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Cocos Bio
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 25274775     DOI : https://doi.org/10.29408/cob
Core Subject : Humanities, Health, Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Dentistry Education
Kurikulum biologi pada berbagai jenjang pendidikan; Biologi murni dan implementasinya dalam pembelajaran; Pembelajaran biologi dengan model inovatif pada berbagai jenjang pendidikan; Penelitian eksperimen, penelitian tindakan kelas, dan penelitian pengembangan dalam pembelajaran biologi; Hasil kajian Lesson Study bidang biologi pada berbagai jenjang pendidikan; Isu tentang program profesi guru dan implementasi kurikulum merdeka dalam bidang pendidikan biologi; Pendidikan lingkungan hidup
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 104 Documents
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PENGEMBANGAN MODUL AJAR DENGAN PENDEKATAN SETS (SCIENCE, ENVIRONMENT, TECHNOLOGY AND SOCIETY) BERBASIS MASALAH UNTUK MENINGKATKAN HASIL BELAJAR SISWA SELY ANTIKA
Cocos Bio Vol 11 No 1 (2026): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/cob.v11i1.34510

Abstract

This study aims to develop a teaching module based on the SETS (Science, Environment, Technology, and Society) approach to improve student learning outcomes. The research and development followed the Borg and Gall model, comprising seven stages: 1. Preliminary research and information gathering, 2. Planning, 3. Initial product development, 4. Preliminary testing, 5. Product revision, 6. Field testing, and 7. Final product revision. The subjects of the study were 99 students from SMAN 1 Sakra Timur. Data collection was conducted using questionnaires and tests, and the data were analyzed using quantitative descriptive analysis techniques. The analysis revealed validity coefficients of 96.06% and 90.04% from subject matter experts and 92.08% from design experts, all falling within the "valid" category. Regarding student responses, the product's practicality score was 69.06%, placing it in the "practical" category. The module's effectiveness was demonstrated by the average N-Gain scores from the experimental class field tests: 0.80 for the biodiversity topic and 0.83 for the virus topic. In contrast, the control class achieved average N-Gain scores of 0.23 for biodiversity and 0.18 for viruses. Based on these average N-Gain results, the module falls into the high category, indicating a very high level of effectiveness
PENGEMBANGAN MODUL AJAR BERBASIS PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA: Development of Project-Based Learning Modules to Enhance Students' Creative Thinking Skills Prihartini
Cocos Bio Vol 11 No 1 (2026): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/cob.v11i1.36097

Abstract

This study aims to develop a Project-Based Learning-based teaching module whose validity, practicality, and effectiveness in enhancing students’ creative thinking skills have been tested. The research and development utilized the Borg and Gall model, which was carried out through seven development stages: 1. Initial information gathering, 2. Planning, 3. Development of the  initial product format, 4. Preliminary testing, 5. Product revision, 6. Small-scale testing, 7. Final product revision. The research participants in this study were subject matter experts, design experts, teachers, and students from MA NW Kotaraja, as well as students from SMAN 1 Aikmel. Data were collected using questionnaires and analyzed using quantitative descriptive analysis. Based on the results of the data analysis and discussion, it was concluded that the project-based learning teaching modules designed to enhance students’ creative thinking skills are highly valid and effective
PENGARUH MODEL PEMBELAJARAN PROJECT-BASED LEARNING (PjBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Sarwati sarwati
Cocos Bio Vol 11 No 1 (2026): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/cob.v11i1.36429

Abstract

This study aimed to determine the effect of the Project-Based Learning (PjBL) model on students' critical thinking skills in biodiversity material for grade X students at SMAN 1 Masbagik. This study employed a quantitative approach involving an experimental class and a control class. The experimental class was taught using the Project-Based Learning model supported by student worksheets through a herbarium-making project, while the control class was taught using conventional learning methods. The research instrument was a critical thinking skills test in the form of essay questions. The data were analyzed using normality, homogeneity, and t-tests. The results showed that the average pre-test score of the experimental class was 50.19 and increased to 64.60 in the post-test. Meanwhile, the average pre-test score of the control class was 49.50 and increased to 58.17 in the post-test. The t-test results showed that the tcount was 7.0966, which was higher than the ttable of 1.9944 at a 5% significance level. Therefore, H0 was rejected and H1 was accepted. These results indicate that the Project-Based Learning model had an effect on students' critical thinking skills in biodiversity material. PjBL provides students with opportunities to actively engage in observation, investigation, information gathering, discussion, problem solving, and product development activities, thereby supporting the development of critical thinking skills
PENGEMBANGAN MODUL BERBASIS CREATIVE PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA PADA MATERI SISTEM PEREDARAN DARAH KELAS XI MA NW SENYIUR Mia Warni
Cocos Bio Vol 11 No 1 (2026): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/cob.v11i1.36465

Abstract

This study aims to determine the feasibility, practicality, and effectiveness of a Creative Problem Solving-based biology module on students’ creative thinking skills. The research and development process, using the Borg and Gall model, consists of six stages: 1. Initial information gathering, 2. Planning, 3. Development of the initial product, 4. Preliminary testing, 5. Product revision, and 6. Limited-scale testing. The preliminary test was conducted through a feasibility test involving subject matter experts and design experts, while the practicality test involved a biology teacher and 15 students. The limited-scale test was conducted on 38 students at MA NW Senyiur. The data collection methods used were questionnaires and tests. Data analysis employed quantitative descriptive analysis. Based on the results of the feasibility test, average scores of 89.3% and 97% were obtained, and the practicality test yielded averages of 97% and 2.79%, which fall within the “practical” category. The results of the effectiveness test of the Creative Problem Solving-based biology module in the experimental class fell into the “effective” category with an N-Gain of 0.71, while the control class achieved an N-Gain of 0.5, falling into the “moderately effective” category. This is because this learning model trains students to think creatively

Page 11 of 11 | Total Record : 104

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