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All Journal Al Ishlah Jurnal Pendidikan BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains
Khacera Juliyanti
Universitas Muhammadiyah Bengkulu
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Model PBL terhadap Hasil Belajar Kognitif Biologi Siswa Khacera Juliyanti; Nopriyeni Nopriyeni
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol 6 No 1 (2023): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/bioedusains.v6i1.4873

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) learning model on the Biological Cognitive Learning Outcomes of students at SMA Negeri 2 Rejang Lebong. This type of research is a quasi-experimental research (quasi experimental research) with a Randomized Control-Group Pretest-Posttest design. Technique of sample used is a random sampling technique. The data collection techniques in this study consisted of tests in the form of pretest and posttest. The results of this study indicate that there is an effect of the Problem Based Learning (PBL) learning model on the cognitive biology learning outcomes of class XI students at SMAN 02 Rejang Lebong, namely the significance level obtained using SPSS 21 which shows the t-test <0.05, which is 0.000. Based on the results, it can be concluded that the Problem Based Learning (PBL) learning model affects the cognitive biology learning outcomes of class XI students at SMAN 02 Rejang Lebong. Keywords: Cognitive Learning Outcomes, Problem Based Learning (PBL)
Exploring the Link Between Critical Thinking Styles and Students’ Critical Thinking Ability in Biology Education Khacera Juliyanti; Jayanti Syahfitri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5800

Abstract

Critical thinking style reflects how students apply their critical thinking skills, playing a crucial role in developing their overall ability to think critically. This study explores the relationship between high school students' critical thinking styles and their critical thinking abilities. The research involved 112 high school students who completed the YCCST instrument both as a pretest and posttest. Data were analyzed using correlation and regression tests, ensuring normal distribution (0.200 0.05) and linearity (0.277 0.05). The findings revealed a strong positive correlation (r = 0.714) between critical thinking styles and critical thinking ability. Regression analysis indicated that critical thinking style accounts for 51% of the variance in critical thinking ability. These results suggest that students' critical thinking styles significantly influence their ability to think critically. Educators can utilize this information by identifying students’ thinking styles as a foundation for selecting appropriate teaching materials and learning methods, ultimately enhancing students' critical thinking skills. This study underscores the importance of assessing and incorporating students' thinking styles into educational practices to foster their critical thinking development. Future research could expand on these findings by exploring diverse educational settings and additional influencing factors.
Co-Authors Nopriyeni Nopriyeni Syahfitri, Jayanti