Constructivism Approach through Learning Cycle Model of Biology to Improve Student Learning Outcomes

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Educational Leadership and Management Pub Date : 2021-06-25 DOI:10.33369/jeml.v2i1.15362
Mutia Sartika
{"title":"Constructivism Approach through Learning Cycle Model of Biology to Improve Student Learning Outcomes","authors":"Mutia Sartika","doi":"10.33369/jeml.v2i1.15362","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to increase student activity and improve student learning outcomes in learning Biology by using a constructivism approach through a learning cycle model. This research was a classroom action research which was conducted in 2 cycles. The subjects of this study were teachers and students of class VII SMPN 18 Bengkulu City. The research instrument used was the observation sheet and the test sheet. From the data analysis, it shows that in the first cycle, the classical learning completeness percentage is 70.58% for the potential for understanding the concept with incomplete criteria. In the second cycle it was obtained percentage of classical learning completeness 91.17% with complete criteria. On the teacher observation sheet cycle I obtained an average value of 34 with good criteria and cycle II obtained an average of 35 with good criteria. On the observation sheet, students in cycle I obtained an average value of 32.5 with good criteria and in cycle II an average value of 34.5 was obtained with good criteria. From the results of data analysis, it shows that learning biology by applying the constructivism approach through the learning cycle model can increase teacher and student activity and improve student learning outcomes of class VII SMP Negeri 18 Bengkulu City.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":"37 1","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Leadership and Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33369/jeml.v2i1.15362","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The purpose of this study was to increase student activity and improve student learning outcomes in learning Biology by using a constructivism approach through a learning cycle model. This research was a classroom action research which was conducted in 2 cycles. The subjects of this study were teachers and students of class VII SMPN 18 Bengkulu City. The research instrument used was the observation sheet and the test sheet. From the data analysis, it shows that in the first cycle, the classical learning completeness percentage is 70.58% for the potential for understanding the concept with incomplete criteria. In the second cycle it was obtained percentage of classical learning completeness 91.17% with complete criteria. On the teacher observation sheet cycle I obtained an average value of 34 with good criteria and cycle II obtained an average of 35 with good criteria. On the observation sheet, students in cycle I obtained an average value of 32.5 with good criteria and in cycle II an average value of 34.5 was obtained with good criteria. From the results of data analysis, it shows that learning biology by applying the constructivism approach through the learning cycle model can increase teacher and student activity and improve student learning outcomes of class VII SMP Negeri 18 Bengkulu City.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
建构主义方法在生物学习循环模式下提高学生学习效果
本研究的目的是透过建构主义的学习循环模型,以提高学生在生物学学习中的主动性和学习效果。本研究为课堂行动研究,分2个周期进行。本研究的对象为班库鲁市SMPN 18班七班的师生。研究工具为观察片和测试片。从数据分析中可以看出,在第一个周期中,对于理解标准不完整的概念的潜力,经典学习完成率为70.58%。在第二个周期中,标准完备的经典学习完成率为91.17%。在教师观察单周期中,我的平均得分为34分,标准良好,周期II的平均得分为35分,标准良好。在观察表上,第一周期学生的平均得分为32.5分,标准良好;第二周期学生的平均得分为34.5分,标准良好。从数据分析的结果来看,通过学习周期模型应用建构主义方法学习生物学可以增加教师和学生的积极性,提高学生的学习成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
自引率
0.00%
发文量
11
期刊最新文献
Liderazgo Educativo en Escuelas Situadas en Contextos Desafiantes: los Líderes y las Lideresas Marcan la Diferencia Exploring Educational Leadership for a Decade, Now What? The Influence of Leadership Self-efficacy on College Students' Leadership Practice: The Mediating Role of Motivation to Lead Employee Silence Predicted by Abusive Leadership and Workplace Ostracism: Role of Employee Power Distance Cross Analysis on Social Justice Leadership of School Principals in Turkey and Greece
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1