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I Wayan Subagia
Ganesha University of Education
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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The Effect of Verification Experimental Methods on Science Process Skills and Chemistry Learning Achievement Ni Wayan Diah Purnami Dewi M; I Wayan Subagia; I Wayan Redhana
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.4373

Abstract

Learning by using the verification experimental methods could improve students' cognitive abilities and science process skills. However, there are inconsistent results when applying this method of science process skills and learning achievement. This study was conducted to describe and explain: the simultaneous differences in science process skills and learning achievement between students taught by verification experimental and conventional methods; the differences in student science process skills taught by verification experimental and conventional methods; and the differences in the students’ learning achievement taught by the verification experimental and conventional learning methods. This study was a quasi-experiment with a pretest-posttest design. The data analysis was conducted using descriptive analysis techniques and multivariate analysis (MANCOVA). The results of the study showed there are simultaneous differences in science process skills and students' learning achievement with an r square price of 0.743, or 74.3%; there are differences in the science process skills of students who studied using the verification experimental methods; and there are differences in students’ learning achievement; the experimental class was is higher than the control class. The other inconsistent results of the study on this method were caused by the different characteristics and cognitive levels of students
Pengaruh Model Pembelajaran Berbasis Proyek Berorientasi Isu Sosiosaintifik Terhadap Hasil Belajar Peserta Didik Ditinjau dari Efikasi Diri I Kadek Alit Wirawan; Ida Bagus Putu Arnyana; I Wayan Subagia
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4831

Abstract

This research aims to describe and explain: 1) differences in student learning outcomes; 2) differences in student learning outcomes in terms of high self-efficacy and; 3) differences in student learning outcomes in terms of low self-efficacy using a socioscientific issue-oriented project-based learning model with direct learning. This type of research is a quasi-experiment with a matching pretest-posttest control group design. The population in this study were all students in class X of SMA Negeri 2 Abiansemal for the 2022/2023 academic year, consisting of 11 classes. Research sampling was based on class-matching techniques. The data in this study was collected using a self-efficacy scale and learning outcomes tests. The data in this research are student learning outcome scores and student learning outcome scores in terms of students' high and low self-efficacy which were analyzed using the Two-Way Analysis of Covariance (ANAKOVA) test with LSD follow-up test. The results of this research show that: 1) there are differences in the learning outcomes of students who follow the socioscientific issue-oriented project-based learning model with an average learning outcome score of 84.85 in the high category and higher than the control group of 72.02 in the high category with a significance value of 0.000 <0.05; 2) there are differences in the learning outcomes of students with high self-efficacy who follow the socioscientific issue-oriented project-based learning model with an average learning outcome score of 91.76 in the very high category and higher than the control group of 81.95 in the high category with a significance 0.000 < 0.05, and; 3) there are differences in the learning outcomes of students with low self-efficacy who follow the socioscientific issue-oriented project-based learning model with an average learning outcome score of 79.41 in the high category and higher than the control group of 75.10 in the high category
Co-Authors I Kadek Alit Wirawan I Wayan Redhana Ida Bagus Putu Arnyana Ni Wayan Diah Purnami Dewi M