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All Journal PENA SAINS Jurnal Pendidikan Biologi WACANA DIDAKTIKA Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JPBIO (Jurnal Pendidikan Biologi) Bioedusiana: Jurnal Pendidikan Biologi Asian Journal of Agriculture Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan dan Kebudayaan Indo-MathEdu Intellectuals Journal Biology and Education Journal (BaEJ) Jurnal Pengabdian Masyarakat Indonesian Journal of Biology Education Multi Discere Journal DIDAKTIKA
Linda Tri Antika, Linda Tri
Universitas Islam Madura
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Journal : DIDAKTIKA

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The Effect of Problem-based Learning on Students Collaboration Skills in Islamic Boarding Schools Ufiqurrohman, Ufiqurrohman; Antika, Linda Tri
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 1 No. 1 (2023): April 2023
Publisher : Lombok Institute

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Abstract

Collaboration skills are one of the skills required to be developed in 21st-century education. This study aimed to determine the effect of implementing the problem-based learning (PBL) model on the collaboration skills of Islamic boarding school students. This research is a quasi-experimental study using a non-equivalent pretest-posttest control group design. This research was conducted at MA Miftahul Ulum Bettet Pamekasan, even semester of the 2021/2022 academic year. Collaboration skills data was collected through observation sheets and then analyzed using the t-test to determine differences in collaboration skills in the control and experimental group. The results showed that the implementation of PBL in learning could improve the collaboration skills of Islamic boarding school students (Sig. <.05). The results of this study indicate that the PBL learning model can be used as a reference for learning models to develop students' collaboration skills.
Does Guided Inquiry Affect Self-Regulated Learning? Anam, Syahrul; Antika, Linda Tri
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 1 No. 1 (2023): April 2023
Publisher : Lombok Institute

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Education currently requires students to manage their learning independently. This will support student achievement because students can set learning goals, monitor, set learning strategies, and even evaluate their learning. The application of the guided inquiry learning model is believed to be able to develop student self-regulated learning. This study aims to determine the effect of guided inquiry on student self-regulated learning. This research is a quasi-experimental study with a nonequivalent pretest–posttest control group design. The subjects of this study were 20 students in class X IPA A as an experimental class and class X IPA B with a total of 23 students as a control class. Self-regulated learning was measured using a questionnaire adapted from Marchis & Balogh. Prerequisite tests for normality, homogeneity, and prerequisite tests on the slope of the regression line between the covariates and the dependent variable are carried out before testing the hypothesis, followed by the Quade's Rank test. The study's results revealed that guided inquiry did not affect students' Self-regulated learning. Other factors or variables outside the research, such as learning motivation, learning regulation, discipline, self-confidence, and student learning styles, are thought to influence Self-regulated learning. In addition, the relatively short time of conducting guided inquiry is also believed to cause the lack of influence on student self-regulated learning.
No Correlation between Self-Directed Learning and Life Skills: How to Explain? Yanti, Indah; Antika, Linda Tri
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 1 No. 2 (2023): October 2023
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v1i2.6

Abstract

21st-century education demands students to possess learning and innovation skills, proficiency in using technology, information media literacy, and life skills. This research aims to determine the correlation between students' self-directed learning and life skills. The subjects of this study were XF class students, totalling 32 students. Self-directed learning was measured using a questionnaire, including students' interest in learning biology, self-efficacy, self-assessment, and self-reaction. Meanwhile, life skills were measured using an observation sheet covering interpersonal skills, goal setting and collaborative achievement, responsibility, and management. Learning was conducted by implementing guided inquiry-based learning. This research is a correlational study using regression correlation through the SPSS program. The results of this study indicate no correlation between self-directed learning and students' life skills. Guided inquiry remains a reference in efforts to empower self-directed learning and life skills.
Co-Authors Abd. Haris Abrori, Feri Agus Budiyono Agus Budiyono Akhmad Fathir Akhmad Fathir Anam, Syahrul Andriansyah Andriansyah Arifin, Moh. Samsul Arin Wildani Atikutul Mukarromah el indahnia kamariyah, el indahnia Fathatur Rohmah, Fathatur Haikal, Moch. Hoirun Nisak, Hoirun Hosnol Hotimah Ibana, Lukluk Indah Yanti Lukluk Ibana Minhatul Muyassaroh Moch Haikal Moch. Haikal Naja, Faizatun Nisak, Nafilatun Rofiqi, Rofiqi Safitri, Noviana Indah Saiful Hadi Sukron Sukron Susanti, Tri Suci Syarif, Nor Cholida Syarofah, Iin Ufiqurrohman, Ufiqurrohman Ulfa, Winda Maria