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All Journal JSME MIPA UNIMA Jurnal Matematika Sains dan Teknologi Jurnal Biologi Tropis JURNAL PENDIDIKAN TAMBUSAI Indonesian Biodiversity Journal Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Indonesian Biodiversity Journal Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)
Arrijani -
Universitas Negeri Manado
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Veterinary Other

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Journal : Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)

 1 
Penerapan Praktikum Berbasis Lingkungan untuk Meningkatkan Pemahaman Konsep Spermatophyta di SMP Negeri 4 Manado Tesalonika Yohana Wowat; Arrijani Arrijani; Meity N. Tanor
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 2 (2025): Juni : Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i2.360

Abstract

This study aims to analyze student activities and learning outcomes in the learning of Spermatophyta sub-material through practicum activities based on Exploring the Environment at SMP Negeri 4 Manado. The background of this study is based on the need for a contextual approach to biology learning and being able to increase student engagement actively. The method used was quantitative descriptive research with survey techniques, involving 20 grade VII students and 2 science teachers as respondents. The research instrument consisted of a closed questionnaire, an open interview, and an observation sheet. The questionnaire results showed that students responded very well to this learning method, with an average score of 83.4%. At the same time, teachers rated this approach as effective, with an average of 88%. Observations showed that students were active in practicum activities, enthusiastic in making observations, and involved in group discussions. The interview revealed that this environment-based learning strengthens students' understanding of biological concepts and increases scientific curiosity. The obstacles found include the accuracy of recording and the inequality of roles in group work. However, overall, exploring the Surroundings-based learning has been proven to positively impact student engagement and understanding, especially in connecting theory with real objects in the surrounding environment. The implications of this study emphasize the importance of applying contextual approaches in biology learning and suggest improving guidance strategies and recording of observations in the field for more optimal learning effectiveness.
Problem Based Learning sebagai Strategi Pembelajaran Kontekstual pada Materi Ekosistem: (Studi Tindakan Kelas di SMA Katolik St. Rosa de Lima Tondano) Limmey Maria Tambingon; Arrijani Arrijani; Musma Rukmana
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 3 (2025): September : Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i3.690

Abstract

Biology education in high school has an important role in shaping students' science literacy and critical thinking skills. However, ecological material, particularly the topic of Ecosystem Components and their Interactions, is often considered difficult because it is abstract and not easy to observe directly. This research aims to improve student learning outcomes through the application of the Problem Based Learning (PBL) model, which emphasizes real problem-solving, collaborative discussion, and active involvement in the learning process. The research uses the design of Classroom Action Research (PTK) which was carried out in two cycles in class X of St. Rosa de Lima Catholic High School Tondano involving 10 students in the odd semester of the 2025/2026 school year. Data was collected through observation of teacher and student activities, learning outcome tests in the form of pretests and posttests, and learning documentation. The analysis was carried out descriptively, qualitatively, and quantitatively by calculating the average score, percentage of completion, and student involvement. The results of the study showed a significant increase. The percentage of teacher activity increased from 58.3% in the first cycle to 87.5% in the second cycle, while student activity increased from 45.83% to 83.33%. The average score of students also increased from 70% in cycle I to 90% in cycle II, with classical completeness reaching 90%. These findings confirm the effectiveness of PBL as a contextual Biology learning strategy, able to bridge ecological concepts with real life, and increase students' curiosity, cooperation, and critical thinking skills.
Co-Authors Billy Sampelan Boy J.A Lombok Caroline Manuahe Dumgair, Sarah Emma M Moko Herry Maurits Sumampouw Kleriyani Mayan Limmey Maria Tambingon Mariana Rengkuan Meity Nelltje Tanor Mokosuli Yermia Samuel Musma Rukmana Nani, Siti Nadiah Nova L.I.M Ogi Revolson Mege Rivaldo Tompoh Skilfre Julianty Pelleng Talu, Olfi Tesalonika Yohana Wowat Utari Satiman Utari Satiman Wisda Nurjannah Abdullah Yestika Lolowang