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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
Darlen Sikumbang
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Agriculture, Biological Sciences & Forestry

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Pengaruh Model Discovery Learning Terhadap Sikap Ilmiah dan Hasil Belajar Kongnitif Peserta Didik Rika Wulandari; Darlen Sikumbang; Dina Maulina
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 9, No 1 (2021): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to determine the effect of the Discovery Learning model on scientific attitudes and cognitive learning outcomes of students. The design used was an experiment with a Pretest Posttest Non Equivalent Control Group Design. Scientific attitude data were analyzed descriptively in the form of a percentage, while learning outcomes were analyzed using the Independent Sample t-Test at the 5% confidence level. The results showed that the scientific attitude obtained the highest results in the critical aspects with a percentage of 85.4% with very good criteria, while the lowest gain was in the active aspects of asking with a percentage of 70.4% with a fairly good criterion. The pretest-posttest N-gain average value in the experimental class was 0.49 higher than the control class, namely 0.39 with sig. (2-tailed) 0.043 0.05 so that H1 was accepted and H0 was rejected. Thus, the discovery learning model has an effect on scientific attitudes and is significant on the cognitive learning outcomes of students.Penelitian ini bertujuan untuk mengetahui pengaruh model Discovery Learning terhadap sikap ilmiah dan hasil belajar kognitif peserta didik. Desain yang digunakan yaitu eksperimen dengan Pretest Posttest Non Equivalent Control Group Design. Data sikap ilmiah dianalisis secara deskriptif dalam bentuk persentase sedangkan hasil belajar dianalisis dengan uji Independent Sample t-Test pada taraf kepercayaan 5%. Hasil penelitian menunjukkan bahwa sikap ilmiah diperoleh hasil tertinggi pada aspek kritis dengan persentase 85,4% berkriteria sangat baik sedangkan perolehan terendah pada aspek aktif bertanya dengan persentase 70,4% berkriteria cukup baik. Nilai rata-rata N-gain pretest-posttest pada kelas eksperimen yaitu 0,49 lebih tinggi dibanding kelas kontrol yaitu 0,39 dengan sig.(2-tailed) 0,043 0,05 sehingga H1 diterima dan H0 ditolak. Dengan demikian, model discovery learning berpengaruh terhadap sikap ilmiah dan signifikan terhadap hasil belajar kognitif peserta didik.Kata kunci: discovery learning, sikap ilmiah, hasil belajar kognitif DOI: http://dx.doi.org/10.23960/jbt.v9i1.21599
PENGARUH PENERAPAN MODEL PEMBELAJARAN TIPE TPS TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Ihsan Hagiantaraga; Darlen Sikumbang; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 5 (2013): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Based on observations and interviews with tenth grade biology teacher at SMA Gajah Mada Bandar Lampung, known that the average student learning outcomes was low. Therefore, researcher interested in studying the application of Think Pair Share learning model as an alternative to improve student learning outcomes. Samples were X1 and X2 graders selected by random sampling. Quantitative data obtained from the average value of pretest and posttest were analyzed statistically using U test and N- gain using t-test. Qualitative data analyzed from the learn activities of student descriptively. The results showed that the use of cooperative learning model Think Pair Share improving student learning outcomes significantly with an average N-gain was rerata (0.6). This was supported by increased learning activities of student put forward the idea was moderate (74.5%), cooperates with friends was high (7%), presentations of the results discussions was moderate (75.59%).Berdasarkan hasil wawancara dengan guru Biologi kelas X SMA Gajah Mada Bandar Lampung, diketahui rata-rata hasil belajar siswa rendah. Oleh karena itu, peneliti tertarik untuk meneliti tentang penerapan model pembelajaran Think Pair Share (TPS) sebagai alternatif untuk meningkatkan hasil belajar siswa. Sampel penelitian adalah siswa kelas X1 dan X2 yang dipilih secara random sampling. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postes yang dianalisis secara statistik menggunakan uji-U dan N-gain menggunakan uji t. Data kualitatif berupa aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS) meningkatkan hasil belajar siswa secara signifikan dengan rata-rata N-gain berkriteria sedang (0.6). Hal itu didukung dengan peningkatan aktivitas belajar siswa mengemukakan pendapat / ide berkriteria cukup (64.28%), bekerjasaama dengan teman berkriteria baik  (72.02%), mempresentasikan hasil diskusi berkriteria baik (75.59%).Kata kunci: aktivitas, hasil belajar, model Think Pair Share (TPS)
Efektivitas Formasi Tempat Duduk Tipe U dan Chevron terhadap Hasil Belajar Peserta Didik Novy Kusuma Wardani; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aimed to determine the effectiveness of U, chevron and theater seating formation on student learning outcomes in the subject matter of the plant tissues in Senior High School 3 Metro. The population was XI grade science students and samples were XI science 1, XI science 2, and XI science 3 grade’s students which were selected by purposive sampling technique. The design of this study was a non-equivalent pretest-posttest. Measurement of effectiveness on cognitive aspects based on differences in N-gain, while the calculation of affective and psychomotor aspects based on the interpretation of Qualitative Achievement Index and score improvement calculation. The results showed that the average N-gain value, affective and psychomotoric aspects of the experimental class I was higher than the experimental class II and control class. In conclusion, there were differences in the effectiveness of the three seating formations that are determined against learning outcomes and the U was the most effective then chevron and theater formations.Penelitian ini bertujuan mengetahui efektivitas formasi tempat duduk tipe U dan Chevron terhadap hasil belajar peserta didik pada materi pokok jaringan tumbuhan di SMAN 3 Metro. Populasi penelitian ini adalah seluruh peserta didik kelas XI IPA dan sampelnya adalah peserta didik kelas XI IPA 1, XI IPA 2, dan XI IPA 3 yang diambil dengan teknik purposive sampling. Desain penelitian ini adalah pretes-postes non ekuivalen. Pengukuran efektivitas pada aspek kognitif berdasarkan perbedaan N-gain, sedangkan perhitungan aspek afektif dan psikomotorik berdasarkan tafsir indeks prestasi kualitatif. Hasilnya menunjukkan bahwa peserta didik kelas eksperimen I memiliki N-gain kognitif dan peningkatan nilai aspek afektif dan psikomotorik tertinggi daripada peserta didik kelas eksperimen II dan kelas kontrol. Kesimpulannya, terdapat perbedaan efektivitas dari ketiga formasi tempat duduk dengan formasi U yang paling efektif daripada formasi chevron dan teater.Kata kunci : efektivitas, formasi tempat duduk, hasil belajar
PENGGUNAAN METODE INKUIRI TERBIMBING TERHADAP KPS DAN PENGUASAAN KONSEP OLEH SISWA Fiska Aulia Rahmah; Arwin Achmad; Darlen Sikumbang
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 9 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aimed to know the effect of guided inquiry method towards student conceptual understanding and science process skill. Samples were VIIA and VIIB that was chosen by purposive sampling. This research design was pretest-postest non equivalent group. The quantitative data was obtained from the average  value of test that analyzed using t-test andU-test. The qualitative data was student quostionnaire responses that analyzed descriptively. The result showed that the guided inquiry method can not improved student science process skillthat proof fromN-gain average 56,12. Whereas guided inquiry method can improved student conceptual understanding with average 60,41. Beside that, most student (100%) gave positive response towards guided inkuiri method. Thus, using guided inquiry method can not improved student science process skill signicantly but guided inquiry method can improved student conceptual understanding significantly.  Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode inkuiri terbimbing terhadap keterampilan proses sains dan penguasaan konsep siswa. Sampel penelitian adalah siswa kelas VIIA dan VIIB yang dipilih dari populasi secara purposive  sampling. Penelitian ini menggunakan desain penelitian pretes postes kelompok tak ekuivalen. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U.Data kualitatif berupa data angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan metode inkuiri terbimbing tidak meningkatkan secara signifikan keterampilan proses sains siswa dengan rata-rata N-gain 56,12. Akan tetapi, penggunaan metode inkuiri terbimbing meningkatkan secara signifikan penguasaan konsep siswa dengan rata-rata N-gain 60,41. Sejalan dengan hal itu, semua siswa (100%) memberikan tanggapan positif terhadap penggunaan metode inkuiri terbimbing. Dengan demikian, penggunaan metode inkuiri terbimbing tidak berpengaruh signifikan terhadap peningkatan keterampilan proses sains tetapi berpengaruh signifikan terhadap peningkatan penguasaan konsep siswa. Kata kunci : inkuiri terbimbing, keterampilan proses sains, penguasaan konsep
Co-Authors Aditya Prayoga Afif Bintoro Ajeng Pratiwi Angga Prayoga Annisa Shinta Devi Apsah Gatin Lestari Arwin Achmad Arwin Surbakti Berti Yolida Cincin Bertasari Dedi Pendra Setiawan Dina Maulina DIYAN FIRMANSYAH Dwi Febri Hidayati Eli Suryani Endro Sucipto ENJELINA - HUTASOIT Enjelina Enjelina Erfina Triutami Ermayanti Sutiyo Fiska Aulia Rahmah Hanni Hanifah Ihsan Hagiantaraga Ismi Rakhmawati Istigfar Romadon Mar'i Naufal Rafsanzani Nadia Anandina Arta Neni Hasnunidah Ninda Ningtyas Nirwana Elsa Putri Novy Kusuma Wardani Nuning Widya Astuti Nur bita Nurul Cahyani Padilah Fitriana Sari Pramudiyanti Pramudiyanti Qurratu Aini Na'ima Raisa Ramadhani Rika Wulandari rini marpaung Rini Rita T Marpaung Rini Rita T. Marpaung Ririn Widya Ningsih Rizky Putri Marsyarita Salmah Salmah Shevyta Ryandani Sobri Nuryadin Three Wati Roma Ulina Tika Wulandari Ulpayani Ulpayani Wahyu Enggal Saputri Winnugroho Wiratman, Manfaluthy Hakim, Tiara Aninditha, Aru W. Sudoyo, Joedo Prihartono Yesica Renita Putri Yuliani Yuliani