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Identifikasi Kemampuan Pemahaman Konsep Siswa SMA Negeri 1 Bati-Bati menggunakan Metode Certainty of Response Index pada Materi Gaya Ariani, Ramona; Zainuddin, Zainuddin; Mahtari, Saiyidah
Journal of Authentic Research Vol. 2 No. 1 (2023): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v2i1.1032

Penelitian ini bertujuan untuk mengidentifikasi pemahaman konsep gaya di kalangan siswa SMA Negeri 1 Bati-Bati menggunakan metode Certainty of Response Index (CRI). Penelitian ini menggunakan pendekatan survei deskriptif kuantitatif, yang dilaksanakan dari Desember 2020 hingga Juni 2021, melibatkan 65 siswa kelas XI IPA yang dipilih secara acak. Instrumen penelitian terdiri dari 20 soal yang diadaptasi dari Force Concept Inventory, mencakup topik-topik seperti identifikasi gaya, kinematika, serta Hukum I, II, dan III Newton. Hasil penelitian mengungkapkan tingkat miskonsepsi yang signifikan di antara siswa, terutama dalam memahami Hukum III Newton, di mana tingkat miskonsepsi mencapai 91%. Secara keseluruhan, 86,75% siswa menunjukkan adanya miskonsepsi, sementara hanya 3,65% yang menunjukkan pemahaman konsep yang benar. Metode CRI terbukti efektif dalam membedakan antara siswa yang menebak jawaban dan yang yakin dengan pengetahuannya. Penelitian ini menekankan pentingnya intervensi yang tepat dan strategi pengajaran yang efektif untuk mengatasi miskonsepsi ini. Keterbatasan penelitian ini termasuk ukuran sampel yang terbatas pada satu sekolah, yang dapat mempengaruhi generalisasi hasil. Selain itu, penelitian ini tidak melibatkan intervensi untuk memperbaiki miskonsepsi yang teridentifikasi. Penelitian masa depan sebaiknya memperluas ukuran sampel, menyesuaikan instrumen dengan konteks pendidikan lokal, dan memasukkan intervensi eksperimental untuk meningkatkan pemahaman konsep. Temuan ini berkontribusi signifikan pada pengembangan pendidikan fisika, menyediakan dasar untuk memperbaiki metode pengajaran dan mengatasi miskonsepsi siswa. Assessment of Conceptual Understanding Capabilities of High School Students at SMA Negeri 1 Bati-Bati Using the Certainty of Response Index Method in the Context of Force Abstract This study aimed to identify the conceptual understanding of force among students at SMA Negeri 1 Bati-Bati using the Certainty of Response Index (CRI) method. The research employs a descriptive quantitative survey approach, conducted from December 2020 to June 2021, involving 65 randomly selected students from the 11th-grade science program. The research instrument consists of 20 questions adapted from the Force Concept Inventory, covering topics such as force identification, kinematics, and Newton's First, Second, and Third Laws. The findings reveal a significant level of misconceptions among students, particularly in understanding Newton's Third Law, where the misconception rate reached 91%. Overall, 86.75% of students demonstrated misconceptions, while only 3.65% showed correct understanding. The CRI method proved effective in distinguishing between students who guessed the answers and those who were confident in their knowledge. This study underscores the importance of targeted interventions and effective teaching strategies to address these misconceptions. Limitations of this research include the sample size being limited to one school, potentially affecting the generalizability of the results. Additionally, the study did not involve intervention to correct identified misconceptions. Future research should expand the sample size, adapt the instrument to the local educational context, and include experimental interventions to improve conceptual understanding. The findings contribute significantly to the development of physics education, providing a foundation for improving teaching methods and addressing student misconceptions.

Efektivitas Problem-Based Learning (PBL) dalam Meningkatkan Hasil Belajar dan Keterampilan Berpikir Kritis: Sebuah Studi Komparatif Halimah, Halimah; Haikal, Moch.; Ramadani, Shefa Dwijayanti
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.1370

Penelitian ini bertujuan untuk mengevaluasi efektivitas Problem-Based Learning (PBL) dibandingkan dengan metode pembelajaran konvensional dalam meningkatkan hasil belajar dan keterampilan berpikir kritis siswa. Penelitian ini melibatkan dua kelompok siswa: kelompok Eksperimen yang menerima PBL dan kelompok Kontrol yang mengikuti metode konvensional. Skor pretest dan posttest dianalisis menggunakan uji Mann-Whitney U. Hasil menunjukkan bahwa kelompok Eksperimen memiliki skor posttest rata-rata 46,5 dalam hasil belajar, dibandingkan dengan 44,7 pada kelompok Kontrol, tanpa perbedaan yang signifikan (U=216, p=0,131, rank biserial correlation = 0,250). Namun, dalam keterampilan berpikir kritis, kelompok Eksperimen menunjukkan peningkatan signifikan, dengan skor median meningkat dari 40 menjadi 77, dibandingkan kelompok Kontrol yang meningkat dari 40 menjadi 74 (U=146, p=0,002, rank biserial correlation = 0,492). Temuan ini menunjukkan bahwa meskipun PBL secara signifikan meningkatkan keterampilan berpikir kritis, dampaknya terhadap hasil belajar tidak signifikan secara statistik dalam konteks penelitian ini. Penelitian lebih lanjut direkomendasikan untuk mengeksplorasi faktor-faktor yang mempengaruhi efektivitas PBL dan menilai dampak jangka panjangnya terhadap hasil pendidikan. The Effectiveness of Problem-Based Learning (PBL) in Enhancing Learning Outcomes and Critical Thinking Skills: A Comparative Study Abstract This study aims to evaluate the effectiveness of Problem-Based Learning (PBL) compared to conventional teaching methods in enhancing students' learning outcomes and critical thinking skills. The research involved two groups of students: an Experimental group that received PBL and a Control group that followed conventional methods. Pretest and posttest scores were collected and analyzed using the Mann-Whitney U test. Results showed that the Experimental group had a mean posttest score of 46.5 in learning outcomes, compared to 44.7 in the Control group, with no significant difference (U=216, p=0.131, rank biserial correlation = 0.250). However, in critical thinking skills, the Experimental group exhibited a significant improvement, with the median score increasing from 40 to 77, compared to the Control group, which increased from 40 to 74 (U=146, p=0.002, rank biserial correlation = 0.492). These findings suggest that while PBL significantly enhances critical thinking skills, its impact on learning outcomes is not statistically significant within the context of this study. Further research is recommended to explore factors influencing the effectiveness of PBL and to assess its long-term impact on educational outcomes.

Pengembangan Modul Pembelajaran Biologi Berbasis Problem-Based Learning (PBL) pada Materi Virus untuk Siswa Kelas X SMA Fatimah, Fatimah; Haikal, Moch.
Journal of Authentic Research Vol. 2 No. 2 (2023): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v2i2.1474

Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi kelayakan modul pembelajaran biologi berbasis Problem-Based Learning (PBL) dengan materi virus untuk siswa kelas X SMA. Proses pengembangan modul mengikuti model 4-D yang meliputi tahap pendefinisian, perancangan, dan pengembangan, dengan validasi dilakukan oleh ahli materi, ahli media, guru biologi, dan siswa. Hasil validasi menunjukkan bahwa modul ini memperoleh persentase kelayakan sebesar 77% dari ahli materi, 94% dari ahli media, dan 96% dari guru biologi, yang semuanya tergolong dalam kategori layak digunakan. Respon dari siswa juga menunjukkan penerimaan yang positif, dengan rentang persentase antara 71% hingga 87%, menunjukkan bahwa modul ini efektif dalam meningkatkan keterlibatan dan pemahaman siswa terhadap materi virus. Modul ini tidak hanya menyediakan materi yang sesuai dengan standar kurikulum, tetapi juga dirancang untuk mendorong siswa berpikir kritis dan memecahkan masalah nyata melalui pendekatan PBL. Berdasarkan hasil tersebut, modul ini direkomendasikan untuk diimplementasikan secara luas di sekolah-sekolah menengah atas sebagai sarana pembelajaran yang inovatif dan relevan dengan kebutuhan pendidikan abad ke-21. Diharapkan, penelitian lanjutan dapat mengeksplorasi dampak jangka panjang penggunaan modul ini terhadap hasil belajar siswa dan keterampilan berpikir kritis mereka. Development of a Problem-Based Learning (PBL) Biology Module on Virus Topics for Tenth Grade High School Students Abstract This study aims to develop and evaluate the feasibility of a Problem-Based Learning (PBL) biology module on viruses for tenth-grade high school students. The module development process followed the 4-D model, including the stages of defining, designing, and developing, with validation conducted by content experts, media experts, biology teachers, and students. Validation results showed that the module received a feasibility percentage of 77% from content experts, 94% from media experts, and 96% from biology teachers, all of which are categorized as feasible for use. Student responses also indicated positive reception, with a percentage range of 71% to 87%, demonstrating that the module effectively enhances student engagement and understanding of virus material. The module not only aligns with curriculum standards but is also designed to encourage critical thinking and real-world problem-solving through the PBL approach. Based on these results, the module is recommended for widespread implementation in high schools as an innovative and relevant educational tool for 21st-century learning needs. Further research is encouraged to explore the long-term impact of using this module on students' learning outcomes and critical thinking skills.

Pengembangan dan Validasi Modul Pembelajaran Berbasis Problem-Based Learning pada Materi Keanekaragaman Hayati untuk Siswa Madrasah Aliyah Putri, Norul Qomariyah; Haikal, Moch.
Journal of Authentic Research Vol. 2 No. 1 (2023): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v2i1.1476

Penelitian ini bertujuan untuk mengembangkan modul ajar berbasis Problem-Based Learning (PBL) pada materi Keanekaragaman Hayati untuk siswa kelas X di MA Sirojut Tholibin Taman Sari. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4-D (Define, Design, Develop, dan Disseminate). Penelitian ini difokuskan pada tahap Define, Design, dan Develop, sementara tahap Disseminate tidak dilakukan karena keterbatasan waktu dan biaya. Validasi dilakukan oleh ahli materi dan media, serta uji coba dilakukan pada siswa. Validasi oleh ahli materi memberikan nilai validitas sebesar 96% dan oleh ahli media sebesar 88%, yang menunjukkan bahwa modul ini layak digunakan dengan revisi kecil. Validasi oleh siswa menunjukkan skor antara 73% hingga 89%, yang mengkategorikan modul ini dalam "Baik" hingga "Sangat Baik." Hasil penelitian menunjukkan bahwa modul PBL efektif dalam meningkatkan keterlibatan siswa dan pemahaman mereka terhadap konsep keanekaragaman hayati. Namun, disarankan untuk dilakukan perbaikan lebih lanjut, terutama dalam meningkatkan interaktivitas dan variasi kegiatan belajar. Penelitian ini menyimpulkan bahwa modul PBL ini layak digunakan dalam konteks pendidikan yang serupa dan berkontribusi pada peningkatan kualitas pendidikan Biologi di lingkungan MA Sirojut Tholibin Taman Sari Pamekasan. Development and Validation of a Problem-Based Learning Module on Biodiversity for Islamic High School Students Abstract This research aims to develop a Problem-Based Learning (PBL) teaching module on Biodiversity for Grade X students at MA Sirojut Tholibin Taman Sari. The study employed the Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate). The research focused on the Define, Design, and Develop stages, while the Disseminate stage was not conducted due to time and budget constraints. Validation was carried out by material and media experts, and trials were conducted with students. The material expert's validation yielded a 96% validity score, and the media expert's validation yielded 88%, both indicating that the module is suitable for use with minor revisions. Student validation showed scores ranging from 73% to 89%, categorizing the module as "Good" to "Very Good." The findings suggest that the PBL module is effective in enhancing student engagement and understanding of biodiversity concepts. However, further improvements are recommended, particularly in increasing interactivity and diversity of learning activities. The study concludes that the PBL module is appropriate for use in similar educational contexts and contributes to improving the quality of Biology education at MA Sirojut Tholibin Taman Sari Pamekasan

Pengaruh Model Pembelajaran Problem Based Learning dengan Refleksi Metakognitif terhadap Keterampilan Berpikir Kritis dan Hasil Belajar Siswa Arifin, Samsul; Ramadani, Shefa Dwijayanti; Haikal, Moch.
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i2.1512

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran Problem Based Learning (PBL) dengan refleksi metakognitif terhadap keterampilan berpikir kritis dan hasil belajar siswa di MA Sirojut Tholibin Taman Sari Pamekasan. Jenis penelitian yang digunakan adalah quasi-experimental dengan desain Posttest Only Control Design. Sampel penelitian terdiri dari kelas X IPA A sebagai kelas kontrol yang menggunakan metode pembelajaran Direct Instruction dan kelas X IPA B sebagai kelas eksperimen yang menggunakan model pembelajaran PBL dengan refleksi metakognitif. Instrumen yang digunakan meliputi tes esai untuk mengukur hasil belajar dan rubrik penskoran keterampilan berpikir kritis. Analisis data dilakukan menggunakan Multivariate Analysis of Variance (MANOVA) dengan taraf signifikansi 5%, dibantu perangkat lunak JASP versi 0.17.1. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan dalam keterampilan berpikir kritis dan hasil belajar antara kelas kontrol dan kelas eksperimen. Rerata skor keterampilan berpikir kritis pada kelas eksperimen lebih tinggi (M=75,07, SD=6,09) dibandingkan kelas kontrol (M=65,01, SD=6,56). Begitu pula dengan hasil belajar, rerata skor pada kelas eksperimen (M=85,02, SD=8,26) lebih tinggi dibandingkan dengan kelas kontrol (M=73,57, SD=7,78). Hasil uji MANOVA menunjukkan bahwa model pembelajaran PBL dengan refleksi metakognitif berpengaruh signifikan terhadap peningkatan keterampilan berpikir kritis dan hasil belajar siswa (F(2,41)=15,739, Trace Pillai=0,434, p<?.001). Penelitian ini menyimpulkan bahwa penerapan model PBL dengan refleksi metakognitif efektif dalam meningkatkan keterampilan berpikir kritis dan hasil belajar siswa. The Influence of Problem Based Learning Model with Metacognitive Reflection on Students' Critical Thinking Skills and Learning Outcomes Abstract This study aims to describe the impact of the Problem-Based Learning (PBL) model with metacognitive reflection on critical thinking skills and learning outcomes of students at MA Sirojut Tholibin Taman Sari Pamekasan. The type of research used is quasi-experimental with a Posttest Only Control Design. The research sample consists of class X IPA A as the control class using the Direct Instruction learning method and class X IPA B as the experimental class using the PBL model with metacognitive reflection. The instruments used include essay tests to measure learning outcomes and scoring rubrics for critical thinking skills. Data analysis was performed using Multivariate Analysis of Variance (MANOVA) with a significance level of 5%, aided by JASP software version 0.17.1. The results showed a significant difference in critical thinking skills and learning outcomes between the control and experimental classes. The mean critical thinking skills score in the experimental class was higher (M=75.07, SD=6.09) compared to the control class (M=65.01, SD=6.56). Similarly, the mean learning outcomes score in the experimental class (M=85.02, SD=8.26) was higher than that in the control class (M=73.57, SD=7.78). The MANOVA test results indicated that the PBL model with metacognitive reflection had a significant effect on improving students' critical thinking skills and learning outcomes (F(2,41)=15.739, Pillai's Trace=0.434, p<?.001). This study concludes that the implementation of the PBL model with metacognitive reflection is effective in enhancing students' critical thinking skills and learning outcomes.

Analisis Kategori Lingkungan Belajar Siswa Tingkat SMA Berdasarkan Analisis Rasch Model Hakam, Ahmad Bakharzi; Mahtari, Saiyidah; Wati, Mustika
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i2.1768

Penelitian ini bertujuan untuk mengevaluasi kualitas lingkungan belajar di Madrasah Aliyah Negeri (MAN) 1 Banjarmasin menggunakan Model Rasch. Instrumen penelitian yang digunakan adalah angket dengan 25 butir soal yang mengukur variabel-variabel lingkungan belajar seperti interaksi sosial dan akses ke sumber belajar. Data dikumpulkan dari 54 siswa kelas X dan XI dan dianalisis menggunakan software Ministep versi 5.3.1.0. Hasil analisis menunjukkan bahwa sebagian besar siswa memiliki lingkungan belajar yang baik (46,3%) dan cukup (50%), dengan hanya 3,7% yang memiliki lingkungan belajar yang kurang. Analisis juga mengidentifikasi 9 siswa sebagai outlier, menunjukkan ketidakkonsistenan dalam jawaban angket. Faktor-faktor yang mempengaruhi lingkungan belajar termasuk keaktifan guru, kondisi fisik ruang kelas, serta ketersediaan alat tulis dan buku pelajaran. Temuan ini menegaskan pentingnya lingkungan belajar yang kondusif untuk meningkatkan motivasi dan hasil belajar siswa. Model Rasch dan software Ministep terbukti efektif dalam memastikan validitas dan reliabilitas instrumen penelitian, memberikan data yang akurat dan konsisten untuk analisis lebih lanjut. Penelitian ini memberikan rekomendasi praktis untuk meningkatkan lingkungan belajar di sekolah-sekolah di Indonesia. Analysis of the Learning Environment Categories for High School Students Based on the Rasch Model Abstract This study aims to assess the quality of the learning environment at Madrasah Aliyah Negeri (MAN) 1 Banjarmasin utilizing the Rasch Model. The research instrument comprised a questionnaire with 25 items measuring variables related to the learning environment such as social interaction and access to learning resources. Data were collected from 54 students in grades X and XI and analyzed using Ministep software version 5.3.1.0. The results indicated that the majority of students experienced a positive learning environment (46.3%) and adequate (50%), with only 3.7% experiencing a less favorable learning environment. The analysis also identified 9 students as outliers, indicating inconsistencies in questionnaire responses. Factors affecting the learning environment included teacher engagement, the physical conditions of the classrooms, and the availability of stationery and textbooks. These findings underline the importance of a conducive learning environment to enhance student motivation and learning outcomes. The Rasch Model and Ministep software were effective in ensuring the validity and reliability of the research instrument, providing accurate and consistent data for further analysis. The study offers practical recommendations for enhancing the learning environment in schools across Indonesia.

Characteristics and Shifts in Meaning of Affixed Words in Short Messages on WhatsApp Ali, Ali; Firgyawan, Zyad; Tahir, Moh; Krida, Syamsuddin; Palliwi, Effendi Dg.
Journal of Authentic Research Vol. 1 No. 2 (2022): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i2.1775

The use of language or words when chatting on the WhatsApp application tends to use new terms or abbreviations, thus obscuring the characteristics of words and shifting the meaning of words. This study aims to describe the characteristics and shifting meanings of affixed words in short messages on WhatsApp. The method used in this study is a qualitative descriptive method. Based on the results of the research carried out, 22 affixed words and 22 random conversations were found, including affixed words that occurred in short messages on WhatsApp. The results of the study show that the interference of using affixed words in WhatsApp short messages is a shifting of the meaning of a word or having a new meaning. The words that underwent a shift in meaning experienced expansion (generalization), narrowing (specialization), deterioration (pejoration), improvement (amelioration), exchange of meaning (synesthesia), and meaning equivalence (association). To use words well, correctly, and correctly, we need to pay attention to affixes and word classes that have a role in forming a sentence. This results in a shift in the meaning of affixed words in the affixation of the basic form or also the process of forming words by affixing, adding, or attaching affixes in front of the basic form. The results of this study can be used as an additional reference and knowledge to be more accurate in using words and sentences without losing the meaning contained in it.

Semantic Analysis and Interpretation of Meanings in Word Quotations in KIS Candy Packaging Suputra, Gusti Ketut Alit; Yakub S, Fifi; Idris, Idris; Tahir, Moh; Ali, Ali
Journal of Authentic Research Vol. 1 No. 2 (2022): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v1i2.2007

A word's meaning can be determined if it has been used in a speech or sentence. The meaning of a word becomes important when it can be linked to someone's memory or something else. This study aims to explore and interpret the linguistic meanings contained in the KIS candy packaging. This study uses a type of qualitative research that describes data using a series of sentences. The object of this research is the quotation of words found on KIS candy packaging. Data collection uses the technique of observing and noting. In addition, the research instrument is the researcher himself as the key instrument. After obtaining research data that is appropriate to the research topic, it will be analyzed using the referential equivalent technique included in the introduction to semantics. The results of the analysis that has been carried out on the research data in the form of words contained in the KIS candy packaging, the researcher obtains sixteen words that will be used as material for analysis in this study. From the sixteen words that have been collected, eight words have pictorial meaning, three words have referential meaning, two words have emotive meaning, two words have a central meaning, and one connotative meaning. The results of this study can provide an overview and knowledge about the shifts and transformations in vocabulary in Indonesian according to the context of the times.

Peningkatan Keterampilan Proses Sains dan Hasil Belajar Kognitif Melalui Pembelajaran Kontekstual Berbasis Praktikum di Sekolah Menengah Pertama Imanuddin, Imanuddin; Fatmawati, Any; Samsuri, Taufik; Armansyah, Armansyah
Journal of Authentic Research Vol. 3 No. 1 (2024): January
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i1.2009

Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains dan hasil belajar kognitif di kalangan siswa kelas VII SMPN 1 Alas melalui penerapan pembelajaran kontekstual berbasis praktikum. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 36 siswa, dengan data dikumpulkan melalui lembar observasi dan tes kognitif. Pada Siklus I, nilai tertinggi yang dicapai adalah 90, nilai terendah 68, dengan nilai rata-rata 82. Jumlah siswa yang mencapai kriteria ketuntasan belajar adalah 27 (75% ketuntasan klasikal), yang dikategorikan sebagai tidak tuntas. Pada Siklus II, nilai tertinggi meningkat menjadi 95, nilai terendah menjadi 80, dengan nilai rata-rata 89. Jumlah siswa yang mencapai kriteria meningkat menjadi 33 (91,6% ketuntasan klasikal), yang dikategorikan sebagai tuntas. Selain itu, skor keterampilan proses sains meningkat dari 68% (Siklus I) menjadi 87% (Siklus II). Hasil ini menunjukkan bahwa pembelajaran kontekstual berbasis praktikum secara signifikan meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa. Penelitian ini menyimpulkan bahwa mengintegrasikan pendekatan praktikum dalam pembelajaran kontekstual secara efektif meningkatkan hasil belajar kognitif dan kinerja siswa. Improving Science Process Skills and Cognitive Learning Outcomes Through Contextual Learning Based on Practical Activities in Junior High School Abstract This study aims to enhance science process skills and cognitive learning outcomes among seventh-grade students at SMPN 1 Alas through the implementation of contextual learning based on practical activities. The research employs a Classroom Action Research (CAR) methodology, conducted over two cycles, each consisting of planning, action, observation, and reflection stages. The study involves 36 students, with data collected through observation sheets and cognitive tests. In Cycle I, the highest score achieved was 90, the lowest was 68, with an average score of 82. The number of students who met the learning criteria was 27 (75% classical completeness), which was categorized as incomplete. In Cycle II, the highest score increased to 95, the lowest to 80, with an average score of 89. The number of students meeting the criteria increased to 33 (91.6% classical completeness), categorized as complete. Additionally, the science process skills scores improved from 68% (Cycle I) to 87% (Cycle II). These results indicate that contextual learning based on practical activities significantly improves both science process skills and cognitive learning outcomes. The study concludes that integrating practical, contextual approaches in science education effectively enhances students' understanding and performance.

Meningkatkan Hasil Belajar Biologi Kelas VIII Melalui Model Pembelajaran Kooperatif Tipe Rotating Trio Exchange (RTE) di SMPN 6 Kempo Samsuri, Taufik; Saputra, Endyan; Budiman, Budiman
Journal of Authentic Research Vol. 3 No. 2 (2024): July
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v3i2.2015

Penelitian ini menyelidiki efektivitas model Pembelajaran Kooperatif Tipe Rotating Trio Exchange (RTE) dalam meningkatkan hasil belajar siswa kelas VIII pada mata pelajaran biologi di SMPN 6 Kempo. Observasi awal mengungkapkan rendahnya kinerja siswa dengan nilai rata-rata 58,5 dan tingkat ketuntasan klasikal sebesar 60%. Masalah utama adalah kurangnya keterlibatan siswa dan bimbingan guru yang tidak memadai. Pada Siklus I, hasil belajar siswa sedikit meningkat dengan nilai rata-rata 68,75 dan tingkat ketuntasan 87,5%. Namun, aktivitas siswa dan partisipasi dalam diskusi perlu ditingkatkan. Pada Siklus II, terjadi peningkatan signifikan: nilai rata-rata meningkat menjadi 77,5 dan tingkat ketuntasan mencapai 100%. Hasil ini menunjukkan bahwa strategi pengajaran yang efektif dan bimbingan yang tepat sangat mempengaruhi hasil belajar. Motivasi belajar siswa juga meningkat, dari 64,8% pada Siklus I menjadi 73,9% pada Siklus II, menunjukkan kemajuan yang penting. Penelitian ini menegaskan pentingnya mengintegrasikan strategi kolaboratif dan interaktif dalam pendidikan biologi. Model RTE secara efektif meningkatkan keterlibatan siswa, memperdalam pemahaman konsep biologi, dan menciptakan lingkungan belajar yang positif. Kesimpulannya, model RTE secara signifikan meningkatkan motivasi dan hasil belajar siswa, memberikan wawasan berharga untuk meningkatkan praktik pendidikan di kelas biologi. Enhancing Eighth-Grade Biology Learning Outcomes through the Cooperative Learning Type Rotating Trio Exchange (RTE) Model at SMPN 6 Kempo Abstract This study investigates the effectiveness of the Cooperative Learning Type Rotating Trio Exchange (RTE) model in enhancing student learning outcomes in eighth-grade biology classes at SMPN 6 Kempo. Initial observations revealed low student performance, with average scores of 58.5 and a classical completeness rate of 60%. The primary issues were student disengagement and insufficient teacher guidance. During Cycle I, student learning outcomes improved slightly, with an average score of 68.75 and a completeness rate of 87.5%. However, student activity and discussion participation needed enhancement. In Cycle II, significant improvements were observed: the average score increased to 77.5, and the completeness rate reached 100%. These results indicate that effective teaching strategies and proper guidance significantly impact learning outcomes. Student motivation also improved, rising from 64.8% in Cycle I to 73.9% in Cycle II, demonstrating important gains. The study underscores the importance of integrating collaborative and interactive strategies in biology education. The RTE model effectively increased student engagement, deepened understanding of biological concepts, and created a positive learning environment. In conclusion, the RTE model significantly enhanced student motivation and learning outcomes, offering valuable insights for improving educational practices in biology classes.

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m.asyari@litpam.com

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Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

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Contact Name Muhammad Asy'ari

Contact Email m.asyari@litpam.com

Phone +6285338219596

Journal Mail Official m.asyari@litpam.com

Editorial Address Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB

Location Kota mataram, Nusa tenggara barat INDONESIA

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Contact Name
Muhammad Asy'ari

Contact Email
m.asyari@litpam.com

Phone
+6285338219596

Journal Mail Official
m.asyari@litpam.com

Editorial Address
Perumahan Lingkar Permai Blok Q4 LK Sembalun, Tanjung Karang Sekarbela, Mataram, NTB

Location
Kota mataram,

Nusa tenggara barat

INDONESIA