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All Journal Bioedukasi: Jurnal Pendidikan Biologi ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah
EDI PRANOTO
SMA Negeri 1 Pati
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Library & Information Science Materials Science & Nanotechnology Mathematics

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Efektivitas Implementasi Model Problem Based Learning (PBL), Blended Learning (BL), Serta Integrasinya Terhadap Hasil Belajar Ditinjau Dari Kemampuan Mengevaluasi Dan Kreativitas Siswa EDI PRANOTO; SUCIATI SUDARISMAN; WIDHA SUNARNO
Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 1 (2014): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v7i1.2838

Abstract

The purpose of this study was to determine the effect of Problem Based Learning (PBL), Blended Learning (BL) models, and the Integration of BL-PBL, capability of evaluating and creativity toward student’s achievement. This experimental research was carried out in September to December 2013. The populations of research were all students in grade XI of SMA Negeri l Pati Academic Year 2013/2014 that consists of 262 students divided into eight study groups. The sample of research was consisted of three study groups; they were XI-IPA2, XI-IPA4 and XI-IPA6 determined by random cluster sampling technique. XI-IPA2 study group used BL model, XI-IPA4 study group used PBL model, and XI-IPA6 study group used the Integration of BL-PBL models. The data was collected by using the instrument of cognitive test, and questionnaires of affective, psychomotor, capability of evaluating and creativity. The data then was analyzed by using three-ways ANAVA with 3x2x2 factorial design with signification 5%, and it then was continued by using Scheffe test if there was interaction. Based on the data analysis, it can be concluded that: 1) There was no difference of effect of BL, PBL, and the Integration of BL-PBL models toward student’s cognitive, affective and psychomotor achievements; 2) There was difference of effect of capability of evaluating toward student’s cognitive, affective and psychomotor achievements; 3) There was effect of creativity toward student’s cognitive, affective and psychomotor achievements; 4) There was no interaction between BL, PBL, and the Integration of BL-PBL models with the capability of evaluating toward student’s cognitive, affective and psychomotor achievements; 5) There was interaction between BL, PBL models, and the Integration of BL-PBL with the creativity toward student’s cognitive, affective and psychomotor achievements; 6) There was interaction between capability of evaluating and creativity toward student’s cognitive, affective and psychomotor achievements; 7) There was no interaction between BL, PBL models, and the Integration of BL-PBL, capability of evaluating and creativity toward student’s cognitive, affective and psychomotor achievements. 
PENERAPAN MODEL DISCOVERY LEARNING DENGAN MEDIA BLOG PEMBELAJARAN DAPAT MENINGKATKAN HASIL BELAJAR PESERTA DIDIK TERHADAP MATERI MUTASI PADA KELAS XII MIPA 4 SMA NEGERI 1 PATI EDI PRANOTO
ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah Vol. 2 No. 4 (2022)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/action.v2i4.1714

Abstract

The purpose of this study was to improve student learning achievement through the Discovery Learning model in the Biology subject for Mutation material in class XII-MIPA4 at SMA Negeri 1 Pati in the 2021/2022 academic year. This research is a Classroom Action Research (CAR) which was carried out in two cycles. Each cycle consists of planning, implementing, observing and reflecting. The population of this research is 36 students. Data collection techniques used are observation, documentation and formative tests. The research instrument is in the form of activity observation sheets and learning achievement tests. The results of data analysis showed that there was an increase in learning activities and student learning achievement by applying the Discovery Learning model to Mutation material. This increase can be seen through: (1) the average percentage of observations of students' activities in learning which has increased from 74.31% in cycle I to 97.69% in cycle II, (2) the increase in learning achievement from 73.67 in cycle 1 to 80.44 in cycle II, and (3) the increase in mastery of classical learning, from 63.89% in cycle I to 88.89% in cycle II. The classical learning mastery in cycle II reached 88.89%, meaning that it had exceeded the established classical learning mastery criteria of 85%, and this study was considered to have reached the success criteria. ABSTRAKTujuan penelitian ini adalah untuk meningkatkan hasil belajar peserta didik melalui model Discovery Learning pada mata pelajaran Biologi terhadap materi Mutasi pada kelas XII-MIPA4 di SMA Negeri 1 Pati Tahun Pelajaran 2021/2022. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan sebanyak dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Populasi penelitian ini adalah 36 peserta didik. Teknik pengumpulan data yang digunakan adalah observasi, dokumentasi dan tes formatif. Instrumen penelitian berupa lembar observasi aktivitas dan tes hasil belajar. Hasil analisis data diperoleh bahwa ada peningkatan aktivitas belajar dan hasil belajar peserta didik dengan penerapan model Discovery Learning pada materi Mutasi. Peningkatan ini dapat dilihat melalui: (1) rata rata persentase hasil pengamatan aktivitas peserta didik dalam pembelajaran mengalami peningkatan dari 74,31% pada siklus I menjadi 97,69% pada siklus II, (2) peningkatan hasil belajar dari 73,67 pada siklus 1 menjadi 80,44 pada siklus II, dan (3) peningkatan ketuntasan belajar klasikal, dari 63,89% pada siklus I menjadi 88,89% pada siklus II. Ketuntasan belajar klasikal pada siklus II mencapai 88,89% berarti sudah melampaui krtiteria ketuntasan belajar klasikal yang telah ditetapkan yaitu 85%, dan penelitian ini dianggap telah mencapai kriteria berhasil.
Co-Authors Suciati Sudarisman WIDHA SUNARNO