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Biodik: Jurnal Ilmiah Pendidikan Biologi
Published by Universitas Jambi
ISSN : -     EISSN : 25800922     DOI : https://doi.org/10.22437/
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Social Sciences
Biodik : Jurnal Ilmiah Pendidikan Biologi receiving and publishing article in the form of research (scientific article) in the field of biology education and utilization of biological research in learning. Moreover, this journal bridges the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasize are as follow: 1. Research on Learning Biology/Science (Biology learning materials at all education levels, learning planning, learning models, biology teaching skills).). 2. Pure Research of Biology developed or studied to the sources, materials, or instructional media Biology/Science(Biology learning materials at all education levels and application in society, learning media, application of information technology for biology learning). 3. Curriculum of Biology Education at all education levels (learning design, competency analysis, syllabus and learning planning) 4. Class Action Research (CAR) and Lesson Study (material analysis, methods, student needs, student personality, student problems) 5. Other Qualitative Research, Quantitative, Research & Development and Mixedof Biology Education. 6. The school management and Biology/science laboratory management. 7. Biology/Science Learning Evaluation 8. Teacher Professional Issues/Trends in Biology Education. 9. Another study for the scope of Biology Education.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 17 Documents
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Search results for , issue "Vol. 6 No. 4 (2020): December 2020" : 17 Documents clear
Pemanfaatan Nilai Struktur Vegetasi dan Nilai Serapan Karbon Mangrove Dalam Pengembangan Buku Ajar Ekologi Pesisir: (Utilization the vegetation structure value and carbon absorption value of mangrove to develop the coastal ecological Teaching book) Abubakar Sidik Katili; Ilyas H. Husalin; Hartono D. Mamu
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.9896

Abstract

This study aims to describe the effectiveness of using smartphone-based learning media on ecosystem materials in developing students' environmental care attitudes. This study aims to develop textbooks using the value of the structure of mangrove vegetation and the value of carbon uptake. The value of the mangrove vegetation structure value and the value of carbon uptake have been obtained from the results of previous studies conducted in the mangrove area of ​​Tabongo Village, Dulupi District, Boalemo Regency, Gorontalo Province. In this study focused on the development of coastal ecology textbooks based on the value of the mangrove vegetation structure and its carbon absorption value. The method used is the 4-D model (four D) which includes the defining stage, the planning stage (design), the development stage (develop) and the dissemination stage. The dissemination stage is carried out by implementing textbooks that have been developed in coastal ecology lectures. The data was collected using a validation sheet, which includes material validation, design validation, and legibility testing involving biology students. The data obtained were analyzed using the formula for the average validation score, with the eligibility criteria, namely very feasible (3.26 - 4.00), feasible (2.51 - 2.25), quite feasible (1.76 - 2.50), less feasible (1.00 - 1.75). The research results obtained that, the material expert's assessment of all aspects of assessment for textbook validation is 93.75% which means that it has very good quality, because it is in the range of 81% to 100%, the design expert's assessment of all aspects of the assessment for textbook design validation is 91.67 % which means that the design quality is very good, because it is in the range of 81% to 100%, the student response to the quality aspects of textbooks is at a percentage of 94%, meaning this book is included in the very good category because it is in the range of 81 to 100%. Thus, the textbook produced in this study can be used as a reference in coastal ecology courses. Abstrak. Penelitian ini bertujuan untuk mengembangkan buku ajar dengan menggunakan materi nilai struktur vegetasi mangrove dan nilai serapan karbon. Nilai nilai struktur vegetasi mangrove dan nilai serapan karbon telah diperoleh dari hasil penelitian sebelumnya yang dilakukan di kawasan mangrove desa Tabongo Kecamatan Dulupi Kabupaten Boalemo, Provinsi Gorontalo. Dalam penelitian ini difokuskan pada pengembangan buku ajar ekologi pesisir yang berbasis pada nilai struktur vegetasi mangrove dan nilai serapan karbonnya. Metode yang digunakan adalah model 4-D (four D) yang meliputi tahapan pendefinisian (define), tahapan perencanaan (design), tahapan pengembangan (develop) dan tahapan penyebaran (disseminate). Untuk tahapan penyebarluasan dilakukan dengan mengimlementasikan buku ajar yang telah dikembangkan pada kegiatan perkuliahan ekologi pesisir. Pengumpulan data dilakukan dengan menggunakan lembar validasi, yang meliputi validasi materi, validasi desain, dan uji keterbacaan yang melibatkan mahasiswa biologi. Data yang diperoleh dianalisis dengan menggunakan rumus rata-rata skor validasi, dengan kriteria kelayakan yakni sangat layak (3,26 – 4,00),  layak (2.51 – 2.25), cukup layak (1,76 – 2,50),  kurang layak (1,00 – 1,75). Hasil penelitian yang diperoleh bahwa, penilaian ahli materi dari keseluruhan aspek penilaian untuk validasi buku ajar adalah 93.75 % yang berarti memiliki kualitas sangat baik, karena berada pada rentang 81% sampai 100%, penilaian ahli desain keselurah aspek penilaian untuk validasi desain buku ajar adalah 91.67 % yang berarti memiliki kualitas desain sangat baik, karena berada pada rentang 81% sampai 100%, respon mahasiswa untuk aspek kualitas buku ajar berada pada persentase 94 % artinya buku ini termasuk pada kategori sangat baik karena berada pada rentang 81 sampai 100%. Dengan demikian buku ajar yang dihasilkan dalam penelitian ini dapat dimanfaatkan sebagai salah satu referensi dalam mata kuliah ekologi pesisir
Meningkatkan Keterampilan Mengajar Guru Melalui Pendampingan Penyusunan Perangkat Pembelajaran dan penilaian HOTS : (Improve teacher teaching skills throughassistance in the preparation of learning tools and HOTS assessment Eva Nurul Malahayati; Mar’atus Sholihah
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.9914

Abstract

Changes to the 2013 revised curriculum require teachers to be able to preparation and implement learning with a focus on four elements, 1) Reinforcement character education, 2) Literacy movement, 3) 4C (Critical Thinking and Problem Solving, Creative, Communicative, and Collaborative), and 4) HOTS (Higher-Order Thinking Skills) Assessment. Mentoring in the preparation of learning and HOTS assessment for teachers aims to improve teacher skills in making learning devices that are in accordance with the 2013 revised curriculum and be able to apply them in the classroom, as well as being able to develop HOTS assessment instruments. The method used is In House Training (IHT) and mentoring with evaluation model developed by Donald Kirkpatrick (1975) which consists of 4 levels: reaction, learning, behaviour and result. The product of this research is the learning devices and HOTS assessment. The conclusion of this research is that teachers can develop learning devices and HOTS assessments and teachers are skilled in 21st century learning according according to the revised 2013 curriculum demands. Abstrak. Perubahan kurikulum 2013 revisi menuntut guru untuk dapat menyusun dan melaksanakan pembelajaran dengan menitik beratkan pada empat unsur, 1) Penguatan pendidikan karakter (PPK), 2) Gerakan Literasi, 3) 4C (Critical Thinking and Problem Solving, Creative, Communicative, Dan Collaborative), dan 4) Penilaian HOTS (Higher-Order Thinking Skills). Pendampingan penyusunan perangkat pembelajaran dan penilaian HOTS bagi guru bertujuan untuk meningkatkan keterampilan guru dalam membuat perangkat pembelajaran yang sesuai kurikulum 2013 revisi dan menyusun instrumen penilaian HOT.  Instrumen yang digunakan dalam penelitian ini adalah  lembar wawancara, lembar observasi, dan lembar evalusi  yang dikembangkan oleh Donald Kirkpatrick (1975) serta dokumentasi yang dianalisis dengan tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan (Miles dan Huberman,1984). Metode pelaksanaan kegiatan ini yaitu in house training, pendampingan, dan impelementasi perangkat pembelajaran kurikumum 2013 revisi dan instrumen penilaian HOT. Selanjutnya guru akan mengimplementasikan perangkat pembelajaran yang telah disusun sesuai kelasnya, Selama pengimplementasian perangkat pembelajaran, tim akan mendampingi dan melakukan observasi. Hasil observasi akan dijadikan bahan refleksi bersama. Kesimpulan dari penelitian ini guru dapat menyusun perangkat pembelajaran dan penilain HOTS sesuai tuntutan kurikulum 2013 revisi.
Pengembangan Booklet Keanekaragaman Kupu-Kupu Di Kabupaten Kerinci dan Sekitarnya Sebagai Sumber Belajar Pada Materi Animalia Kelas X SMA: (Booklet Development of Butterfly Biodiversity in Kerinci Regency and its Surroundings as Learning Resource in Chapter Animalia Class X Senior High School) Bestia Dewi; Afreni Hamidah; Tedjo Sukmono
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.9979

Abstract

Learning resources play an important role in the learning process. The benefits of learning resources are as a support for learning activities, adding and expanding the presentation of material that might not be summarized in the textbooks. Most of the learning resources used by students today are still in unattractive form. The available learning resources also do not explain examples of animals that can be found around (contextual). Also, the difficulty of getting learning resources for Animalia materials that are per the learning objectives is an obstacle that causes the unavailability of Animalia learning resources. Therefore, innovation is needed to develop a learning resource that is suitable for the learning objectives. This development was done due to a lack of learning resources with the elaboration of animals found in surrounding (Contextual). This development study aimed to design a booklet of butterfly biodiversity in Kerinci regency and its surroundings as a learning resource in Chapter Animalia Class X Senior High School, to determine teachers' and students' responses. The development model used in this study was the ADDIE model. ADDIE model consists of 5 steps: Analysis, Design, Development, Implementation, and Evaluation. The booklet was validated by media experts and material experts in the very appropriate category. The response from the teachers to the booklet was good. The response from the students to the booklet in a small group trial and large group trials was very good. Based on the results of the study it can be concluded that booklet of butterfly biodiversity in Kerinci regency and its surroundings is appropriate for use by high school grade X students as learning resources for Animalia chapter.  Abstrak. Sumber belajar berperan penting dalam kegiatan pembelajaran. Beberapa manfaat sumber belajar yaitu sebagai penunjang kegiatan pembelajaran, menambah dan memperluas sajian materi yang mungkin tidak terangkum didalam buku paket. Sebagian besar sumber belajar yang digunakan siswa saat ini masih dalam bentuk yang kurang menarik. Sumber belajar yang tersedia juga tidak menjelaskan contoh-contoh hewan yang dapat ditemui disekitar (kontekstual). Selain itu, sulitnya mendapatkan sumber belajar materi Animalia yang sesuai dengan tujuan pembelajaran menjadi kendala yang menyebabkan tidak tersedianya sumber belajar materi Animalia di sekolah. Sehingga, diperlukan suatu inovasi untuk mengembangkan suatu sumber belajar yang sesuai dengan tujuan pembelajaran. Tujuan dari penelitian pengembangan ini adalah untuk menghasilkan  booklet keanekaragaman kupu-kupu di Kabupaten Kerinci dan sekitarnya sebagai sumber belajar pada materi Animalia kelas X SMA, mengetahui respon guru dan respon siswa terhadap booklet yang dikembangkan. Model pengembangan yang digunakan dalam penelitian ini adalah model ADDIE. Model ADDIE terdiri dari 5 tahapan yaitu Analysis, Design, Development, Implementation dan Evaluation. Booklet divalidasi oleh ahli media dan ahli materi dengan perolehan hasil sangat layak. Respon guru terhadap booklet pada kategori baik. Respon siswa terhadap booklet pada ujicoba kelompok kecil dan kelompok besar pada kategori sangat baik. Berdasarkan hasil penelitian dapat disimpulkan bahwa booklet keanekaragaman kupu-kupu di Kabupaten Kerinci dan sekitarnya layak digunakan siswa kelas X SMA sebagai sumber belajar materi Animalia.    
Profil Keterampilan Proses Sains Siswa Kelas VII SMP Pada Materi Ekosistem: (Profile of Science Process Skills Class VII Junior High School Students in Ecosystem Material) Lu’lu Robiatul; Setiono Setiono; Suhendar Suhendar
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.10295

Abstract

The research aims to determine the profile of science process skills and concept mastery of class VII students of SMP Negeri Sukabumi. This research was conducted in April 4th week at one of the SMP Negeri Sukabumi City. This research uses a descriptive method. The approach used in this study is a qualitative approach. The population used in this study were 30 students of class VII SMP Negeri Kota Sukabumi. Sampling of data in this study is by using purposive sampling technique. The data was collected by using a written test in the form of multiple choice questions of science process skills, amounting to 20 questions with a reliability of 0.88 with a standard deviation of 3.20 and a correlation of 0.63 using 10 indicators of science process skills. The results showed that the profile of the science process skills of students of class VII SMP Negeri Kota Sukabumi in the 2019/2020 school year was still in the low category. However, from these results, science process skills can still be trained and improved through the use of learning models, strategies and approaches that are able to stimulate the science process skills of students. Abstrak. Penelitian ini bertujuan untuk mengetahui profil keterampilan proses sains dan penguasaan konsep siswa kelas VII SMP Negeri Kota Sukabumi. Penelitian ini dilaksanakan pada bulan april minggu ke-4 di salah satu SMP Negeri Kota Sukabumi. Penelitian ini menggunakan metode deskriptif. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Populasi yang digunakan dalam penelitian ini adalah siswa kelas VII SMP Negeri Kota Sukabumi sebanyak 30 siswa. Pengambilan sampel data dalam penelitian ini yaitu dengan menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan menggunakan tes tertulis dalam bentuk pertanyaan soal pilihan ganda keterampilan proses sains yang berjumlah 20 soal pertanyaan dengan reliabilitas 0, 78 standar deviasi 3,20 dan korelasi 0,63 menggunakan 10 indikator keterampilan proses sains. Hasil penelitian menunjukkan bahwa profil keterampilan proses sains siswa peserta didik kelas VII SMPN Kota Sukabumi pada tahun ajaran 2019/2020 masih dalam kategori kurang. Namun dari hasil tersebut, keterampilan proses sains masih bisa dilatihkan dan ditingkatkan melalui penggunaan model, strategi dan pendekatan pembelajaran yang mampu merangsang keterampilan proses sains peserta didik.
Analisis Relevansi Materi Superkelas Pisces dalam Aspek Penerapan Ilmu Taksonomi Hewan di Sekolah: (Analysis of the Relevance of Pisces Superclass Material in the Aspect of Application Animal Taxonomy in Schools) Rhavy Ferdyan; Abdul Razak; Ramadhan Sumarmin; Zulyusri Zulyusri
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.10964

Abstract

The science of taxonomy animal is a science that is constantly experiencing growth. One of the objects of study of the taxonomy of animals is a superclass Pisces that its application is also done at the school through the teaching of biology. To expand the repertoire of science knowledge regarding Pisces, not be separated from research that are continuously being developed by experts to produce discoveries about the Pisces superclass which also have an impact on the discovery of new concepts. Will but the content material superclass Pisces on learning and several book packages that use has not been demonstrated progress hot, even still finding misconception. This is certainly not appropriate if it is still implemented. Through the articles of this author will give a review of the science regarding the reason for the importance of increasing the relevance of the content material to expose the data and facts state of content material superclass Pisces during this. Articles of this come through research by using approach qualitative type of study library (library research). Abstrak. Ilmu taksonomi hewan merupakan ilmu yang senantiasa mengalami perkembangan. Salah satu objek kajian taksonomi hewan adalah superkelas pisces yang penerapannya juga dilakukan di sekolah melalui pembelajaran biologi. Untuk memperluas khasanah ilmu pengetahuan mengenai pisces, tidak akan lepas dari penelitian-penelitian yang terus dikembangkan oleh para ahli untuk menghasilkan penemuan-penemuan baru tentang superkelas pisces yang juga berdampak kepada penemuan konsep-konsep baru. Akan tetapi konten materi superkelas pisces pada pembelajaran dan beberapa buku paket yang digunakan belum menunjukkan perkembangan terkini, bahkan masih ditemukannya miskonsepsi. Hal ini tentu tidak tepat jika masih diterapkan. Melalui artikel ini penulis akan memberikan kajian ilmiah mengenai alasan pentingnya meningkatkan relevansi konten materi dengan memaparkan data dan fakta keadaan konten materi superkelas pisces selama ini. Artikel ini hadir melalui penelitian dengan menggunakan pendekatan kualitatif tipe studi pustaka (library research).
Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Penguasaan Konsep Materi Ruang Lingkup Biologi Di SMA Negeri 51 Maluku Tengah: (Application of Problem Based Learning Model to Improve Mastery of Biology Scope Material Concept in SMA Negeri 51 Maluku Tengah) Hajar Wakano; Kevin Tamaela; Umar Namakule; Kalsum Selehulano; Pricilia Sopratu
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.10965

Abstract

Research is based on initial observations that show low mastery of biological concepts. This study aims to improve students' mastery of concepts using a problem-based learning model of biology subject in class X SMA Negeri 51 Maluku Tengah. This research was conducted at SMA Negeri 51 Maluku Tengah for the 2020/2021 school year. The population in this study were students of class X SMA Negeri 51 Maluku Tengah, while the sample was taken at random with a total of 27 students. The data in this study were collected through a multiple choice test instrument. The data collected was then analyzed descriptively and used the Gain Normalization Test to answer the increase. The results obtained indicate the mastery of the concept after learning with the problem based learning model shows that there are changes. The highest score was 100 and the lowest was 80. Meanwhile, the N-gain test results obtained 1.00 in the high category. Thus it can be concluded that the application of the problem based learning model is feasible and can be used to improve students' mastery of concepts. Abstrak. Penelitian yang dilatarbelakangi observasi awal yang menunjukkan rendahnya penguasaan konsep biologi. Penelitian ini bertujuan untuk meningkatkan penguasaan konsep peserta didik menggunakan model pembelajaran problem based learning materi ruang lingkup biologi kelas X SMA Negeri 51 Maluku Tengah. Penelitian ini dilakukan di SMA Negeri 51 Maluku Tengah tahun ajaran 2020/2021. Populasi dalam penelitian ini adalah peserta didik kelas X SMA Negeri 51 Maluku Tengah, sementara sampel diambil secara Acak dengan jumlah 27 peserta didik. Data dalam penelitian ini dihimpun melalui instrument tes yang berbentuk pilihan ganda. Data yang dikumpulkan kemudian dianalisis deskriptif dan menggunakan Uji Normalisasi Gain untuk menjawab peningkatan. Hasil yang diperoleh menunjukkan penguasaan konsep setelah pembelajaran dengan model problem based learning memperlihatkan adanya perubahan. Skor tertinggi 100 dan terendah 80. Sementara untuk hasil uji N-gain diperoleh 1.00 pada kategori tinggi. Dengan demikian dapat disimpulkan bahwa penerapan model pembelajaran problem based learning layak dan dapat digunakan untuk meningkatkan pengusaan konsep peserta didik.
Pengaruh Penerapan Model Pembelajaran Picture and Picture yang dipadukan Dengan Strategi Pembelajaran Aktif Tipe Everyone is a Teacher here Terhadap Hasil Belajar Biologi: (The Effect of the Application of the Picture and Picture Learning Model combined with the Active Learning Strategy Type Everyone is a Teacher here on Biology Learning Outcomes) Ali Sadikin
BIODIK Vol. 6 No. 4 (2020): December 2020
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v6i4.12030

Abstract

This study aims to determine the effect of applying of the use of Picture and Picture learning model combined with learning strategy Everyone Is A Teacher Here on the results of biology 11th Grade Students  This research was conducted at Senior High Scholl No.1 Muaro Jambi, in 2016/2017. This type of research is a True experiment. The sample used consists of 2 classes, namely experimental class and control class. The treatment was done in the experimental class by applying the Picture and Picture learning model combined with the learning strategy of Everyone Is A Teacher Here, while in the control class applying the appropriate learning model in Senior High Scholl No.1 Muaro Jambi. The data collection using the test instrument is a multiple choice question, the questionnaire is adjusted to three aspects of the learning outcomes is cognitive, affective, and psychomotor aspects and has been tested for validity and reliability. Can be seen the average value of the cognitive aspects of the experimental class gained 72.52  and control class gained 64,13. Hypothesis tests tarithmatic = 4,55 and a ttable = 1.671, this means tarithmetic> ttable so the hypothesis is accepted. On the affective aspects of the experimental class 80,48 and control class gained 76,19. Hypothesis tests tarithmatic= 1,981 and a value table = 1.671, this means tarithmetic> ttable so the hypothesis is accepted. In the aspect of psychomotor experimental class gained 80,90 and control class gained 63,03. Hypothesis tests t tarithmatic = 4,38 and ttable= 1.671, this means tarithmetic> ttable so the hypothesis is accepted. From these results it can be concluded that the application Model of Picture and Picture learning combined with Active Learning strategy Everyone Is A Teacher Here on student learning result on cognitive, affective and psychomotor aspects. Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan penggunaan model pembelajaran Picture and Picture yang dipadukan dengan strategi pembelajaran Everyone Is A Teacher Disini terhadap Hasil Biologi Siswa Kelas XI Penelitian ini dilakukan di SMA Negeri No 1 Muaro Jambi, di 2016/2017. Jenis penelitian ini adalah Eksperimen Sejati. Sampel yang digunakan terdiri dari 2 kelas yaitu kelas eksperimen dan kelas kontrol. Perlakuan dilakukan di kelas eksperimen dengan menerapkan model pembelajaran Picture and Picture yang dipadukan dengan strategi pembelajaran Everyone Is A Teacher Here, sedangkan di kelas kontrol menerapkan model pembelajaran yang sesuai di SMA No 1 Muaro Jambi. Pengumpulan data menggunakan instrumen tes berupa soal pilihan ganda, angket disesuaikan dengan tiga aspek hasil belajar yaitu aspek kognitif, afektif, dan psikomotor serta sudah diuji validitas dan reliabilitasnya. Dapat dilihat nilai rata-rata aspek kognitif diperoleh kelas eksperimen 72,52 dan kelas kontrol memperoleh 64,13. Uji hipotesis taritmatik = 4,55 dan ttabel = 1,671, ini berarti thitung> t tabel sehingga hipotesis diterima. Pada aspek afektif kelas eksperimen 80,48 dan kelas kontrol memperoleh 76,19. Uji hipotesis taritmatik = 1,981 dan nilai tabel = 1,671, ini berarti thitung> ttabel sehingga hipotesis diterima. Pada aspek psikomotorik kelas eksperimen memperoleh 80,90 dan kelas kontrol memperoleh 63,03. Uji hipotesis t thitung = 4,38 dan ttabel = 1,671, ini berarti thitung> ttabel sehingga hipotesis diterima. Dari hasil tersebut dapat disimpulkan bahwa penerapan Model Pembelajaran Picture and Picture yang dipadukan dengan strategi Active Learning Everyone Is A Teacher Here terhadap hasil belajar siswa pada aspek kognitif, afektif dan psikomotorik.

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