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Yenny Anwar
Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sriwijaya, Indonesia
Agriculture, Biological Sciences & Forestry

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Improving critical thinking skills through discovery learning models assisted animation video on digestive system material Yenny Anwar; Adeng Slamet; Ulfa Daniaty
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 3 (2023): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i3.29042

Abstract

This research is quantitative research to determine the effect of using the Discovery Learning model to assist animation video on the critical thinking skills of students grade XI on the digestive system. The research method used is Quasi Experiment with a Non-equivalent Control Group Design and used purposive sampling. The research instruments used were multiple choice (pretest and post-test). Observation sheets, and students' questionnaire responses. Data on critical thinking skills outcomes were analysed using an independent sample t-test in the SPSS version 26.0 program. The result showed that the use of Discovery Learning models assisted animation video increased student critical thinking skills with a gain value of 41.43 and n gain of 0.64 in the medium category. The result of the hypothesis test shows the value of Sig. (2-tailed) 0.000 < 0.05 which means H0 is rejected and Ha is accepted. This shows that the Discovery Learning models to assist animation videos have a significant effect on student critical thinking skills of class XI of SHS 1 Lahat in the human digestive system. The implementation of learning has an excellent category, while student responses have an excellent and good category.
TPACK profile of biology teachers in the industrial revolution 4.0 era Yenny Anwar; Selvi Riyanti; Sapira Permata Dewi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.37006

Abstract

Technological Pedagogical and Content Knowledge (TPACK) is very important in the process of developing professional teacher competencies in the era of the Industrial Revolution 4.0. The purpose of this study was to determine the profile of biology teachers TPACK on the classification of living things. This research is a descriptive study using a qualitative approach. Data collection techniques were carried out using questionnaires, CoRe&TPaP-eRs, and interviews. The sample was compiled using a saturated sampling technique with a total of ten respondents. The results indicated that biology teachers' TPACK skills must be improved. The results of the questionnaire consisting of 7 TPACK components, reaching 70.11% were categorized as good. The TK, PK, CK, and PCK components are in the excellent category, while the TCK, TPK, and TPACK components are still in the good category. The results of the CoRe & TPaP-eRs instrument covering 5 aspects show that the average of teacher’s TPACK reached 41%, in the Growing-TPACK category. The TPACK of biology teachers based on teaching experience is not so different. The results show that the length of teaching experience is not directly proportional to the growth of TPACK skills.  
Co-Authors Adeng Slamet Sapira Permata Dewi Selvi Riyanti Ulfa Daniaty