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All Journal Jurnal Bioedukatika
Sri Widoretno
Sebelas Maret University
Education

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Case: Quality of Students Content Writing Through Implementation of Project Based Learning Model in Biology Anita Indriani; Sri Widoretno; Sri Dwiastuti
JURNAL BIOEDUKATIKA Vol 5, No 1 (2017)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.035 KB) | DOI: 10.26555/bioedukatika.v5i1.5405

Abstract

The research aims to improve the quality of students content writing in biology through implementation of Project Based Learning model. The research is a Classroom Action Research (CAR) with the subjects of this research were students of class XI MIPA 6 SMA N 4 Surakarta are 32 learners. Research conducted by the cyclical phases: planning, implementation, observation, and reflection. The research data was collected through observation, documentation, and interviews, which are equipped with a writing rubric skills. Data validation method using triangulation techniques. Data were analyzed using qualitative descriptive analysis: reduction, presentation, and verification of data. The results showed an increase in the quality of learners writing the content for the application of the model Project Based Learning in learning biology.
Instructional Concept Map Techniques in the Planning Stage– Project Based Learning on Student Argumentation Skills Rizki Putri Puspitasari; Sri Widoretno; Bowo Sugiharto; Sri Dwiastuti; Chandra Adi Prabowo
JURNAL BIOEDUKATIKA Vol 10, No 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i3.24719

Abstract

Argumentation skill is one of the characteristics of HOTS (Higher Order Thinking Skill) that students need in learning. This study aims to identify the effect of applying the concept map instructional technique at the planning an investigation stage of PjBL on students’ argumentation skills. The study used a quasi-experimental research design with a posttest-only nonequivalent group design. The subject of the study is the tenth grade students of Senior High School (SHS). There were 72 students. The research instrument uses 11 numbered argumentative questions in the form of multiple-choice true-false reasoned questions that match the argumentation component. Data analysis used quantitative analysis based on posttest scores. The results showed that the significance value of the t-test on the argumentation skill score was 0.000, meaning that the significance value was <0.05, so it can be stated that there was an effect of applying the concept map instructional technique in the planning and investigation stage in the PjBL model on students’ argumentation skills.
Co-Authors Anita Indriani Bowo Sugiharto Chandra Adi Prabowo Rizki Putri Puspitasari Sri Dwiastuti