scholarly journals The Effect of Core Learning Model on Students’ Metacognitive Skills in Lipid Material

2020 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Rindi Novitri Antika
Keyword(s):  
Positive Impact ◽  
Pearson Correlation ◽  
Cognitive Learning ◽  
Biology Education ◽  
Learning Model ◽  
Metacognitive Skills ◽  
Education Students ◽  
The Core ◽  
Lipid Material ◽  
Pearson Correlation Test

Metacognitive is one of the important factors must have by student. This study aims to determine the effect of the CORE (Connecting, Organizing, Reflecting, and Extending) learning model  on students' metacognitive sklills and find out the students' responses about it’s implementation. This research is a pre-experimental study with one group pretest-posttest design. The subject of this study was grade 3rd of biology education students. The instrument in this study is an essay and metacognition descriptor rubric to assess students' metacognitive skill, then questionnaires to obtain data on student responses that implemented the CORE learning model. Based on the results of the paired sample t test on student metacognition scores obtained sig.  0.00 <0.05, it means that there are differences between the results of the student's pretest and posttest. Then, based on N-gain analysis pretest and posttest data, it is known that the N-gain value is 0.71, it’s means high increase category,. Then the result of pearson correlation test to analyze correlation between cognitive learning outcomes and student metacognitive skills obtained sig. 0,00, it means that there was a correlation between the two of them. Based on some of these analyzesit can be concluded that the CORE learning model influences students' metacognitive skills on lipid material. This was supported by the results of a questionnaire showed that students gave positive responses about the application of the CORE learning model, it was known from questionnaire data, more than 85% of students felt the CORE model had a positive impact on learning. 

scholarly journals Analisis Keterampilan Psikomotorik Mahasiswa Pada Praktikum Biokimia dan Korelasinya dengan Hasil Belajar Kognitif

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Etika Dyah Puspitasari ◽  
Novi Febrianti
Keyword(s):  
Learning Outcomes ◽  
Pearson Correlation ◽  
Cognitive Learning ◽  
Biology Education ◽  
Psychomotor Skills ◽  
Education Students ◽  
Ph Measurements ◽  
Response Level ◽  
Psychomotor Learning ◽  
Cognitive Learning Outcomes

Biochemistry practice is a basic practicum that must be mastered by biology education students. Skills in biochemistry practicums are the basis used in practicum physiology, genetics, microbiology, and other materials in biology. This study aims to analyze psychomotor skills achieved by students in biochemical practicums and examine the relationship between cognitive learning outcomes and psychomotor learning outcomes of biology education students in biochemical practicums, especially in the experimental material for making solutions and measuring pH. This research is a quantitative descriptive study with a sample of 40 biology education students. Learning outcomes data were analyzed using quantitative and qualitative analysis, and the correlation between psychomotor and cognitive learning outcomes was analyzed using Pearson Correlation analysis at α = 0.01. The results showed that psychomotor skills that were mastered by students in biochemistry practicum (making solutions and pH measurements) included levels 1-4, with an achievement percentage of 89.19% at level perception; 97.30% at the level set; 51.62% at the guided response level and 72.97% at the mechanism level, with psychomotor learning outcomes averaging 58 (sufficient category). The cognitive value of students in the experimental for making solutions and pH measurements was 63.32 (good category). There is a positive correlation between psychomotor and cognitive learning outcomes of students in biochemistry practicum (r = 0.67) with a strong correlation category.

scholarly journals Analyses of using determination key on vertebrate zoology course to improve classification ability and concept atainment of biology education students

2017 ◽  
Vol 7 (1) ◽  
pp. 68-75
Author(s):  
Fransisca Sudargo ◽  
Hernawati Hernawati
Keyword(s):  
Mixed Method ◽  
Positive Impact ◽  
Biology Education ◽  
Education Students ◽  
Education Department ◽  
Concept Attainment ◽  
Qualitative And Quantitative ◽  
Determination Key ◽  
Vertebrate Zoology ◽  
Quantitative Analyses

The aim of this study was to analyze the use of determination key on vertebrate zoology to improve classification ability and concept attainment of biology education students. Mixed method was used on this study that consist of both qualitative and quantitative analyses. Descriptive methods are used for qualitative analyses and the correlation methods for the quantitative analyses. Mixed method strategy by using triangulation concurrent because both qualitative and quantitative data were collected in the same time, and then compared to identify the convergence the differences or the combination of the data. The data analyses showed that by using the vertebrate zoology’s determination key, could increase the students’ classification ability and concept attainment of the students in Biology education department. The students’ classification ability on reasoning the facts and the base of zoology vertebrate matter were increase. The highest score is for the ability of concept attainment (74.2%). There were also the highest score on cognitive indicator of concept comprehension. The highest score were showed on concept applying (C3) that was 35.4 point. The high correlation between ‘classification ability’ and ‘concept attainment’ showed that there was positive impact on the use of the use of determination key toward concept attainment.

scholarly journals The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model

2019 ◽  
pp. 951-956
Author(s):  
Romyx Romy Faisal Mustofa ◽  
Aloysius Duran Corebima ◽  
Endangx Endang Suarsini ◽  
Murni Saptasari
Keyword(s):  
Problem Based Learning ◽  
Biology Education ◽  
Learning Model ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Management Skill ◽  
Leadership Skill ◽  
Generic Skills ◽  
Biology Students ◽  
Skill Management

This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

scholarly journals The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

2021 ◽  
Vol 10 (4) ◽  
pp. 1272
Author(s):  
Romi Adiansyah ◽  
Aloysius Duran Corebima ◽  
Siti Zubaidah ◽  
Fatchur Rohman
Keyword(s):  
Biology Education ◽  
Female Students ◽  
Male Students ◽  
Metacognitive Skills ◽  
Education Students ◽  
Male And Female ◽  
South Sulawesi ◽  
Correlational Research ◽  
Essay Tests ◽  
Scientific Attitudes

<span>This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students’ retention.</span>

The association between perceived health symptoms and academic stress in Spanish Higher Education students

2019 ◽  
Vol 12 (2) ◽  
pp. 109 ◽  
Author(s):  
Mª Jesús Casuso-Holgado ◽  
Noelia Moreno-Morales ◽  
Mª Teresa Labajos-Manzanares ◽  
Francisco J. Montero-Bancalero
Keyword(s):  
Higher Education ◽  
Negative Impact ◽  
Pearson Correlation ◽  
Academic Stress ◽  
Education Students ◽  
Health Symptoms ◽  
Academic Context ◽  
University Life ◽  
Pearson Correlation Test ◽  
Spanish Higher Education

University life can be associated to mental and emotional pressure. The aim of this research was to explore if the perception of the academic context as stressful can be associated to health symptoms (physical and mental) in higher education students enrolled in different degrees. Method. 728 students were recruited from a Spanish university. An academic stressors questionnaire (E-CEA) and response to the stress questionnaire (R-CEA) were used to assess academic stress and health symptoms. We conducted a t-test, Pearson correlation test and hierarchical multiple regression analysis. Results. Academic stress is moderate correlated to health symptoms (r≥.40 in all cases). Specifically, academic stress reported by students is positively associated to physical exhaustion (r=.533; p<.001), sleeping disorders (r=.429; p<.001), irascibility (r=.467; p<.001), negative thoughts (r=.558; p<.001) and feeling nervous (r= .474; p< .001). Significant differences in E-CEA and R-CEA were found for age and major (p≤0.001). We observed a model which accounted for 40.3% of the variance of health symptoms reported by students, being academic stress the strongest predictive variable. Conclusions. The results from this study support the assumption that academic stress has a negative impact on college students´ health.

scholarly journals INTEGRASI PEMBELAJARAN GUIDED DISCOVERY DALAM MODUL SPERMATOPHYTA UNTUK MAHASISWA PENDIDIKAN BIOLOGI

2018 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Anwari Adi Nugroho ◽  
Singgih Subiyantoro
Keyword(s):  
Descriptive Analysis ◽  
Biology Education ◽  
Learning Model ◽  
Discovery Learning ◽  
Education Students ◽  
Guided Discovery ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Integration Of Learning ◽  
Teaching Modules

Guided discovery learning is a learning that invites students to actively discover the concept / knowledge through a series of activities. Guided discovery learning can be integrated in teaching modules to make learning more effective and self-reliant. This study aimed to integrate guided discovery learning in spermatophyta module for biology education students. This research is an explorative research with stages include curriculum analysis, subject matter analysis, learning model analysis, and integration of learning model in the Module. Data source in the form of book document, expert opinion, and spermatophyta module. Data analysis used qualitative descriptive analysis. Based on the analysis result, it is found that guided discovery guided discovery integrated in module include stimulation, problem statement, data collection, verification, generalization . The guided discovery guided synthesis is integrated into 3 subspaces on spermatophyta material 1) classification, determination, and nomenclature of plants, 2) spermatophyta (seed plants); 3) high plant herbarium. Integration of guided discovery learning on unified modules integrated in the module component of learning activities.Keywords: Guided discovery, Spermatophyta Module

scholarly journals The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model.

2018 ◽  
pp. 662-667
Author(s):  
Romy Faisal Mustofa ◽  
Aloysius Duran Corebima ◽  
Endang Suarsini ◽  
Murni Saptasari
Keyword(s):  
Problem Based Learning ◽  
Biology Education ◽  
Learning Model ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Management Skill ◽  
Leadership Skill ◽  
Generic Skills ◽  
Biology Students ◽  
Skill Management

This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

scholarly journals Profile of Student Basic Teaching Skills through Online Learning Model Using Peer Assessment on Microteaching Lectures

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Ika Nurani Dewi ◽  
Sumarjan Sumarjan
Keyword(s):  
Online Learning ◽  
Peer Assessment ◽  
Biology Education ◽  
Learning Model ◽  
Teaching Skills ◽  
Management Skills ◽  
Education Students ◽  
Class Management ◽  
Qualitative Descriptive ◽  
Opening And Closing

The purpose of this study was to determine the profile of the basic teaching skills of biology education students during microteaching lectures through an online learning model using peer assessment. This type of research is a qualitative descriptive study. The subjects of this study consisted of 17 biology education students in the 6th semester of the 2019/2020 academic year. The technique of collecting data through observation uses a research instrument in the form of a rubric for assessing basic teaching skills, which is filled by lecturers and peers. Data analysis techniques include data reduction, data display and conclusions. The observed teaching skill indicators consist of 8 components. Based on these 8 indicators, the results obtained are the skills of opening and closing learning, explaining skills, questioning skills, discussion guiding skills, and class management skills are in the skilled category, the skills to provide reinforcement and the skills to make variations are in the fairly skilled category, while the skills to use learning media are in the less skilled category. Overall, the basic teaching skills of biology education students have improved during the microetaching exercise using peer assessment.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TERHADAP HASIL BELAJAR KOGNITIF DITINJAU DARI KEMAMPUAN AKADEMIK MAHASISWA

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Fahruddin ◽  
A. Wahab Jufri ◽  
Jamaluddin
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Biology Education ◽  
Learning Model ◽  
Academic Ability ◽  
Cognitive Achievement ◽  
Control Group ◽  
Model Type ◽  
Cognitive Learning Outcomes

This research aims to determine the effect of cooperative learning on cognitive learning outcomes in terms of students' academic abilities. This study was aquasi-experimental research design with non-equivalent pretest-posttest control group design with 2x4 factorial design. The study population was a student of biology education STKIP Bima semester IV, total of 8 classes with a number of 336 students. Samples were obtained through a simple random sampling technique, of which there are 8 classes taken 4 classes as the sample with 168 students.The research instrument is a cognitive achievement test. The data were analyze dusing statistical techniques Anacova two paths. The results showed that 1) There is influence of cooperative learning model type STAD, Jigsaw II, and the TGT to the cognitive achievement of students (p <0.05), 2) There is influence of academic ability on the cognitive achievement of students (p <0.05) , 3) There is no influence to interaction effect between cooperative learning model type STAD, Jigsaw II, and TGT with academic ability of the student cognitive learning outcomes (p> 0.05), 4) Different test results show that the cooperative learning model TGT significant differences in their effects oncognitive learning outcomes, compared with Jigsaw II, and STAD (coefficient positively and sig. <0,05).

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING BERBASIS MEDIA INTERAKTIF DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM

2021 ◽  
Vol 8 (1) ◽  
pp. 80
Author(s):  
Catur Ayu Wulandari ◽  
Efendi Napitupulu ◽  
Keysar Panjaitan
Keyword(s):  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Religious Education ◽  
Random Sampling ◽  
Positive Impact ◽  
Learning Model ◽  
Islamic Education ◽  
Education Students ◽  
Analytical Technique ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: Apakah  hasil belajar pendidikan agama Islam siswa yang dibelajarkan dengan model jigsaw lebih tinggi daripada hasil belajar pendidikan agama Islam yang menggunakan model make and  match, Apakah hasil belajar pendidikan agama Islam siswa yang  memiliki komunikasi interpersional tinggi lebih tinggi daripada hasil belajar pendidikan agama Islam yang memiliki komunikasi interpersional rendah, Apakah terdapat interaksi antara model pembelajaran dan komunikasi interpersonal terhadap hasil belajar pendidikan agama Islam siswa. Penelitian ini dilakukan pada siswa SD. Teknik pengambilan sampel digunakan dengan Cluster Random Sampling berdasarkan masing-masing terdiri dari 30 untuk kelas ekperimen pertama dan 30 orang untuk kelompok ekperimen kedua. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisa yang digunakan adalah analis varians dua jalur dengan taraf signifikan α = 5% dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan: hasil belajar Pendidikan agama Islam siswa yang ajar dengan  model  pembelajaran Jigsaw lebih tinggi daripada  pembelajaran model Make and Match dengan  nilai Fhitumg > Ftabel.  dengan nilai Fhitung  12.94 > FTabel 4,00, hasil belajar pendidikan agama Islam siswa yang memiliki Komunikasi Interpersonal tinggi lebih tinggi daripada hasil belajar siswa yang memiliki komunikasi interpersonal rendah dengan nilai Fhitung =  11.86 > Ftabel = 4,00, terdapat interaksi antara Model Pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar pendidikan agama Islam  dengan nilai FHitung kolom – baris (interaksi) lebih besar dari Ftabel.  Fhitung =  10,39 > Ftabel = 4,00 pada taraf signifikansi 5%. Dengan demikian semakin baik model pembelajaran yang digunakan dalam pembelajaran, maka semakin tinggi hasil belajar siswa dalam pembelajaran pendidikan agama Islam, atau  semakin tinggi komunikasi interpersonal siswa dengan model Jigsaw, maka semakin tinggi hasil belajar yang diperoleh siswa interaksi antara model pembelajaran dan komunikasi interpersonal akan memberikan dampak positif dalam hasil belajar. Kata Kunci: model pembelajaran, komunikasi interpersonal dan hasil belajar pendidikan agama islam.Abstract: This study aims to determine: Is the result of learning Islamic religious education students using jigsaw model is higher than the result of learning Islamic education using make and match model Based on interactive media, Is the result of learning Islamic religious education students who have High interpersional communication is higher than the result of learning of Islamic education which has low interpersional communication, is there any interaction between model of learning and  interpersonal communication to result of learning of Islam religion student. This research was conducted on Elementary School. The sampling technique was used with Cluster Random Sampling based on each of 30 for the first experimental class and 30 for the second experimental group. The research method used is quasi experiment with factorial 2 x 2. Analytical technique used is a two-lane variance analyst with a significant level α = 5% with F test, further testing using Sccheffe Test. The result showed that : the learning result of the Islamic Religious Education students who were given the Jigsaw learning model is higher than the learning model of Make and Match with Fcount> Ftable value. With value Fcount 12.94 > Ftable 4.00, the result of learning Islamic religious education students who have high Interpersonal Communication is higher than student learning outcomes that have low interpersonal communication with the value Fcount = 11.86> Ftable = 4.00, (3) there is interaction between Learning Model and interpersonal communication in influencing the result of learning of Islamic education with the value of Fcount column - the interaction is bigger than Ftable (Fcount = 1.39> Ftable = 4.00) at significance level 5% . There is the better the learning model used in learning, the higher the learning outcomes of students in learning Islamic religious education, or the higher interpersonal student communication with Jigsaw model, the higher the learning outcomes obtained by students interaction between learning models and interpersonal communication will provide Positive impact in learning outcomes. Keywords: learning model, interpersonal communication and learning outcomes islamic religious education.

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