100 research outputs found
PENGEMBANGAN MODEL PEMBELAJARAN BIOLOGI SMA BERBASIS KONFLIK KOGNITIF
Get PDFPenelitian ini bertujuan mengembangkan model pembelajaran Biologi SMA berbasis konflik kognitif untuk mengatasi permasalahan dalam pembelajaran Biologi. Model dikembangkan melalui penelitian pengembangan dengan mengkombinasikan model Borg and Gall, Dick and Carey dan model Hannafin and Peck. Pengembangan diawali dengan pengumpulan data dan informasi untuk menggali permasalahan dan potensi pengembangan model, dilanjutkan dengan langkah-langkah pengembangan sesuai model Dick and Carey. Strategi konflik kognitif dalam model dipilih berdasarkan teori perubahan konseptual yang menyatakan bahwa konflik kognitif merupakan langkah awal terjadi perubahan konsep. Strategi konflik kognitif dapat dipergunakan guru sebagai salah satu upaya mengatasi miskonsepsi siswa. Model pembelajaran yang dikembangkan dalam penerapannya dilengkapi bahan ajar ebook hyperconten berbasis konflik kognitif. Pilihan bahan ajar disesuaikan dengan kebutuhan belajar siswa generasi Z dan pengintegrasian TPACK dalam pembelajaran. Hasil evaluasi formatif menunjukan bahwa produk layak dari aspek desain, materi, media dan bahasa, untuk digunakan dalam pembelajaran. Hasil uji lapangan, siswa memberikan tanggapan yang sangat baik terhadap model dan bahan ajar pendukung. Guru memberikan komentar yang sama dan mengemukakan bahwa langkah-langkah model mudah dipahami dan menyatakan kesediaan dan kesanggupan untuk menerapkan model dalam pembelajaran. Efektivitas model dilihat dari peningkatan pemahaman konsep dan penurunan miskonsepsi siswa. Berdasarkan uji t untuk skor pretest dan posttest pemahaman konsep materi ekosistem didapatkan hasil t hitung sebesar 4,37 dan t tabel sebesar 2,06 sehingga dapat disimpulkan terdapat perbedaan yang signifikan. Untuk materi perubahan lingkungan hasil perhitungan uji t didapatkan t hitung sebesar 4,72 dan t hitung 2,05 sehingga dapat disimpulkan terdapat perbedaan yang signifikan. Hasil uji t menunjukan perbedaan signifikan skor pemahaman konsep siswa sebelum dan setelah penggunaan model. Perhitungan N-Gain skor tes pada materi ekosistem sebesar 0,28 dengan kriteria peningkatan rendah dan perhitungan N-Gain skor tes pada materi perubahan lingkungan sebesar 0,32 dengan kriteria peningkatan sedang. Hasil analisis miskonsepsi menunjukan persentase miskonsepsi siswa pada materi ekosistem, sebesar 27,33% menurun menjadi 15,67% setelah penerapan model. Penurun miskonsepsi juga terjadi pada materi perubahan lingkungan dari 50,30% menjadi 46,57%. setelah penerapan model. Model pembelajaran Biologi SMA berbasis konflik kognitif yang dikembangkan efektif meningkatkan pemahaman konsep dan mereduksi miskonsepsi siswa. Hasil penelitian ini dapat memperkaya ragam model pembelajaran yang sudah ada dan temuan dalam penelitian dapat memberikan sumbangan dalam keilmuan dan secara praktis dalam pembelajaran Biologi.
Kata Kunci: konflik kognitif, miskonsepsi, pembelajaran Biologi, perubahan konsep TPACK
The research aims to develop a cognitive conflict-based high school biology learning model that can overcome problems in high school biology learning. The learning model was developed through development research by combining the Borg and Gall, Dick and Carey model, and the Hanafin and Peck model. The development process begins with collecting data and information to explore problems and potential model development, followed by development steps according to the Dick and Carey model. Cognitive conflict strategies in the model are chosen based on the theory of conceptual change. The teaching materials used are ebook hypercontent. The choice of teaching materials is tailored to the learning needs of Generation Z students and the integration of TPACK in learning. Based on the results of the formative evaluation, the data obtained show that the model was declared suitable from the design, material, media, and language aspects to be used in learning. The results of the field test show that the students gave very good responses to the models and supporting teaching materials. The teacher gave the same comment and stated that the model steps were easy to understand and expressed a willingness and ability to apply the model in learning. The effectiveness of the model can be seen from the increase in concept understanding and the decrease in misconceptions after implementing the model. The t-test results show a significant difference in students' concept understanding scores before and after using the model. The N-Gain calculation shows an increase in students' concept understanding scores. The results of the analysis of misconceptions show that there is a decrease in students' misconceptions after applying the model. Based on the results obtained, it can be concluded that the cognitive conflict-based biology learning model can be used as one of the efforts to overcome the problems in biology learning in high school.The developed learning model is suitable for use in learning based on aspects of learning design, materials, media, and language. The cognitive conflict-based high school biology learning model is effective in increasing conceptual understanding and reducing student misconceptions. The results of this research can certainly enrich the variety of existing learning models and the findings in the research can make a scientific and practical contribution to biology learning
SELEKSI TOLERANSI PADI RAWA TERHADAP PH RENDAH DAN PIRIT TINGGI PADA TAHAP VEGETATIF AWAL
Get PDFABSTRAK
Salah satu upaya meningkatkan produktivitas padi ialah dengan memanfaatkan lahan suboptimal yang mempunyai kadar pH rendah dan pirit tinggi. Perakitan padi rawa diharapkan mampu untuk beradaptasi pada kondisi pH rendah dan pirit tinggi tersebut sehingga dapat meningkatkan produktivitas padi di Indonesia. Penelitian ini bertujuan untuk menguji respon toleransi enam galur padi rawa terhadap pH rendah (pH 3 – 4) dan pirit tinggi (300 – 400 ppm) pada tahap vegetatif awal. Penelitian ini dilakukan di Laboratorium Fisiologi FMIPA UNJ pada bulan Januari sampai Juni 2015. Metode yang digunakan dalam penelitian ini adalah eksperimen dengan menggunakan desain rancangan acak lengkap pola faktorial yang terdiri dari tiga faktor. Faktor pertama adalah pH yang tingkat keasamannya rendah (pH 3 – 4) dan tinggi (pH 5 – 6). Faktor kedua adalah pirit dengan konsentrasi rendah (100 – 200 ppm) dan tinggi (300– 400 ppm). Faktor ketiga adalah galur padi rawa yang terdiri dari Inpara 4, Inpara 5, Inpara 6, Inpara 7, Sei Lalan, dan Banyuasin. Parameter yang diukur dalam penelitian ini panjang daun, lebar daun, panjang batang, panjang akar, berat kering daun, berat kering akar, dan klorofil total. Semua parameter diamati dianalisis secara deskriptif dengan menghitung rata-rata dan standar error (±SE). Berdasarkan hasil penelitan didapatkan hasil galur yang toleran terhadap pH rendah dan pirit tinggi adalah Sei Lalan.
Kata Kunci : galur padi, pH, pirit, vegetatif awa
HUBUNGAN PERILAKU INTERPERSONAL GURU DAN PARTISIPASI PESERTA DIDIK DENGAN HASIL BELAJAR BIOLOGI DI SMA
Get PDFTeacher’s interpersonal behavior, play a critical role on teacher-student interaction. Teacher-student interaction related to student’s participation on learining process. Student’s participation related to student’s outcome. The aim of this research is to investigate whether there is a correlation between teacher’s interpersonal behavior ans student’s participation with student outcome. The research was conducted at SMAN 2 Bekasi on October-November 2018. The total sample was 114 students of Mathematics and Science Programe at eleventh grade. The method used for this research is descriptive method. The result showed that there is a positive correlation between teacher’s interpersonal behavior and student’s biology outcome, a positive correlation between student’s participation and student’s biology outcome, a positive correlation between teacher’s interpersonal behavior and student’s participation, and also a positive correlation between teacher’s interpersonal behavior and student’s participation with student’s biology outcome.Keywords: learning outcome, participation, teacher’s interpersonal behavio
ANALISIS KEBUTUHAN PENGEMBANGAN BUKU SAKU BIOLOGI BERBASIS MIND MAP (BIOMAP)
Get PDFPocketbook based on Mind Map is a supporting book with a size smaller than the standard size, which is systematically in accordance with the working principle of the brain and does not require extensive space in storing it. The aims of studies to explore the potential for developing biology pocketbook based on Mind Map (BIOMAP). This is a descriptive qualitative study with survey methods. The Data collected using the instrument developed that was validated by two experts and tested on 51 students and two high school biology teachers in Jakarta. The results obtained explained that around 72.5% of respondents answered that biological material was difficult to learn. For difficult material, 53.8% of respondents answered Animalia and Plantae. Biological learning difficulties are dominated by the amount of memorization in the material according to the opinion of 72.1% of respondents. Teacher respondents argue that additional learning resources can stimulate students to improve their learning outcomes. The existence of various additional learning resources it is hoped that it can be a solution to the learning problems experienced by students. Based on these data, it can be concluded that students need additional innovative and interesting learning resources accompanied by mind maps. AbstrakBuku saku berbasis Mind Map merupakan buku pendukung berukuran lebih kecil dari buku standar, yang secara sistematis sesuai dengan prinsip kerja otak dan tidak memerlukan ruang luas dalam menyimpannya. Penelitian ini bertujuan untuk mengeksplorasi potensi pengembangan buku saku biologi berdasarkan Mind Map (BIOMAP). Penelitian ini merupakan penelitian kualitatif deskriptif dengan metode survei. Data dikumpulkan menggunakan instrumen yang telah divalidasi oleh dua ahli dan diuji pada 51 siswa dan dua guru biologi SMA di Jakarta. Hasil yang diperoleh menjelaskan bahwa sekitar 72,5% responden menjawab bahwa materi biologi sulit dipelajari. Untuk materi yang sulit, 53,8% responden menjawab materi Animalia dan Plantae. Kesulitan belajar biologi disebabkan banyaknya hafalan pada materi tersebut menurut pendapat 72,1% responden. Responden guru berpendapat bahwa sumber belajar tambahan dapat merangsang siswa untuk meningkatkan hasil belajar mereka. Adanya berbagai sumber belajar tambahan diharapkan dapat menjadi solusi bagi masalah belajar yang dialami siswa. Berdasarkan data ini, dapat disimpulkan bahwa siswa membutuhkan sumber belajar yang inovatif dan menarik yang disertai dengan mind map.Kata kunci: BIOMAP, Buku saku, Mind Map, need assessmen
New Enviromental Paradigm (NEP) Differences Student with Field Independent and Field Dependent Cognitive Style
Get PDFStudent perspective on the environment and the factors that can influence it is important to be known. Student perspective on the environment can be determined by measuring the New Environment Paradigm (NEP). New Environmental Paradigm is a new perspective on the environment that reflects a better concern for the environment. New Environmental Paradigm owned by students can be different from one another are assumed to be influenced by cognitive style. Cognitive style is divided into field independent and field dependent. The purpose of this study was to determine the differences in the New Environmental Paradigm student with a cognitive style of field independent and field dependent. This research was conducted at the State University of Jakarta on June 2015. The method used is ex post facto. Samples are 82 students of 2014 biology class using the Slovin formula with simple random sampling technique. The test results prerequisite to Kolmogorov-Smirnov (α = 0.05) and Levene (α = 0.05) showed normal data and homogeneous. t test results (α = 0.05) showed that there is a difference in the average score of the New Environmental Paradigm (NEP) student with field independent and field dependent cognitive style. Results of this study have implications for academic practitioners to provide the most effective strategies to convey information in an attempt to fix the student perspective on the environment through Environmental Science subjects
Peningkatan Keterampilan Guru IPA dalam Mengembangkan Media Pembelajaran Inovatif Berbasis Potensi Lokal
Get PDFScience learning media is an inseparable part of a learning process. The achievement of learning indicators made by a teacher, in addition to being determined by teaching skills and mastering the material, also determined learning media. These community service activities are based on the fact that teachers generally still have difficulties in developing learning media that are simple, inexpensive and can stimulate student involvement. The purpose of this activity is to provide teachers with the tools to develop innovative and challenging science learning media that are in accordance with the 21th century character. This training uses experiential learning methods with participant-centered approach through case study techniques, and simulations, followed by the process of making learning media simple. The resulting output target is the ability to develop innovative and simple science learning media
HUBUNGAN PERSEPSI IBU RUMAH TANGGA TENTANG BANK SAMPAH DENGAN PARTISIPASI PENGELOLAAN BANK SAMPAH GAWE RUKUN, KOTA TANGERANG
Get PDFParticipation of waste bank management is the involvement of physical, mental, and emotional a person to participate actively, contributing, and responsible for the group's goal, in this case the waste bank management activities. One of the factor which participation of ‘Gawe Rukun’ Waste Bank management affect is perception. The purpose of this research was to determine the correlation between housewife’s perception about waste bank and participation of ‘Gawe Rukun’ Waste Bank management. This research was held in RW 01, Kelurahan Kunciran Indah, Tangerang City on April to May 2016. The method used was survey method with correlational study. The sample of this research 151 housewife’s were selected by using simple random sampling. The prerequisite test showed that the data was normal and homogen. Hypothesis test using linear regression test and simple correlation. Regression model obtained Ŷ = 92.511 + 0.737X had a significant and linear correlation. The coefficient of correlation obtained was 0.7502, which means there was a positive relationship between housewife’s perception about waste bank and participation of ‘Gawe Rukun’ Waste Bank management. The coefficient of determination obtained was 0.5628, which means housewife’s perception about waste bank contributed 56.28% to the participation of ‘Gawe Rukun’ Waste Bank management
PENINGKATAN KETERAMPILAN GURU IPA SD AL AZHAR DALAM PEMBUATAN SOAL OLIMPIADE
Get PDFABSTRAKPelatihan Olimpiade Sains bagi guru-guru Al Azhar jenjang Sekolah Dasar ini merupakan wadah pembinaan spiritual, mental, dan kompetensi olimpiade. Kegiatan ini bertujuan meningkatkan kompetensi guru dalam; 1) menganalisis silabus OSN tingkat nasional; 2) mengadaptasikan soal-soal OSN tingkat Nasional; dan 3) menyusun soal-soal OSN. Pelatihan menggunakan metode experiential learning dengan pendekatan participant-centered melalui teknik diskusi, tanya jawab, brainstorming, observasi, kerja kelompok dan presentasi hasil. Pada kegiatan ini dilakukan tahapan; 1) Analisis silabus OSN tingkat nasional; 2) Adaptasi soal-soal OSN tingkat Nasional; dan 3) Penyusunan soal-soal OSN. Pelatihan ini berjalan dengan baik dan memberikan manfaat yang signifikan serta terdapat meningkatkan keterampilan guru dalam membuat soal olimpiade. Kata kunci: brainstorming; experiental learning; guru; OSN; pelatihan. ABSTRACTThe Science Olympiad Training Al Azhar elementary school teachers for 2019 is a forum for spiritual, mental and Olympic competence development. This activity aims to improve teacher competency in; 1) analyze the national level The Science Olympiad syllabus; 2) adapt National level The Science Olympiad questions; and 3) compile The Science Olympiad questions. The training uses experiential learning methods with participant-centered approach through discussion techniques, question and answer, brainstorming, observation, group work and presentation of results. In this activity carried out stages; 1) National level The Science Olympiad syllabus analysis; 2) Adaptation of National Level The Science Olympiad questions; and 3) Compilation of The Science Olympiad questions. This training ran well and provided significant benefits as well as increasing teacher skills in making Olympic questions. Keywords: brainstorming; experiential learning; National Science Olympiad; teachers; training
The effectiveness of the problem-based learning (PBL) model assisted by hypercontent e-books in improving students' critical thinking
Get PDFCritical thinking has become a competency standard for primary and secondary education graduates. However, the quality of critical thinking among Indonesian students remains relatively low. Efforts are needed to enhance students' critical thinking skills. One such effort is implementing the problem-based learning (PBL) model assisted by hypercontent e-books based on cognitive conflict. This study aims to determine the effectiveness of the PBL model assisted by hypercontent e-books based on cognitive conflict in improving students' critical thinking abilities. The research uses a quasi-experimental method and was conducted at a high school in Jakarta. The sample consisted of 64 students, with 32 students in the experimental group and 32 students in the control group. The sample was selected using multistage random sampling. The results of the study show a significant improvement in critical thinking skills in the experimental group compared to the control group, with an average N-Gain of 0.61 for the experimental class, which is higher than the control class (0.45), with the effectiveness of learning falling within a range of 0.30-0.70, which is categorized as moderate. These results indicate the effectiveness of the PBL model assisted by hypercontent e-books based on cognitive conflict in enhancing students' critical thinking skills. The use of the PBL model assisted by hypercontent e-books based on cognitive conflict can be an innovative alternative in learning to improve students' critical thinking abilities
PENGARUH GAYA BELAJAR DAVID KOLB (DIVERGER, ASSIMILATOR, CONVERGER, ACCOMMODATOR) TERHADAP HASIL BELAJAR SISWA PADA MATERI PENCEMARAN LINGKUNGAN
Get PDFLearning style is a complex way that someone feels most effective and efficient in learning. David Kolb divides learning style into four groups, there are diverger, assimilator, converger, and accommodator. The research aimed to know the influence of David Kolb’s learning style (diverger, assimilator, converger, accommodator) to students learning outcomes in Environmental Pollution. This research was conducted at 105 Senior High School of Jakarta on April - May 2016. The method that used in this research was Ex Post Facto with survey technique. The sample determination for each learning styles based on learning style groups that have less number of students. The sample that used for each learning styles was 11 students. Based on this research, these four learning styles have different average learning outcome. Prerequisite test showed that data normally distributed and homogenously. Based on the hypothesis test used one-way ANOVA, known that cognitive, affective, and psychomotor learning outcomes have Fcount > Ftable, so that H0 was rejected on 0,05 significant level. It means there is influence of David Kolb’s learning style (diverger, assimilator, converger, accommodator) to students learning outcomes in Environment Pollution
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