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D Djumadi
Universitas Muhammadiyah Surakarta
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Journal : Proceeding Biology Education Conference

 1 
PENGARUH MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE, AND SHARE DAN PREDICT OBSERVE EXPLAIN TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VIII SMPN 1 GONDANGREJO KARANGANYAR TAHUN AJARAN 2013/2014 Erfan Budi Santoso; Djumadi Djumadi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
Publisher : Universitas Sebelas Maret

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Abstract

The purpose of this research is to ascertain (1) the influence of SSCS and POE learning model on learning achievement biology of students (2) differences in the biology student learning achievement using learning model SSCS and learning model POE. The research was a quasi experimental research with a design randomized subjects posttest only control group design . The populations in this research were Student in class 8th at SMPN 1 Gondangrejo Karanganyar academic year 2013/2014 . Classes used in the study of 3 randomly selected classes . The first class 8thD applying POE learning model, second class 8thF applying SSCS learning model and the third is a control class 8thE applying conventional learning models specifically models of speech varies and experiment with a simple summary. The data was collected using tests, questionnaires, observation, and documentation. The Analysis using test validity, reliability, difficulty index problem, different power and to test hypotheses about the use of ANOVA and t test with help of SPSS 18. The results showed that : (1) There is the influence of the learning model Search Solve Create and Share (SSCS) and learning model Predict Observe Explain (POE) on learning achievement biology students of SMPN 1 Gondangrejo Karanganyar academic year 2013/2014 both the cognitive, affective , and psychomotor . It can be seen from the average student learning achievement in the experimental class and control classes on the cognitive, affective and psychomotor tests and the results of the ANOVA showed a significance value < 0.05. Further results of the ANOVA Post Hoc test Scheffe there are differences in learning achievement SSCS and POE models on affective and psychomotor domains, whereas the cognitive domain there are differences in learning achievement. The conclusion from the research are: (1) there are significant learning model SSCS and POE to biology students learning achievement, (2) learning model SSCS learning more effectively applied in the class 8th students of SMPN 1 Gondangrejo Karanganyar academic year 2013/2014 than POE and conventional  models it looks from the average value of the results of learning both the cognitive, affective and psychomotor higher grade SSCS. Keywords : SSCS learning models, POE learning models, learning achievement
PERBEDAAN HASIL BELAJAR IPA-BIOLOGI DENGAN MENGGUNAKAN MODEL PEMBELAJARAN TPS (THINK PAIR SHARE) DAN MODEL PEMBELAJARAN JIGSAW SISWA KELAS VIII SMP NEGERI 2 KARTASURA TAHUN PELAJARAN 2013/2014 Asti Dwi Lestari; Djumadi Djumadi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
Publisher : Universitas Sebelas Maret

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Abstract

This study is an experimental study that aims to identify differences in learning outcomes through cooperative learning model of TPS ( Think Pair Share ) and use the model of Jigsaw the subject 's body structure plant eighth grade students of SMP Negeri 2 Kartasura . Classes used in this study were three classes, randomly selected. Class used different study treated with the same material. Data collection techniquesin this study using the methods of documentation, observation, and post test. Analyze data using a statistical test of test validity,reliability,degree of difficulty, different power matter, normality, homogenity, and to test hypotheses using Kruskal-Wallis and Mann-Whitney U Test, assisted by SPSS 15.0 for Windows. Average cognitive learning outcomes VIIIG class with TPS models of 80.5 is lower than the class of models that use Jigsaw by 81 and conventional by 72. Results of the Kruskal-Wallis test hypotheses using model learning Jigsaw-TPS and obtained 0,000 < 0,05, then H0 is rejected so there is a difference between learning outcomes learning TPS, Jigsaw and control.Further test results using the Mann-Whitney U Test results of TPS-Jigsaw obtained 0.760 > 0.05 so H0 is accepted; Control stations obtained 0.000 < 0.05 H0 is rejected; Jigsaw-control obtained 0.000 < 0.05 H0 is rejected. Based on the results of the analysis ofthese data can be obtained conclusion: there are differences in learning outcomes between TPS learning models, Jigsaw, and Conventional (lectures) on the subjects of biological material of plant body structure Junior High School eighth grade 2 Kartasura academic year 2013/2014. The most effective learning jigsaw model used in the learning process plant material body structure compared to the learning model TPS (Think Pair Share) and lectures (conventional) in the eighth grade students of SMP Negeri 2 Kartasura academic year 2013/2014. Keywords: TPS models, jigsaw models, results of learning
Co-Authors Annur Indra Kusumadani Arum Dyah Ripdiyanti Asti Dwi Lestari Bambang Sumardjoko Devary Pradana Setyabudi Dyah Astuti Erfan Budi Santoso Erfan Budi Santoso Farida Isroani Gamal Abdul Nasir Zakaria Guntur Nurcahyanto Hariyatmi Hariyatmi Harun Joko Prayitno Hernawan Sulistyanto Ilham Surya Halim Ima Aryani Lina Agustina M. Biomed Maryadi Maryadi Mazwar Ismiyanto Mila Nur Laila Sari Minsih Mohamad Ziad Pilomonu Muchamad Soleh Pratono Muhammad Izzul Haq Muhammad Syahriandi Adhantoro Naufal Ishartono Putri Agustina Rahmat Dunggio Rakhma Widya Dharojah Rina Astuti Rizki Maulana Sabar Narimo Salsabila Nur Rahmadhani Yasir Sidiq Yazid Kusaini Rahmawan