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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Pendidikan Guru Profesional
Risno Setiyono
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Penggunaan Model Problem Based Learning Untuk Meningkatkan Komunikasi dan Kolaborasi Peserta Didik Kelas X Annisa Hartiyaningsih; Eko Retno Mulyaningrum; Risno Setiyono
Jurnal Pendidikan Guru Profesional Vol. 2 No. 1 (2024): JURNAL PENDIDIKAN GURU PROFESIONAL
Publisher : Pascasarjana Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jpgp.v2i1.834

Abstract

This study aims to improve communication and collaboration of students in class X-3 SMA Islam Sultan Agung 1 Semarang in learning Biology virus material through Problem Based Learning model. Problem Based Learning is a learner-centered learning model, where learners face real problems that require solutions through collaboration and active communication with discussion groups and classmates. This type of research is a class action research (PTK) consisting of two cycles, in each cycle there are two meetings. Each cycle has three stages, namely planning (Plan), implementation (Do), and reflection (See). The subjects in this study were X-3 class students totaling 30 female students. Each research cycle, students were given a problem relevant to the virus material and they were expected to work together in groups to solve the problem. During this process, they had to communicate with fellow group members, discuss, and design solutions to the problem. Data collection techniques used through observation sheets, and documentation as research data. Data analysis was made descriptively qualitative. The results showed that the application of Problem Based Learning can improve students' communication and collaboration skills on virus material. This can be seen from cycle 1 the recapitulation of communication results of 68.60% increased to 80.80% in cycle 2. The increase in collaboration skills from cycle 1 amounted to 71.60% to 89.67% in cycle 2. The conclusion of this study is that by using the Problem Based Learning learning model there is an increase in communication and collaboration skills of students.
Profile of Students' Cognitive Learning Outcome Completeness in Biotechnology Learning Through Kahoot-Assisted Game Tournament Teams Radif Nur R.A; Ipah Budi Minarti; Eny Hartadiyati W.H; Risno Setiyono
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 5 (2023): September
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i5.9541

Abstract

Biotechnology learning is inherently connected to the application of biological sciences in everyday life; therefore, its instructional process requires engaging and student-centered learning strategies to enhance conceptual understanding. One learning model that effectively fosters an enjoyable and interactive learning environment is the Teams Game Tournament (TGT) model, which organizes learning activities in the form of academic tournaments. The integration of digital media such as Kahoot further increases student engagement, motivation, and learning attractiveness. This study aimed to examine the profile of students’ cognitive learning outcome completeness in biotechnology learning through the implementation of a Kahoot-assisted Teams Game Tournament model. The research employed a pre-experimental method using a one-shot case study design. The research subjects consisted of 36 students from class XII IPA 3 at SMA Islam Sultan Agung 1 Semarang. The findings indicate that students achieved mastery learning in biotechnology content through the Kahoot-assisted TGT model. This is evidenced by an average post-test score of 84.4, which exceeds the minimum mastery criterion (KKM) of 77. Furthermore, statistical analysis shows a significant learning outcome, as indicated by a Sig. (2-tailed) value of 0.002 (< 0.05) and a t-count value greater than the t-table value. These results demonstrate that the Kahoot-assisted Teams Game Tournament model is effective in improving students’ cognitive learning outcomes in biotechnology learning.
Co-Authors Annisa Hartiyaningsih Eko Retno Mulyaningrum Eny Hartadiyati W.H Ipah Budi Minarti Radif Nur R.A