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All Journal Biosfer: Jurnal Pendidikan Biologi Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research BIOEDUPAT: Pattimura Journal of Biology and Learning Jurnal Pijar MIPA Journal of Science and Education Research
Kusuma, Anindita Suliya Hangesti Mandra
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Journal of Classroom Action Research

 1 
Analysis of the Relationship Between Learning Motivation and Critical Thinking Skills using The Problem-based Learning Model Kusuma, Anindita Suliya Hangesti Mandra; Hidayati, Ermia
Journal of Classroom Action Research Vol. 7 No. 1 (2025): Februari 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i1.9975

Abstract

The learning of Basic Natural Sciences is still dominated by conventional discussion methods and one-way communication. The aim of this study is to fill a gap in the literature by examining the relationship between learning motivation and students' critical thinking skills in Basic Natural Sciences courses using the Problem-Based Learning (PBL) method. The study employs a correlational research method. Learning motivation is measured using the Attention, Relevance, Confidence, Satisfaction (ARCS) motivation questionnaire. Critical thinking skills are assessed through a test with indicators such as evaluating evidence, analyzing arguments, understanding implications and consequences, developing sound arguments, and understanding causation. Data analysis used in this research includes correlation analysis and regression analysis. The research results indicate a relationship between learning motivation and critical thinking skills. The correlation coefficient (r) value between learning motivation and critical thinking skills is 0.823, indicating a strong/high correlation. The relationship between learning motivation and critical thinking skills is positive. The coefficient of determination (r²) is 0.677 (67.7%), which means that 67.7% of the variability in critical thinking skills can be explained by learning motivation. The regression significance value confirms that the regression line equation can be used for predictions. The regression line equation for the relationship between learning motivation and critical thinking skills within the PBL model is .
Analysis Questioning Skills of Biology Education Student Based on Different Academic Abilities and the Correlation With Metacognitive Skills Kusuma, Anindita Suliya Hangesti Mandra; Rasmi, Dewa Ayu Citra; Artayasa, I Putu; Ilhamdi, M Liwa; Setiawan, Heru
Journal of Classroom Action Research Vol. 7 No. 2 (2025): Mei 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i2.10732

Abstract

The aim of this research is to determine the questioning skills of Biology Education students based on different academic abilities and their correlation with metacognitive skills. This study employs a mixed methods design. The sample in the study consists of biology education students from the Faculty of Teacher Training and Education, University of Mataram. The instruments used in this research include the Questioning Skills Instrument and an Achievement test to measure metacognitive skills. The data analysis used in this research includes descriptive and inferential statistical analysis (correlation and regression). The results of the qualitative analysis using descriptive statistics show that the questioning skills of students with low academic performance mostly remain at level C2 (comprehension questions), comprising 58% of the questions, and C1 (recall questions), comprising 38% of the questions. A small proportion were able to formulate questions at level C3 (application questions), comprising 15% of the questions, and only 1% were able to formulate questions at level C4 (analysis questions). For students with high academic performance, most of the questioning skills were at level C3 (application questions), comprising 36.67% of the questions, and C2 (comprehension questions), comprising 35.56% of the questions. Additionally, 18.89% of the questions reached level C4 (analysis questions), and 3.33% reached level C5 (evaluation questions). Only a small proportion formulated questions at level C1 (recall questions), comprising 1.11% of the questions. The analysis of the relationship between questioning skills and metacognitive skills indicates that there is a relationship between students' questioning skills and metacognitive skills when using the Reading Concept Mapping-Reciprocal Teaching (ReMap-RT) learning model, with a correlation coefficient of 0.868 (high). The direction of the relationship between questioning skills and metacognitive skills is positive. The coefficient of determination (r²) is 0.754, which explains that the variability in students' metacognitive skills is determined by 75.4% of the questioning skills. The significance value of this regression is also used to determine whether the regression equation can be used for prediction. If the significance value of the regression is less than the determined significance level, then the regression equation can be used for prediction. Based on the analysis results, the regression significance value is 0.00 < 0.05, so it can be concluded that the regression equation can also be used for prediction. The regression equation for the relationship between questioning skills and metacognitive skills of students using the Reading Concept Mapping-Reciprocal Teaching (ReMap-RT) learning model is Ŷ = 38.791 + 3.185X.
Co-Authors A. Wahab Jufri Adawiyah, Marosa Robi'atul Agil Al Idrus, Agil Al Agus Ramdani Ahmad Raksun, Ahmad Albaniah, Melly Almaheran, Sundus Sepia Ardiana, Baiq Mis Ayu Lestari, Tri Azizah, Nusrotun Azlin, Nirma Holis Baiq Sri Handayani BaiqIsti Hijriani Dadi Setiadi Didik Santoso Febriadi, Dani Fitri, Dea Nirmala Heru Setiawan Hidayanti, Ermia Hidayati, Ermia I Wayan Merta Ilhamdi, M Liwa Ilhamdi, Mohammad Liwa ISLAMIYAH, NUR Karima, Maulidia Karnan Karnan Komalasari, Baiq Resti Mahrus Mahrus, Mahrus Marchila, Aura PA Miftahul Aini, Miftahul Muhlis Muslihatun, Fitri Ni Luh Putu Pebri Artayani . Niarni, Baiq Gina Amalia Nirmala, Dea Nuradelia, Debby Nuraini, Zun Parhana, Anggun SN Rasmi, Dewa Ayu Citra Sakaroni, Rubiyatna Septiana, Alya Shafa, Mezaluna M Sukarso, AA. Sukma, Izza Melati Suryaningsih, Hartati SUYANTRI, ENI Wirajagat, Gde Cahyadi