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All Journal Jurnal Pembelajaran dan Biologi Nukleus Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO)
Nasution, Yara Maulina
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of the Socio-Scientific Inquiry (SSI) Learning Model on the Comprehension of Ecosystem Concepts by High School Students Nasution, Yara Maulina; Jayanti, Ummi Nur Afinni Dwi
JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS Vol 10, No 2: Jurnal Pembelajaran Dan Biologi Nukleus July 2024
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpbn.v10i2.5839

Abstract

Understanding biological concepts is the main target of learning because it relates to the Sustainable Development Goals (SDGs) objectives. However, understanding biological concepts still needs to be solved in Indonesia, one of which is the low understanding of biological concepts in ecosystem material. The purpose of this study is to ascertain how students' comprehension of concepts in ecosystem material is impacted by the Socio Scientific Inquiry (SSI) learning approach. A quasi-experiment with a two-group pre-test-post-test design was used in the research methodology. The sampling technique used was cluster random sampling. The research instrument was an essay with ten concept understanding questions in it. To find the standard deviation, mean, median, and mode of the data, descriptive analysis was employed as the data analysis approach. The independent t-test was used to assess the study's hypothesis, and the normality and homogeneity tests were run for the precondition analysis. The findings of the descriptive analysis show that the average post-test score in the experimental class is 80.50, whereas it is 67.83 in the control class. This discrepancy suggests that the experimental class's average post-test score is higher than that of the control group. T-test result found that the Sig (2-tailed) value was 0.000 < 0.05, which resulted in the acceptance of Ha and the rejection of H0. This suggests that students' conceptual comprehension is impacted by the Socio Scientific Inquiry (SSI) learning model. This study concludes that the Socio Scientific Inquiry (SSI) learning paradigm improves students' conceptual comprehension when compared to standard learning paradigms.
THE ISSUE OF DIFFICULTIES FACED BY TWELFTH GRADE STUDENTS IN LEARNING CHEMISTRY ON THE SUBJECT OF ALKYNE DERIVATIVES Daulay, Rabiah Afifah; Damayanti, Alfina; Shaharani, Adella; Anggriani, Syaprina; Syafitri, Wanda; Nasution, Yara Maulina
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 2 (2023): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i2.730

Abstract

Learning difficulties refer to conditions when students face special obstacles in actively participating in the teaching and learning process, resulting in challenges in achieving optimal learning outcomes. One of the specific difficulties students’ encounters is related to understanding the concepts of alkyne derivatives in chemistry. This research aims to explore the problematic difficulties faced by 12th grade students while learning about alkyne derivatives. The study adopts a qualitative approach and relies on a literature review, presenting descriptive findings. Data collection involves analyzing various sources, including scientific articles, theses, proceedings, and books that are relevant to the research focus. The study reveals that student learning difficulties are influenced by two major factors: internal and external. Internal factors include physiological aspects such as physiological conditions and the functioning of the five senses. Psychological factors also play a role, encompassing interests, intelligence, talent, motivation, and cognitive abilities. External factors, on the other hand, comprise social and natural environmental influences, as well as instrumental factors like the curriculum, programs, facilities, infrastructure, and the role of teachers.
Co-Authors Anggriani, Syaprina Damayanti, Alfina Daulay, Rabiah Afifah Jayanti, Ummi Nur Afinni Dwi Shaharani, Adella Syafitri, Wanda