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All Journal Jurnal Sains & Teknologi Lingkungan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Hukum Ekonomi Syariah JURNAL PENDIDIKAN TAMBUSAI Biota Jurnal Ilmiah Profesi Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Bioscientist : Jurnal Ilmiah Biologi EDUSTUDENT: Jurnal Ilmiah Pendidikan dan Pembelajaran Al Kawnu : Science and Local Wisdom Journal e-Jurnal Inovasi Pembelajaran Sekolah Dasar Filogeni: Jurnal Mahasiswa Biologi JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Fisheries & Marine e-Jurnal Inovasi Pembelajaran Sekolah Dasar HUKUM EKONOMI ISLAM
Purwati, Nining
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Journal : Biota

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Implementation Of Blended Learning During Covid-19 Pandemic On Learning Interests And Outcomes Hikmah, Zulhani Karunia; Purwati, Nining; Mukminah, Mukminah
Biota Vol 15 No 2 (2022)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jb.v15i2.443

Abstract

This research aims to determine the effect of blended learning on students’ learning interests and outcomes in musculoskeletal system subjects. The research benefit proved that blended learning could be a practical alternative learning approach during the pandemic. This research was carried out in October 2021. The research design was experimental and used a quantitative approach through pre-tests and post-tests. Sampling data collection employed cluster random sampling technique. The research sample consisted of 21 students from the experimental group and 21 students from the control class. The control class was given a full online learning treatment, and the experimental class was given a blended learning treatment. A hypothesis testing data analysis was performed using the ANCOVA test. Then, online learning was conducted over four meetings and offline learning was conducted in one meeting. The average learning interest in the experimental class was 124.3, and the control class was 117.62, which was categorized as sufficient. The average percentage increase in learning outcome scores in the experimental class was 70.57%, while it was only 60.48% in the control class. Data processing outcomes on learning interest obtained a value of 0.009 with α = 0.05. Meanwhile, values processed on learning outcomes obtained a value of 0.02 with α = 0.05. The increase in students’ interest and learning outcomes was caused by varied learning styles using the blended learning approach. Hence, based on these data, blended learning significantly affected students’ learning interests and outcomes.
The Effect of Using E-modules in Biology Learning on Learning Outcomes of High School and University Students: Meta-Analysis Arifin, Nurfadila; Effendi, M. Harja; Purwati, Nining
Biota Vol 17 No 1 (2024)
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/jb.v17i1.498

Abstract

This study aims to determine the effect size (ES) of the application of e-modules in biology learning on student's learning outcomes. This study uses the type of meta-analysis research. The research sample consisted of 14 articles sourced from the results of article identification through Google Scholar and Eric. The research data were collected based on the reference of inclusion and exclusion criteria. Data analysis was conducted by calculating the ES value using Cohen’s d formula. The results of data analysis showed that there were 14 articles divided into two levels of education, namely high school (9 articles) and university (5 articles) with a total average effect size score of 1,14 which means the effect size criteria are very large (VL). The ES average score for the high school level is 1,20 or very large (VL) ES average, while the ES average score for the university level is 1,02 or categorized as large (L) ES average. Therefore, it can be concluded that the effect size of the application of e-modules in biology learning has a significant impact on improving student learning outcomes.
Co-Authors Ali Harris, Ali Arifin, Nurfadila Ariska, Wiwik Citriadin, Yudin Efendi, M. Harja Effendi, M. Harja Hafidzah, Ditiyyah Hastiwi, Marsani Dwi Hikmah, Zulhani Karunia Ihsan, Muhsinul Jayanti*, Ervina Titi Jayanti, Ervina Titi Jones, Clive Kasih, Baiq Sufia Masud, Riduan Megawati Mujahidin, Samsul Mukminah Mukminah, Mukminah Muliasari, Handa Nabila, Riska Nankervis, Leo Niatun, Mar Priyambodo, Bayu Rohanah, Rohanah Syawahid, M Yunisrul Yunisrul Zulfaeda, Aulia Zulianto, Indra Wahyu