini one group pretest-postest. Sampel adalah kelas X3, X4, dan X5 berdasarkan jumlah siswa yang tidak tuntas. Data penelitian ini berupa data kualitatif deskripsi analisis diagnostik kesulitan belajar siswa dan data kuantitatif dari rata-rata nilai ulangan harian dan ulangan remedial. Hasil penelitian ini menunjukkan terjadinya peningkatan nilai rata-rata siswa saat ulangan remedial pada ketiga kelas eksperimen, sebagai contoh pada remedial 1 dari nilai ulangan harian sebesar 46 menjadi 74 setelah ulangan remedial. Sehingga dapat dinyatakan bahwa pemberian remedial berpengaruh terhadap peningkatan hasil belajar siswa. Kata kunci: hasil belajar siswa, keanekaragaman hayati, pembelajaran remedial
THE INFLUENCE OF USE MATERIAL LEAFLET IN THE RESULTS OF STUDENTS’ LEARNING ACTIVITY IN THE MATTER OF SYSTEMS DIGESTION
Get PDFThe result of Interviews and observations at SMP Negeri 5 Natar to class VIII students’ learning result in the subject matter of biology digestive system is still low. So we need variety of teaching materials to improve student learning result, an alternative instructional materials to improve learning result is a leaflet. The purpose of this study to determine the effect of the use of instructional materials leaflet with learning model STAD (Student Teams Achievement Division) against the learning result of students in the subject matter of the digestive system. The research design was a pre-test post-test non-equivalent, with random sampling cluster sampling technique. Quantitative data obtained from the average pre-test and post-test data analysis using t-test at 95% confidence level. Qualitative data obtained activity data and the intersting of teaching by materials leaflet.The results showed that there is significant inrease of the students’ learning result in the class that uses the material of instructional leaflet with the average - the average value of N-gain of 46.67. Improved student learning result are also influenced by students' learning activities using cooperative learning model type STAD which increased on average 0.26. Thus the use of teaching materials leaflet with type STAD cooperative learning model significantly affect the improvement of learning result and activities by students on the subject matter of the digestive syste
PENGARUH MODEL EXAMPLE NON EXAMPLE TERHADAP KEMAMPUAN BERFIKIR RASIONAL SISWA
No full textThe aim of this study was to know the influence of Example Non Example learning model to the student’s ability to think rationally. This research was an experimental study with pretest-posttest non equivalent group design. The sample of this research were class VIIa and VIIb selected by using cluster random sampling. The research data consisted of quantitative and qualitative data. The quantitative data obtained from the average value of test were analyzed by using t-test or U test. The qualitative data obtained from the observation sheet of learning activities and student feedback questionnaires were analyzed descriptively. The results demonstrate that the ability to think rationally students has increased by an average of N-gain was 73.15. Student learning activities also increased by an average was 83.08. Thus , the use of Example Non Example learning model was influenced significantly in improving the students’s ability to think rationally and learning activities in the pollution and environmental damage subject matter. Penelitian ini bertujuan mengetahui pengaruh model pembelajaran Example Non Example terhadap kemampuan berfikir rasional siswa. Penelitian ini merupakan studi eksperimen dengan desain pretes-postes non ekuivalen. Sampel penelitian adalah siswa kelas VIIa dan VIIb yang dipilih secara cluster random sampling. Data penelitian terdiri dari data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t atau uji U. Data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan kemampuan berfikir rasional siswa mengalami peningkatan dengan rata-rata Ngain 73,15. Aktivitas belajar siswa juga mengalami peningkatan dengan rata-rata 83,08. Dengan demikian, penggunaan model pembelajaran Example Non Example berpengaruh signifikan dalam meningkatkan kemampuan berfikir rasional dan aktivitas belajar siswa pada materi pokok pencemaran dan kerusakan lingkungan.Kata kunci : aktivitas belajar siswa, example non example, kemampuan berfikir rasional, pencemaran dan kerusakan lingkungan
PENGGUNAAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR DENGAN METODE DISCOVERY TERHADAP KPS SISWA
No full textThe purpose of this study was to determine the influence of the environment around the school with the use of discovery methods in improving science process skills and student learning activities in the subject matter ecosystem. This research data were quantitative and qualitative form. Quantitative data obtained from the average value of the pretest, post test, and N-gain in ecosystem material was analyzed by t-test. Qualitative data obtained from the percentage average of students' learning activities which analyzed descriptively. The results showed that the use of the school environment through discovery methods can improve students' science process skills with the average value of N-gain of 69.38. It was also increase also in all aspects of KPS students. Student’s learning activities also increased by an average of 79.5%. It could be concluded that learning to use the environment around the school with the discovery learning method effect in improving science process skills and activities of students.Tujuan penelitian ini adalah mengetahui pengaruh penggunaan lingkungan sekitar sekolah dengan metode discovery dalam meningkatkan keterampilan proses sains dan aktivitas belajar siswa pada materi pokok ekosistem. Data penelitian ini berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari nilai rata-rata pretest, postest, dan N-gain pada materi ekosistem kemudian dianalisis dengan uji–t. Data kualitatif berupa rata-rata persentase aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan lingkungan sekitar sekolah melalui metode discovery mampu meningkatkan keterampilan proses sains siswa dengan rata-rata nilai N-gain sebesar 69,38. Peningkatan juga terjadi pada semua aspek KPS siswa. Aktivitas belajar siswa juga mengalami peningkatan 79,5%. Dengan demikian dapat disimpulkan bahwa pembelajaran menggunakan lingkungan sekitar sekolah dengan metode pembelajaran discovery berpengaruh dalam meningkatkan keterampilan proses sains dan aktivitas belajar siswa. Kata kunci: aktivitas belajar, keterampilan proses sains,lingkungan sebagai sumber belajar, metode discover
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA
No full textObservation result at X class of SMA N 3 Kotabumi, known that the result of students learning still low. A solution is needed to improve student’s learning activity and result that is PBL models. The objectives of this research were know the influence of PBL in improve students learning activities and result. This research is a quasi experiment with pretest-posttest nonequivalent. The sample was students at X9 and X8 which was chosen with purposive sampling. The quantitative data gattered from pretest, posttest, and N-gain score which was analyzed by t-test. The qualitative data in form of description activities and questionnaire of students response on the using of PBL models. The result of students learning activities are in average of high criteria. The result of students learning was increase, with N-gain average (0,58). Then the result of questionaire shows that all of the students gives positive response with PBL model. Thus, PBL model has a effect on student learning activities and result. Keywords: learning activities, PBL models, pollution and conservation of environmental, result of learning
PENGGUNAAN MEDIA KARTU BERGAMBAR DENGAN MODEL STAD TERHADAP AKTIVITAS BELAJAR DAN PENGUASAAN MATERI OLEH SISWA
No full textMastery of the material is the result of learning in cognitive skills. The observations in class X Senior High School 15 Bandar Lampung mastery of the material by students is still low. This study aimed to determine the effect of media use picture cards with STAD learning model the activity and control of matter by students on the subject matter Virus. The study design is a pretest-posttest non-equivalent. Quantitative data obtained from initial test scores and final test dinalisis statistically using t-test at 95% confidence level. Qualitative data in the form of student activity data and questionnaire responses of students to use picture cards with model media STAD analyzed descriptively.The results showed the use of a picture card media with STAD learning model has influence on the increased activity of learning and mastery of the material by the students of class X SMA Negeri 15 Bandar Lampung on the subject matter Virus. The highest increase in the indicators of aspects of understanding are supported by studying the activity of the aspects of working with friends (90.7) and lowest indicator is the aspect of the analysis. Besides the increase is supported by the data questionnaire kemenarikan picture card media (88.29%) by stating that the students are happy, easier to understand, more active and motivated to learn to use the picture card media. It can be concluded that the use of a picture card media with STAD learning model has influence on the increased activity of learning and mastery of the material by the students of class X Senior High School 15 Bandar Lampung on the subject matter Virus.Keywords: picture card media, STAD, learning activities, mastery material, virus
PENGGUNAAN BAHAN AJAR LEAFLET TERHADAP AKTIVITAS BELAJAR DAN PENGUASAAN MATERI OLEH SISWA
Get PDFThe purpose of this study was the influence of using teaching aid leaflet to improve activities and material mastery of students. This study design was pretest-postest non equivalent group. Samples were VIIA and VIIC that chosen by cluster random sampling. This research data the form of qualitative and quantitative data. Qualitative data obtained form the observatin sheet of learning activities and questionnaire leaflet teaching aid interesting were analyzed decriptive. Quantitative data obtained from the average value of test were analyzed using U test. The results showed that learning activities increase was improve with an average of 84.52% which is in high criteria. Material mastery of students is also improve with average score of pretest (63,23); posttest (84,84), and N-gain (59,28). In addition, most students were gave high interested with used of teaching aid leaflet. Thus, it could be concluded that learning use teaching aid leaflet was influenced significan to improve activities and material mastery of students. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan bahan ajar leaflet terhadap aktivitas belajar dan penguasaan materi oleh siswa. Desain penelitian ini adalah pretes-postes non ekuivalen. Sampel penelitian adalah siswa kelas VIIA dan VIIC yang dipilih secara cluster random sampling. Data penelitian ini berupa data kualitatif dan kuantitatif. Data kualitatif berupa data aktivitas belajar dan lembar kemenarikan bahan ajar leaflet yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postes yang dianalisis menggunakan uji-U. Hasil penelitian menunjukkan bahwa peningkatan aktivitas belajar siswa dengan rata-rata 84,52% dengan kriteria tinggi. Penguasaan materi pada siswa juga meningkat dengan rata-rata nilai pretest (63,23), postest (84,84), dan N-gain (59,28). Sebagian besar siswa memberikan ketertarikan yang tinggi terhadap penggunaan bahan ajar leaflet. Dengan demikian, pembelajaran menggunakan bahan ajar leaflet berpengaruh terhadap aktivitas belajar dan penguasaan materi oleh siswa. Kata kunci: aktivitas belajar, bahan ajar leaflet, ekosistem, penguasaan materi
KUALITAS KERJASAMA DAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN MENGGUNAKAN DISKUSI KELOMPOK
No full textThe purpose was to determine student’s cooperation quality and achievement using group discussion methods. The design was simple descriptive. Subjects were VII A randomly selected by random sampling cluster technique. Research data form quantitative data namely student learning outcomes obtained from pretest and posttest, and qualitative data form cooperation quality. Data analyzed using simple statistical form descriptive percentage. Research students cooperation quality increased with average 50% good criteria, 23.62% very well criteria, and 26.39 poorly criteria. All indicator of cooperation quality increased. Learning outcomes students increased by medium criteria on individual results (gain score 0.65), group result 0.35. So, cooperation quality on good criteria and student learning outcomes on medium criteria in learning using group discussion methods.Penelitian ini bertujuan mengetahui kualitas kerjasama dan hasil belajar siswa menggunakan metode diskusi kelompok. Desain penelitian ini deskriptif sederhana. Subyek penelitian adalah siswa kelas VII A dipilih secara acak dengan teknik cluster random sampling. Data penelitian berupa data kuantitatif yaitu hasil belajar siswa diperoleh dari pretest dan postest, dan data kualitatif berupa kualitas kerjasama siswa. Data dianalisis menggunakan statistik sederhana yakni deskriptif persentase. Hasil penelitian kualitas kerjasama mengalami peningkatan dengan rata-rata 50 % berkriteria baik, 23,62 % berkriteria sangat baik, dan 26,39 berkriteria kurang baik. Seluruh indikator kualitas kerjasama mengalami peningkatan. Hasil belajar siswa berkriteria sedang pada hasil individu (skor gain 0,65), hasil kelompok sebesar 0,35. Jadi, kualitas kerjasama berkriteria baik dan hasil belajar siswa berkriteria sedang pada pembelajaran menggunakan metode diskusi kelompok. Kata kunci : hasil belajar, kualitas kerjasama, metode diskusi, pencemaran lingkungan