The Development of Biology Learning Tools with Project Based Learning (PjBL) Model to Improve The Sustainable Reserve Food Garden(SRFG) program of grade X students in SMAN 1 Singosari

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

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Teachers and Parents Perspective: Is It Difficult for Project-Based Learning (PjBL) During the Covid-19 Pandemic?

International Journal of Elementary Education ◽

10.23887/ijee.v5i4.40836 ◽

2021 ◽

Vol 5 (4) ◽

pp. 515

Author(s):

Ni Wayan Rati ◽

Ni Nyoman Rediani

Keyword(s):

Learning Process ◽

Project Based Learning ◽

Assessment Process ◽

Learning Tools ◽

Innovative Learning ◽

Materials Used ◽

Teachers And Parents ◽

Learning Plans ◽

Process Constraints ◽

Collection Methods

PjBL learning is one of the innovative learning models developed with a constructivist approach, where the learning process provides opportunities for students to be more active in the learning process. The purpose of this study was to identify the obstacles faced by teachers and parents in implementing the PjBL model in the network during the Covid-19 pandemic. The type of research conducted is descriptive qualitative. The sample of this research is 68 teachers and 390 students' parents. data collection methods used are interviews and questionnaires. Before using the instrument, the validity of the instrument was analyzed using the CVR, it was obtained that the CVR value for the teacher constraint questionnaire, the VCR results showed that the 38 instruments developed were valid with a score of 0.73-1. Meanwhile, for the reliability test, the Cronbach Alpha coefficient of 0.82 was obtained. Meanwhile, for parental instruments, CVR showed that the 25 instruments developed were valid with a score of 1 reliability with Cronbach's Alpha, obtained a score of 0.93. Analysis of the data used is the analysis of the data in the study carried out interactively. The results of the analysis show that the constraints are constraints on making learning plans, the availability of learning tools, the availability of tools and materials used in the PjBL learning process, constraints on the participation of other parties in the PjBL learning process, obstacles in the implementation of PjBL learning, especially the implementation of PjBL syntax and the last obstacle. is the PjBL assessment process. As well as the obstacles faced by parents in assisting students to learn, among others, are some parents still have problems providing facilities even though the numbers are not too large, another obstacle faced is that parents experience problems if the tools and materials used in PjBL learning are difficult to obtain, besides that, the obstacles experienced are that parents have difficulty because they do not understand the material being studied by students.

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Analisis Masalah Guru dan Siswa terhadap Perangkat Pembelajaran Biologi Berbasis Group Investigation untuk Meningkatkan Kemampuan Berpikir Kritis Siswa

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v7i1.20520 ◽

2018 ◽

Vol 7 (1) ◽

pp. 1

Author(s):

Wa Suriati ◽

ELSJE THEODORA MAASAWET ◽

SONJA V.T. LUMOWA

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Tools ◽

Biology Teacher ◽

Optimal Learning ◽

Teachers And Students ◽

Biology Learning

AbstractThe purpose of this research is to obtain 1) the understanding of teachers related to Group Investigation-based biology learning tools and critical thinking skills, 2) description of students' ability in critical thinking, 3) solutions to solve teacher and student problems related to group invetigation-based learning. Understanding of teachers and students obtained by interview and questionnaire is analyzed descriptively qualitative. The result of this research are: 1) the understanding of biology teacher related to biology learning device based on group investigation is still less so less optimal learning process, 2) biology teacher still experiencing difficulties in developing learning device so that require socialization, 3) critical thinking of student in learning still less , 4) the need for direction and guidance to develop learning tools. The sample observations in this analysis were teachers and students at SMAN 6 PPU. The results showed that 78.15% of teachers experienced difficulties in developing learning tools. Teacher states that the students in the class less critical thinking by 70.10%.Keyword:

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Project-based learning model assisted by worksheet: It’s effect on students’ creativity and learning outcomes

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v6i1.10619 ◽

2020 ◽

Vol 6 (1) ◽

Author(s):

S. Suwarno ◽

W. Wahidin ◽

Sofyan Hasanudin Nur

Keyword(s):

Learning Outcomes ◽

Positive Impact ◽

Learning Model ◽

Project Based Learning ◽

Analysis Of Covariance ◽

Vocational High School ◽

Multiple Choice Questions ◽

Quasi Experimental ◽

Biology Learning ◽

Pbl Model

The low factor of learning outcomes is triggering by the emergence of students' boredom in learning. This study aimed to determine the effect of Project-Based Learning (PBL) Models assisted by the Science Worksheet on Applied Waste Management on students' creativity and learning outcomes. This research was a quasi-experimental study. The population was all students in Vocational High School 1 Cikedung, Indonesia, and the sample was 57 students from two classes. Learning outcomes data obtained through tests with multiple-choice questions while creativity data using response questionnaires. The data obtained were analyzed using a one-way analysis of covariance. The results showed there was a significant effect of the learning model on students' creativity and learning outcomes. It concluded that the PBL model assisted in the worksheet has a positive impact on student competencies, especially on their creativity and biology learning outcomes.

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THE DEVELOPMENT OF PROJECT-BASED LEARNING TOOLS IN GEOMETRIC MATERIAL

MaPan ◽

10.24252/mapan.2020v8n2a7 ◽

2020 ◽

Vol 8 (2) ◽

pp. 264-280

Author(s):

Baharuddin Abbas ◽

◽

Ayu Rahyuni Ali ◽

Sri Sulasteri ◽

Ahmad Farham Majid ◽

...

Keyword(s):

Learning Outcome ◽

Project Based Learning ◽

Learning Tools ◽

Design Development ◽

Teacher Response ◽

Student Activity ◽

Management Learning ◽

The Subject ◽

Analysis Design ◽

Process Observation

The research discusses about project-based on learning tools development in geometric material at class IX MtsN Gowa. This research aims to know the process of the project-based learning tools development which fulfills valid, practical, and effective criteria. The research is Research and Development (R&D) which uses the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The development procedure contains 5 steps are: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The subject of the research is the students at class IX MTsN Gowa which is in one class, the instruments of the research are the validation sheet, the learning outcome test, student and teacher response questionnaire, observation sheet of the learning process, observation sheet of student activity, and observation sheet of learning management. Based on the result of trials obtained that: (1) RPP 3.24 result of validation learning instrument, 3.41 textbooks, and LKPD 3.26 in each value which obtained in the valid category. (2) Practical based on observation result of learning tools practice with an average of 1.97 is in a fully implemented category, teacher response to textbooks and LKPD gave 100% positive response, the student gave 88.2% positive responses to the textbooks and while LKPD got 82.3% positive responses. (3) Effective based on the result of observation management learning got an average of 3.80 with a very good category, student activity in the very good category with an average of 80.56%, the learning outcome test got an average of 83.82 from 100 maximum scores. In conclusion that learning tools that have been tested fill-up the criteria of valid, practical, and effective.

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Development of Functional Food Project Learning Tools for Food Chemistry Course

Jurnal Tadris Kimiya ◽

10.15575/jtk.v6i1.10030 ◽

2021 ◽

Vol 6 (1) ◽

pp. 26-35

Author(s):

Nova Kurnia ◽

Liliasari Liliasari ◽

Dede Robiatul Adawiyah ◽

Florentina Maria Titin Supriyanti

Keyword(s):

Functional Food ◽

Development Stage ◽

Project Based Learning ◽

Needs Analysis ◽

Learning Tools ◽

Food Chemistry ◽

Project Learning ◽

Project Appraisal ◽

Project Objectives ◽

Assessment Rubric

This study aims to develop functional food project learning tools for the food chemistry course. This project learning tools consist of an implementation guide accompanied by a project appraisal rubric. The development of learning tools was based on the Dick and Carey model with three stages: needs analysis, development, and validation. The needs analysis shows an increase in non-communicable diseases in Indonesia and the world. Functional food has not been taught in food chemistry courses and the abundance of local food in Lombok Island with its various functional potency. The development stage involves designing project instructions accompanied by an assessment rubric. Two experts in food chemistry carried out the validation stage of the project learning tools. The instrument used was a questionnaire related to the suitability of the project objectives with the learning outcomes of food chemistry, the clarity of project-based learning syntax, the relevance of project topics to Lombok food, aspects of the language used, and an assessment rubric. The results show that all validated aspects are accepted with a few notes which have been further improved. Thus, the project learning tools can be used for functional food projects in food chemistry courses.

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A MULTIDISCIPLINARY EXPERIENCE IN DEVELOPING LEARNING TOOLS AS PROJECT BASED LEARNING ASSIGNMENTS

ICERI2018 Proceedings ◽

10.21125/iceri.2018.1912 ◽

2018 ◽

Author(s):

Almudena Macías Guillén ◽

Micael Gallego ◽

Francisco Gortázar ◽

Maria Luisa Delgado Jalón

Keyword(s):

Project Based Learning ◽

Learning Tools

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PENERAPAN MODEL PEMBELAJARAN PROYEK (PROJECT BASED LEARNING) BERBANTUAN CLAY UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI SISWA KELAS XI MIPA 5 SMA NEGERI 1 SEMARAPURA SEMESTER GANJIL TAHUN PELAJARAN 2015/2016

Jurnal Santiaji Pendidikan (JSP) ◽

10.36733/jsp.v7i2.62 ◽

2017 ◽

Vol 7 (2) ◽

pp. 142-149

Author(s):

Ni Luh Ratna Tirtawati

Keyword(s):

Teaching And Learning ◽

Learning Outcome ◽

Project Based Learning ◽

Research Subject ◽

Face To Face ◽

School Year ◽

Reproduction System ◽

Total Percentage ◽

Biology Learning ◽

Research Objects

This research aims to know Project Based Learning to increase biology learning outcome to the students of XI MIPA 5 of SMA Negeri 1 Semarapura in the even semester in the school year 2015/2016. The research subject are 38 students, research objects include biology lesson learning outcome. The research is carried out into two cycles consists of four (4) stages, those area: 1) Planning, 2) action realization, 3) Observation and evaluation, and 4) reflection. Cycle one (I) is carried out the main respiration system, while cycle two (II) is given the main reproduction system, for cycle one and two are planned (six) hours lesson (three times face to face teaching and learning process). The result of biology learning is also increases from cycle one to cycle two with the average 70.53 becomes 85.26 with the total percentage 55,26 % becomes 94,74 % the result of biology lesson is also increasing from cycle one to cycle two. So the conclusion of this research is that PjBL can increase of biology to the students of XI IPA 5 SMA Negeri 1 Semarapura.

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Peningkatan Kompetensi Guru-Guru IPA dalam Mengimplementasikan Strategi Pembelajaran Penyelesaian Masalah

DEDIKASI ◽

10.26858/dedikasi.v22i2.16131 ◽

2020 ◽

Vol 22 (2) ◽

Author(s):

Muhiddin Palennari ◽

Firdaus Daud ◽

Saparuddin Saparuddin

Keyword(s):

Problem Solving ◽

Science Teachers ◽

Learning Process ◽

Professional Competence ◽

Project Based Learning ◽

Learning Tools ◽

Scientific Methods ◽

Pedagogical Competence ◽

Questions And Answers ◽

Service Activity

The purpose of this community service is to improve the competence of science teachers in implementing problem solving strategies. This activity is carried out according to the standard of the learning process which states that learning can be carried out by scientific methods, inquiry, problem-based learning and project-based learning in all subjects. The learning process has been carried out by teachers in Takalar Regency but it still needs to be improved in its implementation. The teachers who are targeted in this service are science teachers in Takalar Regency who are members of the MGMP IPA forum. One of the routine activities that are always carried out by the MGMP is training to improve professional competence and pedagogical competence. The form of this service activity is the delivery of subject matter with lecture methods and questions and answers then carried out the process of preparing the problem solving learning then carried out the process of preparing the problem solving learning package. The product of this activity is the packaging of problem-solving learning tools that will be implemented in the classroom.

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Pengembangan Perangkat Pembelajaran Sistem Operasi Berbasis Project Based Learning Untuk Sekolah Menengah Kejuruan

CIRCUIT Jurnal Ilmiah Pendidikan Teknik Elektro ◽

10.22373/crc.v3i2.5129 ◽

2019 ◽

Vol 3 (2) ◽

pp. 103

Author(s):

Charis Fathul Hadi ◽

Bambang Suprianto ◽

Agus Budi Santosa

Keyword(s):

Operating Systems ◽

Project Based Learning ◽

Scientific Study ◽

Student Response ◽

Response Learning ◽

Learning Tools ◽

Student Centered ◽

Student Centered Learning ◽

Quantitative Results ◽

Good Attitude

Curriculum 2013 is a student-centered learning, where one of them is learning project based learning that is suitable for scientific study. SMK, it is not yet available any project-based learning tool. Therefore, this study aims to produce project-based learning project which is feasible and can be used to support the implementation of the curriculum 2013 on the subjects of Operating Systems Multimedia at Class X in SMK This study uses a 4D model (define, design, develop, and disseminate), where the theoretical feasibility obtained through validation by experts. The data were analyzed in descriptive quantitative. Results of the assessment showed that the learning tools is feasible and can be used in learning at SMK. The theoretical feasibility of the learning tools is described as follows : (1) the syllabus of 88.25% (2) 87.5% RPP (3) Books 83.5% (4) LKS 86.75% (5) 87.5% Products LP (6) LP psychomotor 86.25% (7) items 86% (8) 89.25% student response, learning feasibility of 81.36%, as well as the achievement of competence indicator of good attitude reached 100%, while the competence indicator of knowledgemastery and skills of each student reached 100%, while the response of students reached 86.87%

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