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All Journal Journal of Biology Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Pitaloka, Elok Dyah
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Biochemistry, Genetics & Molecular Biology Education

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THE EFFECTIVENESS OF BLENDED LEARNING IMPLEMENTATION IN ECOLOGICAL CHAPTERS JUDGING FROM THE UNDERSTANDING OF STUDENTS' CONCEPTS Pitaloka, Elok Dyah; Suyanto, Slamet
Journal of Biology Education Vol 8 No 2 (2019): August 2019
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v8i2.31584

Abstract

The use of technology in the process of learning activities can create a new atmosphere in biology learning, namely direct learning and learning using quipper school online. Learning like this is known as blended learning. The class used for the study was taken through cluster random sampling technique namely X MIPA 2 (experimental class) which implements blended learning and X MIPA 3 (control class) which implements a scientific approach. The implementation of blended learning on the topic of ecology is expected to be effective towards understanding concepts. Blended learning is effective on understanding concepts in ecological discussion because they fulfill three indicators, namely: (1) the average posttest of the experimental class 74.95> the mean posttest of the control class is 64.98, (2) The value of understanding the concepts to the two classes shows a significant difference with the values significance of 0,000<0,05, (3) Mean value of N-Gain experimental class 0.52> N-Gain mean value of control class 0.32. Thus, the implementation of blended learning in the ecology chapter in terms of understanding the concept is said to be effective.
The Effectiveness of Blended Learning Implementation in Ecological Chapters Judging from the Understanding of Students' Concepts Pitaloka, Elok Dyah; Suyanto, Slamet
Journal of Biology Education Vol 8 No 2 (2019): August 2019
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v8i2.31584

Abstract

The use of technology in the process of learning activities can create a new atmosphere in biology learning, namely direct learning and learning using quipper school online. Learning like this is known as blended learning. The class used for the study was taken through cluster random sampling technique namely X MIPA 2 (experimental class) which implements blended learning and X MIPA 3 (control class) which implements a scientific approach. The implementation of blended learning on the topic of ecology is expected to be effective towards understanding concepts. Blended learning is effective on understanding concepts in ecological discussion because they fulfill three indicators, namely: (1) the average posttest of the experimental class 74.95> the mean posttest of the control class is 64.98, (2) The value of understanding the concepts to the two classes shows a significant difference with the values significance of 0,000<0,05, (3) Mean value of N-Gain experimental class 0.52> N-Gain mean value of control class 0.32. Thus, the implementation of blended learning in the ecology chapter in terms of understanding the concept is said to be effective.
Keefektifan Blended - Problem Based Learning terhadap Pemecahan Masalah pada Materi Ekologi Pitaloka, Elok Dyah; Suyanto, Slamet
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 4, No. 5
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Biology learning must utilize technology and direct students to have problem solving skills, so that learning innovations are blended-problem based learning. This study aims to look at the effectiveness of blended-problem based learning on problem solving, when compared to learning that applies the scientific approach (5M). This study categorized as quasi-experimental research, using the design of the pretest-posttest control group. The independent t-test obtained the sig value. 0.00 <0.05, so that it can be interpreted that the posttest value of the executive class and control is significantly different. N-Gain score testing was obtained from the 0.70 high category experimental class, while 0.298 for the low category control class. Based on these data, blended-problem based learning can be said to be effective against solving ecological chapter problems.
Co-Authors Slamet Suyanto