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Pramudiyanti Pramudiyanti
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PENGARUH KARTU BERGAMBAR MELALUI MODEL PEMBELAJARAN STAD TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Kurnia Mayang Sari; Pramudiyanti Pramudiyanti; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 4 (2013): bioterdidik
Publisher : Universitas Lampung

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Based on observationin SMAN 3 Kotabumi, student’s critical thinking skill were not optimally developed. Alternative that can be used is picture card media through STAD learning model. This experiment aims to know the improvement of student’s critical thinking skill. This is quasi experiment using pretest posttest group non equivalent design. Sample are students from X3 and X4which selected from population by cluster random sampling method. Quantitative data from the average of pretest, posttest and N-gain which statistically analyzed with t-test using SPSS 17. Qualitative data are student’s critical thinking skill description, learning activities and student’s response about using picture card through STAD model which descriptively analyzed. Result of this experiment showed that student’s critical thinking skill improved significantly in giving reason (48,07%), reconstructing argument (54,28%) and looking for similarity and difference (42,73%). The student’s learning activities in all observed aspects is improved.  Student’s activities in teamwork (89,22%), doing discussion (86,27%) and presenting group discussion result (84,31%). The students also give positive response about usingpicture card through STAD model. So, student’s critical thinking skill improved significantly by using picture card through STAD learning model.   Keywords:  picture card media, STAD learning model, critical thinking skill, Protista     
PERBANDINGAN METODE EKSPERIMEN INKUIRI DENGAN VERIFIKASI TERHADAP HASIL BELAJAR MATERI SISTEM PERNAPASAN Sigit Dwi Nurcahyo; Pramudiyanti Pramudiyanti; Afif Bintoro
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 8 (2014): Jurnal Bioterdidik
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 Student involvement is one of the important factors in improving learning outcomes. Experimental method requires students to be more active in learning activities. Therefore, this study used an experimental method of inquiry and experimental verification. This study was aimed to compare of inquiry experiment method and verification of student learning outcome of cognitive and psychomotor. Design of this study was pretest-posttest non equivalent group. Samples were VIIA and VIID, chosen by purposive sampling. The data of research consist of quantitative data are student’s learning outcomes of cognitive aspect were analyzed using U-test and psychomotor aspect were analyzed by manner descriptive. Research results indicate using inquiry experiment method (N-gain 55.81) higher and significan be diffirent than verification experiment method (N-gain 43.17). The psychomotor of student learning outcome in inquiry experiment class (73%) as high as with verification experiment class (70%).Keterlibatan siswa merupakan salah satu faktor penting dalam meningkatkan hasil belajar. Metode eksperimen menuntut siswa menjadi lebih aktif dalam kegiatan pembelajaran. Oleh karena itu, penelitian ini menggunakan metode eksperimen inkuiri dan eksperimen verifikasi. Penelitian ini bertujuan mengetahui perbandingan metode eksperimen inkuiri dan verifikasi terhadap hasil belajar kognitif dan psikomotor. Desain penelitian pretest-posttest kelompok non-equivalen. Sampel penelitian siswa kelas VIIA dan VIID, dipilih secara purposive sampling. Data penelitian berupa data kuantitatif yaitu hasil belajar aspek kognitif siswa yang dianalisis menggunakan uji U dan hasil belajar aspek psikomotor yang dianalisis secara deskriptif. Hasil penelitian menunjukkan penggunaan metode eksperimen inkuiri (N-gain 55.81) lebih tinggi dan berbeda signifikan dibandingkan eksperimen verifikasi (N-gain 43.17). Hasil belajar aspek psikomotor siswa pada kelas eksperimen inkuiri (73%) sama tinggi dengan kelas eksperimen verifikasi (70%).Kata kunci: eksperimen inkuiri, eksperimen verifikasi, hasil belajar
APPLICATION OF COOPERATIVE LEARNING TYPE EXAMPLES NON EXAMPLES TOWARDS STUDENTS LEARNING ACTIVITIES AND LEARNING OUTCOMES IN ENVIRONMENTAL POLLUTION SUBJECT MATTER Yudi Trisila; Tri Jalmo Tri Jalmo; Pramudiyanti Pramudiyanti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 1 (2013): bioterdidik
Publisher : Universitas Lampung

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Based on observation and interview with biology teacher in SMA N 1 Ambarawa, students learning activities and outcomes were not optimally developed yet. An alternative that can be used to improve learning activities and outcomes is using applicating cooperative learning model type examples non examples.This experiment aims to find out the influence of applicating cooperative learning model type examples non examples towards improvement of students learning activities and outcomes.This study is quasi experiment using pretest posttest group non equivalent design. Sample in this experiment are students from X.1 and X.2  which obtained from population by cluster random sampling method. Quantitative data is outcomes that obtained from average of pretest and posttest scores which statistically analyzed with U-test using SPSS version 16 in 95% confidence levels. Qualitative data are student’s learning activities and students responses about applicating cooperative learning model type examples non examples which descriptively analyzed. Result of this study shown that the average of students outcomes in experimental class are higher than control (experiment= 72.3; control = 58.0). The average of student learning activities percentage in all observed aspects in experimental class shown higher enhancement than control (experiment = 90.8; control = 60.25). The students also gives positive responses to applicating cooperative learning model type examples non examples  Keywords: Cooperative learning type examples non examples, learning activities, outcomes.
PENGARUH PENGGUNAAN METODE DISKOVERI TERHADAP AKTIVITAS DAN KEMAMPUAN BERPIKIR KRITIS SISWA Ensya Wisti Agniya; Pramudiyanti Pramudiyanti; Arwin Achmad
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 3 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Based on observations at Muhammadiyah Junior High School in Pekalongan, Lampung Timur shows that critical thinking skill of students is still low. This research was intended to increase the students activity and critical thinking skill through using discovery method. The design of the research was pretest-posttest non equivalent group design. The sample of this research were the students of VIIa and VIIc class which was chosen by purposive sampling. The qualitative data obtained from the observation sheet of learning activities of students were analyzed descriptive. The quantitative data obtained from the average value of pretest, posttest, and N-gain that were analyzed by the U test. The results showed that students activities in experiment class improved. The critical thinking skill of students also improved with average pretest score 49,86; posttest 76,64 and N-gain 48,52. Thus, it can be concluded that increasing of learning activities and critical thinking skill of students is influenced significan by using discovery method.Berdasarkan observasi di SMP Muhammadiyah Pekalongan, Lampung Timur, diketahui kemampuan berpikir kritis siswa masih rendah. Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas belajar dan kemampuan berpikir kritis siswa melalui metode diskoveri. Desain penelitian ini adalah desain pretes-postes kelompok tidak ekuivalen. Sampel penelitian adalah siswa kelas VIIa dan VIIc yang dipilih secara purposive sampling. Data kualitatif diperoleh dari lembar observasi aktivitas belajar siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain yang dianalisis menggunakan uji U. Hasil penelitian menunjukkan bahwa aktivitas siswa pada kelas eksperimen mengalami peningkatan. Kemampuan berpikir kritis siswa juga mengalami peningkatan, dengan rata-rata pretes sebesar 49,86; postes sebesar 76,44 dan N-gain sebesar 48,52. Dengan demikian, pembelajaran menggunakan metode diskoveri berpengaruh signifikan dalam meningkatkan aktivitas belajar dan kemampuan berpikir kritis siswa.Kata kunci : aktivitas belajar, ciri-ciri makhluk hidup, kemampuan berpikir kritis, metode diskoveri 
PENGARUH PENGGUNAAN MEDIA AUDIO-VISUAL TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Sri Andriyani Dewi Larasati; Pramudiyanti Pramudiyanti; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 2 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aimed to determine the effect of audio-visual media in improving student’s learning activities and material mastery. The study design was a pretest-posttest equivalent group. The sample were XI IPA1 and XI IPA2 class which are  selected by Cluster Random Sampling. The data are quantitative and qualitative form. The quantitative data obtained from the average of pretest, posttest and N-gain that were statistically analyzed using t-test and U test. The qualitative data were description of  learning activities form and students' questionnaire responses. The results showed that the activity of teamwork, answer the question, ask the  questions, and express of ideas were increased. The mastery of students also increased, with the average value of  N-gain was (59.31). So, audio-visual media was given  influence in increasing the activity and material mastery of students of the human respiratory system. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media audio-visual dalam meningkatkan aktivitas dan hasil belajar siswa. Desain penelitian adalah pretes-postes kelompok ekuivalen. Sampel penelitian adalah kelas XI IPA1 dan XI IPA2 yang dipilih secara Cluster Random Sampling. Data penelitian berupa kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes dan N-gain yang dianalisis secara statistik menggunakan uji-t dan uji U.  Data kualitatif berupa deskripsi aktivitas belajar dan angket tanggapan siswa. Hasil penelitian menunjukkan bahwa aktivitas bekerja sama, menjawab pertanyaan, mengajukan pertanyaan, dan mengemukakan ide/pendapat  mengalami peningkatan. Hasil belajar siswa juga mengalami peningkatan dengan rata-rata N-gain (59,31). Dengan demikian, pembelajaran menggunakan media audio-visual berpengaruh dalam meningkatkan aktivitas dan hasil belajar siswa pada sub materi pokok sistem pernapasan pada manusia. Kata kunci: aktivitas, hasil belajar, media audio-visual
PENGARUH MEDIA VIDEO DAN STAD TERHADAP HASIL BELAJAR PADA MATERI GERAK TUMBUHAN Era Oktariani Yuningsih; Pramudiyanti Pramudiyanti; Arwin Achmad
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 6 (2014): Jurnal Bioterdidik
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The purpose of this research was to know the influence of  using video media with STAD learning model towards students activity and students achievement. The research sample were students in VIIIa and VIIIc class that was selected by cluster random sampling. Data of the research were qualitative and quantitative that was obtained from questionnaire. The qualitative data was gotten by students learning activity and questionnaire that was analyzed descriptively. The quantitative data were the average score of test, that was analyzed by t and U test. Result of research indicate that mean of student learning activity have good criteria at the highest aspect of working together (89.25). Increasing of student achievement also happend in cognitif aspect (C1) with gain (0.54). It means, using video media with STAD learning model significantly influenced the improvement of students learning activity and students achievement in motion of plant subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media video dengan model pembelajaran STAD terhadap aktivitas dan hasil belajar siswa. Sampel penelitian adalah siswa kelas VIIIa dan VIIIc  yang dipilih secara cluster random sampling. Data penelitian berupa data kualitatif dan kuantitatif berupa hasil belajar. Data kualitatif diperoleh dari aktivitas belajar siswa dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji t dan uji U. Hasil penelitian menunjukkan bahwa aktivitas belajar siswa rata-rata berkriteria baik pada aspek tertinggi bekerja sama (89,25). Peningkatan hasil belajar juga terjadi pada indikator aspek kognitif (C1) dengan rata-rata gain (0,54). Dengan demikian, penggunaan media video dengan model pembelajaran STAD berpengaruh signifikan terhadap peningkatan aktivitas dan hasil belajar siswa pada materi gerak pada tumbuhan.Kata kunci : aktivitas belajar, gerak tumbuhan, hasil belajar, media video, STAD
DESKRIPSI KEMAMPUAN BERPIKIR KRITIS SISWA PADA KONSEP PENCEMARAN LINGKUNGAN Ervin Hidayat; Pramudiyanti Pramudiyanti; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 8 (2014): Jurnal Bioterdidik
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This research aimed to know students’ critical thinking capability. The design was simple descriptive by purposive sampling so those class VII.I, VII.2, VII.3, VII.4, dan VII.5  were choosen as subject. Data analysis used descriptive. The qualitative data were obtained from conversion assessment of student worksheet, poster and written test. The results of this research showed that students critical thinking capability had moderate criteria (70,46). The average of percentage of student worksheet assessment  had very high criteria (85,70%),  low criteria (58,27%) on poster assessment, and had high criteria (76,31%) on written test score. Tujuan penelitian ini adalah untuk mengetahui kemampuan berpikir kritis siswa. Desain yang digunakan adalah deskriptif sederhana dengan subjek penelitian yaitu siswa kelas VII.1, VII.2, VII.3, VII.4, dan VII.5 yang dipilih secara purposive sampling. Teknik analisis yang digunakan adalah analisis deskriptif. Data kualitatif  diperoleh dari konversi penilaian LKS, poster, dan tes tertulis. Hasil penilaian menunjukkan bahwa siswa memiliki kemampuan berpikir kritis dengan kriteria sedang (70,46). Rerata persentase penilaian LKS memiliki kriteria sangat tinggi (85,70%), kriteria rendah (58,27%) pada penilaian poster, dan kriteria tinggi (76,31%) pada nilai tes tertulis.Kata kunci: berpikir kritis, LKS,pencemaran lingkungan, poster, tes tertulis
EFEKTIVITAS MODEL PEMBELAJARAN MAKE A MATCH TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Iis Sumaesih; Pramudiyanti Pramudiyanti; Arwin Achmad
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 1 (2014): Jurnal Bioterdidik
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This experiment was aim to find effectiveness Make A Match model of learning activities and outcomes of students. The research design was non equivalent pretest – posttest.  The research sample were students in Xb and Xc class that was selected by cluster random sampling method. This research data the form of quantitative which obtained from the average value of test were analyzed by using t-test and U-test and the qualitative data which obtained form the observation sheet of learning activities and questionnaire responses of students were analyzed descriptive. The results showed that the average of students outcomes in experimental class are higher than control (experiment= 77.2; control = 71.1). The average of student learning activities percentage in all observed aspects in experimental class shown higher enhancement than control (experiment = 83.6; control = 63.6). The students also gives positive responses to applicating cooperative learning model type Make A Match.Penelitian ini bertujuan mengetahui efektivitas model Make A Match terhadap aktivitas dan hasil belajar siswa. Desain penelitian pretes-postes tak ekuivalen. Sampel penelitian siswa kelas Xb dan Xc dipilih menggunakan metode cluster random sampling. Data penelitian berupa data kuantitatif diperoleh dari rata-rata nilai tes dianalisis menggunakan uji-t dan uji-U dan data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar  kelas eksperimen lebih tinggi (eksperimen = 77,2; kontrol = 71,1). Rata-rata persentase aktivitas siswa semua aspek kelas eksperimen juga menunjukkan peningkatan yang lebih tinggi (eksperimen = 83,6; kontrol = 63,6). Semua siswa memberikan tanggapan positif terhadap penggunaan model Make A Match.Kata kunci :  aktivitas belajar, hasil belajar, make a match
PERBANDINGAN PENGGUNAAN MODEL JIGSAW DAN NHT TERHADAP HASIL BELAJAR PADA MATERI EKOSISTEM Novi Yolanda; Pramudiyanti Pramudiyanti; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 3 (2014): Jurnal Bioterdidik
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This study was aimed to compare of Jigsaw model and NHT of student learning outcome and student activities. This study design was pretest-posttest non equivalent group. Samples were VIIA  and VIIC, chosen by purposive sampling. The average value of pretest-posttest were analyzed by using U-test and qualitative data which obtained from the learning activities observation sheet.  The results of this research showed that the use of Jigsaw model and NHT was improve learning outcome, but Jigsaw model (N-gain 64.56) was higher and significantly different than NHT (N-gain 57.78). Learning activities Jigsaw was higher than NHT with average 77 (Jigsaw)and 71 (NHT ) with each percentage were give opinions or ideas (Jigsaw 77 and NHT 66), cooperation with friends (Jigsaw 79 and NHT 71), view friends presentations (Jigsaw 83 and NHT 71), ask ability (Jigsaw 82 and NHT 83), answer the questions ability (Jigsaw 67 and NHT 64). Penelitian ini bertujuan mengetahui perbandingan model Jigsaw dan NHT terhadap hasil belajar dan aktivitas siswa. Desain penelitian pretest-posttest kelompok non-equivalen. Sampel penelitian siswa kelas VIIA dan VIIC, dipilih secara purposive sampling. Rata-rata nilai pretest-posttest dianalisis menggunakan uji-U dan data kualitatif yang diperoleh dari lembar observasi aktivitas belajar. Hasil penelitian menunjukkan penggunaan model Jigsaw dan NHT dapat meningkatkan hasil belajar, namun penggunaan model Jigsaw (N-gain 64.56) lebih tinggi dan berbeda nyata dibandingkan NHT (N-gain 57.78). Aktivitas belajar Jigsaw lebih tinggi dibandingkan NHT dengan rata-rata 77 (Jigsaw) dan 71 (NHT) dengan persentase masing-masing yaitu mengemukakan pendapat atau ide (Jigsaw 77 dan NHT 66 ), bekerjasama dengan teman (Jigsaw 79 dan NHT 71), memperhatikan presentasi teman (Jigsaw 83 dan NHT 71), kemampuan bertanya (Jigsaw 82 dan NHT 83), kemampuan menjawab pertanyaan (Jigsaw 67 dan NHT 64). Kata kunci: aktivitas belajar, ekosistem, hasil belajar, jigsaw, NHT
THE EFFECT OF PICTURED CARD USED IN JIGSAW COOPERATIVE LEARNING PROCESS TO IMPROVE STUDENT`S CRITICAL THINKING SKILL M.Robidinsyah M.Robidinsyah; Pramudiyanti Pramudiyanti; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 1 (2013): bioterdidik
Publisher : Universitas Lampung

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Based on observation and interview of Biology teacher of Al-Kautsar  Senior High School students critical thinking skill were not optimally developed yet.  This experiment aims to find out the influence of applying pictured card media combined with Jigsaw  cooperative learning modeltowards improvement of students critical thinking skill. This study is quasi experiment using pretest posttest group non- equivalent design. Sample were students from X7 and X6  class which obtained from population by  random  sampling technique. Quantitative data was obtained  from the average of pretest and posttest scores and was statistically analyzed using t-test  in 95% confidence levels. Qualitative data were  student’s learning activities and students responses and was  analyzed descriptively. Result of this study shows that the average of student`s critical thinking skill and student learning activities percentage in all observed aspects  improve significantly. The students also gives good responses toward applying pictured card media through cooperative learning model type Jigsaw. Keywords:  picture card media,, cooperative learning of Jigsaw type                     critical thinking skill, protista
Co-Authors A Halim ACHMAD FAUZI Ades Pangestu Afif Bintoro Agus Irawan Ahmad Fitrah Ana Septiana Fatmawati Andriana Khisbul Fanani Aria Seprinda Arinta Winsi Arwin Achmad Aulia Novitasari Berti Yolida Binti Nurhabibah Bunga Pratiwi Darlen Sikumbang Dedi Pendra Setiawan Desmalina Sagita Desyandri Desyandri Detrysia Aryanti Dian Eka Lestari Dian Hermawan Dias Ambarsari Dira Tiara Dwi Febri Hidayati Dwi Oktaviyanita Eka Rahmawati Electrina Rahmadani Ema Rochmaniar Suprayitno Endro Sucipto Ensya Wisti Agniya Era Oktariani Yuningsih Ervin Hidayat Fadlilah Fransiska Vitria Kristanti Gadis Pratiwi Iis Sumaesih Iska Widia Renny Ismu Reni Septantia Istigfar Romadon Karina Pratiwi Kurnia Mayang Sari M.Robidinsyah M.Robidinsyah Mayvena Lizora Megasari - Megasari Nadia Meriza Nani Nani Nindy Profithasari Novi Yolanda Octarina Hitta Shiwie Puji Yanti Rachel Maryam Rapenda Esantino Rela Kristiyawanti Repa Septia Ratiana Retna Ayu Utari Ria Mustika Rina Widiyaswara Rindi Novitri Antika Rini Hardiyanti Afifah rini marpaung Rini Rita Marpaung Rini Rita T Marpaung Rini Rita T. Marpaung Rodatul Jannah Salmah Salmah Septina Usman Sigit Dwi Nurcahyo Sobri Nuryadin Sri Andriyani Dewi Larasati Sri Rahayu Wulandari Suliana Suliana Sulistiyaningsih Sulistiyaningsih Susanti Agusta Talenta Nauli Harianja Tiara Aninditha Tri Jalmo Tri Jalmo Tri Jalmo Trisnawati Trisnawati Ulpayani Ulpayani Wahid Priyono Wahyu Wahyu Yayang Permata Putri Yudi Saputra Yudi Trisila Yulia Susidawati Yurnalis Yurnalis