Applying Meaningful Learning (NGL and Game) to Improve Students' Scientific Concept Understanding and Scientific Literacy in Reproductive System Material

Andri Rudi Yanto (SMP Islam Bani Hasyim,Kota Malang, Jawa Timur)
Yuni Pantiwati (Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jawa Timur)
Avina Ridatul Saputri (Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jawa Timur)
Tiara Suci Andani (Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jawa Timur)
Tasya Novian Indah Sari (Biology Education Masters Study Program, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Sleman, Daerah Istimewa Yogyakarta)

JURNAL EKSAKTA PENDIDIKAN (JEP)
Vol 7 No 1 (2023): JEP (Jurnal Eksakta Pendidikan)

Scientific concept understanding and scientific literacy are essential for students to have. Excellent scientific concept understanding and scientific literacy make it easier for students to learn new material and solve problems they face. This study aims to increase junior high school students' scientific concept understanding and scientific literacy in reproductive system materials by applying meaningful learning with NGL games. The design used in this research is Classroom Action Research (CAR) by Kammi and McTaggart (1988). The research was conducted at SMP Islam Bani Hasyim, Malang Regency, in September 2022 with 20 grade-nine students for the 2022/2023 academic year. Data collection techniques in this study are observation and tests. Data analysis techniques in research are descriptive quantitative and descriptive qualitative The CAR research was carried out in two cycles with the stages of planning, implementing, observing, and reflecting. Applying meaningful learning with the NGL game can improve students' scientific concept understanding and literacy in reproductive system materials.