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Implementation of Problem- Based Learning Model Assisted by E-Modules on Students' Critical Thinking Ability M Rahmat Rahmat; Asep Ginanjar Arip; Sofyan H. Nur
Jurnal Pendidikan Indonesia Vol 9 No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Education is a significant factor to shape human beings as a whole. The ability to think for humans plays an important role to develop information. The issue of lack of ability to think critically in Sahida Lemah Abang Vocational High School needed to be addressed. One learning model that can be utilized to guide students to think critically is Problem Based Learning (PBL) using an e-module as the resource of learning material. The study aims to examine the implementation of Problem Based Learning model using e-module and its influence on students' critical thinking ability. This study used a quasi-experiment with nonequivalent control group design as its research design. In using the research design, two observations have been conducted; one was before the experiment called Pre-Test (O1) and one after the experiment of this study called the post-test (O2). There are two samples in this study; one is the experimental group and the other is the control group. The study was done in Sahida Lemah Abang Vocational High School. The data was gathered by using tests and observation sheets of the learning process. The result in this study shows averagely that the implementation in each of the learning stages has gained 95.7% which is in the category of very good value. The most significant difference is from the fifth indicator "developing strategy and tactic", n gain of experimental class and control class is 5.83 and 0.23 respectively. As the result of the hypothesis test is Sig. 0.035 which means that there is a significant difference in students' ability to think critically between the students in the experimental class and the control class, the students in the experimental class think more critically than the students in the control class.

PEMANFAATAN MULTIMEDIA BERBASIS WEB DALAM MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR DAN BERPIKIR KRITIS SISWA PADA MATERI STRUKTUR DAN FUNGSI ANATOMI TUBUH MANUSIA Ade Rahmat Saputra; Wahidin Wahidin; Sofyan H. Nur
BIO EDUCATIO : (The Journal of Science and Biology Education) Vol 6, No 2 (2021): Bio Educatio (The Journal of Science and Biology Education)
Publisher : Universitas Majalengka

Sejalan dengan perkembangan pembelajaran abad 21, maka pemanfaatan multimedia dalam pembelajaran menjadi sangat penting. Namun demikian agar tercapai capaian pembelajaran, maka pemanfaatannya harus diselaraskan dengan model pembelajaran yg digunakan. Tujuan dari penelitian ini adalah untuk mengkaji (1) Keterlaksanaan pemanfaatan multimedia dalam Discovery Learning (2) Perbedaan peningkatan hasil belajar siswa kelas eksperimen dan kontrol (3) Perbedaan peningkatan berpikir kritis siswa kelas eksperimen dan kontrol (3) Respon siswa terhadap pemanfaatan multimedia dalam Discovery Learning. Teknik pengumpulan data yang digunakan berupa lembar observasi, tes dan angket. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMK Bina Cendekia yang sedang menempuh mata pelajaran biologi. Sampel yang digunakan yaitu 2 kelas dari kelas X Keperawatan 1 sebagai kelas eksperimen dan X Keperawatan 2 sebagai kelas kontrol. Metode yang digunakan dalam penelitian ini yaitu Quasy experiment dan desain yang digunakan yaitu Pretest- Posttest Control Group Design. Hasil penelitian ini menunjukkan (1) Keterlaksanaan pemanfaatan multimedia dalam model Discovery Learning mengalami peningkatan pada setiap pertemuannya, rata-rata persentase tertinggi terjadi pada tahapan identifikasi masalah (problem statement) sedangkan rata-rata persentase paling rendah terjadi pada tahapan pembuktian (verivication). (2) Hasil belajar siswa menggunakan multimedia dalam Discovery Learning tergolong baik, hal ini terbukti dari nilai rata-rata yang dicapai yaitu 80. (3) Kemampuan berpikir kritis siswa menggunakan multimedia Tdalam Discovery Learning tergolong cukup, hal ini terbukti dari nilai rata-rata yang dicapai yaitu 78,9. (4) Respon siswa terhadap pemanfaatan multimedia dalam Discovery Learning diperoleh hasil sebesar 75% dengan kriteria kuat, artinya memberikan respon positif terhadap pemanfaatan multimedia dalam model Discovery Learning.Kata Kunci : Pemanfaatan, Multimedia, Model Discovery Learning, Hasil Belajar dan Berpikir Kritis

PENGEMBANGAN BOOKLET BERBASIS PENELITIAN SEBAGAI SUMBER BELAJAR BIOLOGI PADA MATERI BIOTEKNOLOGI KELAS XI SMK AGRIBISNIS DAN AGROTEKNOLOGI Yuyun Sri Nurani; Sofyan H Nur; Zaenal Abidin
BIO EDUCATIO : (The Journal of Science and Biology Education) Vol 7, No 1 (2022): Bio Educatio (The Journal of Science and Biology Education)
Publisher : Universitas Majalengka

Bahan ajar yang ada umumnya belum sesuai dengan kebutuhan sekolah, sehingga perlu pengembangan bahan ajar ini terutama yang berbasis penelitian. Penelitian ini mengembangkan bahan ajar bebasi penelitian kompos dan aplikasinya, ditujukan untuk siswa SMK Agribisnis dan Agroteknologi. .Tujuan penelitian ini adalah untuk untuk menyusun booklet pembuatan pupuk kompos sebagai sumber belajar biologi bagi siswa SMK Agribisnis dan Agroteknologi Kelas XI. Jenis penelitian ini merupakan penelitian Research and Development (R&D) melalu tahapan identifikasi potensi dan masalah, pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, uji coba pemakaian, revisi produk dan menghasilkan produk final. Data yang diambil adalah kebutuhan pengembangan booklet oleh guru, kelayakan booklet yang divalidasi validator, tanggapan siswa mengenai kelayakan booklet dan hasil belajar siswa. Hasil penelitian diperoleh skor rata-rata 96% unutk validasi ahli dengan kriteria sangat layak digunakan sebagai media pembelajaran. Respon yang diberikan siswa positif berdasarkan hasil uji coba dengan prosentase rata-rata 89,5%. Rata-rata nilai N gain yaitu 0,62 artinya media yang dikembangkan sudah dapat dikatakan efektif, hal ini diperkuat dari hasil analisis uji t yang menunjukkan bahwa nilai signifikansi 0,00 sehingga dapat dinyatakan bahwa terdapat perbedaan yang signifikan pengunaan booklet bioteknologi terhadap hasil belajar siswa. Berdasarkan hasil penelitian dapat disimpulkan bahwa booklet dikembangkan berdasarakan hasil angket kebutuhan guru dan observasi awal terhadap siswa, booklet dikembangkan dari hasil penelitian tentang pembuatan pupuk kompos di Balai Penelitian Lingkungan Pertanian Pati, booklet sangat layak digunakan sebagai sumber belajar dan efektif meningkatkan hasil belajar siswa pada materi bioteknologi. Oleh karena itu perlu dikembangkan sumber belaar untuk materi yang lain yang menarik perhatian siswa sehingga dapat meningkatkan hasil belajar siswa

Implementasi Asesmen Peta Konsep Untuk Mengukur Struktur Kognitif Dan Berpikir Kritis Dalam Pembelajaran Berbasis Masalah Jeje Sudarja; Sofyan Hasanudin Nur; Abdul Muis
Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 6, No 1 (2018): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Learning assessment which is usually used has not facilitated the developing of cognitive structure and critical thinking in problem solving. It gives an effect to the learning result which is not satisfied yet. One of the assessment which develops the meaningful learning is map concept. The aim of the research is to analysis accomplished learning, map concept quality which is arranged by the students, the developing of cognitive structure and critical thinking, the relationship between map concept quality which is arranged by the students and the developing of cognitive structure and critical thinking. The research is a quasi experiment with Randomized Pretest Post Test Control Group Design. The research population is all the 9th grader students in SMPN 1 Karangkancana Kuningan in academic year 2015/2016. The number of the students is 116. The sample of the research is taken by Simple Random Technique, 58 students. The achievement of research result is (1) The accomplished of learning is categorized “good”, every stage of learning in accordance with the planning but still found obstacles. (2) The map quality concept which is categorized “fair” and “bad”, and no category of “high “ , which is designed learning has not been able to facilitate students in the achievement of the four components of the concept maps perfectly. (3) There is a significant progress in structure cognitive and students critical thinking is categorized “fair”, students are not familiar with the of learning that develops the cognitive structure and critical thinking. (4) There is a positive correlation between map concept quality and students critical thinking which is categorized “strong”, and there is linearity unidirectional nature, every increase in the quality of concept maps followed by an increase in critical thinking. (5) The student positive is categorized “almost all”, students are very enthusiastic and very active in learning activities. It can be concluded that map concept assessment can develop cognitive structure and students critical thinking, also, there is a significant relationship between map quality concept and students critical thinkingKeywords : Concept Map Assessment; Cognitive Structure; Critical Thinking;Problem Based Learning

Implementasi Pembelajaran Model Inquiry Berbantuan Android Terhadap Kemampuan Berpikir Kritis dan Sikap Ilmiah Siswa Pada Konsep Klasifikasi Eli Herliyawati; Anna Fitri Hindriana; Sofyan Hasanudin Nur
Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7, No 2 (2019): Desember
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

This study aimed to improve the critical thinking ability and scientific attitude of junior high school students’ using implementation of inquiry learning with android at plant classification.This research method use quasy experiment with research design pre-test post-test control group design. The Population in this study were all seventh grade students of SMP Negeri 1 Garawangi 2019/2020 academic years. The sample in the research using the purporsive samples. The experiment class was treated using an inquiry learning with android model consisting of 29 students and the control class was treated with conventional method consisting of 28 students’. Data collection use a description test for critical thinking skills, a scientific attitude rubic for scientific attitudes and a questionnaire for student responses. Research hypothesis testing uses paired two-sample T-test with the help of SPSS 17 software. The results of the research showed that: (1) the implementation of learning inquiry model with android is well implemented, marked by an average percentage of 100 % with a very upward category. (2) There is an increased in students’ critical thinking ability with moderate N-gain criteria (0,55) and the calculated value of 10,136 at the sig level 0,05. (3) Scientific attitudes get an average total value (80) including both categories. (4) There is a corretation between students’ critical thinking ability with students’ scientific attitudes with a probability coefficient of 0,001 0,025 and a pearson correlation value of 0,442**.(5) The majority of student (88%) gave positive responses to the application of the inquiry model with android. Thus, students’ critical thinking ability and scientific attitudes increase through the model inquiry with android

Penerapan Pembelajaran Creative Problem Solving (CPS) Berbasis Scienstific Approach Terhadap Kemampuan Berpikir Kreatif Dan Kreativitas Dalam Memecahkan Masalah Sugono Sugono; Sofyan Hasanudin Nur; Asep Ginanjar Arip
Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 6, No 2 (2018): Desember
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

The background of this study is that the learning process still uses conventional learning (lecture method) so that there are problems with the ability of creative thinking and student creativity in solving problems. The purpose of this study is to find out the implementation of Scientific Problem Solving (CPS) based Learning to improve the ability to think creatively and Creativity in solving problems.This research method used an experiment with prepostes control group design which was carried out in Kapetak State Middle School SMP2 with 39 students in the experimental class and 38 students in the control class.The results of this study concluded that (1) The implementation of learning using the CPS-based scientific model seemed that the teacher was able to carry out good learning. This is indicated by the implementation of all the CPS-based scientific model syntax indicators by teachers with an average total implementation of the learning process of 87.78% with a very good category. (2) Implementation of the application of scientific-based CPS learning model in teaching and learning activities can improve students' creative thinking skills. This is reflected in the average value of creative thinking achieved by the control class is 65.33, and the average value of creative thinking in the experimental class is 78.89 in the good category. Hypothesis test results are sig. 0.000 0.05, then the initial hypothesis (H0) is rejected. This means that there are differences in the average creative thinking of students between the experimental class and the control class. (3) There are differences and enhancements in students' creativity in solving problems between those who use the Scientific Creative CPS learning model and those who use learning material lectures on the Excretion System in human students where the experimental class has increased from a pretest value of 55.13 to 75.43, with a value normalized gain 0.43 which is Medium. Whereas in the mean control class from pretest 52.85 it rose to 60.96 in the posttest average, with the normalized gain value of 0.16 which included the low criteria (4) Student responses Regarding creative thinking skills and creativity solving problems after the science learning activities with the CPS learning model Scientific based through questionnaires obtained an average value of 55.18 and categorized as good. This means that the learning model has an influence on the skills of creative thinking and creativity in solving problemsKeywords: Creative thinking; Creativity solving problems; Creative Problem Solving (CPS)

Model Pembelajaran Siklus Belajar 5E Untuk Meningkatkan Literasi Sains dan Kreativitas Siswa dalam Memecahkan Masalah Juju Juheti; Sofyan Hasanudin Nur; Anna Fitri Hindriana
Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 6, No 1 (2018): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Permasalahan dalam penelitian ini adalah rendahnya literasi sains dan kreativitas siswa dalam memecahkan masalah yang merupakan hasil proses pembelajaran. Salah satu model pembelajaran yang berpusat pada siswa dan menekankan pada kemampuan siswa untuk mencari pengetahuan atau pengalaman belajar adalah Siklus Belajar. Metode penelitian yang digunakan adalah eksperimen semu (quasi experiment) dengan desain pretest and posttest control group design. Populasi penelitian ini adalah seluruh siswa kelas VIII MTsN Darma Kabupaten Kuningan dan sampel diambil dengan menggunakan dua kelas dengan teknik simple random sampling. Kelompok eksperimen diberi perlakuan model pembelajaran siklus belajar, sedangkan kelompok kontrol menggunakan pembelajarannya secara konvensional. Instrumen yang digunakan yaitu lembar observasi, tes literasi sains, lembar kerja kreativitas siswa, dan angket respon siswa. Berdasarkan hasil penelitian dan analisis data, diperoleh rata-rata N-gain literasi sains sebesar 0,276 untuk kelas kontrol termasuk kategori rendah dan 0,439 untuk kelas eksperimen termasuk kategori sedang. Sedangkan rata-rata N-gain kreativitas siswa dalam memecahkan masalah sebesar 0,547 untuk kelas kontrol termasuk kategori sedang dan 0,695 untuk kelas eksperimen termasuk kategori sedang. Hasil pengujian hipotesis literasi sains dengan menggunakan uji Paired Samples t Test, diperoleh thitung = 13,397 kelas eksperimen thitung = 8,966 kelas kontrol, hal ini menunjukkan bahwa literasi sains siswa dengan menggunakan model siklus belajar lebih baik daripada penggunaan model konvensional. Sedangkan hasil perhitungan kreativitas siswa diperoleh thitung = 41,869 kelas eksperimen thitung = 23,370 kelas kontrol, hal ini menunjukkan bahwa kreativitas siswa dalam memecahkan masalah menggunakan model siklus belajar lebih baik daripada penggunaan model secara konvensionalKeywords: Siklus Belajar; Literasi Sains; Kreativitas Siswa

Implementasi Model Pembelajaran Group Investigation Untuk Hasil Kreativitas Dalam Menginvestigasi Dan Kemampuan Presentasi Siswa Taufik Hidayat; Sofyan Hasanudin Nur; Anna Fitri Hindriana
Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 6, No 2 (2018): Desember
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

This study is entitled the aims of study to analyze the implementation of the Group Investigation learning model, analyze differences in the creativity of student investigation between the control class and the experimental class, analyze the ability of student presentations between the control class and the experimental class and to determine the response of student’s to the learning. The research method used was the Quasy Experiment with the Nonequivalent Control Group research design. The population in this study were all students of X-MIA class 1 Jamblang Senior High School 2017/2018 Academic Year. The sample in the study were students of class X-MIA 3 as an experimental class using the Group Investigation learning model and X-MIA 6 class as a control class with Discovery Learning learning model. The results showed (1) the implementation of Group Investigation model learning was carried out very well starting from the introduction to closing activities with an average percentage of 83.7%. (2) there are differences in student’s investigative creativity ability between the experimental class and the control class, in the creativity experiment class they investigate it better than the control class. (3) there are differences in presentation skills between the experimental class and the control class, in the experimental class student's presentation skills are better than the control class. (4) 53.3% of students gave a strong response, while the remaining 46.7% of students gave a very strong response, so that the average student gave a strong response to the Group Investigation learning modeKeywords: Investigative Creativity Ability; Presentation Ability; Group Investigation Learning

Implementasi Model Pembelajaran Project Based Learning (PJBL) Terhadap Sikap Ilmiah Dan Kreativitas Siswa Silvi Indriawati; Asep Ginanjar Arip; Sofyan Hasanudin Nur
Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7, No 2 (2019): Desember
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

The purpose of this study is 1) to describe the implementation of learning by implementing a project based learning model of learning towards scientific attitudes and student creativity on the concept of waste recycling, 2) to obtain data on the implementation of project based learning model learning can improve scientific attitudes on the concept of waste recycling, 3) to determine the implementation of project based learning model learning can increase student creativity on the concept of waste recycling, 4) to uncover student responses by implementing a project based learning model of learning towards scientific attitudes and student creativity on the concept of waste recycling.The method used in this research is the experimental method. With the technique of sampling by cluster random sampling in 2 classes each can get 34 students for the experimental class and 34 students for the control class. The research instrument used was the task and rubric of students' scientific attitudes, tasks and rubrics of creativity, questionnaires for student responses to learning and observation sheets of teacher and student activities. Data analysis techniques used were normality test, homogeneity test and hypothesis test. Based on the results of the analysis of the hypothesis test showed the value of t = 4.476 with Sig. 0.001 0.05 means that the implementation of the project based learning model of learning can improve scientific attitudes on the concept of waste recycling. Based on the results of hypothesis testing shows the value of t = 8.486 with Sig. 0.001 0.05 means that the implementation of the project based learning model of learning can increase student creativity in the concept of waste recycling. The conclusion in this study is the implementation of the project based learning model of learning can improve students' scientific attitudes and creativity on the concept of waste recycling in SMA Negeri 1 Cigugur.

Strategi Guru melalui PjBL terhadap Kreativitas Siswa Menanggulangi Pencemaran Lingkungan Sesuai Ajaran Islam Ine Lenita; Anna Fitri Hindriana; Sofyan H. Nur
Eduprof : Islamic Education Journal Vol. 5 No. 1 (2023): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v4i2.187

Penelitian ini bertujuan menggambarkan kreativitas dan pengurangan miskonsepsi siswa melalui penerapan model Project Based Learning (PjBL). Munculnya tujuan tersebut disebabkan oleh adanya masalah kreativitas siswa yang masih kurang dan banyaknya miskonsepsi di dalam pembelajaran di kelas. Penelitian ini menggunakan metode campuran dengan desain explanatory untuk mendapatkan kedua data tersebut dengan memadukan antara pendekatan kuantitatif pada data-data yang bersifat angka baik peningkatan kreativitas maupun pengurangan miskonsepsi dan kualitatif yang berkenaan dengan pendapat dan tanggapan siswa terhadap pembelajaran, maka instrument yang digunakan selain angket, juga ada tes, observasi dan dokumentasi, kemudian dianalisis dengan statistik dan deskriptif. Setelah tahap metodologis tersebut, penelitian ini menghasilkan temuan bahwa (1) dengan menggunakan model pembelajaran PjBL, siswa mengalami peningkatan kreativitasdengan kualifikasi sedang, (2) dan dengan menggunakan model pembelajaran PjBL juga siswa mengalami penurunan miskonsepsi dengan kategori sedang, (2) siswa merasa puas dan percaya dirinya tinggi dalam mengikuti pembelajaran dengan model PjPBL, (3) terdapat korelasi antara kreativitas siswa dengan penurunan miskonsepsiyang berbanding terbalik.Rekomendasikannya yaitu agar model pembelajaran PjBL diterapkan dalam pembelajaran untuk mengatasi varian kemampuan siswa, banyaknya materi yang harus disampaikan, serta keterbatasan alat peraga.

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