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Biodik: Jurnal Ilmiah Pendidikan Biologi
Published by Universitas Jambi
ISSN : -     EISSN : 25800922     DOI : https://doi.org/10.22437/
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Social Sciences
Biodik : Jurnal Ilmiah Pendidikan Biologi receiving and publishing article in the form of research (scientific article) in the field of biology education and utilization of biological research in learning. Moreover, this journal bridges the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasize are as follow: 1. Research on Learning Biology/Science (Biology learning materials at all education levels, learning planning, learning models, biology teaching skills).). 2. Pure Research of Biology developed or studied to the sources, materials, or instructional media Biology/Science(Biology learning materials at all education levels and application in society, learning media, application of information technology for biology learning). 3. Curriculum of Biology Education at all education levels (learning design, competency analysis, syllabus and learning planning) 4. Class Action Research (CAR) and Lesson Study (material analysis, methods, student needs, student personality, student problems) 5. Other Qualitative Research, Quantitative, Research & Development and Mixedof Biology Education. 6. The school management and Biology/science laboratory management. 7. Biology/Science Learning Evaluation 8. Teacher Professional Issues/Trends in Biology Education. 9. Another study for the scope of Biology Education.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 578 Documents
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Pengembangan Media Flashcard Augmented Reality Keragaman Tumbuhan Paku Terestrial Berbasis PBL Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA: (Development of AR Flashcard Media on The Diversity of Terrestrial Ferns Based on Problem-Based Learning to Improve Senior High School Students’ Critical Thinking Skills) Apriani Maulida, Novi; Irianti, Riya; Widiyastuti, Dewi Amelia
BIODIK Vol. 11 No. 04 (2025): December 2025
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v11i04.49639

Abstract

This study aims to: (1) describe the results of the exploration stage; (2) describe the formative evaluation results, including the validity and practicality of the media; and (3) describe the effectiveness of the media in improving senior high school students’ critical thinking skills. This research employed a research and development (R&D) method using the 4D model, which consists of the define, design, development, and disseminate stages. The validation subjects included two Biology Education lecturers and one biology teacher, while the practicality and effectiveness tests involved 15 tenth-grade students from class X-2 in the 2024/2025 academic year at SMA Negeri 1 Karang Intan. The results indicated that the AR flashcard media was valid, with an average score of 3.83; practical, with a score of 3.66; and effective, based on an N-Gain score of 0.5 (moderate category). Therefore, this media is feasible to be used as an interactive teaching material to enhance students’ critical thinking skills in biology learning. abstrak. Tujuan dari penelitian ini adalah: (1) mendeskripsikan hasil eksplorasi; (2) mendeskripsikan hasil uji formatif meliputi kevalidan dan kepraktisan media; dan (3) mendeskripsikan keefektifan media dalam meningkatkan kemampuan berpikir kritis siswa SMA. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan (R&D) dengan model 4D, yang meliputi empat tahapan utama:  tahap define, design, development, dan disseminate. Subjek validasi terdiri dari dua dosen Pendidikan Biologi dan satu guru biologi, sedangkan uji kepraktisan dan keefektifan melibatkan 15 peserta didik kelas X-2 tahun ajaran 2024/2025 di SMA Negeri 1 Karang Intan. Hasil penelitian menunjukkan bahwa media flashcard AR dinyatakan valid dengan skor rata-rata 3,83, praktis dengan skor 3,66, dan efektif berdasarkan perolehan skor N-Gain sebesar 0,5 (kategori sedang). Dengan demikian, media ini dapat digunakan secara efektif sebagai alat bantu ajar yang interaktif untuk meningkatkan kemampuan berpikir kritis siswa.
Pengembangan LKPD Berbasis Scientific Approach pada Materi Bakteri untuk Meningkatkan Penalaran Ilmiah Peserta Didik Kelas X SMA Negeri 4 Maluku Tengah: (Development of Student Worksheets Based on Scientific Approach on Bacteria Concept for to Improving the Scientific Reasoning of Students Class X SMA Negeri 4 Central Molucas) Masihu, Junardin Muhamad; Soisa, Yessi; M. Mesasail, Karel; Rumengan, Yuliana
BIODIK Vol. 11 No. 04 (2025): December 2025
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v11i04.49991

Abstract

Biology education plays a crucial role in improving scientific reasoning, yet the 2022 PISA results show that Indonesian students' scientific reasoning abilities remain low (ranked 60 out of 65). Similar issues were found at State Senior High School 4 of Central Maluku, where indicators such as fact evaluation (30%) and variable control (26%) were suboptimal due to limited teaching materials. This study aims to develop and test the effectiveness of a Scientific Approach-based Student Worksheet (LKPD) on the concept of bacteria to improve these abilities. Using the Plomp and Nieveen development model (five phases: initial investigation to implementation), this study involved subject matter experts, media experts, language experts, practitioners, and 20 10th-grade students as subjects. The instruments used included validation sheets, response questionnaires, and limited trials. The results showed that the developed LKPD was of high quality, with validity levels from subject matter experts (100%), media experts (97%), and language experts (91%) categorized as Very Valid. The practicality test by teachers reached 88% (Very Practical), and student responses were 98% (Very Feasible). Based on effectiveness testing, the use of Scientific Approach-based worksheets (LKPD) proved significant, improving students' scientific reasoning by 73.06%. These worksheets were declared valid, practical, and effective as alternative biology teaching materials. Abstrak. Pendidikan biologi berperan penting dalam meningkatkan penalaran ilmiah, namun hasil PISA 2022 menunjukkan kemampuan penalaran ilmiah siswa Indonesia masih rendah (peringkat 60 dari 65). Masalah serupa ditemukan di SMA Negeri 4 Maluku Tengah, di mana indikator seperti evaluasi fakta (30%) dan kontrol variabel (26%) belum optimal akibat keterbatasan bahan ajar. Penelitian ini bertujuan mengembangkan dan menguji efektivitas LKPD berbasis Scientific Approach pada konsep bakteri untuk meningkatkan kemampuan tersebut. Menggunakan model pengembangan Plomp dan Nieveen (lima fase: investigasi awal hingga implementasi), penelitian ini melibatkan ahli materi, media, bahasa, praktisi, serta 20 siswa kelas X sebagai subjek. Instrumen yang digunakan meliputi lembar validasi, angket respon, dan uji coba terbatas.Hasil penelitian menunjukkan bahwa LKPD yang dikembangkan sangat berkualitas dengan tingkat validitas dari ahli materi (100%), media (97%), dan bahasa (91%) berkategori Sangat Valid. Uji kepraktisan oleh guru mencapai 88% (Sangat Praktis), dan respon peserta didik sebesar 98% (Sangat Layak). Berdasarkan uji efektivitas, penggunaan LKPD berbasis Scientific Approach terbukti signifikan karena mampu meningkatkan penalaran ilmiah peserta didik sebesar 73,06%. LKPD ini dinyatakan valid, praktis, dan efektif sebagai alternatif bahan ajar biologi.
Analisis Pengaruh Perbedaan Organisasi Internal dan Eksternal terhadap IPK Mahasiswa Pendidikan IPA Stambuk 2023 Universitas Negeri Medan: (Analysis of the Influence of Differences in Internal and External Organizations on the GPA of Science Education Students of the 2023 Stambuk Program, State University of Medan) Tarigan , Tasya Natalia; Napitupulu , Irene Paulina; Silalahi, Romanna; Pakpahan , Rahel; Siregar , Uyun Hanip
BIODIK Vol. 11 No. 04 (2025): December 2025
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v11i04.52349

Abstract

This study aims to analyze the influence of different types of student organizations—internal campus organizations, external campus organizations, and a combination of both on the Grade Point Average (GPA) of Science Education students enrolled in the 2023 batch of the State University of Medan. The background of the study stems from the findings of various studies showing that organizational activities can develop non-academic competencies such as time management, leadership, and learning motivation, which have the potential to influence student academic achievement. The study used a comparative descriptive quantitative approach with a saturated sampling technique, involving all students who were actively involved in organizations and were willing to complete a questionnaire. Data were collected through questionnaires and analyzed using descriptive statistics to observe trends in GPA differences in each organizational group. The results showed that students active in internal organizations had an average GPA of 3.636; students in external organizations 3.612; while students who participated in both types of organizations achieved the highest GPA, namely 3.729. These findings confirm that organizational activities do not hinder academic achievement, but instead provide a positive contribution if students are able to manage their time and responsibilities well. This study has implications for the development of student policies that encourage balanced and structured organizational involvement. Abstrak. Penelitian ini bertujuan untuk menganalisis pengaruh perbedaan jenis organisasi yang diikuti mahasiswa organisasi internal kampus, organisasi eksternal kampus, serta kombinasi keduanya terhadap Indeks Prestasi Kumulatif (IPK) mahasiswa Pendidikan IPA Stambuk 2023 Universitas Negeri Medan. Latar belakang penelitian berangkat dari temuan berbagai studi yang menunjukkan bahwa aktivitas berorganisasi dapat mengembangkan kompetensi non-akademik seperti manajemen waktu, kepemimpinan, dan motivasi belajar, yang berpotensi memengaruhi prestasi akademik mahasiswa. Penelitian menggunakan pendekatan kuantitatif deskriptif komparatif dengan teknik sampling jenuh, melibatkan seluruh mahasiswa yang aktif berorganisasi dan bersedia mengisi angket. Data dikumpulkan melalui kuesioner dan dianalisis menggunakan statistik deskriptif untuk melihat kecenderungan perbedaan IPK pada masing-masing kelompok organisasi. Hasil penelitian menunjukkan bahwa mahasiswa yang aktif pada organisasi internal memiliki rata-rata IPK 3,636; mahasiswa organisasi eksternal 3,612; sedangkan mahasiswa yang mengikuti kedua jenis organisasi memperoleh IPK tertinggi, yaitu 3,729. Temuan ini menegaskan bahwa aktivitas organisasi tidak menghambat prestasi akademik, bahkan memberikan kontribusi positif apabila mahasiswa mampu mengelola waktu dan tanggung jawabnya dengan baik. Penelitian ini memberikan implikasi bagi pengembangan kebijakan kemahasiswaan yang mendorong keterlibatan organisasi secara seimbang dan terstruktur.
Efektivitas Project Based Learning Berbasis Ekopedagogik dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMP pada Materi Pencemaran Air: (The Effectiveness of Eco-Pedagogical Project-Based Learning in Improving Junior High School Students’ Critical Thinking Skills on Water Pollution Topics) Septia Tri Andini, Sheni; Ratnasari, Jujun; Suhendar, Suhendar
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.56739

Abstract

This study aimed to determine the effect of the Project Based Learning model integrated with an ecopedagogical approach on junior high school students' critical thinking skills in the topic of water pollution. This study employed a quasi-experimental method using a pretest–posttest control group design. The research instrument was a critical thinking skills test administered to the experimental and control classes. The results showed that the experimental class achieved an N-Gain score of 0.76 (high category), while the control class achieved 0.48 (moderate category). The Mann–Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.000 (p < 0.05), indicating a significant difference in the improvement of critical thinking skills between the two classes. Therefore, the Project Based Learning model integrated with an ecopedagogical approach had a significant effect on improving students' critical thinking skills in the topic of water pollution. Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning berbasis ekopedagogik terhadap kemampuan berpikir kritis siswa SMP pada materi pencemaran air. Penelitian ini menggunakan metode quasi-experimental dengan desain pretest–posttest control group design. Instrumen penelitian berupa tes kemampuan berpikir kritis yang diberikan kepada kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa nilai N-Gain kelas eksperimen sebesar 0,76 (kategori tinggi), sedangkan kelas kontrol sebesar 0,48 (kategori sedang). Hasil uji Mann–Whitney U menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,000 (p < 0,05), yang menunjukkan adanya perbedaan peningkatan kemampuan berpikir kritis yang signifikan antara kedua kelas. Dengan demikian, model Project Based Learning berbasis ekopedagogik berpengaruh signifikan terhadap kemampuan berpikir kritis siswa pada materi pencemaran air.
Efektivitas Feedback pada Asesmen Formatif melalui Quizizz terhadap Penguasaan Konsep dan Motivasi Belajar Siswa pada Materi Sistem Pencernaan: (The Effectiveness of Feedback in Formative Assesment Using Quizizz on Students’ Concept Mastery and Learning Motivation in the Digestive System Topic) Rafifah, Rifa; Sriyati, Siti; Saefudin, Saefudin
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.55174

Abstract

Biology learning requires a comprehensive understanding of concepts, including the relationships among organ structures, digestive processes, enzyme functions, and disorders of the human digestive system. This study aimed to analyze the effectiveness of descriptive feedback provided through Quizizz-based formative assessment in improving students’ conceptual mastery and learning motivation. A pre-experimental research design was employed, involving 33 Grade 11 science students from a public senior high school in Bogor City. Data on conceptual mastery were collected through tests administered for each subtopic, while learning motivation was measured using a five-point Likert-scale questionnaire administered before and after the intervention. The results showed that the attainment of the Minimum Mastery Criterion (KKM) was uneven across the subtopics. The subtopic of digestive system disorders or abnormalities significantly met the KKM, with a significance value of 0.000. In contrast, the subtopics of the structure and function of digestive organs, mechanical and chemical digestive processes, and the role of enzymes did not show significant attainment. The students’ mean conceptual mastery score was 81.03, with 60.61% of the students meeting the KKM and 39.39% not meeting it. Although the effectiveness based on the KKM was not statistically significant, students’ learning motivation increased significantly from 2.68 to 3.86 on a five-point Likert scale. Therefore, descriptive feedback provided through Quizizz can support students’ conceptual mastery and enhance their learning motivation, although its effectiveness based on the KKM remains uneven. Abstrak. Efektivitas feedback deskriptif otomatis dalam asesmen formatif berbantuan Quizizz menjadi fokus dalam penelitian ini, khususnya terhadap penguasaan konsep dan motivasi belajar siswa pada materi sistem pencernaan manusia. Penelitian dilaksanakan dengan metode pre-eksperimen menggunakan desain one-group pretest-posstest. Sebanyak 33 siswa kelas XI dari salah satu MA Negeri di Kota Bogor. Pengumpulan data dilakukan melalui tes penguasaan konsep serta angket motivasi belajar dengan skala Likert 5 poin. Data yang terkumpul dianalisis secara deskriptif dan inferensial, lalu dikaji berdasarkan ketercapaian Kriteria Ketuntasan Minimal (KKM). Temuan penelitian menunjukkan bahwa penggunaan feedback deskriptif otomatis melalui Quizizz pada asesmen formatif mampu meningkatkan penguasaan konsep dan motivasi belajar siswa. Hal tersebut terlihat dari kenaikan rata-rata skor penguasaan konsep pada setiap submateri. Meski demikian, jika mengacu pada Kriteria Ketuntasan Minimal (KKM), hasil peningkatan belum sepenuhnya optimal karena ketuntasan belum tercapai pada seluruh submateri. Rata-rata motivasi belajar siswa juga mengalami kenaikan, dari 2,68 menjadi 3,86. Pada skala Likert 1-5. Oleh karena itu, feedback deskriptif otomatis berbantuan Quizizz dapat dimanfaatkan sebagai alternatif untuk menunjang penguasaan konsep dan motivasi belajar siswa pada materi sistem pencernaan manusia.
Beban Kognitif Siswa menggunakan Asesmen Formatif Berbasis Digital Escape Room pada Situs Web Genially: (Students’ Cognitive Load in Using Digital Escape Room–Based Formative Assessment on the Genially Website) Nuraida, Indri; Wulan, Ana Ratna
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.51892

Abstract

Biology learning assessments often generate excessive cognitive load because they insufficiently account for students' limited working memory capacity, particularly for complex topics such as viruses. This condition can hinder concept understanding and reduce learning motivation, so a more interactive, process-oriented formative assessment is needed. This study aims to describe students' cognitive load and examine the role of Digital Escape Room (DER)-based formative assessment on the Genially website in managing students' cognitive load in biology learning on virus material. The study used a quantitative descriptive approach with a one-shot case study design. The subjects were grade X students selected through purposive sampling. The instruments consisted of a subjective rating scale questionnaire measuring intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL), as well as an open-ended questionnaire exploring students' experiences, obstacles, and expectations. Data were analyzed using descriptive statistics and qualitative analysis. The results show that ECL fell into the lowest category, while GCL fell into the highest category. This pattern, low ECL and high GCL, is consistent with a cognitive load profile that supports the process of understanding the concept of viruses. In addition, students showed a positive response to a more engaging and enjoyable assessment experience, although technical obstacles and time constraints were still found. The implications of this study suggest that DER-based formative assessment on the Genially website has the potential to become an effective, innovative alternative assessment in biology learning. Abstrak. Asesmen pembelajaran biologi sering menimbulkan beban kognitif berlebih karena kurang memperhatikan keterbatasan kapasitas memori kerja siswa, terutama pada materi-materi yang kompleks, seperti virus. Kondisi ini dapat menghambat pemahaman konsep dan menurunkan motivasi belajar, sehingga diperlukan asesmen formatif yang dirancang lebih interaktif dan berorientasi pada proses belajar. Penelitian ini bertujuan untuk mendeskripsikan beban kognitif siswa serta mengkaji peran asesmen formatif berbasis digital escape room. (DER) pada situs web Genially dalam mengelola beban kognitif siswa pada pembelajaran biologi materi virus. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan desain one shot case study. Subjek penelitian adalah siswa kelas X yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian meliputi kuesioner subjective rating scale untuk mengukur intrinsic cognitive load (ICL), extraneous cognitive load (ECL), dan germane cognitive load (GCL), serta angket terbuka untuk menggali pengalaman, kendala, dan harapan siswa. Data dianalisis menggunakan statistik deskriptif dan analisis kualitatif. Hasil penelitian menunjukkan bahwa ECL berada pada kategori paling rendah, sedangkan GCL berada pada kategori paling tinggi. Temuan ini mengindikasikan bahwa asesmen formatif berbasis DER mampu meminimalkan beban kognitif yang tidak relevan dan mendorong usaha kognitif siswa dalam memahami konsep virus. Selain itu, siswa menunjukkan respons positif terhadap pengalaman asesmen yang lebih menarik dan menyenangkan, meskipun masih terdapat kendala teknis dan keterbatasan waktu. Implikasi penelitian ini menunjukkan bahwa asesmen formatif berbasis digital escape room pada situs web Genially berpotensi menjadi alternatif asesmen inovatif yang efektif dalam pembelajaran biologi.
Penerapan Model Pembelajaran Problem Based Learning Berbantuan Media Scrapbook Di Lengkapi LKS Quizizz Untuk Meningkatkan Hasil Belajar Siswa: (Implementation of the Problem-Based Learning Model Assisted by Scrapbook Media and Supplemented with Quizizz Worksheets to Improve Student Learning Outcomes) Landu, Irvin Neli; Bano, Vidriana Oktoviana; Huda, Marleni Rosalia Ndapa
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.52845

Abstract

This study was motivated by the low Biology learning outcomes of Grade XIIB students at SMA Kristen Payeti, attributed to the use of monotonous, teacher-centered learning models and a lack of engaging learning media. The study aimed to describe the implementation process and the improvement of student learning outcomes through the Problem-Based Learning (PBL) model, supported by scrapbook media and Quizizz worksheets. This research employed a Classroom Action Research (CAR) design conducted over two cycles. The subjects were 33 students from class XIIB at SMA Kristen Payeti. Learning outcome data were collected via cognitive tests (multiple-choice) and observations of the affective domain, specifically focusing on self-confidence, cooperation, and curiosity. Data analysis utilized descriptive quantitative methods to calculate average scores and the percentage of classical mastery. The results demonstrated a significant improvement in both cognitive and affective learning outcomes. In the pre-cycle stage, the average cognitive score was 57.57, with a classical mastery rate of only 13% (4 students) and a non-mastery rate of 87% (29 students). Following the intervention in Cycle I, the mastery rate rose to 46% (15 students). The most significant improvement occurred in Cycle II, where the mastery rate reached 90% (30 students), falling into the high category. Regarding the affective domain, the percentage of positive student attitudes was 67% in the pre-cycle (poor category), 75% in Cycle I (fair category), and rose to 82% in Cycle II (good category). Based on these findings, it can be concluded that the implementation of the PBL model, supported by scrapbook media and Quizizz worksheets, is effective in improving student learning outcomes in the Biotechnology unit. Abstrak. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Biologi siswa kelas XIIB SMA Kristen Payeti, yang disebabkan oleh penggunaan model pembelajaran yang masih monoton dan berpusat pada guru, serta terbatasnya penggunaan media pembelajaran yang menarik. Tujuan penelitian ini adalah untuk mendeskripsikan proses penerapan dan peningkatan hasil belajar siswa melalui model Problem Based Learning (PBL) berbantuan media Scrapbook dan LKS Quizizz. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas XIIB SMA Kristen Payeti yang berjumlah 33 orang. Data hasil belajar dikumpulkan melalui tes kognitif (pilihan ganda) dan observasi ranah afektif yang mencakup aspek percaya diri, gotong royong, dan rasa ingin tahu. Teknik analisis data dilakukan secara deskriptif kuantitatif untuk menghitung nilai rata-rata dan persentase ketuntasan klasikal. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada hasil belajar kognitif dan afektif siswa. Pada tahap pra-siklus, rata-rata nilai kognitif siswa adalah 57,57 dengan ketuntasan klasikal hanya 13% (29 siswa). Setelah penerapan tindakan pada Siklus I, persentase ketuntasan meningkat menjadi 46% (15 siswa). Peningkatan paling signifikan terjadi pada Siklus II, dimana persentase ketuntasan mencapai 90% (30 siswa) dengan kategori tinggi. Pada ranah afektif persentase sikap siswa pada pra siklus 67% (kategori kurang) pada siklus I 75% (kategori cukup) pada siklus II meningkat hingga menjadi 82% (kategori baik). Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model PBL berbantuan media Scrapbook dan LKS Quizizz efektif dalam meningkatkan hasil belajar siswa pada materi Bioteknologi.   This research is motivated by the low Biology learning outcomes of class XIIB students of Payeti Christian High School, which is caused by the use of monotonous and teacher-centered learning models, as well as the limited use of interesting learning media. The purpose of this study is to describe the process of implementing and improving student learning outcomes through the Problem Based Learning (PBL) model assisted by Scrapbook media and Quizizz LKS. This type of research is Classroom Action Research (CAR) which is carried out in two cycles. The subjects of the study were 33 class XIIB students of Payeti Christian High School. Learning outcome data were collected through cognitive tests (multiple choice) and affective domain observations covering aspects of self-confidence, mutual cooperation, and curiosity. Data analysis techniques were carried out descriptively quantitatively to calculate the average value and percentage of classical completion. The results showed a significant increase in students' cognitive and affective learning outcomes. In the pre-cycle stage, the average cognitive value of students was 57.57 with classical completion of only 13% (29 students). After the implementation of the action in Cycle I, the percentage of completion increased to 46% (15 students). The most significant increase occurred in Cycle II, where the percentage of completion reached 90% (30 students) with a high category. In the affective domain, the percentage of student attitudes in the pre-cycle was 66.51% (sufficient category) in cycle I 75% (less category) in cycle II increased to 82% (good category). Based on these results, it can be concluded that the implementation of the PBL model assisted by Scrapbook media and Quizizz LKS is effective in improving student learning outcomes in Biotechnology material.
Penerapan Model Pembelajaran Kooperatif Tipe STAD Berbantuan Media Flip Chart Dilengkapi LKS Tebak Gambar Untuk Meningkatkan Hasil Belajar Siswa : (Implementation of The STAD Type Cooperative Learning Model Using Flip Chart Media Completed With The Picture Guessing LKS to Improve The Learning Outcomes of Grade) Ambu, Soviati Ata; Bano, Vidriana Oktoviana; Tamaela, Kevin Andrean
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.54094

Abstract

This research is motivated by the low learning outcomes and activities of grade XII-IPA students at SMA Muhammadiyah Waingapu on Biotechnology material. The main problems include low literacy, lack of focus, and learning methods that are not yet varied. This Classroom Action Research (CAR) aims to improve cognitive and affective learning outcomes through the Student Teams Achievement Division (STAD) cooperative model assisted by Flip chart media and LKS Tebak Gambar (Guess the Picture) worksheets. The research subjects consisted of 26 students. Data were collected through tests (post-test), observation, and documentation, then analyzed quantitatively descriptively. The results showed a significant increase in each cycle. The average cognitive score increased from 59.61 (Pre-cycle) to 74.23 (Cycle I), and reached 86.15 (Cycle II) with a classical completeness of 88%. The affective aspect also increased, marked by the dominance of the "Good" and "Very Good" categories in Cycle II. It was concluded that the application of the STAD model assisted by Flip Chart media and LKS Tebak Gambar was effective in improving student learning outcomes and creating a more interactive and enjoyable learning atmosphere. Abstrak. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar dan aktivitas siswa kelas XII-IPA SMA Muhammadiyah Waingapu pada materi Bioteknologi. Masalah utama meliputi rendahnya literasi, kurangnya fokus, dan metode pembelajaran yang belum variatif. Penelitian Tindakan Kelas (PTK) ini bertujuan meningkatkan hasil belajar kognitif dan afektif melalui model kooperatif tipe Student Teams Achievement Division (STAD) berbantuan media Flip chart dan LKS Tebak Gambar. Subjek penelitian terdiri dari 26 siswa. Data dikumpulkan melalui tes (post-test), observasi, dan dokumentasi, kemudian dianalisis secara kuantitatif deskriptif. Hasil penelitian menunjukkan peningkatan signifikan pada setiap siklus. Rata-rata nilai kognitif meningkat dari 59,61 (Pra-siklus) menjadi 74,23 (Siklus I), dan mencapai 86,15 (Siklus II) dengan ketuntasan klasikal 88%. Aspek afektif juga meningkat, ditandai dengan dominasi kategori "Baik" dan "Sangat Baik" pada Siklus II. Disimpulkan bahwa penerapan model STAD berbantuan media Flip chart dan LKS Tebak Gambar efektif meningkatkan hasil belajar siswa dan menciptakan suasana pembelajaran yang lebih interaktif serta menyenangkan.

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