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All Journal Jurnal Pendidikan Biologi Undiksha Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Saparuddin
Universitas Jambi
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Analisis Strategi dan Kendala Guru Biologi Alumni Program Pendidikan Guru Penggerak dalam Implementasi Project-Based Learning (PjBL) di SMA Negeri Kota Jambi Windy Permata Sari; Ervan Johan Wicaksana; Saparuddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2215

Abstract

This study aims to analyze the strategies and constraints faced by Biology teachers who are alumni of the Leading Teacher Education Program in implementing Project-Based Learning (PjBL) in Biology learning at Senior High Schools in Jambi City. This study uses a descriptive qualitative approach with a case study design. The main informants consisted of two Biology teachers who are alumni of the Leading Teacher Education Program at Senior High Schools 7 and 8 in Jambi City. Data were collected through in-depth interviews, learning observations, and documentation studies, then analyzed thematically using NVivo 12 Pro. The results showed that the PjBL implementation strategy includes project planning, project management and implementation, learning evaluation and reporting, and experience-based strategies of the Leading Teacher Education Program. The constraints found include student characteristics, school infrastructure and regulations, preparation time, implementation time, conceptual understanding, material suitability and changes in learning patterns, and learning evaluation. The implementation of PjBL is carried out in a planned, adaptive, and student-centered manner, but still requires support for student readiness, facilities, time, material selection, and more systematic evaluation. Future studies are recommended to examine the effectiveness of Project-Based Learning in improving students' learning outcomes, critical thinking skills, and STEM competencies in Biology learning.
Hubungan Motivasi Belajar dan Kesadaran Metakognisi dengan Hasil Belajar Kognitif Biologi Siswa Fase E SMA Negeri 2 Muaro Jambi Depit Wulan Sari; Ervan Johan Wicaksana; Saparuddin
Jurnal Pendidikan Biologi Undiksha Vol. 13 No. 2 (2026): In Progress
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpb.v13i2.116328

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan motivasi belajar dan kesadaran metakognisi secara parsial maupun simultan dengan hasil belajar kognitif Biologi siswa Fase E SMA Negeri 2 Muaro Jambi, serta mengetahui kontribusi kedua variabel bebas dalam model regresi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode asosiatif dan desain cross-sectional. Sampel penelitian berjumlah 240 siswa yang dipilih menggunakan teknik total sampling. Instrumen penelitian berupa angket motivasi belajar, angket kesadaran metakognisi berbasis Metacognitive Awareness Inventory (MAI), dan tes hasil belajar kognitif Biologi. Hasil uji instrumen menunjukkan bahwa instrumen penelitian valid dan reliabel, dengan nilai reliabilitas tes hasil belajar kognitif sebesar 0,927, motivasi belajar sebesar 0,826, dan kesadaran metakognisi sebesar 0,739. Analisis data dilakukan menggunakan statistik deskriptif, uji prasyarat, korelasi Pearson, dan regresi linear berganda dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa motivasi belajar memiliki hubungan positif dengan hasil belajar kognitif Biologi (r = 0,699; p < 0,001), demikian pula kesadaran metakognisi (r = 0,668; p < 0,001). Secara simultan, motivasi belajar dan kesadaran metakognisi berhubungan secara positif dengan hasil belajar kognitif Biologi (p < 0,001) dengan nilai koefisien determinasi sebesar 0,651. Hal ini menunjukkan bahwa kedua variabel bebas mampu menjelaskan 65,1% variasi hasil belajar kognitif siswa. Penelitian ini mengimplikasikan pentingnya strategi pembelajaran yang mendukung peningkatan motivasi belajar dan kesadaran metakognisi siswa.
Co-Authors Depit Wulan Sari Ervan Johan Wicaksana Windy Permata Sari