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All Journal Jurnal Riset Pendidikan MIPA Bioscientist : Jurnal Ilmiah Biologi
Binti Non Shamdas, Gamar
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Immunology & microbiology Social Sciences

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The Effect of Combined Problem Based Learning and Scaffolding Models on Students’ Critical Thinking Ability Widyawati, Dyah; Jamhari, Mohammad; Binti Non Shamdas, Gamar
Jurnal Universitas Tadulako Vol. 7 No. 1 (2023)
Publisher : FKIP Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2023.v7.i1.pp19-25

Abstract

This study aims to determine the effect of Combined problem-based learning and scaffolding models on students’ critical thinking ability at SMP Negeri 21 Palu. This type of research is a quasi experiment. The research was conducted in two class groups: class VII and class VIII B as the experimental class. The data collection technique uses purposive sampling. The main instrument used was the 7th-grade of critical thinking essay test which consisted of 8 questions. Data were analyzed by a non-parametric test. It is the Wilcoxon test signed ranks test. Obtained the results that Asymp.Sig (2-tailed) is 0,000 on the critical thinking ability test, H1 is accepted, this means that there is a significant effect of the combined problem-based learning and scaffolding models on the critical thinking ability of students at SMP Negeri 21 Palu in the 2019 / 2020 school year.
Penerapan Model Pembelajaran Project Based Learning untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Biologi Kelas XIA di SMAN 1 Bunobogu Fadila, Nurul; Lilies, Lilies; Jamhari, Mohammad; Bialangi, Mursito; Windarsih, Yulia; Binti Non Shamdas, Gamar
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 3 (2025): September
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i3.16857

Abstract

This study aims to improve student learning outcomes in Biology through the implementation of Project Based Learning (PBL) in class XIA at SMAN I Bunobogu. The method used in this study is a Classroom Action Research (CAR) design consisting of four stages: planning, implementation, teacher observation, and student observation. The subjects of this study were 28 students in class XIA. The data collection instruments used in this study included teacher observation sheets, student observation sheets, and post-tests. The results of this study indicate that the project-based learning model in Biology has significantly improved student learning outcomes. This is demonstrated by the data analysis conducted during the first cycle, which showed a student learning outcome rate of 71%, while the second cycle saw an increase to 93%. Based on the results of this study, it can be concluded that the implementation of the Project-Based Learning model successfully improved student learning outcomes.
Field Dependent and Field Independent Cognitive Style Analysis in Animal Ecology Problem Solving Students Reskywanti; Kundera, I Nengah; Binti Non Shamdas, Gamar
Jurnal Universitas Tadulako Vol. 7 No. 2 (2023)
Publisher : FKIP Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j25490192.2023.v7.i2.pp48-53

Abstract

One of the impacts of the Teacher Center Learning (CTL) learning model in the classroom is that students' thinking creativity is underdeveloped and students' ability to solve problems is low. This study aims to analyze the problem solving capabilities of Animal Ecology in Biology Education students based on the cognitive style of field dependent and field independent. This research is descriptive research using qualitative approach. The subject of this study is a sixth semester (VI) Biology Education student who has programmed animal ecology courses totaling 22 people. The research instrument is a Group Embedded Figure Test (GEFT) which amounts to 25 points. Problem solving problems in the form of descriptions as many as 4 numbers and interview guidelines. Based on the results of the study showed that the problem-solving ability of students with independent field cognitive style is better than field dependent because students with independent field cognitive style are able to separate themselves from their environment while students with field dependent cognitive style are still influenced by the surrounding environment.
Co-Authors Fadila, Nurul I Nengah Kundera Lilies Lilies Mohammad Jamhari Mursito S. Bialangi Reskywanti Widyawati, Dyah Windarsih, Yulia