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All Journal Bioscientist : Jurnal Ilmiah Biologi
Ida Royani
Program Studi Pendidikan Biologi, FPMIPA, IKIP Mataram
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Social Sciences

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PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA Lia Andriani; Taufik Samsuri; Ida Royani
Bioscientist : Jurnal Ilmiah Biologi Vol 6, No 1 (2018): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bjib.v6i1.2354

Abstract

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.
PENGARUH MODEL PEMBELAJARAN CPS (CREATIVE PROBLEM SOLVING) TERHADAP KETERAMPILAN BERPIKIR KREATIF DAN HASIL BELAJAR KOGNITIF SISWA Munisah Munisah; Siti Nurhidayati; Ida Royani
Bioscientist : Jurnal Ilmiah Biologi Vol 6, No 1 (2018): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bjib.v6i1.2459

Abstract

The problem that happened in MTs NW Darussholihin Wassyakirin is creative thinking skill and cognitive learning result of student is still less satisfactory, proved by the value of MID semester under KKM (Criteria Completed Minimal). This is because the learning process is not effective because the use of methods or learning models that are not effective. The purpose of this research is to know the influence of CPS (Creative Problem Solving) model of creative thinking skill and students' cognitive learning outcomes. This type of research is quasi experimental research with pretest postest control group design research design. The instrument used in this research is the observation sheet of learning implementation (RPP), test of creative thinking skill and test of cognitive learning result of the students. Data collection techniques are observations and tests, while data analysis techniques are descriptive and t-test. The results showed that the data presentation of creative thinking skills of students in the experimental class is 85.33 with very high category while the result of cognitive learning posstest students get the average value in the experimental class that is 80.83 and the control class is 78.67. The result of study posttest showed that the average learning result of the students in the experimental class and the control class were 86 and 76. Based on the t-test analysis with separated variance formula with 5% significant, student learning result obtained tcount of 2,581 and ttable value of 2.048, means tcount is greater than ttable value (2.581 > 2.048) so that (Ho) is rejected (Ha) accepted. Based on these results can be concluded that the model of learning CPS (Creative Problem Solving) effect on student cognitive learning outcomes, and average creative thinking skills achieve high categories.
PENGARUH MODEL PEMBELAJARAN LANGSUNG BERBASIS PRAKTIKUM TERHADAP KETERAMPILAN PROSES SAINS DAN KEMAMPUAN BERPIKIR KRITIS SISWA Syintia Lestari; Saidil Mursali; Ida Royani
Bioscientist : Jurnal Ilmiah Biologi Vol 6, No 1 (2018): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bjib.v6i1.2367

Abstract

This study aims to determine the effect of practicum based direct learning models on science process skills and students' critical thinking skills. This type of research is a quasi-experimental design with Pretest-posttest Control Group Design. Sampling technique using Cluster Random Sampling. The sample in this study were students of class XI IPA 4 as the experimental class and XI IPA 3 as the control class. The research instrument used in the form of learning implementation observation sheets, observation sheets of science process skills and tests of students' critical thinking skills. The data obtained were analyzed using t-test. The results of the data analysis show that the implementation of learning in both classes reaches very good categories. Data analysis of students 'science process skills shows that students' science process skills differ. Students' critical thinking ability in the experimental class using practicum based direct learning models is higher than the control class. The average students' critical thinking skills in the experimental class reached 73.5 and control class 58.6. Hypothesis test analysis using t-test is known that tcount is greater than ttable (3.45 > 2.04), therefore the hypothesis is accepted. Based on the results of these studies it can be concluded that the practicumbased direct learning model influences students 'critical thinking skills and students' average process science skills reach good categories.
Co-Authors Lia Andriani Munisah Munisah Saidil Mursali Siti Nurhidayati Syintia Lestari Taufik Samsuri