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Rachayuni, Rachayuni
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Biochemistry, Genetics & Molecular Biology Education

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Improving Critical Thinking Skills and Natural Sciences Learning Achievement Through The Implementation of Problem-Based Learning Model at The IXA Grade of Junior High School 21 Semarang Rachayuni, Rachayuni
Journal of Biology Education Vol 9 No 3 (2020): December 2020
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v9i3.39862

Abstract

This study aimed to determine the effectiveness of the implementation of problem-based learning model to improve critical thinking skills and Natural Sciences learning achievement in soil material. This study was classroom action research. The subject of the study was students at the IXA grade of Junior High School 21 Semarang in the academic year of 2018-2019. This class action research was conducted into 2 cycles, each cycle had 2 meetings. The stages of each cycle consisted of planning, taking action (acting), observing the action (observing), and analyzing the data on the results of observing the action (reflecting). The data collection technique was written test, consisting of multiple-choice tests to measure cognitive aspects and description questions to measure critical thinking skills. The data analysis of this study was a comparative descriptive technique, followed by a critical analysis of comparative descriptive results by reflecting. The result of this study showed that the implementation of problem-based learning model can improve critical thinking skills and natural science learning achievement at the IXA grade of Junior High School 21 Semarang in the academic year of 2018-2019 in soil material. This can be seen from the achievement of critical thinking skills that have increased from pre-cycle, cycle 1 and cycle 2. The average result of critical thinking skills achieved in the pre-cycle was70.83, at the end of cycle 1 was 79.86, and at the end of cycle 2 was 86.76. The lowest value of critical thinking skills in the pre-cycle was 54.00, at the end of cycle 1 was 65.00, and at the end of cycle 2 was 73.00. The highest value of critical thinking skills in the pre-cycle was 80.00, at the end of cycle 1 was 87.00, and at the end of cycle 2 was 93.00. The cognitive aspect of learning achievement achieved in pre-cycle with the lowest value was 52.00, in cycle 1 was 60.00, and in cycle 2 increased to 68.00. The highest pre-cycle value was 88.00, cycle 1 was 92.00, then cycle 2 increased to 96.00. The average grade in the pre-cycle was 74.07, in cycle 1 increased to 79.72, and cycle 2 increased to 84.97. The number of students who scored at least 75 in the pre-cycle was 72.4%, cycle 1 was 79.3% and cycle 2 was 93.1%.
Improving Critical Thinking Skills and Natural Sciences Learning Achievement Through The Implementation of Problem-Based Learning Model at The IXA Grade of Junior High School 21 Semarang Rachayuni, Rachayuni
Journal of Biology Education Vol 9 No 3 (2020): December 2020
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v9i3.39862

Abstract

This study aimed to determine the effectiveness of the implementation of problem-based learning model to improve critical thinking skills and Natural Sciences learning achievement in soil material. This study was classroom action research. The subject of the study was students at the IXA grade of Junior High School 21 Semarang in the academic year of 2018-2019. This class action research was conducted into 2 cycles, each cycle had 2 meetings. The stages of each cycle consisted of planning, taking action (acting), observing the action (observing), and analyzing the data on the results of observing the action (reflecting). The data collection technique was written test, consisting of multiple-choice tests to measure cognitive aspects and description questions to measure critical thinking skills. The data analysis of this study was a comparative descriptive technique, followed by a critical analysis of comparative descriptive results by reflecting. The result of this study showed that the implementation of problem-based learning model can improve critical thinking skills and natural science learning achievement at the IXA grade of Junior High School 21 Semarang in the academic year of 2018-2019 in soil material. This can be seen from the achievement of critical thinking skills that have increased from pre-cycle, cycle 1 and cycle 2. The average result of critical thinking skills achieved in the pre-cycle was70.83, at the end of cycle 1 was 79.86, and at the end of cycle 2 was 86.76. The lowest value of critical thinking skills in the pre-cycle was 54.00, at the end of cycle 1 was 65.00, and at the end of cycle 2 was 73.00. The highest value of critical thinking skills in the pre-cycle was 80.00, at the end of cycle 1 was 87.00, and at the end of cycle 2 was 93.00. The cognitive aspect of learning achievement achieved in pre-cycle with the lowest value was 52.00, in cycle 1 was 60.00, and in cycle 2 increased to 68.00. The highest pre-cycle value was 88.00, cycle 1 was 92.00, then cycle 2 increased to 96.00. The average grade in the pre-cycle was 74.07, in cycle 1 increased to 79.72, and cycle 2 increased to 84.97. The number of students who scored at least 75 in the pre-cycle was 72.4%, cycle 1 was 79.3% and cycle 2 was 93.1%.
MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR IPA MELALUI PENERAPAN MODEL GUIDED DISCOVERY DI KELAS VII-I SMPN 32 SEMARANG Rachayuni, Rachayuni
Jurnal Scientia Indonesia Vol 1, No 1 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jsi.v1i1.7943

Abstract

Penelitian ini didesain dalam bentuk penelitian tindakan kelas yang bertujuan untuk mengetahui efektivitas penerapan model guided discovery terhadap meningkatkan keterampilan proses sains dan hasil belajar pada pokok bahasan saling ketergantungan dalam ekosistem. Subjek penelitian adalah peserta didik kelas VII-I SMPN 32 Semarang Tahun Pelajaran 2014-2015. Penelitian tindakan kelas ini dilaksanakan dalam 2 siklus, masing-masing siklus 2 kali pertemuan, tiap pertemuan menggunakan 2 jam pelajaran. Setiap siklus terdiri dari tahap: perencanaan, implementasi, observasi dan evaluasi, refleksi. Teknik pengumpulan data berupa tes tertulis (ulangan harian), dan penilaian hasil kerja ilmiah (proses sains). Data dianalisis menggunakan teknik analisis kualitatif dan kuantitatif. Hasil penelitian menunjukan bahwa penerapan model guided discovery dapat meningkatkan keterampilan proses sains dan hasil belajar peserta didik, hal ini dapat dilihat dari ketercapaian keterampilan proses sains pada akhir siklus I berada pada kategori baik  meningkat menjadi kategori sangat baik pada akhir siklus II. Ketuntasan hasil belajar aspek kognitif siklus I ke siklus II mengalami kenaikan, yaitu pada siklus I peserta didik yang memperoleh nilai terendah adalah 52,00 sedangkan pada siklus II adalah 65,00, nilai tertinggi pada siklus I adalah 84,00 sedangkan pada siklus II 95,00, nilai rata-rata kelas siklus I adalah 71,13 dan  79,26 pada siklus II, jumlah peserta didik yang memperoleh nilai sekurang-kurangnya 78 pada siklus I ada 64,7% dan  siklus II ada 85,3%.This study is designed in the form of classroom action research that aims to determine the effectiveness of guided discovery models to improve science process skills and learning outcomes on the subject of interdependence in the ecosystem. Subjects were students of class VII-I SMPN 32 Semarang in the academic year 2014-2015. This classroom action research conducted in two cycles, each cycle 2 meetings, each meeting using a 2-hour lesson. Each cycle consists of stages: planning, implementation, observation and evaluation, reflection. Data collection techniques in the form of a written test (daily test), and assessment of results of scientific work (the science). Data were analyzed using qualitative and quantitative analysis techniques. The results showed that application of the model of guided discovery can enhance science process skills and learning outcomes of students, it can be seen from the achievement of science process skills at the end of the cycle I was in the good category increased to very good category at the end of the second cycle. The completeness of learning outcomes cognitive aspects of the first cycle to the second cycle increases, namely in the first cycle of learners who obtained the lowest score is 52.00, while in the second cycle is 65.00, the highest value in the first cycle was 84.00 while in the second cycle 95 , 00, the average value of the first cycle classes are 71.13 and 79.26 in the second cycle, the number of students who scored at least 78 in the first cycle there are 64.7% and 85.3% the second cycle there.
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