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All Journal Biosfer: Jurnal Pendidikan Biologi
Dian Evriyani
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PENGARUH MODEL PEMBELAJARAN PEER INSTRUCTION FLIP DAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM EKSKRESI Rusdi Rusdi; Dian Evriyani; Dwi Khaerunnisa Praharsih
Biosfer: Jurnal Pendidikan Biologi Vol 9 No 1 (2016): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.342 KB) | DOI: 10.21009/biosferjpb.9-1.3

Abstract

Achievement of learning process can be seen from student cognitive learning outcome. Learning model plays an important role in student cognitive learning achievement. The introduction and implementation of Peer Instruction Flip model and Flipped Classroom are expected to increase the cognitive learning outcomes of students. The research was conducted in SMAN 6 Tangerang on Mei-Juni 2015. The reseach method used was a quasi experiment. The research sample used was XI MIA 1 (Peer Instruction Flip model) and XI MIA 3 (Flipped Classroom model) and XI MIA 2 (STAD model) who collected by Simple Random Sampling. Prerequisite test analysis of normality was the Kolmogorov-Smirnov and homogeneity test with the Bartlett test. Based on calculation, data obtained was normally distributes and homogeneously. The statistical hypothesis with Anava one way test result on rejected null hypothesis at α 0,05. It can be concluded that there was effect of Peer Instruction Flip and Flipped Classroom learning model toward student cognitive learning outcome in Excretory System material.
HUBUNGAN TINGKAT KECEMASAN SISWA DALAM MENGHADAPI TES DENGAN TINGKAT MOTIVASI BELAJAR BIOLOGI PADA SISWA KELAS X MIA SMA NEGERI 21 JAKARTA Eka Putri Azrai; Dian Evriyani; Achmad Ramadani Prastya
Biosfer: Jurnal Pendidikan Biologi Vol 9 No 1 (2016): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.887 KB) | DOI: 10.21009/biosferjpb.9-1.8

Abstract

Test is an activity used as indicators success of education that applies to all subjects including biology. Unfortunately, there are assumption that biology is a boring subject , too much memorizing, and that is not relevant for our life. It can increase the anxiety experienced by students during the tested. This study aimed to determine the relationship between test anxiety level and Learning Biology Motivation. This study was conducted in 21 Senior High School Jakarta on January until February 2016. Research method used in this study was correlational study. Population from this study were X MIA students. A total of 122 students used for this study were taken by Simple Random Sampling. Prerequisites tests data was homogeneous and normally distributed. Correlation test resulted -0,398 which means there was a relationship between test anxiety level with biology learning motivation level on X MIA Students 21 Senior High School Jakarta. Regulation test resulted Ŷ = 85.725 - 0.312x, with X is test anxiety level and Y is biology learning motivation level. Determination coefficients resulted 0.159 that mean test anxiety have a contribution 15.9% determined learning motivation, while the other factor have a contribution too.
Co-Authors Achmad Ramadani Prastya Azrai, Eka Putri Dwi Khaerunnisa Praharsih I Gusti Bagus Wiksuana