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All Journal Ideguru: Jurnal Karya Ilmiah Guru Jurnal Edukasi Biologi
Nanik Yuniastuti
SMA Negeri 2 Yogyakarta
Humanities Education Social Sciences Other

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Peningkatan Motivasi dan Hasil Belajar Daring Biologi melalui Home Based Experiment Model Inquiry Based Learning Nanik Yuniastuti
Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 1 (2021): Edisi Januari 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (638.316 KB) | DOI: 10.51169/ideguru.v6i1.197

Abstract

Penelitian ini bertujuan untuk meningkatan motivasi dan hasil belajar peserta didik melalui pembelajaran daring home based experiment model Inquiry Based Learning pada materi metabolisme. Jenis penelitian adalah penelitian tindakan kelas dengan subjek penelitian adalah peserta didik kelas XII MIPA7 di SMA Negeri 2 Yogyakarta. Teknik pengumpulan data dilakukan melalui observasi, dokumentasi, dan tes tulis secara daring. Model Inquiry Based Learning dilakukan melalui tahapan : 1) discovery learning; 2) interactive demonstration; 3) inquiry lesson; 4) inquiry laboratory; dan 5) real-world applications. Data yang terkumpul dari instrumen penelitian pada siklus pertama, selanjutnya dibandingkan dengan data pada siklus kedua. Hasil penelitian menunjukkan bahwa implementasi pembelajaran daring home based experiment model Inquiry Based Learning telah meningkatkan 1) rerata motivasi belajar peserta didik sebesar 0,2 poin, yaitu dari 3,8 menjadi 4, terutama pada indikator motivasi karir (career motivation); 2) meningkatkan rerata sikap karakter peserta didik sebesar 0,2 poin dari 3,8 menjadi 4, terutama pada indikator karakter daya juang; 3) meningkatkan nilai rerata proyek home based experiment sebesar 1,93 poin, yaitu dari 96,13 menjadi 98,06 ; dan 4) meningkatkan nilai rerata penilaian harian peserta didik sebesar 2,42 poin, dari 74,19 menjadi 76,61. Dari hasil penelitian tindakan kelas ini dapat disimpulkan bahwa pembelajaran daring home based experiment model Inquiry Based Learning mampu meningkatkan motivasi dan hasil belajar peserta didik di kelas XII MIIA7 di SMA Negeri 2 Yogyakarta.
IMPROVING CRITICAL THINKING ABILITY AND BIOLOGY LEARNING OUTCOMES IN SENIOR HIGH SCHOOL WITH THE SCIENCE TECHNOLOGY AND SOCIETY APPROACH WITH THE ASSISTANCE OF E-LKPD Nanik Yuniastuti
Jurnal Edukasi Biologi Vol 9, No 2 (2023): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v9i2.18741

Abstract

The aim of this research is to explain the application of the STS (Science, Technology, and Society) approach with the assistance of E-LKPD to improve critical thinking skills and Biology learning outcomes for class XI PMIIA5 students on immune system material at SMA Negeri 2 Yogyakarta in the 2020/2021 academic year. The type of research carried out is Classroom Action Research (CAR) which follows the model of Stephen Kemmis and Robin McTaggart, through the stages of planning, action, observation, and reflection (reflecting). The approach of Science, Technology, and Society Assisted by E-LKPD is carried out by following stages 1) invitation; 2) exploration (exploration); 3) explanations and solutions (proposing explanations and solutions); and 4) taking action. The results of the action showed that all indicators of critical thinking skills increased in cycle 2. The average indicator of critical thinking skills increased by 0.14 points from 2.89 to 3.03 in cycle 2. The indicator of rejecting incorrect and irrelevant information increased from 3.14 to 3.25 in cycle 2. The indicator of detecting and correcting conceptual errors increased from 2.77 to 2.83 in cycle 2. The indicator of seeking new solutions increased from 2.64 to 2.96 in cycle 2. While the indicator made a decision or conclusion after collecting the facts increased from 3.01 to 3.08 in cycle 2. Learning outcomes data showed that the average value of student evaluation increased by 12.37 points from 62.8 to 75.17 in cycle 2. The percentage of class completeness increased by 44 points from 33% to 77% in cycle 2. While the percentage of class incompleteness decreased by 44 points from 67% to 23% in cycle 2. In general, the average value of all poster assessment indicators increased by 1.23 points from 94.7 7 becomes 96.00 in cycle 2.
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