Modules are teaching materials that are indispensable in learning to assist teachers in delivering learning materials in order to improve student competence, one of which is critical thinking skills. This study aims to produce products in the form of cell division control modules to develop critical thinking skills. The method used in this research is ADDIE (Analyze, design, develop, implement, and evaluate). Modules are validated by media experts, materials experts, field practitioners, and readability and practicality trials. The results of validation by material expert validators, media expert validators and field practitioners, were obtained respectively 91.02%, 91.41%, and 90.21% with very valid criteria and can be used without the need for revision. The results of the practicality test are 91.25% with very practical criteria and can be used without the need for revision.
{"title":"PENGEMBANGAN MODUL PENGENDALIAN PEMBELAHAN SEL UNTUK MENUMBUH KEMBANGKAN KETERAMPILAN BERPIKIR KRITIS","authors":"Iin Murtini","doi":"10.55719/jpb.v1i2.303","DOIUrl":"https://doi.org/10.55719/jpb.v1i2.303","url":null,"abstract":"Modules are teaching materials that are indispensable in learning to assist teachers in delivering learning materials in order to improve student competence, one of which is critical thinking skills. This study aims to produce products in the form of cell division control modules to develop critical thinking skills. The method used in this research is ADDIE (Analyze, design, develop, implement, and evaluate). Modules are validated by media experts, materials experts, field practitioners, and readability and practicality trials. The results of validation by material expert validators, media expert validators and field practitioners, were obtained respectively 91.02%, 91.41%, and 90.21% with very valid criteria and can be used without the need for revision. The results of the practicality test are 91.25% with very practical criteria and can be used without the need for revision.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121312249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tujuan dari penelitian ini yaitu untuk mengembangkan soal-soal berbasis STEM untuk mahasiswa sehingga dikategorikan sebagai penelitian pengembangan (R & D). Produk penelitian ini ditujukan untuk mahasiswa Pendidikan Biologi Universitas PGRI Ronggolawe Tuban (UNIROW) angkatan 2017. Waktu penelitian dimulai bulan April tahun 2020 sampai dengan bulan Juli tahun 2020. Model pengembangan Dick and Carey dipilih sebagai desain penelitian ini. Desain penelitian pengembangan Dick and Carey terdiri dari 7 langkah pelaksanaan strategi penelitian dan pengembangan. Desain penelitian ini digunakan karena lebih spesifik dalam pengembangannya. Pada tahap awal penelitian dilaksanakan research yaitu tahapan penelitian atau studi literatur untuk mendapatkan informasi tentang kebutuhan produk yang akan dikembangkan. Tahap pengembangan yang digunakan terdiri dari sepuluh tahapan yaitu (1) analisis kebutuhan, (2) analisis bentuk soal berbasis STEM, (3) analisis materi dengan keterampilan yang ingin dicapai, (4) merumuskan tujuan pencapaian keterampilan, (5) mengembangkan soal berbasis STEM, (6) validasi soal berbasis STEM, (7) revisi soal berbasis STEM. Produk ini belum diujicobakan secara luas karena terhambat pandemi Covid-19. Soal-soal berbasis STEM yang dikembangkan berupa soal esai yang terdiri dari soal Pretest, soal Latihan, dan soal Posttest. Setiap soal menunjukkan salah satu profil kemampuan STEM. Berdasarkan hasil validasi dapat diketahui bahwa semua aspek penilaian mendapatkan kriteria sangat baik. Aspek yang mendapatkan persentase skor tertinggi adalah aspek kesesuaian isi dengan persentase skor sebesar 84,38 %. Sedangkan aspek yang mendapatkan persentase skor terendah adalah aspek kegrafikan dengan persentase skor sebesar 82,14 %. Aspek kebahasaan mendapatkan persentase skor sebesar 82,50 %.
{"title":"VALIDASI SOAL BERBASIS STEM (SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS) UNTUK CALON GURU BIOLOGI","authors":"Ifa Seftia","doi":"10.55719/jpb.v1i2.278","DOIUrl":"https://doi.org/10.55719/jpb.v1i2.278","url":null,"abstract":"Tujuan dari penelitian ini yaitu untuk mengembangkan soal-soal berbasis STEM untuk mahasiswa sehingga dikategorikan sebagai penelitian pengembangan (R & D). Produk penelitian ini ditujukan untuk mahasiswa Pendidikan Biologi Universitas PGRI Ronggolawe Tuban (UNIROW) angkatan 2017. Waktu penelitian dimulai bulan April tahun 2020 sampai dengan bulan Juli tahun 2020. Model pengembangan Dick and Carey dipilih sebagai desain penelitian ini. Desain penelitian pengembangan Dick and Carey terdiri dari 7 langkah pelaksanaan strategi penelitian dan pengembangan. Desain penelitian ini digunakan karena lebih spesifik dalam pengembangannya. Pada tahap awal penelitian dilaksanakan research yaitu tahapan penelitian atau studi literatur untuk mendapatkan informasi tentang kebutuhan produk yang akan dikembangkan. Tahap pengembangan yang digunakan terdiri dari sepuluh tahapan yaitu (1) analisis kebutuhan, (2) analisis bentuk soal berbasis STEM, (3) analisis materi dengan keterampilan yang ingin dicapai, (4) merumuskan tujuan pencapaian keterampilan, (5) mengembangkan soal berbasis STEM, (6) validasi soal berbasis STEM, (7) revisi soal berbasis STEM. Produk ini belum diujicobakan secara luas karena terhambat pandemi Covid-19. Soal-soal berbasis STEM yang dikembangkan berupa soal esai yang terdiri dari soal Pretest, soal Latihan, dan soal Posttest. Setiap soal menunjukkan salah satu profil kemampuan STEM. Berdasarkan hasil validasi dapat diketahui bahwa semua aspek penilaian mendapatkan kriteria sangat baik. Aspek yang mendapatkan persentase skor tertinggi adalah aspek kesesuaian isi dengan persentase skor sebesar 84,38 %. Sedangkan aspek yang mendapatkan persentase skor terendah adalah aspek kegrafikan dengan persentase skor sebesar 82,14 %. Aspek kebahasaan mendapatkan persentase skor sebesar 82,50 %.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128179982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pandemi Covid-19 berdampak pada bidang pendidikan yaitu, proses pembelajaran tidak dapat dilakukan secara tatap muka. Sehingga, guru dituntut untuk kreatif dalam mendesain pembelajaran. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik dengan menggunakan model pembelajaran Flipped Classroom pada materi pokok Gerak pada Manusia, Hewan, dan Tumbuhan. Jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. Metode penelitian yang dipilih adalah pre-eksperimental dengan desain penelitian one group pretest-posttest. Pretest dilakukan untuk mengetahui hasil belajar subjek penelitian sebelum model pembelajaran Flipped Classroom diberikan. Setelah perlakuan, hasil belajar subjek penelitian diketahui berdasarkan hasil posttest. Subjek penelitian adalah peserta didik kelas VIII-A SMP Muhammadiyah 9 Bojonegoro yang berjumlah 32 orang. Instrumen penelitian yang digunakan untuk mengumpulkan data adalah tes hasil belajar. Analisis data hasil penelitian menggunakan N-Gain Score. Hasil penelitian menunjukkan bahwa rata-rata persentase N-Gain Score sebesar 75% atau berkategori tinggi. Sehingga, kesimpulan penelitian adalah penerapan Flipped Classroom dapat meningkatkan hasil belajar peserta didik kelas VIII-A di SMP Muhammadiyah 9 Bojonegoro pada tahun ajaran 2020/2021 materi pokok Gerak pada Manusia, Hewan, dan Tumbuhan.
Covid-19大流行影响的是教育领域，即学习过程不能面对面进行。因此，教师需要有创造力的设计学习。本研究旨在通过采用人体、动物和植物的基本运动材料的Flipped课堂学习模式来提高学习者的学习成绩。使用的研究类型是定量描述性研究。选择的研究方法是一组测试前实验设计。在课程模式Flipped课堂之前，预先测试是为了了解研究对象的学习结果而进行的。治疗后，研究对象的学习成绩取决于她的测试结果。该研究的对象是vii - a - a SMP Muhammadiyah 9 Bojonegoro，共有32人。用于收集数据的研究工具是一个学习结果测试。使用n增益分数分析研究结果的数据。研究表明，n -增益分数的平均百分比为75%或较高。因此，研究的结论是，应用Flipped Classroom可以提高小学Muhammadiyah 9 Bojonegoro学生在学年2020/2021的基本运动材料上的学习成绩。
{"title":"Efektifitas Model Pembelajaran Flipped Classroom untuk Meningkatkan Hasil Belajar IPA di Masa Pandemi Covid-19","authors":"Sri Cacik, Ferry Yudha Pratama, Ina Agustin","doi":"10.55719/jpb.v1i2.304","DOIUrl":"https://doi.org/10.55719/jpb.v1i2.304","url":null,"abstract":"Pandemi Covid-19 berdampak pada bidang pendidikan yaitu, proses pembelajaran tidak dapat dilakukan secara tatap muka. Sehingga, guru dituntut untuk kreatif dalam mendesain pembelajaran. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik dengan menggunakan model pembelajaran Flipped Classroom pada materi pokok Gerak pada Manusia, Hewan, dan Tumbuhan. Jenis penelitian yang digunakan adalah penelitian deskriptif kuantitatif. Metode penelitian yang dipilih adalah pre-eksperimental dengan desain penelitian one group pretest-posttest. Pretest dilakukan untuk mengetahui hasil belajar subjek penelitian sebelum model pembelajaran Flipped Classroom diberikan. Setelah perlakuan, hasil belajar subjek penelitian diketahui berdasarkan hasil posttest. Subjek penelitian adalah peserta didik kelas VIII-A SMP Muhammadiyah 9 Bojonegoro yang berjumlah 32 orang. Instrumen penelitian yang digunakan untuk mengumpulkan data adalah tes hasil belajar. Analisis data hasil penelitian menggunakan N-Gain Score. Hasil penelitian menunjukkan bahwa rata-rata persentase N-Gain Score sebesar 75% atau berkategori tinggi. Sehingga, kesimpulan penelitian adalah penerapan Flipped Classroom dapat meningkatkan hasil belajar peserta didik kelas VIII-A di SMP Muhammadiyah 9 Bojonegoro pada tahun ajaran 2020/2021 materi pokok Gerak pada Manusia, Hewan, dan Tumbuhan.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114317183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project-Based Learning berbasis strategi motivasional ARCS terhadap motivasi peserta didik pada materi perubahan lingkungan kelas X SMA Negeri 11 Kabupaten Pinrang. Jenis penelitian adalah penelitian ekserimen semu (quasi eksperimen) yang melibatkan dua kelompok dimana salah satu berperan sebagai kelompok eksperimen dan yang lain sebagai kelompok kontrol dengan desain penelitian Matching pretest-postest comparison group design. Sampel penelitian adalah peserta didik kelas X MIA 2 sebagai kelas eksperimen dan kelas X MIA 1 sebagai kelas kontrol yang diperoleh dengan menggunakan teknik random sampling dengan mengambil nilai kognitif semester sebelumnya (diambil dari nilai rapor) dan dilihat kesetaraannya melalui uji-F Anova satu jalur dengan nilai signifikansi 0,275 dengan kesimpulan kelas yang dilakukan penelitian setara dalam hal kognisi . Jenis instrumen penelitian yang digunakan adalah angket Motivasi. Tes hasil belajar digunakan sebagai data pendukung untuk membuktikan korelasi atau hubungan antara motivasi peserta didik dengan hasil belajar yang telah mereka peroleh. Statistik deskriptif digunakan untuk mendeskripsikan minat dan hasil belajar sedangkan statistik inferensial untuk menguji hipotesis penelitian yang dilakukan dengan analisis kovarian. Hasil penelitian menunjukkan bahwa terdapat pengaruh penggunaan model pembelajaran PJBL berbasis strategi motivasional ARCS terhadap motivasi siswa SMAN 11 Pinrang.
本研究旨在探讨基于激励战略学习模式的学习对学习者在11个地区的X高中环境变化项目上的动机的影响。这种研究是一种伪称实验研究，涉及两组实验组，其中一组扮演实验组，另一组作为控制组，其中一组使用配套前药箱箱设计。研究样本是X MIA 2年级学习者作为实验和X MIA 1年级教室通过使用随机抽样技术的控制之前犯了这学期的认知价值(取自kesetaraannya看到成绩单)和通过uji-F Anova一条与0,275意义价值认知方面平等的班级做研究的结论。所使用的研究工具是励志工具。学习结果测试用于支持数据，以证明学习者动机与学习结果之间的相关性或关系。描述性统计是用来描述学习的兴趣和结果的，而描述性统计是用来用方差分析来测试研究假设的。研究结果表明，以激励策略为基础的PJBL学习模式对学生的激励能力有影响。
{"title":"Pengaruh Model Pembelajaran Berbasis Proyek (PJBL) Integrasi Strategi Attention, Relevance, Confidence, Satisfaction (ARCS) terhadap Motivasi Siswa Pada Materi Perubahan Lingkungan Di SMAN 11 Pinrang","authors":"Muhammad Ainurridho","doi":"10.55719/jpb.v1i2.289","DOIUrl":"https://doi.org/10.55719/jpb.v1i2.289","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Project-Based Learning berbasis strategi motivasional ARCS terhadap motivasi peserta didik pada materi perubahan lingkungan kelas X SMA Negeri 11 Kabupaten Pinrang. Jenis penelitian adalah penelitian ekserimen semu (quasi eksperimen) yang melibatkan dua kelompok dimana salah satu berperan sebagai kelompok eksperimen dan yang lain sebagai kelompok kontrol dengan desain penelitian Matching pretest-postest comparison group design. Sampel penelitian adalah peserta didik kelas X MIA 2 sebagai kelas eksperimen dan kelas X MIA 1 sebagai kelas kontrol yang diperoleh dengan menggunakan teknik random sampling dengan mengambil nilai kognitif semester sebelumnya (diambil dari nilai rapor) dan dilihat kesetaraannya melalui uji-F Anova satu jalur dengan nilai signifikansi 0,275 dengan kesimpulan kelas yang dilakukan penelitian setara dalam hal kognisi . Jenis instrumen penelitian yang digunakan adalah angket Motivasi. Tes hasil belajar digunakan sebagai data pendukung untuk membuktikan korelasi atau hubungan antara motivasi peserta didik dengan hasil belajar yang telah mereka peroleh. Statistik deskriptif digunakan untuk mendeskripsikan minat dan hasil belajar sedangkan statistik inferensial untuk menguji hipotesis penelitian yang dilakukan dengan analisis kovarian. Hasil penelitian menunjukkan bahwa terdapat pengaruh penggunaan model pembelajaran PJBL berbasis strategi motivasional ARCS terhadap motivasi siswa SMAN 11 Pinrang.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126236423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aims to determine the increase in learning outcomes of animal tissue structure in class XI IPA 5 SMAN 1 Paciran through the application of the Think Pair Share (TPS) learning model. This research includes classroom action research with descriptive quantitative research methods. This study adapts the model of Kammis and Mc. Tangart which consists of four steps in a spiral, namely planning, implementation, observation, and reflection in cycle I and cycle II. The subjects of this study were 28 students of class XI IPA 5,14 male students and 14 female students. The instrument of data collection in this study was the learning outcome test instrument which was carried out at the end of each cycle. The research data were analyzed using the percentage statistical method, then compared with the KKM provisions. The results of this study indicate that the application of the Think Pair Share (TPS) learning model can improve student learning outcomes on the material of animal tissue structure, first, increase the average value of learning outcomes from a value of 80 in the first cycle to 85.79 in the second cycle. Second, an increase in the number and percentage of students' completeness from 21 or 75% of students in the first cycle, to 24 or 85.7% of students who completed learning in the second cycle. This study can be concluded that the application of the Think Pair Share (TPS) learning model is able to improve learning outcomes of animal tissue structure material for class XI IPA 5 with an increase in the average score of 5.79 points, and 3 or 10.7% of students who complete learning. Abstrak Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar struktur jaringan hewan di kelas XI IPA 5 SMAN 1 Paciran melalui penerapan model pembelajaran Think Pair Share (TPS). Penelitian ini termasuk penelitian tindakan kelas (classroom action research) dengan metode penelitian kuantitatif deskriptif. Penelitian ini mengadaptasi model Kammis dan Mc. Tangart yang terdiri dari empat langkah secara spiral, yakni perencanaan, pelaksanaan, pengamatan, dan refleksi pada siklus I dan siklus II. Subyek penelitian ini sejumlah 28 siswa kelas XI IPA 5,14 siswa laki-laki dan 14 siswa perempuan. Instrumen pengumpulan data pada penelitian ini dengan instrument tes hasil belajar yang dilakukan setiap akhir siklus. Data penelitian dianalisis dengan metode statistik persentase, kemudian dibandingkan dengan ketentuan KKM. Hasil penelitian ini menunjukkan bahwa dengan penerapan model pembelajaran Think Pair Share (TPS) dapat meningkatkan hasil belajar siswa pada materi struktur jaringan hewan, pertama, peningkatan rata-rata nilai hasil belajar dari nilai 80 pada siklus I menjadi 85,79 pada siklus II. Kedua, peningkatan jumlah dan persentase ketuntasan siswa dari 21 siswa atau 75% pada siklus I, menjadi 24 siswa atau 85,7% yang tuntas belajar pada siklus II. Penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran Think Pair Shar
本研究采用描述性定量研究方法进行课堂行动研究。本研究采用了Kammis和Mc. Tangart的模型，该模型在循环I和循环II中由规划、实施、观察和反思四个步骤组成。本研究的数据收集工具为学习成果测试工具，在每个周期结束时进行。采用百分比统计方法对研究数据进行分析，并与KKM规定进行比较。本研究结果表明，运用思维对共享(Think Pair Share, TPS)学习模式可以提高学生在动物组织结构材料上的学习成果，首先，将学习成果的平均值从第一个周期的80提高到第二个周期的85.79。第二，学生完成学业的人数和百分比从第一个周期的21人或75%增加到第二个周期完成学习的24人或85.7%。课堂行动研究(英语:Penelitian ini termasuk Penelitian tindakan kelas)Penelitian ini mengadaptasi模型Kammis dan Mc. Tangart yang terdiri dari empat langkah secara spiral, yakni perencanan, pelaksanaan, pengamatan, dan refleksi pada siklus I dan siklus II。仪器的人口数据、数据、数据、数据、数据、数据、数据、数据、数据等。数据penelitian dianalysis dengan method统计表示，KKM dibandingkan dengan ketentuan KKM。Hasil penelitian ini menunjukkan bahwa dengan penerapan model penbelajan Think Pair Share (TPS) dapat meningkatkan Hasil belajar siswa pada materi structure jaringan hewan, pertama, peningkatan rata-rata nilai Hasil belajar dari nilai 80 pada siklus I menjadi 85,79 pada siklus II。Kedua, peningkatan jumlah dan persentase ketuntasan siswa dari 21 siswa atau 75% pada siklus I, menjadi 24 siswa atau 85,7% yang tuntas belajar pada siklus II。
{"title":"UPAYA PENINGKATAN HASIL BELAJAR STRUKTUR JARINGAN HEWAN MELALUI PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE","authors":"Patekur S.Pd.","doi":"10.55719/jpb.v1i2.301","DOIUrl":"https://doi.org/10.55719/jpb.v1i2.301","url":null,"abstract":"Abstract \u0000This study aims to determine the increase in learning outcomes of animal tissue structure in class XI IPA 5 SMAN 1 Paciran through the application of the Think Pair Share (TPS) learning model. This research includes classroom action research with descriptive quantitative research methods. This study adapts the model of Kammis and Mc. Tangart which consists of four steps in a spiral, namely planning, implementation, observation, and reflection in cycle I and cycle II. The subjects of this study were 28 students of class XI IPA 5,14 male students and 14 female students. The instrument of data collection in this study was the learning outcome test instrument which was carried out at the end of each cycle. The research data were analyzed using the percentage statistical method, then compared with the KKM provisions. The results of this study indicate that the application of the Think Pair Share (TPS) learning model can improve student learning outcomes on the material of animal tissue structure, first, increase the average value of learning outcomes from a value of 80 in the first cycle to 85.79 in the second cycle. Second, an increase in the number and percentage of students' completeness from 21 or 75% of students in the first cycle, to 24 or 85.7% of students who completed learning in the second cycle. This study can be concluded that the application of the Think Pair Share (TPS) learning model is able to improve learning outcomes of animal tissue structure material for class XI IPA 5 with an increase in the average score of 5.79 points, and 3 or 10.7% of students who complete learning. \u0000 \u0000Abstrak \u0000 \u0000Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar struktur jaringan hewan di kelas XI IPA 5 SMAN 1 Paciran melalui penerapan model pembelajaran Think Pair Share (TPS). Penelitian ini termasuk penelitian tindakan kelas (classroom action research) dengan metode penelitian kuantitatif deskriptif. Penelitian ini mengadaptasi model Kammis dan Mc. Tangart yang terdiri dari empat langkah secara spiral, yakni perencanaan, pelaksanaan, pengamatan, dan refleksi pada siklus I dan siklus II. Subyek penelitian ini sejumlah 28 siswa kelas XI IPA 5,14 siswa laki-laki dan 14 siswa perempuan. Instrumen pengumpulan data pada penelitian ini dengan instrument tes hasil belajar yang dilakukan setiap akhir siklus. Data penelitian dianalisis dengan metode statistik persentase, kemudian dibandingkan dengan ketentuan KKM. Hasil penelitian ini menunjukkan bahwa dengan penerapan model pembelajaran Think Pair Share (TPS) dapat meningkatkan hasil belajar siswa pada materi struktur jaringan hewan, pertama, peningkatan rata-rata nilai hasil belajar dari nilai 80 pada siklus I menjadi 85,79 pada siklus II. Kedua, peningkatan jumlah dan persentase ketuntasan siswa dari 21 siswa atau 75% pada siklus I, menjadi 24 siswa atau 85,7% yang tuntas belajar pada siklus II. Penelitian ini dapat disimpulkan bahwa penerapan model pembelajaran Think Pair Shar","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116526337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
SMP Muhammadiyah 9 Bojonegoro in the 2020/2021 academic year is implementing an online learning process to face the Covid-19 pandemic. At first, this school implemented an online learning process using WhatsApp group but, the students learning outcomes were not optimal, so the researcher initiative to implement Google Classroom as an online learning process. This research aims to improve student learning outcomes by using Google Classroom on the heredity of living things topically. The type of this research is classroom action research that is carried out in two cycles. Each cycle consists of four stages, are planning, implementing, observing, and reflecting. The research subjects were students of class IX-A SMP Muhammadiyah 9 Bojonegoro, in which a total of 32 students. The research instrument used to collect data was a learning outcome test. The result showed that 71,88% of students could achieve reach KKM in 1st cycle, then 2nd cycle percentage of students who could reach KKM had increased to 93,75%. Based on the result of this study, it can be concluded that the application of Google Classroom can improve the learning outcome of class IX-A SMP Muhammadiyah 9 Bojonegoro 2020/2021 academic year students at heredity of living things topic.
{"title":"PENERAPAN GOOGLE CLASSROOM UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK MATERI POKOK PEWARISAN SIFAT MAKHLUK HIDUP","authors":"Ferry Yudha Pratama","doi":"10.55719/jpb.v1i1.204","DOIUrl":"https://doi.org/10.55719/jpb.v1i1.204","url":null,"abstract":"SMP Muhammadiyah 9 Bojonegoro in the 2020/2021 academic year is implementing an online learning process to face the Covid-19 pandemic. At first, this school implemented an online learning process using WhatsApp group but, the students learning outcomes were not optimal, so the researcher initiative to implement Google Classroom as an online learning process. This research aims to improve student learning outcomes by using Google Classroom on the heredity of living things topically. The type of this research is classroom action research that is carried out in two cycles. Each cycle consists of four stages, are planning, implementing, observing, and reflecting. The research subjects were students of class IX-A SMP Muhammadiyah 9 Bojonegoro, in which a total of 32 students. The research instrument used to collect data was a learning outcome test. The result showed that 71,88% of students could achieve reach KKM in 1st cycle, then 2nd cycle percentage of students who could reach KKM had increased to 93,75%. Based on the result of this study, it can be concluded that the application of Google Classroom can improve the learning outcome of class IX-A SMP Muhammadiyah 9 Bojonegoro 2020/2021 academic year students at heredity of living things topic.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129327794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to describe the increase in student creativity and to determine the increase in learning outcomes of metabolic material through the application of the expert team cooperative learning model. This research was a classroom action research and a descriptive quantitative research method. The study was conducted in two cycles with the stages of research according to Kammis and Mc. Taggart, which is in the form of a spiral cycle consisting of four steps, namely planning, implementing the action, observing, and reflecting. The object of this research was 33 students of XII MIPA 3 at SMAN 1 Paciran which consisted of 7 boys and 26 girls. The research instruments used observation sheets to determine student creativity and learning test sheets to determine student learning outcomes. The results of this research and data analysis indicate that the application of the cooperative model of the expert team can increased student learning creativity in learning metabolism, 51.51% -75.75% in cycle I increases to 82.82% -93.94% in cycle II for all indicators become very good and good qualifications. Student learning outcomes on metabolic material have increased with the application of expert team learning. First, the increased in the number of students who achieved target was shown from 15 students in cycle I to 29 students in cycle II. Second, the increased in the average score of students from 62.5 in cycle I to 75, cycle II. Third, the increased in classical completeness from 45.45% in the first cycle to 87.88% in the second cycle. So it can be concluded that the application of the expert team learning model can increase student creativity and student learning outcomes on metabolic material in class XII MIPA 3 SMAN 1 Paciran.
{"title":"PENERAPAN MODEL PEMBELAJARAN TIM AHLI DALAM MENINGKATKAN KREATIVITAS SISWA DAN HASIL BELAJAR METABOLISME","authors":"Patekur Patekur","doi":"10.55719/jpb.v1i1.193","DOIUrl":"https://doi.org/10.55719/jpb.v1i1.193","url":null,"abstract":"This study aimed to describe the increase in student creativity and to determine the increase in learning outcomes of metabolic material through the application of the expert team cooperative learning model. This research was a classroom action research and a descriptive quantitative research method. The study was conducted in two cycles with the stages of research according to Kammis and Mc. Taggart, which is in the form of a spiral cycle consisting of four steps, namely planning, implementing the action, observing, and reflecting. The object of this research was 33 students of XII MIPA 3 at SMAN 1 Paciran which consisted of 7 boys and 26 girls. The research instruments used observation sheets to determine student creativity and learning test sheets to determine student learning outcomes. The results of this research and data analysis indicate that the application of the cooperative model of the expert team can increased student learning creativity in learning metabolism, 51.51% -75.75% in cycle I increases to 82.82% -93.94% in cycle II for all indicators become very good and good qualifications. Student learning outcomes on metabolic material have increased with the application of expert team learning. First, the increased in the number of students who achieved target was shown from 15 students in cycle I to 29 students in cycle II. Second, the increased in the average score of students from 62.5 in cycle I to 75, cycle II. Third, the increased in classical completeness from 45.45% in the first cycle to 87.88% in the second cycle. So it can be concluded that the application of the expert team learning model can increase student creativity and student learning outcomes on metabolic material in class XII MIPA 3 SMAN 1 Paciran.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123731031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to increase students’ science learning outcome, students’ activities, teacher activities, and students’ response to use crossword puzzle media in the material of ecosystem changes. This study used classroom action research design which refers to Kemmis and Taggart teory with the subjects are tenth grade students MA Nurul Huda Kragan academic years 2018/ 2019. This study’s procedures consist of focusing problem, plan, act, observe, and reflect. The results this study are crossword puzzle media can increase students’ science learning outcome, students’ activities, teacher activities, and students’ response to use crossword puzzle media in the material of ecosystem changes is good. The result shows that students’ science learnig outcomes is 55,56 % at the first cycle and 94,4 % at the second cycle. Increasing students’ activities is 14 % based on students’ activities 24 % at the first cycle and 38 % at the second cycle. The teacher activities increase 6,94 % from 25 % to 31,94 %. Students give good response after use crossword puzzle in study.
{"title":"PENERAPAN TEKA-TEKI SILANG SEBAGAI MEDIA PEMBELAJARAN BIOLOGI UNTUK SISWA KELAS X MA","authors":"Asroh Fathan","doi":"10.55719/jpb.v1i1.192","DOIUrl":"https://doi.org/10.55719/jpb.v1i1.192","url":null,"abstract":"The purpose of this study is to increase students’ science learning outcome, students’ activities, teacher activities, and students’ response to use crossword puzzle media in the material of ecosystem changes. This study used classroom action research design which refers to Kemmis and Taggart teory with the subjects are tenth grade students MA Nurul Huda Kragan academic years 2018/ 2019. This study’s procedures consist of focusing problem, plan, act, observe, and reflect. The results this study are crossword puzzle media can increase students’ science learning outcome, students’ activities, teacher activities, and students’ response to use crossword puzzle media in the material of ecosystem changes is good. The result shows that students’ science learnig outcomes is 55,56 % at the first cycle and 94,4 % at the second cycle. Increasing students’ activities is 14 % based on students’ activities 24 % at the first cycle and 38 % at the second cycle. The teacher activities increase 6,94 % from 25 % to 31,94 %. Students give good response after use crossword puzzle in study.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131468164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was a reasearch and development. The purposed of this research was to design a product and saw the validity of the product. This study produced a Science MODULE based Problem Based Instruction to improve students' critical thinking skills when discussing global warming material. This module presented material and questions based on the Problem Based Instruction learning model that can help students improve their critical thinking skills. The research model used in this study was the ADDIE model. The steps of this research model consists of 5 steps, they were analysis, design, development, implementation, and evaluation. The data was collected by using the validity assessment of the product, which was carried out by assessing the validity test by media experts, material experts, and users, namely teachers and students. The results of this study indicated that the validity test of media experts obtained an average of 87.6% which was stated by valid criteria, the validity test of material experts was obtained an average of 85.35% which was stated by valid criteria, and from users, namely teachers. 92.35% who were stated as very valid criteria and 87.5% of students were stated as valid criteria. Thus it can be concluded that the results of the product validity test in the form of a science module based Problem Based Instruction in global warming material was suitable for use as teaching material for SMP / MTs students because it meets the predetermined criteria.
{"title":"UJI VALIDITAS MODUL IPA BERBASIS PROBLEM BASED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS SISWA SMP","authors":"Lisa Febriyanti, Tabitha Sri Hartati Wulandari","doi":"10.55719/jpb.v1i1.202","DOIUrl":"https://doi.org/10.55719/jpb.v1i1.202","url":null,"abstract":"This study was a reasearch and development. The purposed of this research was to design a product and saw the validity of the product. This study produced a Science MODULE based Problem Based Instruction to improve students' critical thinking skills when discussing global warming material. This module presented material and questions based on the Problem Based Instruction learning model that can help students improve their critical thinking skills. The research model used in this study was the ADDIE model. The steps of this research model consists of 5 steps, they were analysis, design, development, implementation, and evaluation. The data was collected by using the validity assessment of the product, which was carried out by assessing the validity test by media experts, material experts, and users, namely teachers and students. The results of this study indicated that the validity test of media experts obtained an average of 87.6% which was stated by valid criteria, the validity test of material experts was obtained an average of 85.35% which was stated by valid criteria, and from users, namely teachers. 92.35% who were stated as very valid criteria and 87.5% of students were stated as valid criteria. Thus it can be concluded that the results of the product validity test in the form of a science module based Problem Based Instruction in global warming material was suitable for use as teaching material for SMP / MTs students because it meets the predetermined criteria.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115944189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conducting an assessment is one of the teacher's duties apart from compiling a learning program and implementing it in the classroom. The teacher must also be able to determine what can be obtained or achieved from the learning process that has been organized. The purpose of this study was to develop HOTS questions on the coordination system material and to test the quality of HOTS questions in the coordination system material for high school students in grade X. The subjects of this study consisted of 18 students who were selected purposively. Analysis of the items consisted of validity, reliability, difficulty level, differentiation, and trick effectiveness. The results of the analysis of the validity of the questions with a significant level of 5% for 18 students obtained 50 questions (92%) valid. The results of the reliability test of the items obtained the reliability index in the "high" criteria. So the items have high consistency in measuring the ability of students regarding the material of the coordination system to distinguish high-skilled students from low-ability students. The results of the analysis of the difficulty level of the questions were: 26 questions (5%) had an easy difficulty level, 9 questions (75%) had a moderate difficulty level and 15 questions (20%) had a difficult difficulty level. Overall, there were 4 distractor test results that did not function. A bully is said not to function if less than 5% of all test takers are selected. The crooks that didn't work need to be revised again. The results of the 84% difference power test were rejected so it needed to be revised.
{"title":"PENGEMBANGAN BUTIR SOAL HIGHER ORDER THINKING SKILL (HOTS) MATERI SISTEM KOORDINASI PADA SISWA SMA KELAS XI","authors":"A. Mustofa","doi":"10.55719/jpb.v1i1.201","DOIUrl":"https://doi.org/10.55719/jpb.v1i1.201","url":null,"abstract":"Conducting an assessment is one of the teacher's duties apart from compiling a learning program and implementing it in the classroom. The teacher must also be able to determine what can be obtained or achieved from the learning process that has been organized. The purpose of this study was to develop HOTS questions on the coordination system material and to test the quality of HOTS questions in the coordination system material for high school students in grade X. The subjects of this study consisted of 18 students who were selected purposively. Analysis of the items consisted of validity, reliability, difficulty level, differentiation, and trick effectiveness. The results of the analysis of the validity of the questions with a significant level of 5% for 18 students obtained 50 questions (92%) valid. The results of the reliability test of the items obtained the reliability index in the \"high\" criteria. So the items have high consistency in measuring the ability of students regarding the material of the coordination system to distinguish high-skilled students from low-ability students. The results of the analysis of the difficulty level of the questions were: 26 questions (5%) had an easy difficulty level, 9 questions (75%) had a moderate difficulty level and 15 questions (20%) had a difficult difficulty level. Overall, there were 4 distractor test results that did not function. A bully is said not to function if less than 5% of all test takers are selected. The crooks that didn't work need to be revised again. The results of the 84% difference power test were rejected so it needed to be revised.","PeriodicalId":274970,"journal":{"name":"JPB - Jurnal Pendidikan Biologi","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128104789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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