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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) UNIVERSE : Journal of Science Education Teaching and Learning
Putri, Aulia Musva
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Physics

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THE EFFECT OF THE LEARNING START WITH A QUESTION (LSQ) LEARNING MODEL ON THE LEARNING OUTCOMES OF SCIENCE STUDENTS IN HUMAN DIGESTIVE SYSTEM Putri, Aulia Musva; Diliarosta, Skunda
Universe Vol 6 No 1 (2025): Journal of Science Education Teaching and Learning
Publisher : Department of Science Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/universe.v6i1.577

Abstract

Learning using a scientific approach is ideally accompanied by the activeness of students and students' interest in reading, with active and direct participation of students in learning is able to increase students' understanding of learning material, this will later be in line with the achievement of student learning outcomes, but in reality there are still many students who have scores below the Minimum Completeness Criteria (KKM). The purpose of this study was to find out whether there was an effect of the Learning Start With A Question learning model on digestive system material on the learning outcomes of Class VIII science students at SMP N 29 Padang. This type of research is using quasi-experimental design (Quasi Experimental Design). The research design was the Pretest-Posttest Nonequivalent Control Group Design. The sample selection technique in this study was a purposive sampling technique. The subjects in the study consisted of two sample classes, namely the control class and the experimental class which consisted of 32 people in each class. The results showed that there was an influence of the Learning Starts With a Question (LSQ) Learning Model at SMP N 29 Padang which had an effect on students' science learning outcomes in the cognitive domain, this can be seen from the results of the hypothesis test where tcount > ttable means tcount 2,19 > 1 .67 which indicates that H0 is rejected and H1 is accepted, and there is an influence that the Learning Starts With a Question (LSQ) Learning Model at SMP N 29 Padang has an effect on students' natural science learning outcomes in the cognitive domain, as well as affective assessment of the four aspects of class the experimental sample has an average score that is higher compared to the control class so that it can be concluded that the LSQ model affects the academic achievement of students in the affective domain.
The Effectiveness of the Reading to Learn (R2L) Model on Scientific Literacy Skills on Static Electricity Topic Arif, Khairil; Rusma, Olyivia Retdwina; Putri, Aulia Musva; Azzahra, Firda
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3140

Abstract

The purpose of this study was to determine the difference in science learning outcomes between groups of students who participated in learning with the Reading to Learn (R2L) model and direct learning, by analyzing the literacy skills of class IX students at Junior High School in Bukittinggi, West Sumatra. The study population was all students of class IX and the sample class was selected by purposive sampling technique, so that class IX-6 was obtained as the experimental group and class IX-4 as the control group, with a sample of 56 students. This research is a quasi-experimental research with a pretest and posttest group design pattern. The data collected is a test of learning outcomes which are analyzed quantitatively to measure students' scientific literacy skills which are grouped into 3 aspects, namely numerical, conceptual, and multidimensional aspects. The instrument used is a scientific literacy test in the form of 10 description questions. The results show that the research hypothesis H1 is accepted because the table shows that t count > t table. This hypothesis test found that the application of the Reading to Learn (R2L) approach had an effect on students' scientific literacy skills. While the results of the experimental group N-Gain was 0.44 or 44% in the medium category (less effective). So we look at some of the factors causing it by giving questionnaires to students. Based on statistical calculations, the scores for each indicator in the questionnaire are 87.5% of students using local languages in daily conversation, reading time of 10-30 minutes is 46.88%, and courses or tutoring outside school hours are 28.13%.
Co-Authors Azzahra, Firda Rusma, Olyivia Retdwina Skunda Diliarosta