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All Journal Berkala Ilmiah Pendidikan Biologi (BioEdu) Jurnal Pendidikan Biologi
RUSTINININGSIH, ANILIA
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Languange, Linguistic, Communication & Media

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VALIDITAS LKS BERBASIS STRATEGI METAKOGNITIF PADA MATERI DUNIA TUMBUHAN KELAS X SMA RUSTINININGSIH, ANILIA
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 4 No 1 (2015)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

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Abstract

Lembar Kegiatan Siswa (LKS) digunakan untuk membantu siswa dalam menyelesaikan tugas dengan mudah. Pengembangan LKS berdasarkan syarat tertentu yaitu LKS yang dikembangkan memenuhi kompetensi dasar yang akan dicapai dan sesuai dengan kurikulum yang berlaku. Penelitian ini bertujuan untuk mendeskripsikan kelayakan teoritis LKS berbasis strategi metakognitif pada materi dunia tumbuhan. Penilaian LKS dilakukan dengan metode validasi, yaitu penilaian berdasarkan syarat LKS yang baik dan menyesuaikan karakteristik strategi metakognitif. Jenis penelitian ini yaitu penelitian deskriptif dengan metode validasi dan angket. Hasil penelitian menunjukkan 94,30% LKS berbasis strategi metakognitif layak secara teoritis dengan 90% siswa merespon positif. Kata Kunci: Validitas, LKS berbasis strategi metakognitif, Dunia tumbuhan
PEMBELAJARAN BIOLOGI BERBASIS INKUIRI UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF, PEMAHAMAN KONSEP, DAN SIKAP ILMIAH SISWA KELAS X SMA Rustininingsih, Anilia; Saptasari, Murni; Dahlia, Dahlia
Jurnal Pendidikan Biologi Vol 8, No 2 (2017)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (176.801 KB) | DOI: 10.17977/um052v8i2p57-63

Abstract

Biology learning is directed through scientific work processes to find out and prove something that can help students to gain a deeper understanding. This type of research is quasi experimental research. Research instruments used test sheets and a scientific attitude questionnaire. Data collection methods used are the test methods and dissemination of student's scientific attitude questionnaire. The data obtained were analyzed descriptively quantitative. The result showed that the difference of metacognitive skill of the experimental class students was 10.82, while the control class was 4.35. Understanding the concept of experimental class students gain the difference of 10.24, while the control class is 4.06. The experimental attitude of the experimental class students is 3.82 and the control class is 3.19. The results showed that metacognitive skills, conceptual understanding, and scientific attitudes of students using inquiry learning scored higher than those who did not use inquiry learning.
Co-Authors Dahlia Dahlia Murni Sapta Sari