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All Journal Al Jahiz: Journal of Biology Education Research
Vifty Octanarlia Narsan
IAIN Metro
Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media

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Penggunaan Media Pembelajaran Mind Mapping terhadap Motivasi Belajar Mahasiswa pada Mata Kuliah Genetika Selama Pembelajaran Daring Vifty Octanarlia Narsan
Al Jahiz: Journal of Biology Education Research Vol 3 No 1 (2022): Al Jahiz: Journal of Biology Education Research, Juni 2022
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Metro, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (568.729 KB) | DOI: 10.32332/al-jahiz.v3i1.4874

Abstract

Penelitian ini dilakukan untuk mengetahui pengaruh penggunaan media mind mapping terhadap motivasi belajar mahasiswa yang mendapatkan pembelajaran daring selama masa Pandemik Covid-19 pada mata kuliah Genetika. Teknik pengambilan sampel dilakukan dengan purposive sampling. Penelitian ini menggunakan penelitian kuantitatif. Subyek penelitian dalam penelitian ini adalah 60 orang mahasiswa Program Studi Tadris Biologi Institut Agama Islam Negeri Metro, Lampung tahun ajaran 2022/2023 yang terdiri dari 10 orang mahasiswa laki-laki dan 50 orang mahasiswa perempuan. Instrumen yang digunakan dalam penelitian ini menggunakan data survey. Adapun surveynya dalam bentuk kuisioner yang dibuat dalam google form agar mudah diakses oleh mahasiswa Aspek yang diteliti dalam penelitian ini ada 8 indikator motivasi belajar, yaitu: konsentrasi, rasa ingin tahu, semangat, kemandirian, kesiapan, antusias atau dorongan, pantang menyerah, dan percaya diri. Adapun aspek yang dinilai dalam penelitian berjumlah 16. Berdasarkan hasil analisis data yang telah dijelaskan sebelumnya pada bagian pembahasan maka dapat ditarik kesimpulan bahwa dari 8 indikator motivasi belajar menunjukkan skor rata-rata persentase sebesar 80,27 % dengan kriteria sangat baik. Hal ini dapat disimpulkan bahwa ditengah pandemic Covid-19, tidak menjadi alasan bagi mahasiswa untuk memiliki motivasi belajar yang tinggi pada matakuliah Genetika selama pembelajar daring
Pengaruh Model Problem Based Learning (PBL) Terhadap Penguasaan Konsep dan Keterampilan Kerjasama Peserta Didik pada Matakuliah Telaah Biologi Vifty Octanarlia Narsan
Al Jahiz: Journal of Biology Education Research Vol 3 No 2 (2022): Al Jahiz: Journal of Biology Education Research, Desember 2022
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Metro, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/al-jahiz.v3i2.5815

Abstract

The 21st century has brought various changes, including in the field of education so that global people are required to master various essential skills. One of the important skills is cooperation skills. The problem based learning model is a learning model that is in accordance with the demands of the 21st century. The Problem Based Learning (PBL) in this study was modified from Sufairoh (2016). The subjects of this study were 60 semester 6 students of the Tadris Biology study program at the Metro State Islamic Institute. The research method is pre-experiment and the one group pretest-posttest design. The data collection techniques used in this study were written tests for mastery of concepts, observation sheets for collaboration skills, and response questionnaires. The data collection instrument for mastering concepts was in the form of a written test in the form of a description totaling 10 items which were assessed using the assessment rubric of six indicators of mastery of concepts from bloom's taxonomy (Nurisnaeni, 2022). The cooperation skills are measured using an observation sheet containing 7 statements adopted from Mahanal (2014). Based on the research results, it can be concluded that learning using the problem based learning (PBL) model has the potential to increase students' mastery of concepts and collaborative skills in biology curriculum review courses. This is supported by student response data which gives a positive response to the Problem Based Learning (PBL) model.
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