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An Analysis of Biology Oral Communication Skills and Cognitive Learning Outcomes: The Impact of Practicum-Based Two-Stay Two-Stray Learning Model Egy Razka Likita; Dina Maulina; Darlen Sikumbang
Biosfer: Jurnal Tadris Biologi Vol 11, No 2 (2020): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Oral communication skills and cognitive learning outcomes are indicators of learning achievement. This research aimed to analyze students' oral communication skills and cognitive learning outcomes through the implementation of practicum-based TSTS. This research employed the quasi-experimental method with a pretest-posttest control group design. The samples were determined using the purposive sampling technique. The results showed that the practicum-based TSTS learning model contributed to students' oral communication skills with excellent categories. Teaching and learning activities using the practicum-based TSTS affected students' cognitive learning outcomes (Sig. 0.838 0.05). Thus, this research showed that the implementation of the practicum-based TSTS learning model on the Plantae topic can train students’ oral communication skills and affect their cognitive learning outcomes.

PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE 5E TERHADAP AKTIVITAS BELAJAR DAN PENGUASAAN KONSEP Dewi Oktaria; Darlen Sikumbang; Arwin Achmad
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 10 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aimed to determine the application of Learning Cycle 5E (LC 5E) model towards students learning activities and conceptual understanding. Samples were VIIB and VIIC that selected by purposive sampling. The design of this research was pretest-posttest non-equivalent group. Quantitative data was obtained from the average of test scores that analyzed using t-test and U-test. Qualitative data were students learning activities and questionnaire responses that analyzed descriptively. The results showed that students learning activities improved in all aspects. Aspect of collecting data/information (78%), giving ideas/opinions (84%), presenting the results of observation/discussion (66%), making inferences (77%). Students conceptual understanding improved with average value of pretest (20,5), posttest (70,8) and N-gain (0,63). In addition, most of the students responded positively to the application of LC 5E model. Thus, LC 5E model had significant effects on improving students learning activities and conceptual understanding.Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran Learning Cycle 5E (LC 5E) terhadap aktivitas belajar dan penguasaan konsep oleh siswa. Sampel penelitian adalah siswa kelas VIIB dan VIIC yang dipilih secara purposive sampling. Desain penelitian ini adalah pretes-postes kelompok tak- ekuivalen. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa data aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa meningkat dalam semua aspek. Pada aspek mengumpulkan data/informasi (78%), mengungkapkan ide/pendapat (84%), mempresentasikan hasil pengamatan/diskusi (66%), membuat kesimpulan (77%). Penguasaan konsep oleh siswa juga mengalami peningkatan dengan rata-rata nilai pretes (20,5), postes (70,8) dan N-gain (0,63). Selain itu, sebagian besar siswa memberikan tanggapan positif terhadap penerapan model pembelajaran LC 5E. Dengan demikian model pembelajaran LC 5E berpengaruh terhadap peningkatan aktivitas belajar dan siginifikan terhadap penguasaan konsep oleh siswa.Kata kunci : aktivitas belajar, model pembelajaran LC 5E, penguasaan konsep

Pengaruh Discovery Learning Terhadap Keterampilan Metakognisi dan Hasil Belajar Siswa SMP Isra Mirana Putri; Rini Rita T Marpaung; Darlen Sikumbang
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 1 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aim was to determine the effect of Discovery learning on metacognition skills and student learning outcomes. The design used was a nonequivalent pretest-posttest control group design.The research samples were 64 students of VIIB and VIIDthat were selected through cluster random sampling technique. Metacognition skills were data obtained from questionnaires andlearning outcomes (cognitive aspects) using pretest and posttest. Questionnaires of Independent Sample t-Test at 5%confidence level. The results showed thatmetacognition skills both in the planning, monitoring and evaluation stages of the experiment class were different significantly from the control class. The average N-gain in experiment class was 0,59 while in control class was 0,52. So it can be concluded that Discovery learninghas an effect on increasing metacognition skills but did not significantly effect on learning outcomes of students.Penelitian ini bertujuan untuk menentukanpengaruh modelDiscovery learning terhadap keterampilan metakognisi dan hasil belajar siswa. Penelitian ini menggunakan nonequivalent pretest-posttest control group design. Sampel penelitian adalah peserta didik kelas VIIB dan VIIDyang berjumlah 64 dan dipilih dengan teknik cluster random sampling. Data keterampilan metakognisi diperoleh dari angket dan data hasil belajar (aspek kognitif) diperoleh dari pretest dan posttest. Angket dianalisis secara deskriptif sedangkan hasil belajar dianalisis dengan uji Independent Sample t-Test pada taraf kepercayaan 5%. Hasil penelitian menunjukkan bahwa keterampilan metakognisi baik tahap perencanaan, pemantauan maupun evaluasi pada kelas eksperimen (N-gain=0,59) lebih tinggi dibandingkan kelas kontrol (N-gain=0,52).Jadi dapat disimpulkan bahwa Discovery learning berpengaruh terhadap peningkatan keterampilan metakognisi tetapi tidak signifikan terhadap hasil belajar siswa. Kata kunci: discovery learning, hasil belajar, keterampilan metakognisi

PENGARUH MODEL PEMBELAJARAN INKUIRI TERIMBING BERBASIS KEARIFAN LOKAL TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK PADA MATERI BIOTEKNOLOGI Berti Yolida; Median Agus Priadi; Darlen Sikumbang; Nanda Denny
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 9, No 2 (2021): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to determine the effect of local wisdom-based guided inquiry learning models on students' creative thinking skill. The design in this research used a pretest-posttest non-equivalent control grup. The sample of this research was students of class IX E dan IX F which were sampled from the population in a cluster random sampling manner. Data in this research were quantitatif data obtained fromnthe average pretest, posttest, and N-gain values which were then statistically analyzed using the t test at 5% confidence level through the SPSS 17. The results showed that the creative thinking skill of experimental class students obtained good criteria with an average acquisition of 58.9 and it is known that the significance value at sig. (2-tailed) 0.05 which means that there is a significant influence on the experimental class. Thus, learning using guided inquiry models based on local wisdom influences students' creative thinking skill. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing berbasis kearifan lokal terhadap kemampuan berpikir kreatif peserta didik. Desain dalam penelitian ini menggunakan pretest-posttest non-equivalent control grup. Sampel penelitian adalah peserta didik kelas IX E dan IX F yang dicuplik dari populasi secara cluster random sampling. Data dalam penelitian ini berupa data kuantiatif yang diperoleh dari rata-rata nilai pretest, posttest dan N-gain yang kemudian dianalisis secara statistik menggunakan uji t pada taraf kepercayaan 5% melalui program SPSS 17. Hasil penelitian menunjukan bahwa kemampuan berpikir kreatif peserta didik kelas eksperimen diperoleh kriteria baik dengan perolehan rata-rata sebesar 58,9 dan diketahui bahwa nilai signifikansi pada sig. (2-tailed) 0,05 yang artinya terdapat pengaruh signifikan pada kelas eksperimen. Dengan demikian, pembelajaran menggunakan model inkuiri terbimbing berbasis kearifan lokal berpengaruh terhap kemampuan berpikir kreatif peserta didik. Kata kunci: bioteknologi, kearifan lokal, model pembelajaran inkuiri terbimbing, kemampuan berpikir kreatif DOI: http://dx.doi.org/10.23960/jbt.v9i2.22772

Hambatan Pendidik IPA Kelas VII dalam Mengimplementasikan Kurikulum 2013-Revisi Derra Meiasri Putri; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to describe the barriers of class VII science educators in implementing the K13-revision in the Bandar Lampung Municipality. The sample of this study were all VII grade science educators who applied K13-revision learning. Sampling technique was that purposive sampling. Data were obtained from was questionnaires and interviews that were analyzed descriptively. The results showed that the implementation revised K13 in the 2016/2017 school year in of Bandar Lampung little experiecing obstacles, there were three aspects form four which according to science teacher, that were: (1) information about the revised 2013 curriculum; (2) learning texts; and (3) the learning process with a percentage range of 25%-50%. Aspects that show of obstacles to the process and implementation of the assessment had 63% of aspects in the category of "obstacle".Penelitian ini bertujuan mendeskripsikan hambatan pendidik IPA kelas VII dalam mengimplementasikan K13-revisi se-Kotamadya Bandar Lampung.Sampel penelitian ini adalah seluruh pendidik IPA kelas VII yang menerapkan pembelajaran K13-revisi. Pengambilan sampel dilakukan dengan teknik purposive sampling. Teknik pengambilan data dengan menggunakan angket dan wawancara yang dianalisis secara deskriptif. Desain pada penelitian ini adalah desain penelitian deskriptif. Hasil penelitian menunjukkan bahwa pelaksanaan K13-revisi di tahun ajaran 2016/2017 di Kotamadya Bandar Lampung terdapat tiga aspek yang menurut pendidik IPA “sedikit mengalami hambatan”, yaitu: aspek (1) informasi mengenai kurikulum 2013 revisi; (2) teks pembelajaran; dan (3) proses pembelajaran dengan rentang persentase yaitu 25%-50%. Aspek yang menunjukkan hambatan pada proses dan pelaksanaan penilaian memiliki persentase sebesar 63% aspek tersebut masuk dalam kategori “menghambat”. Kata kunci: hambatan, implementasi, K13-revisi, pendidikan IPA

The Effect Of Project Based Learning (PjBL) Model On Creative Thinking Ability of Student. Nurfitha Kusumaningtyas; Darlen Sikumbang; Neni Hasnunidah
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 8, No 2 (2020): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to find out the effect of Project Based Learning (PjBL) models on students' creative thinking abilities. The population was all students of class X SMA 7 Bandar Lampung that treated by 204 students. The samples were students of class X.B as class of PjBL and X.C as discovery learning which were selected from the population by cluster random sampling technique. This quasi-experimental research used the Non-Equivalent Pretest-Posttest Control Group design. Data were statistically analyzed using Ancova and LSD. The results showed that PjBL model had a significant effect on the ability to think creatively with a significance number of 0,000 (p 0.05). The mean value of students' creative thinking abilities in the PjBL class ( = 87.33) higher than the average value of the discovery learning class( = 75.17).Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Project Based Learning (PjBL) terhadap kemampuan berpikir kreatif peserta didik. Populasi penelitian adalah peserta didik kelas X SMA Negeri 7 Bandar Lampung sejumlah 204 peserta didik. Sampel penelitian adalah peserta didik kelas X.B sebagai kelas PjBL dan X.C sebagai kelas discovery learning yang dipilih dari populasi dengan teknik cluster random sampling. Penelitian kuasi eksperimen ini menggunakan desain Pretest-Posttest Control Group Non Equivalent. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model PjBL berpengaruh signifikan (sig= 0,000; p0,05) terhadap kemampuan berpikir kreatif. Rerata nilai kemampuan berpikir kreatif peserta didik pada PjBL ( = 87,33) lebih tinggi dari rerata pada kelas discovery learning ( =75,17). Kata kunci: kemampuan berpikir kreatif, discovery learning, project based learning

Pengaruh Discovery Learning Terhadap Keterampilan Metakognisi dan Hasil Belajar Peserta Didik SMP Negeri 14 Bandar Lampung Kartika Jaya; Rini Rita T Marpaung; Darlen Sikumbang
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 6, No 6 (2018): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aim was to determine the effect of Discovery Learning on metacognition skills and student learning outcomes. The design used was a nonequivalent pretest-posttest control group design. The research samples were the students of VIIB and VIIC amounted of 60 students that were selected through cluster random sampling technique. Data on metacognition skills were obtained from questionnaires and learning outcome data (cognitive aspects) using pretest and posttest. Questionnaires of metacognition skills were analyzed descriptively while learning outcomes were analyzed by Independent Sample t-Test at 5% confidence level. The results showed that metacognition skills both in the planning, monitoring, and evaluation stages of the experiment class different significantly from the control class. The average N-gain in experiment class was 0,66 while in control class was 0,36. So it can be concluded that Discovery Learning has an effect on increasing metacognition skills and learning outcomes of students.Penelitian ini bertujuan untuk menentukan pengaruh Discovery Learning terhadap keterampilan metakognisi dan hasil belajar peserta didik. Penelitian ini menggunakan nonequivalent pretest-posttest control group design. Sampel penelitian adalah peserta didik kelas VIIB dan VIIC yang berjumlah 60 dan dipilih dengan teknik cluster random sampling. Data keterampilan metakognisi diperoleh mengunakan angket dan data hasil belajar (aspek kognitif) menggunakan nilai pretest dan posttest. Angket keterampilan metakognisi dianalisis secara deskriptif sedangkan hasil belajar dianalisis dengan uji Independent Sample t-Test pada taraf kepercayaan 5%. Hasil penelitian menunjukkan bahwa keterampilan metakognisi baik tahap perencanaan, pemantauan maupun evaluasi pada kelas ekperimen lebih tinggi dibandingkan dengan kelas kontrol. Hasil belajar kognitif kelas ekperimen berbeda signifikan dengan kelas kontrol. Rata-rata N-gain pada kelas eksperimen sebesar 0,66 sedangkan pada kelas kontrol sebesar 0,36. Jadi dapat disimpulkan bahwa Discovery Learning berpengaruh terhadap peningkatan keterampilan metakognisi dan hasil belajar peserta didik.Kata kunci: Discovery Learning, hasil belajar, keterampilan metakognisi

PENGGUNAAN BAHAN AJAR LEAFLET TERHADAP AKTIVITAS BELAJAR DAN PENGUASAAN MATERI OLEH SISWA Alqoshosh Alastihya Hamid; Darlen Sikumbang; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 4 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research was aimed to know the influence of using leaflet with discovery method in improving student learning activity and material mastery. The research design was pretest-posttest non equivalent group. The research samples were VIIA and VIIB was chosen by cluster random sampling. The qualitative data were gotten by student learning activity observation sheet and student responses questionnaire, that were analyzed descriptively. The quantitative data was the test value average, that was analyzed by U-test. The result showed that the learning activity average improved by good criteria (83,33) with each percentage were work in teams (92,16), discussions (82,35), and presenting of discussion (75,49). The material mastery improve with N-gain average score (50,64). The most of student also responded positively to the leaflet with discovery method. Thus, the using of leaflet with discovery method was influenced to improve the student learning activity and material mastery of ecosystem.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan bahan ajar leaflet dengan metode discovery dalam meningkatkan aktivitas belajar dan penguasaan materi oleh siswa. Desain penelitian adalah pretes-postes kelompok tak ekuivalen. Sampel penelitian adalah siswa kelas VIIA dan VIIB yang dipilih dengan teknik cluster random sampling. Data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif berupa rata-rata nilai tes yang dianalisis dengan uji-U. Hasil penelitian menunjukkan bahwa rata-rata aktivitas belajar meningkat dengan kriteria baik (83,33), dengan persentase masing-masing yaitu bekerjasama dalam kelompok (92,16), melakukan diskusi (82,35), dan mempresentasikan hasil diskusi (75,49). Penguasaan materi meningkat dengan rata-rata N-gain (50,64). Sebagian besar siswa juga memberikan tanggapan positif terhadap penggunaan bahan ajar leaflet dengan metode discovery. Dengan demikian, penggunaan bahan ajar leaflet dengan metode discovery berpengaruh dalam meningkatkan aktivitas belajar dan penguasaan materi pokok ekosistem. Kata kunci : aktivitas siswa, leaflet, ekosistem, metode discovery, penguasaan materi

Pengaruh Model Kooperatif Jigsaw Berbantu Media Permainan Kartu Berpasangan Terhadap Aktivitas dan Hasil Belajar Desty Melivicasari; Darlen Sikumbang; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 8, No 1 (2020): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to determine the effect of jigsaw cooperative model assisted by media paired card game on the activities and learning outcomes of students. The research method used is quasi-experimental with pretest-posttest non equivalen control group design. The research sample was students of class VIII in SMP Alfalakhussa'adah with a total sampling of 61 people, were determined through a purposive sampling technique. Learning activities data of students are analyzed descriptively in the form of a percentage. Students' learning outcomes data were analyzed with the N-gain test and the Hypothesis test use Independent Sample T-test. The results showed an average percentage of overall activity of 81% included in the criteria of very active, N-gain learning outcomes of 0.64 including moderate criteria, and Independent Sample T-test obtained a sig value of 0.010,05which means that the application of the jigsaw cooperative model assisted by media paired card game has an effecct on increasing the activity and learning outcomes of students.Penelitian ini bertujuan untuk mengetahui pengaruh model kooperatif jigsaw berbantu media permainan kartu berpasangan terhadap aktivitas dan hasil belajar peserta didik. Metode penelitian yang digunakan eksperimental semu dengan desain pretes-postes kelompok tak ekuivalen. Sampel penelitian adalah peserta didik kelas VIII di SMP Alfalakhussa’adah berjumlah 61 orang, ditentukan melalui teknik purposive sampling. Data Aktivitas belajar peserta didik dianalisis secara deskriptif dalam bentuk persentase. Data hasil belajar peserta didik dianalisis dengan uji N-gain dan uji hipotesis Independent Sample T-tes. Hasil penelitian menunjukan persentase rata-rata aktivitas secara keseluruhan sebesar 81% termasuk dalam kriteria sangat aktif, N-gain hasil belajar sebesar 0,64 termasuk kriteria sedang, dan Independent Sample T-tes memperoleh nilai sig 0,00 0,05 yang berarti bahwa penerapan model kooperatif jigsaw berbantu media permainan kartu berpasangan berpengaruh terhadap peningkatan aktivitas dan hasil belajar peserta didik.Kata kunci: aktivitas belajar, hasil belajar, jigsaw, media permainan kartu berpasangan

Pengaruh Model Jigsaw Berbantu Game Tic Tac Toe Terhadap Aktivitas Dan Hasil Belajar Cempaka Sari Chrisdaniar; Darlen Sikumbang; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 8, No 1 (2020): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study discusses the learing and cognitive learning outcomes of grade VIII students at SMP Negeri 4 Bandar Lampung by using a jigsaw cooperative learning model assisted with tic tac toe games. The research sample was taken from participants with purposive sampling technique obtained by 38 students who were received from 2 classes. Students activities were analyzed descriptively, while the prettest-posttest and n-Gain values were analyzed by Independent Sample t-test. The results showed that the application of the jigsaw cooperative learning model assisted with the tic tac toe game on the material of the human digestive system, involved and students’ activity average of 75,6 with good and significant participants on learning outcomes of 0,025.Penelitian ini bertujuan untuk mengetahui pengaruh aktivitas dan hasil belajar kognitif peserta didik kelas VIII di SMP Negeri 4 Bandar Lampung dengan menggunaan model pembelajaran kooperatif tipe jigsaw berbantu game tic tac toe. Sampel penelitian diambil dari populasi dengan teknik purposive sampling yang berjumlah 38 peserta didik yang berasal dari 2 kelas. Aktivitas peserta didik dianalisis secara deskriptif, sedangkan nilai pretest-posttest dan n-Gain dianalisis dengan Independent Sample t-test. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe jigsaw berbantu game tic tac toe pada materi sistem pencernaan manusia, berpengaruh terhadap presentase rata-rata aktivitas peserta didik yaitu 75,6 dengan kriteria baik dan signifikan terhadap hasil belajar kognitif yaitu 0,025.Kata kunci: aktivitas belajar, hasil belajar, sistem pencernaan manusia, jigsaw, game tic tac toe

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