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All Journal Bio Ilmi: Jurnal Pendidikan AL-ISHLAH: Jurnal Pendidikan
Fahmy Armanda
Universitas Islam Negeri Raden Fatah Palembang
Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring Factors that Correlate to Student Pre-Service Teacher Retention in RQA Learning Models Wulandari Saputri; Panggih Priyambodo; Setia Budi; Fahmy Armanda
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.216 KB) | DOI: 10.35445/alishlah.v14i1.1006

Abstract

Retention is the key to the success of a learning program. Several studies have shown that retention can be influenced by metacognitive skills, critical thinking, cognitive learning outcomes, and applied learning models. Meanwhile, testing the relationship between the three factors mentioned above and retention is only done using simple and multiple regression with two factors. This correlational study was conducted to determine the relationship between three factors, namely metacognitive skills, critical thinking, and cognitive learning outcomes on retention in students taught by RQA and QASEE learning models, as well as conventional learning. A total of 107 pre-service teachers of Biology Education students in South Sumatra, Indonesia, were involved in this study. The results showed a relationship between metacognitive skills, critical thinking, and cognitive learning outcomes with retention in students who were taught the RQA learning model. However, in the QASEE learning model and conventional learning, this relationship was not found. Thus, it can be concluded that more than two factors affect retention. Then, applying the appropriate learning model also influences the success of a learning program. Finally, conventional learning that only emphasizes efforts to get students to pass the exam must be abandoned immediately.
PENGARUH MODEL PBL DENGAN PENDEKATAN STEM TERHADAP KOMPETENSI KOGNITIF PESERTA DIDIK PADA MATERI SISTEM PENCERNAAN KELAS XI DI SMA/MA Heru Ardiansyah; Jhon Riswanda; Fahmy Armanda
Bioilmi: Jurnal Pendidikan Vol 7 No 1 (2021): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v7i1.9507

Abstract

The learning model with an approach that can be used to achieve cognitive success is by using the PBL model with the STEM approach. This study aims to determine the effect of the PBL model with the STEM approach on the cognitive competence of students in the digestive system material for class XI in SMA / MA. This research was conducted from January to February 2021. The method in this study was a real-time experiment or pre-experimental one group pre-test - post-test design. Pre - experimental one group pre-test - post-test design. The population in this study were students of class XI. The sample in the study consisted of 18 students who were an experimental class taken using test techniques. The test technique here is an objective test, namely multiple choice and essays or questions about this technique will be carried out before and after the research (pretest and posttest). The data in this study were obtained from a number of quantitative data, namely the cognitive aspects obtained from the pre-test and post-test scores. After the data has been obtained, the next step is to analyze the data. This can be seen from the results of the t-test used to calculate the hypothesis and test the level of effectiveness. The results showed that the PBL model with the STEM approach showed differences in the cognitive competences of students. This can be proven by the 2 tailed significance value is 0.000, which is less than 0.05, which means that H0 is rejected and Ha is accepted. Data analysis techniques can be proven by the results of the N-gain test value. This can be proven by the difference between the pre-test and post-test results of the experimental class, namely 46.5 - 65.3 = 33.67%. Conclusion. That the PBL learning model with the STEM approach has an effect on the results of students' cognitive competencies is acceptable. This can be proven by the normality, homogeneity, t-test and N-gain test. The effect of the application of PBL model learning with the STEM approach is a moderate criterion.
Co-Authors Budi, Setia Heru Ardiansyah Panggih Priyambodo Riswanda, Jhon Wulandari Saputri