Improving Biology Learning Outcomes on Enzymes and its Functions Through Modification of Multiple Refresentation Learning Model in Class XII IPA SMAN 1 Danau Panggang

IF 0.3 Q4 DEMOGRAPHY Estudios Demograficos y Urbanos Pub Date : 2021-06-11 DOI:10.51276/EDU.V2I2.161
N. Noraini
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Abstract

The Biology learning process in class XII IPA at SMA Negeri 1 Danau Panggang has so far been more dominant in applying conventional learning models which are characterized by 1) teacher-centered, 2) emphasis on receiving knowledge, 3) less variety, 4) less empowerment of all potential students, and 5) using a monotonous method, because the teacher is dominant as the center of learning resources as a result, there are still many students who are passive, most students do not dare to ask questions. Student activity in learning and discussion is still low, many students in the learning process seem to be passive. As a result, learning becomes boring and less passionate, so learning outcomes are low. The purpose of this study was to improve learning outcomes of Biology on the subject of enzymes and their functions through Modification of the Multiple Representation Learning Model in class XII IPA SMAN 1 Danau Panggang. The research method used is comparative descriptive. Data were taken from 23 students with details of 8 men and 15 women. Then from the data, the percentage value of student learning completeness classically is sought using a predetermined formula using instruments in the form of observations of teacher activities, observations of student activities and student learning outcomes. The results of the final study showed that the average value obtained was 76.52 and the completeness of learning outcomes was 100%. Meanwhile, the activities of teachers and students also increased. Teacher activity increased from 59.72% to 79% with criteria from good to very good. Student activity also increased from 48% to 65% with good criteria
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通过修改多重表征学习模型提高酶及其功能的生物学学习效果
迄今为止,SMA Negeri 1 Danau Panggang 12班的生物学习过程在应用传统学习模式方面更为主导,这些学习模式的特点是1)以教师为中心,2)强调接受知识,3)多样性较少,4)对所有潜在学生的授权较少,5)使用单一的方法,由于教师作为学习资源的中心占主导地位,因此仍然有许多学生处于被动状态。大多数学生不敢问问题。学生在学习和讨论中的积极性仍然较低,许多学生在学习过程中显得被动。因此,学习变得无聊,缺乏激情,所以学习效果很低。本研究的目的是透过修正多元表征学习模式,改善生物课在酶及其功能方面的学习效果。本研究采用比较描述性研究方法。数据来自23名学生,包括8名男性和15名女性。然后,从数据中,学生学习完整性的百分比值通常是通过使用工具以观察教师活动、观察学生活动和学生学习成果的形式使用预定公式来寻求的。最终的研究结果表明,获得的平均值为76.52,学习成果的完整性为100%。同时,教师和学生的活动也增加了。教师的积极性从59.72%提高到79%,标准从好提高到非常好。学生的活跃度也从48%增加到65%
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来源期刊
CiteScore
0.70
自引率
0.00%
发文量
29
审稿时长
28 weeks
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