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All Journal Scientiae Educatia: Jurnal Pendidikan Sains Scientiae Educatia: Jurnal Pendidikan Sains
Edy Chandra
Department of Biology Education, Faculty of Teacher Training and Education, IAIN Syekh Nurjati
Education

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Development of the Religious Values Model to Improve Learning Outcomes of the Digestive System Subject Nurika Nurika; Edy Chandra; Asep Mulyani
Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v10i1.7661

Abstract

Islamic education values are crucially applied in learning biology because its topics are conceptual and contextual. Thus, biology class must prioritize the learning values. Teachers can use each design containing to develop learning activities. The values model is a learning model prioritizing the application of life values. This study aimed to examine the students’ activities in the experimental class, examine different learning outcomes between students applying the religious-based values learning model and students applying conventional learning models, and examine students' attitudes towards biology learning applying the values learning model. This research employed the development research design and test one experimental class in the broad test. The experimental and control classes with a purposive sampling technique were employed in the pretest-posttest control group research design. The data were collected using observation, tests, and questionnaires of attitude values. The data were analyzed using the SPSS V.21 Software. The results showed that student learning activities increased in each test. The N-Gain value signified that the experimental class had higher learning outcomes than the control class. In addition, the learning outcomes in each test increased. The experimental class of students who applied biology with the religious-based values model in each meeting increased. The experimental class had higher learning outcomes than the control class. The average posttest score of student attitude in the experimental class was 87.59, while in the control class was 81.38. Meanwhile, the experimental class had the average posttest score of the implementation test was 80.37, and the posttest control class was 79.44. The development of religious values models can improve student learning outcomes
The Effectiveness of Write-to-Learn Social-Oriented-Scientific-Issues on Students’ Critical Thinking and Argumentation Skills Rahma Yuliyani; Asep Mulyani; Nurul Azmi; Edy Chandra
Scientiae Educatia: Jurnal Pendidikan Sains Vol 10, No 1 (2021): June 2021
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v10i1.7645

Abstract

This research aimed to analyze the effectiveness of Write-to-Learn-Social-Oriented-Scientific-Issues' on the critical thinking and argumentation skills of grade eleven students. The study employed a quantitative approach and a quasi-experimental method and involved static groups of pretest-posttest design with two experimental classes. The strategies of the Write-to-Learn-Social-Oriented Scientific Issues were divided into two: Free and Guided Write-to-Learn. These strategies were implemented in each class. The Hotelling’s Trace test showed that the strategy was less effectively implemented on students' critical thinking skills than on students' argumentation skills. Furthermore, the hypothesis test using the independent sample t-test showed that the Free Write-to-Learn-Social-Oriented-Scientific-Issue strategy effectively built students' critical thinking skills and argumentative abilities to learn biology. Meanwhile, the Guided strategy was less effectively implemented on critical thinking skills but was effectively applied to students' argumentation skills to understand biology.
The Effectiveness of Write-to-Learn Social-Oriented-Scientific-Issues on Students’ Critical Thinking and Argumentation Skills Rahma Yuliyani; Asep Mulyani; Nurul Azmi; Edy Chandra
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 10 No. 1 (2021): June 2021
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v10i1.7645

Abstract

This research aimed to analyze the effectiveness of Write-to-Learn-Social-Oriented-Scientific-Issues' on the critical thinking and argumentation skills of grade eleven students. The study employed a quantitative approach and a quasi-experimental method and involved static groups of pretest-posttest design with two experimental classes. The strategies of the Write-to-Learn-Social-Oriented Scientific Issues were divided into two: Free and Guided Write-to-Learn. These strategies were implemented in each class. The Hotelling’s Trace test showed that the strategy was less effectively implemented on students' critical thinking skills than on students' argumentation skills. Furthermore, the hypothesis test using the independent sample t-test showed that the Free Write-to-Learn-Social-Oriented-Scientific-Issue strategy effectively built students' critical thinking skills and argumentative abilities to learn biology. Meanwhile, the Guided strategy was less effectively implemented on critical thinking skills but was effectively applied to students' argumentation skills to understand biology.
Development of the Religious Values Model to Improve Learning Outcomes of the Digestive System Subject Nurika Nurika; Edy Chandra; Asep Mulyani
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 10 No. 1 (2021): June 2021
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v10i1.7661

Abstract

Islamic education values are crucially applied in learning biology because its topics are conceptual and contextual. Thus, biology class must prioritize the learning values. Teachers can use each design containing to develop learning activities. The values model is a learning model prioritizing the application of life values. This study aimed to examine the students’ activities in the experimental class, examine different learning outcomes between students applying the religious-based values learning model and students applying conventional learning models, and examine students' attitudes towards biology learning applying the values learning model. This research employed the development research design and test one experimental class in the broad test. The experimental and control classes with a purposive sampling technique were employed in the pretest-posttest control group research design. The data were collected using observation, tests, and questionnaires of attitude values. The data were analyzed using the SPSS V.21 Software. The results showed that student learning activities increased in each test. The N-Gain value signified that the experimental class had higher learning outcomes than the control class. In addition, the learning outcomes in each test increased. The experimental class of students who applied biology with the religious-based values model in each meeting increased. The experimental class had higher learning outcomes than the control class. The average posttest score of student attitude in the experimental class was 87.59, while in the control class was 81.38. Meanwhile, the experimental class had the average posttest score of the implementation test was 80.37, and the posttest control class was 79.44. The development of religious values models can improve student learning outcomes
Co-Authors Asep Mulyani Nurika Nurika Nurul Azmi Rahma Yuliyani