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Penerapan Model PBL berbasis Outdoor Study dalam Peningkatan Keterampilan Berpikir Kritis & Kemampuan Argumentasi Siswa 基于户外实践的PBL模型,提高学生批判性思维能力和推理能力
Pub Date : 2020-06-30 DOI: 10.25134/edubiologica.v8i1.2980
N. Nurhasanah, Anna Fitri Hindriana, S. Sulistyono
This study aims to determine the effect of the application of the PBL learning model to the improvement of critical thinking skills and the ability to argue students of SMA Negeri 1 Salem class X even semester� 2018/2019 on the concept of environmental pollution. The research method used is quasi-experimental. The study was conducted in two meetings. Learning activities are divided into two parts, namely learning activities outside the classroom (outdoor study) during the PBL 1-3 phase and learning in the classroom during the PBL 4-5 phase. The results showed� the application of the PBL model based on outdoor study was carried out well� there was an increase in the score of students' critical thinking skills at a pretest score of 18.9 to a posttest of 23.69� the ability of student argumentation in the average experimental class is at level 2, meaning that students already have the ability to submit claims or opinions built by students based on their knowledge and students are able to provide reasons or data to support the claim statement. Control class argumentation ability is at level 1� the positive response of students to learning PBL models based on outdoor studies is 89.4% with very strong criteria.
本研究旨在确定PBL学习模式的应用对提高SMA Negeri 1 Salem X班学生在2018/2019学期对环境污染概念的批判性思维技能和辩论能力的影响。采用准实验研究方法。这项研究分两次进行。学习活动分为两部分,即PBL 1-3阶段的课堂外学习活动(户外学习)和PBL 4-5阶段的课堂内学习。结果表明:基于户外学习的PBL模式的应用得到了很好的实施;学生的批判性思维能力得分从前测的18.9分提高到后测的23.69分;学生的论证能力在实验班的平均水平为2级;这意味着学生已经有能力提交由学生根据他们的知识建立的索赔或意见,学生能够提供理由或数据来支持索赔声明。对照课的论证能力为1级——学生对学习基于户外研究的PBL模型的积极反应为89.4%,标准非常强。
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引用次数: 0
Perbandingan Kesadaran Metakognitif Siswa Yang Melaksanakan Model Pembelajaran Guided Inquiry Dan Inquiry Training 对进行指导学习模式和培训培训的学生进行的新型认知认知比较
Pub Date : 2020-06-30 DOI: 10.25134/edubiologica.v8i1.2984
Yayah Hidayatullah, Handayani Handayani, E. Junaedi
Penelitian ini bertujuan �untuk mengetahui perbedaan kesadaran metakognitif siswa melaksanakan pembelajaran model model guided inquiry dan inquiry training. Desain penelitian ini adalah posttest only with non-equivalent group design.� Pada penelitian ini digunakan kelompok eksperimen I berupa model pembelajaran� guided inquiry� dan kelompok eksperimen II berupa model pembelajaran inquiry training. Instrumen penelitian berupa angket Metacognitive Awareness Inventory (MAI) untuk mengukur kesadaran metakognitif. Data dianalisis statistik deskriptif dan inferensial (T-tes dengan α= 0,05).� Hasil penelitian ini menunjukkan bahwa tidak ada perbedaan yang signifikan kesadaran metakognitif siswa yang melaksanakan pembelajaran model guided inquiry dan inquiry training.
这项研究旨在�知道metakognitif学生完成学习意识的差异guided模型模型探究,探究培训。该研究的设计是后置的,只有非equivalent group设计。�在实验组使用这项研究我的学习模式�guided探究�和探究学习训练模型的实验组II。对认知认知意识意识的研究工具。描述性统计分析数据和推理(T-tesα= 0。05)。�这项研究结果显示没有显著差异意识metakognitif执行guided模型学习的学生探究,探究培训。
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引用次数: 0
Penerapan Model Jigsaw Terhadap Keterampilan Menjelaskan Konsep Dan Kemampuan Pemecahan Masalah 拼图模型对概念和解决问题的能力的应用
Pub Date : 2019-12-31 DOI: 10.25134/edubiologica.v7i1.2391
Sri Tuti Widiarsari, Adun Rusyana, Anna Fitri Hindriana
Penelitian bertujuan untuk untuk menggambarkan keterlaksanaan pembelajaran dengan penerapan model jigsaw pada materi ekosistem di kelas VII SMP Negeri 1 Banjaran, untuk memperoleh data pengaruh penerapan model jigsaw terhadap keterampilan menjelaskan dan kemampuan pemecahan masalah siswa pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Metode yang digunakan dalam penelitian ini adalah metode eksperimen. Populasi yang diambil dalam penelitian ini adalah seluruh siswa kelas VII disalah satu SMP Negeri di Banjaran Kabupaten Majalengka yang berjumlah 136 siswa. Teknik pengambilan sampel dengan purposive sampling, sehingga sampel yang digunakan adalah siswa kelas VII F yang berjumlah 22 siswa sebagai kelas eksperimen menerapkan model jigsaw. Instrumen penelitian yang digunakan adalah task dan rubric, tes essay dan lembar observasi. Teknik pengolahan data yang digunakan adalah uji normalitas, uji t perlakuan dan uji N-Gain. Berdasarkan hasil analisis data uji t satu perlakuan diperoleh nilai statistik uji hipotesis memperoleh nilai t = 63,997 dengan Sig. 0,000 < 0,05 artinya terdapat pengaruh penerapan model problem based learning terhadap keterampilan menjelaskan pada materi ekosistem di kelas VII SMP Negeri 1 Banjaran. Berdasarkan hasil analisis data uji t satu perlakuan pada keterampilan menjelaskan dengan perolehan rata-rata nilai 81,00 diperoleh nilai statistik uji hipotesis yang menunjukan bahwa penerapan model jigsaw dapat meningkatkan keterampilan menjelaskan konsep pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Hasil analisis uji hipotesis keterampilan pemecahan masalah dengan nilai rata-rata post test 79,91 menunjukkan bahwa penerapan model jigsaw dapat meningkatkan kemampuan pemecahan masalah pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Rerata� N-Gain kemampuan pemecahan masalah siswa dengan penerapan model jigsaw 0,43 termasuk kriteria sedang. Kesimpulan dalam penelitian ini adalah penerapan model jigsaw dapat meningkatkan keterampilan menjelaskan dan kemampuan pemecahan masalah pada materi ekosistem di kelas VII salah satu SMP Negeri di� BanjaranKeywords: Model jigsaw; Keterampilan menjelaskan konsep; Kemampuan pemecahan masalah
研究旨在描述在美国SMP 1班的7班使用拼图模型对生态系统材料的应用进行的学习进展,以获得数据,说明拼图模型对学生在trijaran上的7班学生的解释和解决生态系统材料问题的技能的应用。本研究采用的方法是实验方法。这项研究的结果显示,在马加伦卡区,整个七年级的学生共有136名学生。采用采样方法进行采样,目的是让22名七年级学生采用拼图模型进行实验。所使用的研究工具是一个任务小组和一个rubric,论文测试和一个观察表。所使用的数据处理技术包括规范测试、处理测试和n增益测试。根据对t - one测试数据的分析,从模拟中获得t = 63.997分,达到Sig. 0 - 05分,这意味着在美国SMP SMP 1班7班的生态系统材料中,将问题模型应用于实践。根据对技能的测试数据分析,平均得分为81.00的假设测试获得了统计价值,这表明实施拼图模型可以提高在上海上海初中七年级对生态材料进行概念概念的技能。用平均post测试79.91分的分析发现,拼图模型的应用可以提高城市中初中七年级生态材料的解决问题能力。平均�N-Gain拼图0,43模型解决问题的学生应用能力包括在标准。这项研究的结论是应用拼图可以提高模型解释了物质和解决问题能力的生态系统在全国七年级初中之一�BanjaranKeywords拼图:模型;解释概念的技巧;问题解决能力
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引用次数: 0
Implementasi Model Student Team Achievement Division (STAD) Untuk Meningkatkan Kreativitas Dan Hasil Belajar Siswa 学生榜样选拔区(STAD)的实施,以提高学生的创造力和学习成绩
Pub Date : 2019-12-31 DOI: 10.25134/edubiologica.v7i1.2392
Jaenal Aripin, S. Sulistyono, Uus Toharudin
The background of this research is that learning tends to a cursory understanding, not touching the problems that exist in the environment. This situation occurs when the learning is considered.learning process is only centered on the teacher, students in passive conditions, not actively engaged only to hear And writing what the teacher explained. This causes the students are not eager in learning. The purpose of this research is to know the implementation of learning model Student Team Achievement Divison (STAD) to creativity and student learning outcomes, materials classification of woody plants, improving student creativity, Student learning, and student responses at MTs Maarif Cipakem Maleber District. The research method used is experiment, that is one experiment group using Student Team Achievement Divison (STAD) and one control group using lecture method. Implementation of the model (STAD) results of a group of students, teacher presentations, group assignments, tests, comparisons, and rewards. The results obtained from the Students for the average number of post-test experimental class 73.66 is greater than the average post-test class control 19,81, the average number of increase in value (N gain) experimental class 4.94 more Large from the average number of increments (N gain) control class 1.42. That is, there is a difference of students' learning outcomes with the control class. The experimental class students had a higher gain (N gain) than the control class students. While the average creativity of the experimental class students was 72, 81 was greater than the average creativity of the control class students 58,84. Significant between student learning outcomes in experimental class and control classKeywords: Learning Model STAD; Creativity; Learning Outcomes
本研究的背景是学习倾向于粗略的理解,而不是触及环境中存在的问题。当考虑学习时,就会出现这种情况。学习过程只以老师为中心,学生处于被动状态,不主动参与,只听和写老师讲解的内容。这导致学生学习积极性不高。摘要本研究的目的是了解学生团队成就分工(STAD)学习模式在Maarif Cipakem Maleber学区的实施对学生的创造力和学习成果、木本植物的材料分类、提高学生的创造力、学生的学习和学生的反应。采用实验的研究方法,即一个实验组采用学生团队成就划分法(STAD),另一个对照组采用授课法。实施模型(STAD)的结果是一组学生、教师演示、小组作业、测试、比较和奖励。结果得出,实验班学生的平均后测人数为73.66人,大于对照组的平均后测人数19人、81人,平均增加值(N增益)实验班的平均增加值(N增益)比对照组的平均增加值(N增益)多4.94人。也就是说,学生的学习成果与控制班存在差异。实验班学生的增益(N增益)高于对照组学生。实验班学生的平均创造力为72、81,而对照组学生的平均创造力为58、84。实验班与对照班学生学习效果差异有统计学意义[关键词]学习模式;创造力;学习成果
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引用次数: 0
Implementasi Problem Based Learning (PBL) Menggunakan Exelearning Untuk Meningkatkan Kemampuan Kognitif Dan Kemampuan Berfikir Kritis Siswa
Pub Date : 2019-12-31 DOI: 10.25134/edubiologica.v7i1.2395
Rohmat Rohmat, S. Sulistyono, Anna Fitri Hindriana
The low understanding of the students on the biology materials in the learning process of science causes the students' repetition value to be low. With by this background the aim of this research was to know the cognitive ability and critical thinking ability of students who in their learning process apply Problem Based Learning (PBL) learning model by using exelearning. The sample in this research is 40 students of class VIII in MTs Negeri 2 Cirebon. The sampling technique used in determining the sample was Purposive random sampling. This research uses experimental method with one class given treatment and other class not given treatment that acts as control. From the result of data analysis, it can be concluded that the cognitive ability and critical thinking ability of students using PBL (Problem Based Learning) model with exelearning assistance was superior compared to using the lecture model on the concept of human excretion system. The improvement of students' cognitive ability in the experimental class seen from the N-Gain value reached 0.73 (high) compared to the control class which only reached 0.13 (low). As for the increase gain N-Gain value of 0.71 (height) and control class reaches the value of 0.25 (low)Keywords: Problem Based Learning Model (PBL);� Exelearning; Cognitive Ability; Critical Thinking Skill
学生在科学学习过程中对生物材料的理解程度较低,导致学生的重复价值较低。在此背景下,本研究的目的是通过excelearning来了解在学习过程中运用基于问题的学习模式的学生的认知能力和批判性思维能力。本研究样本为MTs Negeri 2 Cirebon八班40名学生。在确定样本时采用的抽样技术是有目的随机抽样。本研究采用实验方法,一个班级给予治疗,另一个班级未给予治疗作为对照。从数据分析的结果可以看出,使用PBL (Problem Based Learning)模式的学生的认知能力和批判性思维能力比使用讲座模式的学生在人体排泄系统概念方面的认知能力和批判性思维能力更强。从N-Gain值来看,实验班学生认知能力的提高达到0.73(高),而控制班仅达到0.13(低)。对于增加增益n,增益值为0.71(高),控制类达到0.25(低)。关键词:基于问题的学习模型(PBL);认知能力;批判性思维技能
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引用次数: 1
Implementasi Self Assessment Untuk Meningkatkan Keterampilan Proses Sains Dan Kemampuan Kognitif Tingkat Tinggi Melalui Pembelajaran Berbasis Riset 自我评估的实施,通过研究学习提高科学过程技能和认知能力
Pub Date : 2019-12-31 DOI: 10.25134/edubiologica.v7i1.2393
Linawati Kuswanda, S. Sulistyono, Anna Fitri Hindriana
This study aims to improve the KPS and students' high cognitive abilities after the implementation of self assessment through research-based learning. The research method used is mixed methods with Sequential Exploratory design. The population of this research is the students of class XI one of the vocational competence of nursing skills in Cirebon Regency. The research sample consisted of two classes determined by purposive random sampling technique, namely control class amounted to 27 people and 27 experimental class. The results showed that the average of self-assessment of the experimental class students is 81% with the superior category. The result of observation of experimental class KPS based on teacher observation is 88% with superior category and observation result of control class KPS is 77% with competent category. Thus, KPS increases after the implementation of self assessment. The data of research result of high level cognitive ability obtained by giving cognitive test at cognitive level of C3 until C6 growth and plant growth material in the form of pre test and post test. The collected data were analyzed by using descriptive statistics and comparative inferential statistics 2 paired sample groups. The result of descriptive analysis shows that the average value of pre test result of experiment class is 45,74 and post test result is 82,96, N-gain 0,70 with high category. The mean value of pre test result of control class 54,72 and post test result is 67,22, N-gain 0,30 with low category. KKM Biology lesson in class XI is 70, this shows the average post test experimental grade above KKM and control class is still below KKM. The result of t test dependent on pre test score and post test of high cognitive ability obtained by significance value 0,00 (sig <0,05) hence Ho refused and Ha accepted. This proves that Self Assessment can improve students' high cognitive abilities. Thus it can be concluded that the implementation of Self Assessment can improve the KPS and students' high cognitive abilities on the material growth and development of plants through research-based learningKeywords: Self assessment; Science process skills; High cognitive abilities; Research-based learning
本研究旨在透过研究性学习,提升自我评量实施后的KPS及学生的高认知能力。研究方法采用顺序探索性设计的混合方法。本研究的研究对象为内蒙古自治区护理技能职业能力班十一班的学生。研究样本采用有目的随机抽样技术,分为两类,对照组27人,实验组27人。结果表明,实验班学生的自我评价平均率为81%,其中优等生占81%。以教师观察为基础的实验班KPS观察结果为88%,具有优势类别;对照班KPS观察结果为77%,具有胜任类别。因此,实施自我评估后,KPS增加。以前测和后测的形式对C3至C6生长和植物生长材料的认知水平进行认知测试,所得的高水平认知能力研究结果数据。收集的资料采用描述性统计和比较推理统计进行分析。描述性分析结果表明,实验班的前测平均值为45、74,后测平均值为82、96,n增益为0、70,属于高类别。控制类54、72的前测结果和后测结果的平均值分别为67、22,低类n增益为0、30。依赖于高认知能力前测和后测的t检验结果,显著性值为0,000 (sig < 0.05),因此Ho拒绝,Ha接受。这证明自我评估可以提高学生的高认知能力。因此,通过研究性学习,实施自我评价可以提高小学生对植物材料生长发育的认知能力。关键词:自我评价;科学处理技能;认知能力强;研究性学习
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引用次数: 0
Pengembangan Modul Biotesitik Pencemaran Lingkungan Untuk Meningkatkan Nilai Karakter Religius Dan Peduli Lingkungan 环境生物污染模块的开发,以提高宗教性格和环保价值
Pub Date : 2019-12-31 DOI: 10.25134/edubiologica.v7i1.2394
M. Majdi, Usep Soetisna, Wahidin Wahidin
This research is motivated by sense of knowing from researcher about the feasibility of biological materials used in Madrasah Aliyah. Learning Objectives MANU Putri Buntet Pesantren Cirebon focuses on achieving the vision and realizing the mission. Based on the results of observation of learning and interviews with biology teachers, it was found that to support the achievement of learning objectives in MANU Putri Buntet Pesantren Kabupaten Cirebon required instructional materials designed with attention to the characteristics and needs of students according to the characteristics of the school. This research uses research and development method about instructional system approach. The research procedure includes five major stages of instructional design development as analysis, design, development, implementation, and evaluation. Products of research and development in the form of Bioteistik module. Bioteistic module teaching materials have been validated and obtained an average score of 79.17% falling within the eligible category. Bioteistic Implementation. Bioteistic modules have been validated and gained in learning significantly optimizing the internalization aspects of students' attitude values. Internalization of religious and environmental values of each observation 96,43% and 82.97 % and 81.68 % are both categorized as entrenched. Implementation of Bioteistic Module at MANU Putri Buntet Pesantren� Cirebon get positive response from teachers and students. This study shows that the Bioteistic module teaching materials are feasible to be implemented and effective in optimizing student learning outcomes especially in the affective domainKeywords: Module; Bioteistik; Value of Religious Character; Caring Environmental;
这项研究的动机是从研究者那里了解到在伊斯兰学校使用生物材料的可行性。学习目标MANU Putri Buntet Pesantren Cirebon专注于实现愿景和使命。根据对生物教师的学习观察和访谈结果,我们发现,为了支持MANU Putri Buntet Pesantren Kabupaten Cirebon学习目标的实现,需要根据学校的特点设计关注学生特点和需求的教学材料。本研究采用教学系统方法的研究与开发方法。研究过程包括分析、设计、开发、实施和评价五个主要阶段。产品研发形式为Bioteistik模块。生物模块教材经过验证,平均评分为79.17%,合格。Bioteistic实现。生物模块在学习中得到了验证和获得,显著优化了学生态度价值观的内化方面。宗教和环境价值的内在化程度分别为96.43%、82.97%和81.68%。Bioteistic模块在MANU Putri Buntet Pesantren - Cirebon的实施得到了老师和学生的积极响应。本研究表明,Bioteistic模块教材在优化学生学习成果方面具有可行性和有效性,尤其是在情感领域。关键词:模块;Bioteistik;宗教品格的价值取向;关爱环境;
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引用次数: 0
Implementasi Model Pembelajaran Advance Organizer Berbasis Peta Konsep Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa 以概念地图为基础的学习模型实现学生学习活动和学习结果
Pub Date : 2019-12-29 DOI: 10.25134/edubiologica.v6i2.2376
Yogi Sudrajat, S. Sulistyono, Anna Fitri Hindriana
This research is motivated by students' science process skills that are still low. Factors that cause low science process skills are low mastery of students' concepts of subject matter. The purpose of this study is 1) to describe the implementation of learning with the implementation of an advance organizer model based on concept maps on learning activities and student learning outcomes, 2) to determine the implementation of the advance organizer model based on concept maps can improve student learning activities, 3) to determine the implementation of the model advance organizer based on concept maps can improve student learning outcomes on the concept of the reproductive system, 4) to find out the response of the students to the implementation of the advance organizer model based on concept maps of learning activities and student learning outcomes. The method used in this study is mixed methods research. The sampling technique is cluster random sampling in two classes, namely the experimental class and 40 students for the control class. The research instrument used is the student activity task and rubric, concept mastery essay test, student response questionnaire on learning and teacher and student activity observation sheets. Data analysis techniques used are normality test, homogeneity test and hypothesis test. Based on the results of hypothesis testing statistics shows the value of Sig. amounting to 0.415> 0.05, with a value of t = 4.855 with Sig. 0,000 <0,05 means that the implementation of the advance organizer model based on concept maps can improve student learning activities on the concept of the reproductive system in class XI of SMA Negeri 1 Lumbung, Ciamis Regency. Based on the results of hypothesis testing statistics shows the value of Sig. amounting to 0.422> 0.05, with a value of t = 8.336 with Sig. 0,000 <0,05 means that the implementation of the advance organizer model based on concept maps can improve student learning outcomes in the concept of the reproductive system in class XI of SMA 1 Lumbung, Ciamis Regency. The conclusion in this study is the implementation of an advance organizer model based on concept maps can improve student activity and learning outcomes on the concept of reproductive systems in class XI of SMA Negeri 1 Lumbung, Ciamis RegencyKeywords: Advance organizer model; Concept map; Activity and student learning outcomes
这项研究的动机是学生的科学处理技能仍然很低。导致科学过程技能低下的因素是学生对学科概念的掌握程度不高。本研究的目的是:1)描述基于概念图的先行组织者模型的实施对学习活动和学生学习成果的影响;2)确定基于概念图的先行组织者模型的实施对学生学习活动的改善作用。3)确定实施基于概念图的先行组织者模型能够提高学生在概念生殖系统上的学习成果;4)了解学生对实施基于学习活动概念图的先行组织者模型和学生学习成果的反应。本研究采用的方法是混合方法研究。抽样方法采用整群随机抽样,分为实验班和控制班,分别为40名学生。本研究使用的研究工具是学生活动任务和标题、概念掌握短文测试、学生学习反应问卷和师生活动观察表。使用的数据分析技术有正态性检验、齐性检验和假设检验。概念图;活动和学生的学习成果
{"title":"Implementasi Model Pembelajaran Advance Organizer Berbasis Peta Konsep Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa","authors":"Yogi Sudrajat, S. Sulistyono, Anna Fitri Hindriana","doi":"10.25134/edubiologica.v6i2.2376","DOIUrl":"https://doi.org/10.25134/edubiologica.v6i2.2376","url":null,"abstract":"This research is motivated by students' science process skills that are still low. Factors that cause low science process skills are low mastery of students' concepts of subject matter. The purpose of this study is 1) to describe the implementation of learning with the implementation of an advance organizer model based on concept maps on learning activities and student learning outcomes, 2) to determine the implementation of the advance organizer model based on concept maps can improve student learning activities, 3) to determine the implementation of the model advance organizer based on concept maps can improve student learning outcomes on the concept of the reproductive system, 4) to find out the response of the students to the implementation of the advance organizer model based on concept maps of learning activities and student learning outcomes. The method used in this study is mixed methods research. The sampling technique is cluster random sampling in two classes, namely the experimental class and 40 students for the control class. The research instrument used is the student activity task and rubric, concept mastery essay test, student response questionnaire on learning and teacher and student activity observation sheets. Data analysis techniques used are normality test, homogeneity test and hypothesis test. Based on the results of hypothesis testing statistics shows the value of Sig. amounting to 0.415> 0.05, with a value of t = 4.855 with Sig. 0,000 <0,05 means that the implementation of the advance organizer model based on concept maps can improve student learning activities on the concept of the reproductive system in class XI of SMA Negeri 1 Lumbung, Ciamis Regency. Based on the results of hypothesis testing statistics shows the value of Sig. amounting to 0.422> 0.05, with a value of t = 8.336 with Sig. 0,000 <0,05 means that the implementation of the advance organizer model based on concept maps can improve student learning outcomes in the concept of the reproductive system in class XI of SMA 1 Lumbung, Ciamis Regency. The conclusion in this study is the implementation of an advance organizer model based on concept maps can improve student activity and learning outcomes on the concept of reproductive systems in class XI of SMA Negeri 1 Lumbung, Ciamis RegencyKeywords: Advance organizer model; Concept map; Activity and student learning outcomes","PeriodicalId":438412,"journal":{"name":"Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126997893","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}
引用次数: 1
Implikasi Gaya Berpikir dan Interaksi Sosial Siswa pada Pembelajaran Model Kooperatif Berbasis Media Informasi dan Komunikasi Terhadap Prestasi Belajar Siswa 学生以信息媒体为基础的信息学习模式和交流的思想和社会互动对学生学习成绩的影响
Pub Date : 2019-12-28 DOI: 10.25134/edubiologica.v6i1.2358
Jojo Warjo, Usep Soetisna, A. Muis
Tujuan penelitian ini adalah untuk mengetahui (1) Implikasi gaya berpikir dalam pembelajaran model kooperatif berbantuan media informasi dan komunikasi terhadap prestasi belajar siswa pada materi Ekosistem. (2) Implikasi interaksi sosial dalam pembelajaran model kooperatif berbantuan media informasi dan komunikasi terhadap prestasi belajar siswa pada materi Ekosistem. (3) Implikasi gaya berpikir dan interaksi sosial dalam pembelajaran model kooperatif tipe jigsaw berbantuan media informasi dan komunikasi terhadap prestasi belajar siswa pada materi Ekosistem. Penelitian menggunakan metode eksperimen. Populasi yaitu seluruh siswa kelas X program IPA SMA Negeri 1 Ciwaru Kabupaten Kuningan. Sampel ditentukan dengan teknik random ( random sampling) terdiri dari dua kelas yaitu kelas X IPA 1 dan X IPA 2. Kelas X IPA 1 sebagai kelas eksperimen terdiri dari 30 siswa menggunakan model pembelajaran kooperatif tipe jig saw berbantuan media informasi dan komunikasi, dan kelas X IPA 2 sebagai kelas kontrol terdiri dari 30 siswa menggunakan model pembelajaran konvensional. Pengumpulan data dengan teknik tes dan non tes. Uji hipotesis menggunakan Anova dua jalur (univariat). Pada penelitian ini pengujian hipotesis menggunakan bantuan software SPSS Versi 22. Hasil dari penelitian ini yaitu 1) Gaya berpikir dalam pembelajaran kooperatif tidak berimplikasi secara signifikan terhadap prestasi belajar siswa. 2) Interaksi sosial dalam pembelajaran kooperatif tidak berimplikasi secara signifikan terhadap prestasi belajar siswa. 3) Gaya berpikir secara bersamaan dengan Interaksi sosial siswa tidak berimplikasi secara signifikan terhadap prestasi belajar siswaKeywords: Gaya Berpikir; Interaksi Sosial; Model Kooperatif; Media Informasi Komunikasi; Prestasi Belajar�
本研究的目的是了解(1)在信息媒体和沟通帮助学生在生态系统材料上学习成绩方面,思考风格在合作模式中的影响。(2)社交互动合作学习中模型的含义berbantuan物质对学生学习成绩的信息和通信媒体生态系统。(3)通过信息媒体和沟通来帮助学生在生态系统材料上学习成绩的交流方式和社会互动的影响。实验方法研究。人口是X级国家科学1 Ciwaru area的全体学生。样本由两个类组成,分别是X IPA 1和X IPA 2。X科学1班是一个实验班,由30名学生组成,他们使用有用的信息与交流媒体的合作学习模式,而X科学2班是由30名学生使用传统学习模式组成的控制类。具有测试和非测试技术的数据收集。假设使用Anova测试两线(因式)。这项研究测试的假设会利用软件SPSS 22版本。这项研究的结果就是1)在合作学习中思维方式不暗示对学生成就显著。2)社会互动的合作学习对学生的学习成绩没有显著的影响。3)同时思维方式与社会互动,学生对学习siswaKeywords成就显著不暗示:思维方式;社会互动;合作模式;媒体交流信息;学习成就�
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引用次数: 1
Implementasi Pembelajaran Inkuiri Terbimbing Berbasis Information Technologi (IT) Untuk Meningkatkan Kreativitas Dan Hasil Belajar Siswa 基于信息技术的孵化学(IT)的实施促进了学生的创造力和学习成果
Pub Date : 2019-12-28 DOI: 10.25134/edubiologica.v6i1.2356
Indra Hernawan, S. Sulistyono, Mulyati Sarifin
This study aimed to obtain comparative increase in the creativity of the students who get a guided inquiry learning with students getting conventional learning. The method used is a quasi experiment conducted on students in one elementary school in Indramayu, West Java province with a number of 32 students. The research data was collected through a written test (posttest), observation, and questionnaire responses of teachers and students on the use of virtual simulation media in guided inquiry learning. Learning model inquiry guided to a class experiment, which lasted for three meetings, and begins with the initial tests and ends with a final test showed that there were differences in the ability of the creativity of students in both classes with a mean final test students' creativity 83.64 for an experimental class and the average class before 53.54 , Conclusions drawn based on the results of data processing and analysis using statistical Mc Nemar: 6.604, to the achievement of creative abilities of students obtained results that increase the ability of creativity of students in the experimental class with previous classes differ significantly. So that the application of guided inquiry learning model with the approach of inquiry on the subject of breathing in humans can be further increased kankarakter creativity and student learning outcomes compared with conventional learning. Most of the students are motivated to take an active role in the learning process, and wants Application of IT-based guided inquiry models that could be applied to other biological materials. Thus the adoption of the model IT-based guided inquiry can effectively enhance the creativity and student learning outcomes and provide a positive stimulus for students to learn biology Keywords : Based guided inquiry, Information Technologi �(IT)�This study aimed to obtain comparative increase in the creativity of the students who get a guided inquiry learning with students getting conventional learning. The method used is a quasi experiment conducted on students in one elementary school in Indramayu, West Java province with a number of 32 students. The research data was collected through a written test (posttest), observation, and questionnaire responses of teachers and students on the use of virtual simulation media in guided inquiry learning. Learning model inquiry guided to a class experiment, which lasted for three meetings, and begins with the initial tests and ends with a final test showed that there were differences in the ability of the creativity of students in both classes with a mean final test students' creativity 83.64 for an experimental class and the average class before 53.54 , Conclusions drawn based on the results of data processing and analysis using statistical Mc Nemar: 6.604, to the achievement of creative abilities of students obtained results that increase the ability of creativity of students in the experimental class with previous classes differ significan
本研究的目的是获得引导式研究性学习的学生与常规学习的学生在创造力方面的比较增长。所使用的方法是对西爪哇省因德拉马尤一所小学的32名学生进行的准实验。研究数据通过笔试(后测)、观察和教师和学生对虚拟模拟媒体在引导探究学习中的使用的问卷调查来收集。以学习模式探究为导向的班级实验,持续了三次会议,从初测开始,到期末测试结束,两个班学生的创造力能力存在差异,期末测试中,实验班学生的创造力平均为83.64,而之前的班级学生的创造力平均为53.54,根据统计Mc Nemar数据处理和分析结果得出结论:6.604、对学生创造能力的成就所获得的结果表明,实验班学生创造能力的提高与以往班级有显著差异。因此,与传统学习相比,以人类呼吸为主题的研究性学习模式的应用可以进一步提高学生的创造力和学习效果。大多数学生都希望在学习过程中发挥积极的作用,并希望应用基于it的指导探究模式,这种模式可以应用于其他生物材料。因此,采用基于信息技术的导探究模式可以有效地提高学生的创造力和学习成果,为学生学习生物学提供积极的刺激。关键词:基于信息技术的导探究,本研究旨在获得导探究学习的学生与常规学习的学生在创造力方面的比较增长。所使用的方法是对西爪哇省因德拉马尤一所小学的32名学生进行的准实验。研究数据通过笔试(后测)、观察和教师和学生对虚拟模拟媒体在引导探究学习中的使用的问卷调查来收集。以学习模式探究为导向的班级实验,持续了三次会议,从初测开始,到期末测试结束,两个班学生的创造力能力存在差异,期末测试中,实验班学生的创造力平均为83.64,而之前的班级学生的创造力平均为53.54,根据统计Mc Nemar数据处理和分析结果得出结论:6.604、对学生创造能力的成就所获得的结果表明,实验班学生创造能力的提高与以往班级有显著差异。因此,与传统学习相比,以人类呼吸为主题的研究性学习模式的应用可以进一步提高学生的创造力和学习效果。大多数学生都希望在学习过程中发挥积极的作用,并希望应用基于it的指导探究模式,这种模式可以应用于其他生物材料。因此,采用基于it的指导性探究模式可以有效地提高学生的创造力和学习效果,为学生学习生物学提供积极的刺激。
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引用次数: 0
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Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi
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