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All Journal Jurnal Edukasi Matematika dan Sains Edubiotik : Jurnal Pendidikan, Biologi dan Terapan JPM PAMBUDI JUTECH : Journal Education and Technology Proceeding Biology Education Conference Journal of Research in Instructional Jurnal ADAM : Jurnal Pengabdian Masyarakat Jurnal Edukasi Pengabdian Masyarakat: EDUABDIMAS JPM Pambudi Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Purwaning Budi Lestari, Purwaning Budi
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Journal : Edubiotik : Jurnal Pendidikan, Biologi dan Terapan

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RTPS model assisted by flipped classroom: Is it effective in increasing self-efficacy in information literacy of students? Lestari, Purwaning Budi; Sulisetijono, Sulisetijono; Suwono, Hadi
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 9 No. 02 (2024): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v9i02.78

Abstract

The importance of self-efficacy in information literacy of Biology Education students at IKIP Budi Utomo in learning in the 4.0 era, it is necessary to apply the RTPS model assisted by the flipped classroom. The purpose of the study was to determine (1) a description of the information literacy self-efficacy profile, and (2) the effectiveness of the RTPS model assisted by flipped classroom on the information literacy self-efficacy of biology education students. Type of quasi-experimental research. The number of samples N = 56 students, with the experimental class using the RTPS model assisted by a flipped classroom, number of participants N = 29, and the control class using the RT model, number of participants N = 27. Student worksheets and questionnaires served as the study's instruments. Data analysis techniques used descriptive analysis and Anacova statistical analysis to answer the hypothesis. The Anacova test used the SPSS 26 program. The results of the study showed the highest average profile value on the communication and information dissemination indicator with an average of 85 in the experimental class, conversely, the average value of 55 is the lowest profile on the information search indicator. The pre-requisite test obtained normal and homogeneous results. Continued with the results of the Anacova test, there was a significant difference in the RTPS model assisted by flipped classroom on the self-efficacy of information literacy of Biology Education students with sig.<0.05. The results of the difference in the corrected average increase were 41 in the experimental class and 20 in the control class. The conclusion is that the RTPS model assisted by a flipped classroom is effective in increasing self-efficacy in information literacy. The RTPS model assisted by flipped classrooms can be applied to more students in several universities so that students' self-efficacy in information literacy increases.
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DIPADUKAN DENGAN MIND MAPPING TERHADAP PENINGKATAN MOTIVASI DAN HASIL BELAJAR BIOLOGI SISWA KELAS VII SMP 2 YPK MALANG Lori, Astriani Rengu; Lestari, Purwaning Budi
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 2 No. 01 (2017): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v2i01.413

Abstract

The purpose of this study is to improve the student’s motivation and learning outcomes through the application of guided inquiry learning models combined with mind mapping. This type of research is a Classroom Action Research that conducted in two cycles, each cycle consist of planning, action, observation and reflection. The subjects were firsth grade students of Junior High School YPK inJava. The data analysis in this studyusing descriptive statistical analysis. The results showed that the application of guided inquiry learning model combined with mind mapping can improve the student’s motivation and learning outcomes. That was showed by the increasing in the first cycle of classical learning completeness of 11.1% and an average value of 63.18 increase in cycle II 76.20% for mastery learning and average value of student learning at 80. In addition to improved learning outcomes as well increased motivation to learn as well as increased activity of the students. The conclusion is the application of guided inquirycombined with mind mapping can increase student’ motivation and learning outcomes.
Co-Authors Ardian Anjar Pangestuti Aris, Tria Muh Bekti, Susilo Daha, Selviana Kaka Diyah Ayu Widyaningrum Endang Sumarti Ericka Darmawan Farizha Irmawati, Farizha Hadi Suwono Ilmah, Nur Khozanah Istiawan, Nurcholis Lori, Astriani Rengu Lori, Astriani Rengu MISTIANAH, MISTIANAH Nugroho, Syifa Alfina Rina Nurfitri Sulisetijono Sulisetijono Sumitro, Nopem K. Titik Wijayanti Tri Asih Wahyu Hartati Wahyu H, Tri Asih Wahyu H, Tri Asih Wahyu Hartati, Tri Asih Wardani, Novia Kusuma Yunis Sulistyorini, Yunis