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All Journal JSME MIPA UNIMA Jurnal Biologi Tropis JURNAL PENDIDIKAN TAMBUSAI Fullerene Journal of Chemistry SOSCIED Abdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pendidikan Kimia, Fisika dan Biologi Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)
Aser Yalindua
Universitas Negeri Manado
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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The Effect of the Guided Inquiry Learning Model on the Learning Outcomes of Grade VII Students in Biology at SMP Negeri 6 Tondano Redemta Persila Wagetdo; Aser Yalindua; Masje Wurarah
Jurnal Cakrawala Pendidikan dan Biologi Vol. 1 No. 4 (2024): Desember : Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v1i4.90

Abstract

This study seeks to evaluate the impact of the guided inquiry learning paradigm on the academic performance of seventh-grade students in biology at SMP Negeri 6 Tondano. This research used a quasi-experimental approach utilising a non-equivalent control group design. The study sample comprised class VII A with 25 students and class VII B with 25 students. This study's variables include the independent variable (X), which consists of users of the guided inquiry learning model, and the dependent variable (Y), which pertains to the learning outcomes of seventh-grade students at SMP Negeri 6 Tondano. Data gathering methods encompass interviews, documentation such as activity reports and pertinent data, and written assessments, including multiple-choice examinations. The hypothesis test employed to assess the difference in student learning outcomes between the experimental and control groups utilises the t-test. The mean post-test learning results for Class VII B students (experimental group) utilising guided inquiry is 82.6. In contrast, the mean outcomes for Class VII A students (control group) employing direct instruction is 77. The hypothesis test findings indicate a t-test value of 2.826, which exceeds the t-table value of 2.010 at a significance level of 0.05. According to the criteria for hypothesis testing, H0 is rejected, and H1 is approved. Consequently, it can be inferred that the guided inquiry learning model positively impacts the learning results of Class VII students in biology at SMP Negeri 6 Tondano.
Optimalisasi Pembelajaran IPA melalui Inkuiri Terbimbing dengan Google Lens untuk Meningkatkan Hasil Belajar Siswa Kelas VII SMP PGRI Poopo Dani Lii; Masje Wurarah; Aser Yalindua
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 1 (2025): Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i1.210

Abstract

The issue faced in current learning is that it is still teacher-centered, which leads to low student interest and motivation in learning. Additionally, students' attention during lessons is lacking, and they tend to get bored, resulting in poor learning outcomes. This study aims to examine the application of the Guided Inquiry learning model assisted by the Google Lens application to improve the science learning outcomes of seventh-grade students at SMP PGRI POOPO. The subjects of this study were 39 seventh-grade students in the second semester of the 2023/2024 academic year. This research utilized a classroom action research method in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results of the study showed a significant improvement in student learning achievement. The classical completeness percentage in Cycle I was 52.63%, while in Cycle II, it increased to 84.21%. Based on these findings, it can be concluded that implementing the Guided Inquiry learning model supported by the Google Lens application can improve science learning outcomes for seventh-grade students at SMP PGRI POOPO. This model is expected to make students more active, interested, and motivated in learning, leading to better learning outcomes.
Guided Discovery Learning: Suatu Pendekatan Konstruktivis untuk Penguatan Berpikir Kritis Siswa pada Materi Keanekaragaman Hayati Devi Supriani; Aser Yalindua; Caroline Manuahe
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 1 No. 3 (2025): Mei : Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v1i3.307

Abstract

Critical thinking skills are an important competency in learning biology, especially in biodiversity materials that require analysis, reasoning, and decision-making. This study aims to determine the influence of the Guided Discovery Learning learning model on the critical thinking ability of grade X students at SMA Negeri 2 Tondano. The method used was a quasi-experimental study with a pretest-posttest control group design. The sample consisted of two classes, namely the control class that was taught using the conventional model and the experimental class that received treatment with the Guided Discovery Learning model. Data were collected through pretest and posttest written tests, and analyzed using normality, homogeneity, and t-test. The results showed that there was a significant difference between the learning outcomes of students in the experimental class and the control class. The average posttest score of the experimental class was 81 higher than the control class of 63.5. In addition, the Tcal value of 4.65 is greater than the Ttable of 2.02 at a significance level of 0.05, which shows that the Guided Discovery Learning model has a positive influence on improving students' critical thinking skills. This result is also strengthened by a decrease in standard deviation which shows an equal distribution of understanding between students. This research contributes to the development of active learning strategies in biology education and suggests the application of this model to improve higher-level thinking skills. This model is also relevant applied to other topics in order to strengthen discovery-based learning and collaboration.
Transformasi Pembelajaran Biologi Menggunakan Video Animasi: Dampaknya terhadap Motivasi dan Pemahaman Konsep Siswa Pada Materi Klasifikasi Makhluk Hidup Shebianda Meiny Warow; Aser Yalindua; Zusje W. M. Warouw
Jurnal Cakrawala Pendidikan dan Biologi Vol. 2 No. 2 (2025): Juni : Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i2.401

Abstract

Low motivation to learn and limited conceptual understanding are significant challenges in learning biology at the junior high school level, especially in abstract material on the classification of living things. This study aims to analyze the influence of the use of animated videos on student learning motivation and learning outcomes. A quantitative approach with a pre-experimental design of one group pre-test and post-test was used in this study. The research sample consisted of 25 students in grade VIII of SMP Negeri 2 East Likupang. Data was collected through observation sheets to assess learning motivation and pre-test and post-test tests to evaluate learning outcomes. The results of the observation showed that the average motivation of students reached 86.32% in the outstanding category. The average pre-test score of 59.57 increased to 81.09 on the post-test, indicating a significant improvement in concept comprehension. The t-test corroborates these findings with a significant value at a 95% confidence level. These results show that animated videos can present a visualization of complex concepts in an engaging and contextual way, thereby increasing students' focus, active participation, and absorption of the material. In addition, the use of this media also supports the development of students' collaborative skills and critical thinking. This research confirms that animated videos are a strategic alternative in effective science learning, especially in school environments with limitations of conventional visual media. It is suggested that the application of this media be expanded to various materials and levels of education.
Penerapan Pendekatan Jelajah Alam Sekitar dengan Model Pembelajaran Kooperatif Tipe Stad untuk Meningkatkan Hasil Belajar Siswa pada Materi Pencemaran Lingkungan di Kelas X SMA Kosgoro Serei: Penelitian Mei Delin Villia Nangkoda; Mercy Maggy Franky Rampengan; Aser Yalindua
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.791

Abstract

This study aims to evaluate the effectiveness of the JAS (Exploration of the Surrounding Environment) approach and the STAD (Student Teams Achievement Division) type of Cooperative Learning Model in improving students' learning outcomes in biology subjects. The results of the study indicate that in Cycle I, out of a total of 15 students, 10 students had not yet met the Minimum Mastery Criteria (MMC), with a percentage of 66.67%. In Cycle II, only 2 out of 15 students had not reached the MMC, representing 13.34%, while the remaining 13 students achieved the MMC, accounting for 86.66%. These findings demonstrate an improvement in student learning outcomes following the implementation of the applied learning models. The conclusion of this study contributes to the development of more effective instructional methods to enhance student achievement and provides insights for educators in designing instruction that aligns with students' needs and interests.
Co-Authors Caroline Manuahe Christny F. E. Rompas Cindy Suoth Dani Lii Devi Supriani Emma M Moko Ferencia Esananda Rattu Helen J. Lawalata Hotni Doani Purba Jantje Ngangi Leu, Paulus L. Livana Dethris Rawung Liwutang, Rifani Ch Lumbantoruan, Beta Rouli Marentek, Tifani Windie Masye Wurarah Mei Delin Villia Nangkoda Meity Nelltje Tanor Michelle Chantika Umboh Orbanus Naharia Orbanus Naharia Posumah, Danny Ch Rampengan, Mercy Maggy Franky Raturandang, Jeffry Redemta Persila Wagetdo Revolson Mege Sakul, Ernest Hanny Shebianda Meiny Warow Utari Satiman Zusje W. M. Warouw