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All Journal Titian Ilmu: Jurnal Ilmiah Multi Sciences Jurnal Penelitian Pendidikan IPA (JPPIPA) BIOEDUSCIENCE Jurnal Basicedu JURNAL PENDIDIKAN SAINS DAN APLIKASINYA MONSU'ANI TANO Jurnal Pengabdian Masyarakat Informatika Jurnal Pengabdian Masyarakat Bumi Raflesia ASAWIKA: Media Sosialisasi Abdimas Widya Karya Journal of Research in Social Science and Humanities Jurnal Basicedu Journal of Artificial Intelligence and Digital Business Jurnal Bioconcetta Cendikia: Jurnal Pendidikan dan Pengajaran paradigma agribisnis Jurnal Semarak Mengabdi
Tomi Hidayat, Tomi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Bioconcetta

 1 
THE INFLUENCE OF THE 5E LEARNING CYCLE MODEL USING GELKON PUZZLE MEDIA ON THE LEARNING OUTCOMES OF GRADE XI STUDENTS AT SMA NEGERI 09 BENGKULU CITY Yusdiarti, Mezi; Hidayat, Tomi
BioCONCETTA Vol 10, No 1 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/bc.2024.v10i1.6913

Abstract

This study aims to determine the influence of the 5E Learning Cycle model using GELKON (concept glass) puzzles as a learning medium on the academic performance of Grade XI science students at SMAN 9 Bengkulu City. An experimental method was used, with the sample population including Grade XI Science 1 and Grade XI Science 2 classes. Data analysis techniques involved normality tests, homogeneity tests, and hypothesis testing using a post-test t-test for final ability measurement. The study concludes that the Learning Cycle model positively impacts student learning outcomes in Grade XI science classes at SMA Negeri 09 Bengkulu City. The Learning Cycle model using GELKON puzzles as a medium showed a greater improvement in student learning outcomes compared to conventional methods. This was evidenced by the increase in the average post-test score: Grade XI Science 1 (conventional method) had an average score of 79.48, while Grade XI Science 2 (Learning Cycle method) had an average score of 90.00.
COMPARISON OF PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING MODELS ASSISTED BY THE PLANTNET APPLICATION ON COGNITIVE LEARNING OUTCOMES IN SCIENCE EDUCATION Rozali, M; Hidayat, Tomi; Nopriyeni, Nopriyeni
BioCONCETTA Vol 11, No 2 (2025)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/bc.2025.v11i2.9307

Abstract

Problem-Based Learning (PBL) is a learning model that focuses on solving real-world problems to foster students’ critical and analytical thinking skills. Meanwhile, Project-Based Learning (PjBL) emphasizes students’ involvement in completing projects that produce tangible products, thereby enhancing collaboration and creativity. This study aims to compare the effects of PBL and PjBL on students' cognitive learning outcomes in science education at SMP Negeri 2 Kota Bengkulu. A quasi-experimental method with a nonequivalent control group pretest-posttest design was employed. The research sample consisted of 116 students, comprising 39 students in the PBL class, 38 in the PjBL class, and 39 in the control class. Data were collected using cognitive learning outcome tests and analyzed with the Kruskal-Wallis and Mann-Whitney U tests. The results revealed significant differences in students’ cognitive learning outcomes between the PBL and PjBL models. PBL was found to be more effective in enhancing students’ cognitive learning outcomes compared to PjBL. These findings suggest that problem-based learning can improve the effectiveness of science education. 
Co-Authors ACENG RUYANI Ambarita, Dharmawati Armansyah Putra, Armansyah Asbani, Asbani Asmara, Adi Astuti, Asmi Astuti, Hilda Rahmah Rahayu Azizah Azizah Azizah, Rika Br Manurung, Nuraidah Christiana, Nuning Christiana, Yona Dahliah, Jeli Defianti, Aprina Dewi Kusumaningsih Dewi Liesnoor Setyowati Dewi, Harmala Dona, Anang Erma Dwi Rahayu Ningsih, Endang Edwar, Yoni Endrasari, Yanti Eriyanto, Eriyanto Fauzan . Fibriyanti, Depi Fitriani, Apriza Fuadi, Diyoba Azhar Ginting, Nesty Apulina Br Hadi, Janes Kurnia Hartati, Yuli Hendri A, Hendri A Heri, Septen Hudaya, Andung Rokhmat I Made Sugi Ardana Irwandi Ismilia, Mike Isnu, Ari Iswandi, Wedi Juledi, Angga Putra Juniarti , Wili Kristian, Deddi Latifah, Haniyatul Lubis , Elfahmi Maleni, Linna Maryanti, Atik Muhammad Rozali Munthe, Ibnu Rasyid Ningrum, Tri Rahayu Setya Nofriady, Andre Nopriyeni, Nopriyeni Oktara, Yogi Rizki Palindungan, Deni Pardini, Aan Soka prima, ade putra tri Puspita Sari, Heni Rahma, Isni Dwi Rahmadania, Rianti Ramdhani, Ichsan Rhomadoni, Indra Nur Rifa’i, Rifa’i Risnanosanti Risnanosanti Rustinar, Eli Sari, Mini Puspita Sari, Yossi Permata Sularni, Sularni Sulistiani, Tini Thoha, M. Wahana, Siti Wahono, Sri Warniati, Warniati Yudha, Romadhona Kusuma Yudisman, Afrien Yusdiarti, Mezi