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All Journal Biosel: Biologi Science and Education Mangente: Jurnal Pengabdian kepada Masyarakat
Mawar Indayani
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Peningkatan Motivasi dan Hasil Belajar Siswa Melalui Penerapan Model Pembelajaran Co-Op Co-Op Mawar Indayani; Enggal Mursalin
BIOSEL (Biology Science and Education): Jurnal Penelitian Science dan Pendidikan Vol 10, No 2 (2021): BIOSEL (Biology Science and Education): Jurnal Penelitian Science dan Pendidika
Publisher : INSTITUT AGAMA ISLAM NEGERI AMBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (173.913 KB) | DOI: 10.33477/bs.v10i2.2192

Abstract

Abstrak: Pembelajaran biologi yang dilaksanakan di SMPN 1 Air Buaya terindikasi kurang efektif karena masih menggunakan metode teacher centered learning. Hal tersebut ditunjukkan dari masih rendahnya motivasi dan hasil belajar siswa. Salah satu model pembelajaran kooperatif yang berpusat pada siswa yakni model pembelajaran tipe co-op co-op. Penelitian tindakan kelas (PTK) ini bertujuan untuk meningkatkan motivasi dan hasil belajar siswa kelas VIII melalui penerapan model pembelajaran co-op co-op pada materi sistem pernapasan pada manusia. PTK ini dilaksanakan dalam 2 siklus, dimana setiap siklusnya melalui tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Temuan dalam penelitian ini yakni sebanyak 89,4% siswa meningkat hasil belajarnya, dan rata-rata pencapaian motivasi belajar siswa meningkat sebesar 82,7%. Merujuk pada pencapaian penelitian tersebut, hendaknya guru kelas lebih intensif menerapkan model pembelajaran co-op co-op pada pokok bahasan pelajaran biologi yang lain. Kata Kunci: co-op co-op, pembelajaran biologi, motivasi dan hasil belajar Abstract: Biology learning carried out at SMPN 1 Air Buaya is indicated to be less effective because it is still teacher centered learning. This is indicated by the low motivation and student learning outcomes. One of the student-centered cooperative learning models is the co-op co-op type of learning model. This classroom action research aims to improve the motivation and learning outcomes of class VIII students through the application of the co-op co-op learning model on the respiratory system material in humans. This research is carried out in 2 cycles, where each cycle goes through the stages of planning, implementing, observing, and reflecting. The results showed that the co-op co-op learning model was able to improve student learning outcomes, namely as many as 89.4% of students and the average achievement of student motivation was 82.7%. Referring to the results of the study, classroom teachers should be more intensive in applying the co-op co-op learning model to other biology learning subjects. Keywords: co-op co-op, biology learning, motivation and learning outcomes
Pelatihan Pengelolaan Kelas Online Bagi Guru SMK Rijali Tulehu Kecamatan Salahutu Kabupaten Maluku Tengah Mawar Indayani
MANGENTE: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 1, No 1 (2021): MANGENTE: JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : IAIN AMBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mangente.v1i1.2557

Abstract

Abstract: The problem of education personnel in ICT (Information and Communication Technology) for teaching and learning activities is still often encountered in Indonesia, including in Sukoharjo Regency. Science and Technology for the Community (IbM) which will be implemented at SMK Rijali is an effort to increase teacher professionalism in terms of the use of Information and Communication Technology (ICT) in learning. The output of IbM is in the form of a national journal with ISSN and a guide book. The general objective of implementing IbM is to increase teachers' understanding and skills regarding the use of ICT in online learning. The specific objectives of IbM include: (1) Teachers are able to use and manage online classes, (2) optimize existing information and communication technology facilities, and (3) increase the effectiveness, efficiency and attractiveness of learning. The methods that will be used in the implementation of IbM are socialization, practice, mentoring, and evaluation. This training material will be carried out in 2 stages where the first stage will focus more on providing information about materials related to the role of ICT in learning and the use of online classes. This information is very important so that the training participants get an idea of the role of ICT in learning, as well as the importance of training as a form of teacher self-development. The second stage of the training will focus on training on installation of online classes, management of learning materials, as well as making quizzes and online evaluation questions. With online classes, teachers are expected to be able to provide additional learning and evaluation anytime and anywhere. Evaluation of this activity is carried out during training activities and the results of making and managing online classes. Aspects that are evaluated are attendance, participant activity, participant understanding of the material that has been given. The criteria for achieving the program in each aspect are the attendance of participants, activities in good category, and level of understanding of the material in good category Keywords: Teacher Professionalism, Online Class Abstrak: Persoalan tenaga pendidikan dalam TIK (Teknologi Informasi dan Komunikasi) untuk kegiatan belajar mengajar masih sering di jumpai di indonesia termasukk di kabupaen Sukoharjo. Ipteks bagi Masyarakat (IbM) yang akan dilaksanakan di SMK Rijali  merupakan satu bentuk upaya peningkatan profesionalisme guru dalam hal pemanfaatan Information and Communication Technology (ICT)dalam pembelajaran. Luaran IbM ini berupa jurnal nasional berISSN dan buku panduan. Tujuan umum pelaksanaan IbM adalah meningkatkan pemahaman dan keterampilan kepada guru tentang pemanfaatan ICT dalam pembelajaran online. Tujuan khusus dari IbM ini diantaranya: (1) Guru mampu menggunakan dan mengelola kelas Online, (2) mengoptimalkan fasilitas teknologi informasi dan komunikasi yang ada, serta (3) meningkatkan keefektifan, efisiensi dan daya tarik pembelajaran. Metode yang akan digunakan pada pelaksanaan IbM yaitu sosialisasi, praktek, pendampingan, dan evaluasi. Materi pelatihan ini akan di lakukan dalam 2 tahap dimana tahap pertama akan lebih fokus dalam memberikan informasi tentang materi berkaitan dengan peranan ICT dalam pembelajaran dan pemanfaatan kelas online. Informasi ini sangat penting dilakukan supaya para peserta pelatihan mendapatkan gambaran mengenai peran ICT dalam pembelajaran, serta pentingnya pelatihan sebagai bentuk pengembangan diri guru. Tahap kedua pelatihan akan fokus pada pelatihan instalasi pembuatan kelas online, pengelolaan materi pembelajaran, serta pembuatan kuis maupun soal evaluasi online. Dengan kelas online guru diharapkan bisa memberikan pembelajaran tambahan maupun evaluasi kapanpun dan dimanapun. Evaluasi kegiatan ini dilakukan saat berlangsungnya kegiatan pelatihan dan hasil pembuatan dan pengelolaan kelas online. Aspek yang dievaluasi adalah kehadiran, aktivitas peserta, pemahaman peserta terhadap materi yang telah diberikan. Kriteria pencapaian program setiap aspek adalah kehadiran peserta, aktivitas berkategori baik, dan tingkat pemahaman materi berkategori baik Kata kunci: Profesionalisme Guru, Kelas Online
Co-Authors Enggal Mursalin