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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Sriwijaya University Learning and Education International Conference Jurnal Penelitian Pendidikan IPA (JPPIPA) EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA Bioedukasi: Jurnal Pendidikan Biologi BIOSFER : Jurnal Biologi dan Pendidikan Biologi Journal of Mathematics Science and Computer Education DEWANTECH Eduprof
Cita Tresnawati, Cita
Universitas Pasundan
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Engineering Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Inovasi Pendidikan Melalui Model Pembelajaran Peer Tutoring (Tutor Sebaya) untuk Meningkatkan Hasil Belajar Siswa Toto Sutarto Gani Utari; Cita Tresnawati; Ghina Nur Alifah
Eduprof : Islamic Education Journal Vol. 3 No. 1 (2021): 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.v3i`1.81

Abstract

The use of courage to ask questions appropriately affects the achievement of the expected goals in the teaching and learning process in the classroom can arouse students 'interest and curiosity, focus students' attention on a subject or concept, diagnose special difficulties that prevent students from learning, provide opportunities for to criticize the information he supports, encourage students to express their opinions and measure student learning outcomes. Students who do not have self-confidence will be afraid to experiment, are not creative, so that their abilities develop and can cause decreased student learning outcomes. If there is no change, this feeling will last throughout the life of the students. This study aims to see how to analyze peer tutoring learning models to improve student learning outcomes. This type of research is qualitative research with library research method. In this study, the data technique used is the documentation technique, for the analysis of research data using deductive techniques. The results showed that the peer tutoring learning model could improve student learning outcomes. Because, by using this learning model students relearn the material being discussed, so that they can assess the understanding of the material, this model can also generate students' self-confidence, and make students active in the learning process. ABSTRAK Penggunaan rasa berani untuk bertanya secara tepat berpengaruh terhadap tercapainya tujuan dari sebuah proses pembelajaran dapat meningkatkan minat dan rasa ingin tahu siswa, memusatkan perhatian siswa terhadap suatu pokok bahasan atau konsep, menganalisis kesulitan-kesulitan yang menghambat proses siswa dalam memahami suatu materi, memberikan kesempatan kepada siswa untuk menggali suatu informasi yang ia dapatkan, membantu siswa untuk berani dalam mengemukakan pendapatnya dan mengukur hasil belajar siswa. Siswa yang kurang percaya diri akan memiliki rasa takut untuk bereksperimen, kurang kreatif, sehingga dapat mempengaruhi hasil belajar siswa dan kurang berkembangnya kemampuan yang siswa memiliki. Bila tidak terjadi perubahan pada diri siswa tersebut maka akan berlangsunglah perasaan tersebut sepanjang hidup siswa. Penelitian ini bertujuan untuk mengetahui bagaimana analisis model pembelajaran peer tutoring untuk meningkatkan hasil belajar siswa. Jenis penelitian ini adalah peneitian kualitatif dengan metode kajian pepustakaan (library research), teknik yang digunakan adalah dokumentasi, analisis data penelitian ini menggunakan deduktif. Hasil penelitian menunjukan bahwa model pembelajaran peer tutoring dapat meningkatkan hasil belajar siswa. Karena, dengan menggunakan model pembelajaran tersebut siswa mempelajari kembali materi yang sedang dibahas, sehingga dapat memperkuat pemahaman materinya, model ini juga dapat menimbulkan rasa percaya diri siswa, dan membuat siswa aktif dalam proses pembelajaran.
PENGGUNAAN MEDIA PEMBELAJARAN INFOGRAFIS (CANVA) MELALUI GOOGLE SITES DALAM MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATERI EKOSISTEM Anggun Prihatin; Nia Nurdiani; Cita Tresnawati
DEWANTECH Jurnal Teknologi Pendidikan Vol. 2 No. 1 (2024): MARET
Publisher : Awatara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61434/dewantech.v2i1.119

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh penggunaan media pembelajaran infografis (canva) melalui google sites terhadap hasil belajar peserta didik dan respon peserta didik terhadap penggunaan media pembelajaran. Metode penelitian yang digunakan adalah kuantitatif dengan desain Pre-Eksperiment dan jenis desain pada penelitian ini adalah One Group Pretest-Posttest Design dengan teknik pengambilan sampel purposive sampling, yakni kelas X IPA 2 sebanyak 34 orang peserta didik dengan pertimbangan rata-rata peserta didik memiliki Smartphone android dan memiliki karakteristik belajar secara mandiri. Data diperoleh dengan teknik tes berupa pretest dan posttest serta non-tes berupa angket. Hasil penelian ini dilihat dari peningkatan hasil posttest dari pretest. Nilai rata-rata pretest yang didapat oleh siswa sebesar 47,2 lebih kecil dari pada nilai rata-rata posttest yang diperoleh peserta didik yaitu sebesar 85,4. Adapun respon peserta didik terhadap penggunaan media pembelajaran infografis (canva) melalui google sites memberikan respon yang positif, ditunjukkan dengan nilai rata-rata yang diperoleh siswa sebesari 53,6 % dengan respon sangat dengan demikian, dapat disimpulkan bahwa media infografis (canva) melalui google sites pada materi ekosistem mempunyai pengaruh yang signifikan terhadap hasil peserta didik X di SMAN 1 Susukan Kabupaten Cirebon sehingga dapat dikatakan bahwa media infografis (canva) melalui google sites dapat memudahkan peserta didik dalam memahami materi pelajaran yang disampaikan.
The Potential Interactive Digital Teaching Material on Cell Metabolism as a Bridge of Cognitive Processes Toward Student Learning Achievement Cita Tresnawati; Adi Rahmat; Taufik Rahman; Kusnadi Kusnadi
Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i3.6398

Abstract

Education in the era of digital technology has become a challenge for teachers and lecturers in how this technology can develop comprehensive knowledge and global insight. The purpose of this study is to improve learning achievement through the cognitive process of students in cell metabolism lectures using Interactive Digital Teaching Material (IDTM). The study involved 40 Biology Education students who were taking the third semester at one of the Private Universities in Bandung, West Java. The implementation of lectures and instruments to measure students' cognitive processes is based on the framework of the 1992 Marzano Learning Dimension. The results of the analysis showed that the N-gain value of Acquire and Integrate Knowledge and Extend and Refine Knowledge obtained a percentage of (28%-26%) on low criteria. While Using knowledge with a percentage of N-gain value (32%) on medium criteria. These results illustrate that IDTM facilitates students to train their cognitive processes toward better learning achievement
From Virtual to Real: Investigating the Gap Between Virtual Laboratory Learning and Real Laboratory Performance in Animal Physiology Cita Tresnawati; Fitri Ariyanti
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18352

Abstract

This study aims to examine the performance gap between virtual laboratory-based instruction and real laboratory practicum in the Animal Physiology course. The research employed a mixed-methods approach with an explanatory sequential design, in which quantitative data were emphasized. The participants comprised 31 fifth-semester undergraduate students who engaged in two virtual laboratory sessions and two hands-on laboratory sessions conducted without additional instructor explanation. Laboratory performance was assessed across six dimensions of laboratory skills. The results indicate that procedural and psychomotor skills were in the moderate category, whereas data analysis, drawing conclusions, and presentation skills were in higher categories. Qualitative findings corroborate that virtual laboratories are effective in strengthening conceptual understanding, data literacy, and scientific communication; however, they are less effective in transferring technical and procedural skills to authentic laboratory contexts. Limited physical interaction with equipment, minimal sensorimotor feedback, and contextual discrepancies between simulation and real practice were identified as the primary contributing factors. This study concludes that virtual laboratories should be positioned as pre-laboratory scaffolding to support cognitive preparation rather than as substitutes for direct hands-on practicum. The implications of this study indicate that the integration of virtual laboratories and real laboratory practice should be designed complementarily so that the strengthening of conceptual understanding can be followed by the optimal development of students’ procedural and psychomotor skills.
Co-Authors Adetia, Reni Anggun Prihatin Cartono Cartono Fitri Ariyanti Fitri Aryanti Fitri Aryanti Ghina Nur Alifah Kusnadi Kusnadi Kusnadi Mia Nurkanti Mr. Cartono, Mr. Nia Nurdiani Nia Nurdiani Nurazizah, Aulia rahmat, adi Salsabila, Adelia Suhaerah, Lilis Taufik Rahman Taufik Rahman Topik Hidayat Utari, Toto Sutarto Gani Uus Toharudin Yusuf Ibrahim