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All Journal Best Journal (Biology Education, Sains and Technology) Indonesian Journal of Research and Educational Review (IJRER)
Sitinjak, Abraham Pranata
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Argument Driven Inquiry Berbantuan Virtual Laboratory Untuk Meningkatkan Kemampuan Literasi Digital Dan Literasi Sains Mahasiswa IPA Simatupang, Halim; Suyanti, Retno Dwi; Djulia, Ely; Simanjuntak, Mariati P; Ningsih, Widia; Sitinjak, Abraham Pranata; Ginting, Angga Raditia
BEST Journal (Biology Education, Sains and Technology) Vol 7, No 2 (2024): September 2024
Publisher : Program Studi Pendidikan Biologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/best.v7i2.10299

Abstract

Keterampilan abad ke-21 adalah kompetensi yang penting untuk sukses di dunia modern. Kemampuan rata-rata literasi sains peserta didik di Indonesia berdasarkan hasil studi PISA dari tahun 2000 memperoleh sekor 383 menunjukkan bahwa peserta didik di Indonesia menduduki peringkat ke 66 dari 80 negara, sedangkan literasi digital Indonesia yang mendapatkan nilai sedang yaitu berada di angka 3,47. Tujuan penelitian ini untuk melihat pengaruh model Argument Driven Enquiry (ADI) berbantuan vitural laboratory untuk meningkatkan literasi sains dan literasi digital mahasiswa Prodi IPA Universitas Negeri Medan. Jenis Penelitian ini menggunakan metode quasi-eksperimen, Populasi dalam penelitian ini adalah kelas yang mengambil matakuliah Dasar-dasar IPA dan laboratorium pada semester genap tahun ajaran 2023/2024. Pengambilan sampel dilakukan dengan teknik simple random sampling. Penelitian ini menggunakan two group pretest-posttest design. Instrumen penelitian untuk literasi sains 30 soal pilihan ganda mengunakan frameworl PISA 2018, literasi digital berupa angket berjumlah 298 pertanyaan menggunakan A Global Framework of Reference on Digital Literacy Skills” (UNESCO, 2018). Hasil uji multivariate menunjukkan bahwa nilai signifikansi 0,000 0,05 artinya H0 ditolak sehingga dapat disimpulkan bawah pengaruh signifikan penerapan model pembelajaran ADI berbantuan virtual laboratory terhadap literasi sains dan literasi digital mahasiswa Prodi IPA Universitas Negeri Medan yang mengambil matakuliah Dasar-dasar IPA dan laboratorium tahun ajaran 2023-2024. Efektifitas ADI berbantuan virtual laboratory memperoleh nilai N-gain 0,81 dengan kategori tinggi, sedangkan kelas yang kontrol yang menggunakan model pembelajaran Direct Intruction memperoleh nilai N-gain 0,52 dengan kategori sedang
Planning a Problem Based Learning (PBL) Model in Biology Subjects in High School: A Case Study Arwita, Widya; Sitinjak, Abraham Pranata; Amanda, Naziha; Istiara, Rayuni; Mahmudah, Delsa; Nasution, Sheila Desiska; Sianturi, Sri Tama Rotua
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.4119

Abstract

Biology learning in the 21st century demands a shift from conventional teacher-centered methods to student-centered approaches to improve critical thinking and problem-solving skills. The Problem-Based Learning (PBL) model is one relevant approach, but its implementation is highly dependent on the quality of teacher planning. This study intends to describe and analyze in depth the PBL model planning process in biology subjects at high school. This study uses a qualitative approach with a case study method. The research subjects are biology teachers and the school's internal MGMP team. Data collection was conducted through in-depth interviews, non-participatory observation during planning meetings, and document analysis in the form of lesson implementation plans. The results of the study indicate that the PBL planning process at High School 5 Medan goes through several crucial stages: (1) Identification of essential materials suitable for PBL; (2) Formulation of problems (scenarios) that are authentic, contextual, and relevant to the student's environment; (3) Design of systematic learning steps according to PBL syntax; and (4) Development of authentic assessment instruments that focus on process and product. The main challenges faced by teachers in planning are time allocation and alignment problems with the learning outcomes set by the curriculum. This case study concludes that thorough and collaborative planning is an essential key to the successful implementation of PBL and recommends the need for ongoing professional development support for teachers in designing innovative learning.
Co-Authors Amanda, Naziha Arwita, Widya Ely Djulia Ginting, Angga Raditia Halim Simatupang Istiara, Rayuni Mahmudah, Delsa Nasution, Sheila Desiska Retno Dwi Suyanti Sianturi, Sri Tama Rotua Simanjutak, Mariati Purnama Widia Ningsih