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PENGARUH MODEL PEMBELAJARAN TPS TERHADAP AKTIVITAS BELAJAR SISWA DAN PENGUASAAN MATERI Aryani Dwi Kesumawardani; Rini Rita T Marpaung; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

This research purpose was to know the influence of TPS learning modeltowards student activities and conceptual understanding. The research used non-equivalent pretest posttest design. The samples were students of VIIG and VIID class that were selected by purposive sampling technique. Qualitative data were obtained from learning activities observation sheets and students questionnaire responses that were analyzed descriptively. Quantitative data were obtained from the average value of test that were analyzed by using t-test and U-test. The average of students learning activities percentage for all aspects in experiment class was higher than control that was 45.60%. The average of conceptual understanding in experiment class was higher than control. Most of the student (93%) gave good impression towards TPSlearning model. Therefore, TPS cooperative learning model improved students activities and conceptual understanding on subject of the characteristics of living things.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif Think Pair Share (TPS) terhadap aktivitas belajar siswa dan penguasaan materi. Desain penelitian menggunakan pretes-postes tak ekuivalen. Sampel penelitian siswa kelas VIIG dan VIID yang dipilih menggunakan metode purposive sampling. Data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa terhadap penerapan model pembelajaran kooperatif TPS yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai tes dianalisis menggunakan uji-t dan uji-U. Rata-rata persentase aktivitas siswa semua aspek pada kelas eksperimen menunjukkan peningkatan yang lebih tinggi sebesar 45,60% dibanding kelas kontrol. Hasil penelitian menunjukkan bahwa penguasaan materi pada kelas eksperimen lebih tinggi dibanding kelas kontrol. Sebagian besar siswa (93%) memberikan tanggapan positif terhadap model pembelajaran TPS. Dengan demikian, penggunaan model pembelajaran kooperatif TPS meningkatkan aktivitas belajar dan penguasaan materi pokok ciri-ciri makhluk hidup.Kata kunci : aktivitas belajar, ciri-ciri makhluk hidup, model pembelajaran TPS, penguasaan materi
Hubungan Antara Representasi Gambar Dan Kemampuan Observasi Pada Pelaksanaan Praktikum Anatomi Tumbuhan Nur Hidayah; Nukhbatul Bidayati Haka; Laila Puspita; Aryani Dwi Kesumawardani
SIMBIOSA Vol 9, No 1 (2020): JURNAL SIMBIOSA
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/sim-bio.v9i1.2425

Abstract

Pada pelaksanaan praktikum, mahasiswa sering melakukan observasi terhadap objek atau fenomena lalu merepresentasikannya kembali dalam bentuk gambar.Penelitian ini bertujuan untuk mengetahui hubungan antara representasi gambar dan kemampuan observasi mahasiswa pada pelaksanaan praktikum anatomi tumbuhan. Penelitian ini merupakan penelitian deskriptif korelasional. Sampel yang digunakan berjumlah 33 mahasiswa pendidikan biologi salah satu universitas di Bandung.Instrumen penelitian berupa rubrik analisis gambar dan lembar observasi. Pada instrumen rubrik analisis gambar terdiri dari 3 aspek penilaian gambar, sedangkan pada lembar observasi terdiri dari 4 indikator penilaian kemampuan observasi mahasiswa. Hasil uji prasyarat menunjukkan bahwa data berdistribusi normal dan regresinya linear.Berdasarkan hasil tersebut, dilakukan uji korelasi Pearson dengan hasil signifikasi 0.000 0.05 yang menandakan terdapatnya hubungan antara dua variabel tersebut. Selanjutnya diperoleh nilai r sebesar 0.639 yang menunjukkan hubungan antara representasi gambar hasil praktikum dan kemampuan observasi mahasiswa dikategorikan cukup.
Problem-based learning (pbl) model: How does it influence metacognitive skills and independent learning? Vina Nopia Saputri; Aryani Dwi Kesumawardani
Journal of Advanced Sciences and Mathematics Education Vol 1, No 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.784 KB) | DOI: 10.58524/jasme.v1i1.18

Abstract

The problem-based learning (PBL) model creates an active and creative learning atmosphere. It is expected to positively influence students' cognitive skills and learning independence. This research aimed to determine whether the PBL model influence 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. This research was a quasi-experimental research with a Posttest-Only Control Group Design. This research employed the quantitative method with the cluster sampling technique. The instruments of this research were a metacognitive skill description test and a learning independence questionnaire. The research hypothesis was tested using the MANOVA test after the data had been tested for their normality and homogeneity. The results showed that the PBL model influenced 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. The results indicated that the PBL model produced a better result on students’ metacognitive skills and learning independence compared to the conventional learning model.