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<![CDATA[PENGARUH PENDEKATAN KETERAMPILAN PROSES SAINS TERHADAP KEMAMPUAN BERPIKIR RASIONAL SISWA ]]>
<![CDATA[Kartika Ayu Wulandari]]>;
<![CDATA[Tri Jalmo]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 9 (2014): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study is aimed to determine the effect of science process skills approach to rational thinking ability of students. The study design was a pretest-posttest design non-equivalent groups. The samples in this study were class X1 and X2 that selected by purposive sampling technique. The quantitative data obtained from pretest and posttest values were analyzed by comparison of N-gain using a Hake formula, while the qualitative data in the form of student learning activity data were analyzed descriptively. The results of study indicated that the application of science process skills approach can improve students' ability to think rationally (N-gain 63,53). The ability of students from each observed indicators of rational thinking has increased. The highest enhancement was an indicator of the ability to gather information and the lowest is the ability to solve problems rationally. Thus the application of science process skills approach gave significant effect in improving rational thinking ability and student learning activities. Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan keterampilan proses sains terhadap kemampuan berpikir rasional siswa. Desain penelitian adalah desain pretes-postes kelompok non equivalen. Sampel penelitian ini adalah siswa kelas X1 dan X2 yang dipilih dengan teknik purposive sampling. Data kuantitatif diperoleh dari nilai pretes dan postes yang dianalisis dengan perbandingan N-gain menggunakan formula Hake, sedangkan data kualitatif berupa data aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan pendekatan keterampilan proses sains dapat meningkatkan kemampuan berpikir rasional siswa (N-gain 63,53). Kemampuan siswa dari tiap indikator berpikir rasional yang diamati mengalami peningkatan. Peningkatan tertinggi adalah indikator kemampuan menggali informasi dan terendah adalah kemampuan memecahkan masalah secara rasional. Dengan demikian penerapan pendekatan keterampilan proses sains berpengaruh signifikan dalam meningkatkan kemampuan berpikir rasional dan aktivitas belajar siswa.Kata kunci: aktivitas belajar siswa, keterampilan berpikir rasional, keterampilan proses sains]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF EFFICACY DAN HASIL BELAJAR ]]>
<![CDATA[Suci Mardianti]]>;
<![CDATA[Arwin Surbakti]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 9 (2015): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[The purpose of this research was to know the influence of problem based instructions model on self efficacy and students learning outcomes in environmental management . The design of this reserach was quasi experimental with non equivalent pretest-postest. Population were 7th grade student at SMP N 1 Seputih Mataram. Analysis of the quantitative data in this research was using ANOVA test. These result in ANOVA test showed a significance level of 5%. Qualitative data were self efficacy which was analyzed descriptively. Self efficacy average on experimental class get sufficient characteristic (82,94%). This increasing was followed by student learning outcome. The result showed that learning outcomes of experiment class was sufficient characteristic (63) and control class get low characteristic (42). Based on this research, it can be concluded that the problem based instruction model give influence to self efficacy and students learning outcomes in human role in environmental management to improve pollution and damage of environment subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Instruction terhadap self efficacy dan hasil belajar siswa pada materi pengelolaan lingkungan. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-postest non equivalen. Populasi adalah siswa kelas VII di SMP N 1 Seputih Mataram Lampung Tengah. Data kuantitatif berupa hasil belajar diperoleh dari pretes dan postes yang dianalisis menggunakan uji ANOVA yang menunjukkan taraf signifikansi 5%. Data kualitataif berupa self efficacy yang dianalisis secara deskriptif. Rata-rata self efficacy pada kelas eksperimen berkriteria baik (82,94%). Meningkatnya self efficacy diikuti dengan meningkatnya hasil belajar siswa. Hasil penelitian menunjukan bahwa hasil belajar kelas eksperimen (63) dan kelas kontrol (42). Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran Problem Based Instruction berpengaruh terhadap self efficacy dan hasil belajar siswa pada materi pengelolaan lingkungan.Kata kunci: hasil belajar, problem based instruction, self efficacy]]>
<![CDATA[Pengaruh Vertical Garden Terhadap Suhu Ruangan Sebagai Lembar Kerja Materi Pemanasan Global ]]>
<![CDATA[Widyawati Puji Lestari]]>;
<![CDATA[Rini Rita T. Marpaung]]>;
<![CDATA[Berti Yolida]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 3 (2019): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This study aims to find out significant effect of vertical garden on air temperature in one of the classrooms and the characteristics of Student Worksheet (LKPD) in class VII of the application of the use of vertical garden in the material of global warming. The mining model used is Borg and Gall. The study was conducted at Bandar Lampung Middle School 8 in August-September 2018. The type of data used is quantitative data that were air temperature measurement data in the vertical garden and non-vertical garden spaces. The results showed the value of t way -2,226, because | z | ≥ t0.05 then H0 is rejected. This means that there way a significant effect of vertical garden on the temperature of the classroom, while for the average score characteristics (LKPD) by the lecturer and teacher validator based on the overall aspects of 85,45% and 77% with the category "Very Good and Good" . Penelitian ini bertujuan untuk mengetahui ada pengaruh yang signifikan penggunaan vertical garden terhadap suhu udara pada salah satu ruang kelas dan karakteristik Lembar Kerja Peserta Didik (LKPD) SMP kelas VII aplikasi penggunaan vertical garden pada materi pemanasan global.Model pengambangan yang digunakan yaitu Borg and Gall. Penelitian dilaksanakan di SMP Negeri 8 Bandar Lampung pada bulan Agustus- September 2018.Jenis data yang digunakan yaitu data kuantitatif berupa data pengukuran suhu udara pada ruang verticalgarden dan non vertical garden. Hasil penelitian menunjukkan bahwa diperoleh nilai t= -2,226, karena ≥ t0,05 maka H0 ditolak. Hal ini berarti ada pengaruh yang signifikan dari penggunaan vertical garden terhadap suhu ruang kelas, sedangkan untuk karakteristik (LKPD) oleh validator dosen dan guru diperoleh rata-rata skor keidealan berdasarkan keseluruhan aspek yaitu 85.45% dan 77% dengan kategori “Sangat Baik dan Baik”. Kata kunci: vertical garden, suhu udara, lembar kerja peserta didik (LKPD)]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN TALKING STICK TERHADAP AKTIVITAS KERJASAMA SISWA ]]>
<![CDATA[Susanti Agusta]]>;
<![CDATA[Pramudiyanti Pramudiyanti]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 9 (2014): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Cooperation activity of students is required so that the students get more experience. This research aimed to know the effect from the use of the talking stick learning model to the cooperation activity of students in the subject matter of environmental pollution and waste. This research is an experimental study using One - Shot Case Study design. The research data was qualitative form that student cooperation activity data obtained by using the student rubric of cooperative activity and analyzed descriptively. Samples were students in the class X1 of 30 students. At the first meeting the average percentage of student cooperation activity is 52.71% and increased in the second meeting be 67.92%. Based on the results it can be concluded that use of the talking stick model of learning can enhance student cooperation activities.Aktivitas kerjasama siswa diperlukan agar siswa memperoleh pengalaman lebih. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaran talking stick terhadap aktivitas kerjasama siswa pada materi pokok pencemaran lingkungan dan limbah. Penelitian ini merupakan studi eksperimen dengan desain One – Shot Case Study. Data penelitian berupa data kualitatif yaitu data aktivitas kerjasama siswa yang diperoleh dengan menggunakan rubrik aktivitas kerjasama siswa dan dianalisis secara deskriptif. Sampel penelitian adalah siswa kelas X1 dengan jumlah 30 siswa. Pada pertemuan pertama rata-rata persentase aktivitas kerjasama siswa sebesar 52,71% dan meningkat pada pertemuan kedua menjadi 67,92%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan model pembelajaran talking stick dapat meningkatkan aktivitas kerjasama siswa. Kata kunci : aktivitas kerjasama siswa, limbah, pencemaran lingkungan, talking stick]]>
<![CDATA[IDENTIFIKASI MISKONSEPSI SISWA PADA KONSEP FOTOSINTESIS DAN RESPIRASI TUMBUHAN ]]>
<![CDATA[Kartika Fandiyani]]>;
<![CDATA[Tri Jalmo]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 5, No 2 (2017): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research aim wasto describe students' misconception in the concept of plants photosynthesis and respiration and all factors that affected students' misconception. This research used descriptivedesign. The Samples were 351 SMP students of VIIIgrade at Tumijajar district academic year 2015/2016 which were chosen by using purposive sampling technique. Data were collectedby multipkle choicetest and student questionnaire. The test result were analyzed using the CRI, while the student questionnaire were analyzed using Pearson correlation test. The result of dataanalysis showed that students get misconception that was 57,30% with "adequate" criteria. The misconception was commonly on respiration concept with the "high" criteria (62,10%). Pearson correlation test results showed that the factors correlated to studentS misconceptions that was motivation factor. There are only 16,24% students who have learned about plant photosynthesis and respiration concept on their home before learning with teacher of the school. Penelitian ini bertujuan mengetahui gambaran miskonsepsi siswa pada konsep fotosintesis dan respirasi tumbuhan, serta faktor yang berpengaruh terhadap miskonsepsi siswa. Desain penelitian dengan desain penelitian deskriptif. Sampel terdiri atas 351 siswa kelas VIII SMP se- Kecamatan Tumijajar pada tahun ajaran 2015/2016 yang dipilih dengan menggunakan teknik purposive sampling. Pengumpulan data menggunakan tes CRI dan angket siswa. Hasil analisisdata menunjukkan rerata miskonsepsi siswa kelas VIII se-kecamatan tumijajar sebesar 57,30% dengan kriteria sedang. Miskonsepsi paling sering terjadi pada konsep respirasi dengan kriteria tinggi (62,10%). Hasil uji korelasi pearson angket siswa menunjukkan faktor yang berkorelasi terhadap miskonsepsi siswa yaitu faktor motivasi siswa. Hasil angket menunjukkan hanya sebesar 16,24% siswa yang belajar konsep fotosintesis dan respirasi tumbuhan dirumah sebelum belajar bersama guru disekolah. Kata kunci : CRI, miskonsepsi, fotosintesis, miskonsepsi, respiras]]>
<![CDATA[PENGARUH MEDIA AUDIO-VISUAL MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE KANCING GEMERINCING (TALKING CHIPS) ]]>
<![CDATA[Ida Marlina]]>;
<![CDATA[Arwin Achmad]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 4 (2013): bioterdidik ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[Observation on 7th grade at Junior High School of 5th Bandar Lampung reveals that the critical thinking ability and the material mastery were not optimal due to teacher-centered oriented learning. Therefore it is necessary to develop media and learning model study. To resolve it, the research using audio-visual media and talking chips model was conducted. The research design that used in this research is pre-test post-test non-equivalent. Samples used are 7 D and 7F class chosen by cluster random sampling method. Quantitative data obtained from pretest and posttest scores and N-gain which analyzed using t-test. Qualitative data gained from questionnaire regarding student response on audio-visual media through talking chips model which analyzed descriptively. Result of the research reveals that the average of critical thinking skill and material mastery of subject matter of the experimental class on all indicators (critical thinking skills N-gain 26,79%, material mastery N- gain 28,46%). Moreover, 87.50% students give positive response on audio-visual media through talking chips learning model. Therefore, the using of audio-visual media through talking chips has a positive influence significant on increasing the critical thinking skill and material mastery of the student. Keywords: audio-visual media, talking chips, critical thinking skill, material mastery. ]]>
<![CDATA[PENGARUH PENERAPAN MEDIA VIDEO TERHADAP AKTIVITAS DAN PENGUASAAN MATERI POKOK SISTEM PERNAPASAN ]]>
<![CDATA[Vivi Alvionita]]>;
<![CDATA[Arwin Achmad]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 7 (2013): Jurnal Bioterdidik ]]>
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<![CDATA[The purpose of this research was knowing the influence of the application of video media towards learning activity and mastery of lesson by using design pretest posttest not equivalent group. The sample of this research were the student of XI1 and XI2 class which was selected from the population by random sampling. A qualitative data was learning activity and it got by observation. A quantitative data was the mastery of lesson which obtained from the average score of pretest, posttest, and N-gain. The research result of students learning activity from the whole three aspect on the average of high criterion. The mastery of lesson also increased, with the average score of N-gain 0,71. Thus, it could be concluded that using video media in the teaching and learning process influenced towards learning activity and significant influenced towards the mastery of respiration system lesson by students.Penelitian ini bertujuan mengetahui pengaruh penerapan media video terhadap aktivitas dan penguasaan materi dengan desain pretes postes kelompok tak ekuivalen. Sampel penelitian adalah kelas XI1 dan XI2 yang dipilih secara random sampling. Data penelitian ini adalah data kualitatif berupa aktivitas belajar siswa yang diperoleh dari lembar observasi aktivitas belajar siswa. Data kuantitatif berupa penguasaan materi yang diperoleh dari rata-rata nilai pretes, postes dan N-gain. Hasil penelitian menyatakan bahwa ketiga aspek tinjauan berkriteria tinggi. Penguasaan materi juga mengalami peningkatan dengan rata-rata N-gain 0,71. Dengan demikian dapat disimpulkan bahwa pembelajaran menggunakan media video berpengaruh terhadap aktivitas belajar dan berpengaruh signifikan terhadap penguasaan materi sistem pernapasan oleh siswa.Kata kunci: aktivitas belajar, media video, penguasaan materi, dan sistem pernapasan]]>
<![CDATA[PENGARUH PROBLEM BASED LEARNING DALAM MENINGKATKAN SELF-EFFICACY DAN HASIL BELAJAR ]]>
<![CDATA[Yuniar Aprilia]]>;
<![CDATA[Tri Jalmo]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik ]]>
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<![CDATA[This research aimed to figure out the effect of Problem Based Learning in improving self-efficacy and learning outcomes. The sample were students in SMPN 4 Metro chosen by purposive sampling. The design was pretest and posttest non-equivalent. The learning outcomes data were obtained from the average value of pretest, posttest, and N-gain that were analyzed by t-test. Self-efficacy data were obtained from observation and self assesment then were analyzed descriptively. The result showed that students learning outcomes significantly increased that shown by the experiment class average value of N-gain (70,44) was higher than control class (48,33). Beside that, self-efficacy experiment class was high criteria (83,85). Therefore, it can be concluded that Problem Based Learning improves self-efficacy and students learning result significantly.Tujuan penelitian ini adalah untuk mengetahui pengaruh model PBL terhadap self-efficacy dan hasil belajar siswa. Sampel adalah siswa di SMPN 4 Metro yang dipilih dengan teknik purposive sampling. Desain penelitian ini adalah kelompok pretest-postest tak ekuivalen. Data hasil belajar siswa yang diperoleh dari nilai pretest, posttest, dan N-gain yang dianalisis menggunakan uji-t. Data self-efficacy diperoleh melalui observasi dan penilaian diri kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar siswa meningkat secara signifikan dengan rata-rata nilai N-gain kelas eksperimen lebih tinggi (70,44) dibanding kelas kontrol (48,33). Selain itu self-efficacy siswa kelas eksperimen berkriteria tinggi (83,85). Oleh karena itu, pembelajaran menggunakan model PBL berpengaruh meningkatkan self-efficacy dan hasil belajar siswa secara signifikan.Kata kunci: hasil belajar, PBL dan self-efficacy]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Rizki Faya Islami]]>;
<![CDATA[Tri Jalmo]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 5 (2013): Jurnal Bioterdidik ]]>
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<![CDATA[The purpose of this study to determine the effect of PBL models to increase student’s critical thinking skills and learning activities at class X SMA Negeri 3 Kotabumi in Environment subject matter. The research design was pretest-posttest equivalent groups.The samples were X5 and X3 class which selected by purposive sampling.Quantitative data obtained from the average of pretest, posttest, and N-Gain were statistically analyzed using u-test.Qualitative data in the form of student’s activities. The results showed that there are no significant effect improving student’s critical thinking skills with using PBL models, it’s seen in average N-gain of experiment 32.13 and control 30.54 . But the average of all student’s activities in PBL models class was higher each meeting.It’s can be concluded that the use of the PBL models can’t significant improve critical thinking skills but it can improve student’s activities in environment subject matter. Tujuan penelitian ini untuk mengetahui pengaruh model PBL terhadap peningkatan kemampuan berpikir kritis dan aktivitas belajar siswa kelas X SMA Negeri 3 Kotabumi pada materi pokok Lingkungan. Desain penelitian adalah pretes-postes kelompok equivalen. Sampel adalah siswa kelas X5 dan X3 yang dipilih dengan teknik purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-Gain yang dianalisis secara statistik menggunakan uji-u. Data kualitatif berupa data aktivitas belajar siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa penggunaan model PBL berpengaruh tidak signifikan dalam meningkatkan kemampuan berpikir kritis siswa, ini terlihat rata-rata nilai N-gain pada kelas eksperimen sebesar 32,13 dan kelas kontrol sebesar 30,54. Namun hasil rata-rata keseluruhan aktivitas siswa pada kelas yang menggunakan model pembelajaran PBL dinyatakan tinggi setiap pertemuannya. Dengan demikian, dapat disimpulkan bahwa penggunaan model PBL dapat meningkatkan secara tidak signifikan kemampuan berpikir kritis siswa, tetapi mampu meningkatkan aktivitas siswa pada materi pokok Lingkungan. Kata kunci: kemampuan berpikir kritis, lingkungan, model PBL.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF ]]>
<![CDATA[Aima Mufidah]]>;
<![CDATA[Tri Jalmo]]>;
<![CDATA[Rini Rita T. Marpaung]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 7 (2015): Jurnal Bioterdidik ]]>
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<![CDATA[The purpose of this research was to figure out the influence of PBL model on creative thinking skill at SMP N 20 Bandar Lampung. This research was quasi experiment and using purposive sampling tehnique, with VIIE as experiment class and VIIF as control class. The research data were quantitative data which were obtained from creative thinking skill test result that were analyzed by t-test and u-test and qualitative data which were obtained from students activity and students response that were analyzed descriptively. The result of this research showed that PBL can increas students creative thinking skill and students average score of experiment class (64,51) was higher than control class (36,39). There were improvement (82,76) and positive feedback by the students in terms of students activity. So, it could be concluded that PBL model gave significant influence to students creative thinking skill in environmental management subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model PBL terhadap kemampuan berpikir kreatif di SMP N 20 Bandar Lampung. Penelitian ini merupakan penelitian eksperimental semu menggunakan tehnik purposive sampling dengan VIIE sebagai kelas eksperimen dan VIIF sebagai kelas kontrol. Data penelitian berupa data kuantitatif yang diperoleh dari hasil tes KBK siswa yang dianalisis menggunakan uji-t dan uji-u serta data kualitatif yang diperoleh dari aktivitas siswa serta tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan model PBL meningkatkan KBK siswa dan nilai rata-rata siswa kelas eksperimen lebih tinggi (64,51) dibanding kelas kontrol (36,39). Aktivitas siswa juga meningkat (82,76), serta mendapat tanggapan positif dari siswa. Sehingga, dapat disimpulkan bahwa model PBL berpengaruh signifikan terhadap KBK siswa pada materi pengelolaan lingkungan.Kata kunci : aktivitas siswa, berpikir kreatif, problem based learning]]>
