scholarly journals Pengaruh Pendekatan Kontekstual Berbasis Hands on Activity terhadap Keterampilan Proses Sains dan Kemampuan Kognitif Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 33
Author(s):  
Asti Asmawati ◽  
I Wayan Karmana ◽  
Hunaepi Hunaepi
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Process Skills ◽  
Contextual Approach ◽  
Science Process Skills ◽  
Hands On ◽  
Quasi Experimental ◽  
And Performance ◽  
Academic Year ◽  
Cognitive Learning Outcomes

The purpose of this study was to determine the effect of using the contextual approach based on hands-on activity toward students’ science process skills and cognitive learning outcomes of class VII of SMP 1 Kediri in the academic year 2016/2017. This type of research is quasi-experimental. The research sample consisted of 51 students divided into experimental classes and control classes. The technique of collecting data in the form of tests to assess students 'cognitive learning outcomes, and performance assessment for students' science process skills. The results showed that the experimental class posttest average was 47.59 and the control class was 55.8. The students’ science process skills score for the experimental class with an average of 77.33 with a high category. The results of the t-test are obtained tcount <ttable (-2.012 <1.98), so that the contextual approach based on hands-on activity does not affect on the students’ cognitive learning outcomes of class VII of SMP 1 Kediri in the academic year 2016/2017.

scholarly journals Implementasi Metode Pembelajaran Diskusi Kelompok untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 42
Author(s):  
Aipan Rus ◽  
Ani Fatmawati ◽  
Agus Muliadi
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
Group Discussion ◽  
Cognitive Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
School Year ◽  
The Subject ◽  
Academic Year ◽  
Cognitive Learning Outcomes

The purpose of this study was to improve science process skills and cognitive learning outcomes of class XI students of Middle 1 Praya Middle school year 2017/2018. The subject of this study were 31 students of class XI IPA-3 Praya Tengah as many as 31 people. This type of research is classroom action research conducted in two cycles. Data collection techniques used observation techniques for the implementation of learning, and tests as many as 20 questions. The results of the learning implementation observation in the first cycle = 41% and in the second cycle was 66%. Cognitive learning outcomes of students reach an average in the first cycle of 56.6 with classical completeness of 38.70% and experienced an increase in the second cycle with an average of 64.35 with classical completeness of 54.83%. Thus, the method of group discussion can improve science process skills and cognitive learning outcomes of class XI Middle Praya 1 Middle School 2017/2018 academic year.

scholarly journals Penerapan Asesmen Kinerja Pada Kegiatan Praktikum Biologi Untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Kognitif Siswa

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
Purnawati Purnawati ◽  
Any Fatmawati ◽  
Safnowandi Safnowandi ◽  
Siti Murdiyah
Keyword(s):  
Performance Assessment ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Performance Assessments ◽  
Average Score ◽  
Process Skills ◽  
Science Process Skills ◽  
High Category ◽  
Test Instrument ◽  
Cognitive Learning Outcomes

Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan asesmen kinerja dalam meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa kelas VII MTs Darul Hikmah Darek. Subjek penelitian ini adalah 20 siswa kelas VII MTs Darul Hikmah Darek. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan menggunakan dua siklus. Data keterampilan proses sains dikumpulkan menggunakan instrument lembar observasi, sedangkan hasil belajar kognitif siswa dikumpulkan menggunakan instrument tes dengan 20 item soal. Keterlaksanaan pembelajaran juga diukur dalam penelitian ini menggunakan lembar observasi keterlaksanaan (RPP). Data penelitianian dianalisis secara deskriptif. Hasil penelitian menunjukkan (1) keterlaksanaan RPP pada siklus I mencapai 68% dengan kategori baik, sedangkan pada siklus II mencapai 100% dengan kategori sangat baik; (2) keterampilan proses sains pada siklus I mencapai 55% dengan kategori cukup tinggi, dan pada siklus II mencapai 75% dengan kategori tinggi; dan (3) skor rata-rata hasil belajar kognitif siswa pada siklus I mencapai 66 dengan ketuntasan klasikal sebesar 40%, sedangkan siklus II mencapai 77 dengan ketuntasan klasikal sebesar 90%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan asesmen kinerja dapat meningkatkan keterampilan proses sains dan hasil belajar kognitif siswa pada kelas VII MTs Darul Hikmah Darek. The Implementation of Performance Assessment in Biology Practicum Activities to Improve Students' Science Process Skills and Cognitive Learning Outcomes Abstract The purpose of this study was to describe the implementation of performance assessment in improving science process skills and cognitive learning outcomes of seventh grade students of MTs Darul Hikmah Darek. The subjects of this study were 20 grade VII students of MTs Darul Hikmah Darek. This research is a classroom action research (CAR) using two cycles. Science process skills data were collected using an observation sheet instrument, while students' cognitive learning outcomes were collected using a test instrument with 20 items of questions. The implementation of learning was also measured in this study using the implementation observation sheet (RPP). The researcch data were analyzed descriptively. The results showed (1) the implementation of the lesson plans in the first cycle reached 68% in the good category, while in the second cycle it reached 100% in the very good category; (2) science process skills in the first cycle reached 55% in the fairly high category, and in the second cycle it reached 75% in the high category; and (3) the average score of students' cognitive learning outcomes in the first cycle reached 66 with classical completeness of 40%, while the second cycle reached 77 with classical completeness of 90%. Based on the results of the study, it can be concluded that the implementation of performance assessments can improve science process skills and cognitive learning outcomes of students in class VII MTs Darul Hikmah Darek.

scholarly journals Developing guided inquiry module in animal reproductive system material

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Nosi Qadariah ◽  
Sri Rahayu Lestari ◽  
Fatchur Rohman
Keyword(s):  
Learning Outcomes ◽  
Reproductive System ◽  
Cognitive Learning ◽  
Analysis Of Covariance ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Rank Analysis ◽  
Analysis Technique ◽  
Cognitive Learning Outcomes

Guided inquiry module is one of alternative to improve students’ science process skills and cognitive learning outcomes. The aim of this research was to produce guided inquiry module in animal reproductive system material as well as improving student science process skills and cognitive learning outcomes. The research used ADDIE development model which consists of the following stages: analyze, design, develop, implement, and evaluation. The research instruments for collecting the data included material and media expert validation sheets, field practitioner questionnaire, module practicality questionnaire, pretest and posttest question sheets (used to measure science process skills and cognitive learning outcomes). The data analysis technique used were quantitative and qualitative descriptions as well as quade's rank analysis of covariance. The results of content and media expert validations were 94.84%  and 92.43%  respectively. In addition, the field practitioner response reached 95.7% and the module practicality value was 91.3%. Furthermore, the module has significantly improved students’ science process skills [F(1,78) = 42.509, p < 0.05] and  cognitive learning outcome  [F(1,78) = 7.480, p < 0.05]. Hence, the module is recommended to be implemented in delivering animal reproductive system.

scholarly journals PENGARUH MODEL PEMBELAJARAN InSTAD TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF FISIKA DI SMA

2015 ◽  
Vol 1 (2) ◽  
pp. 202 ◽  
Author(s):  
Richie Erina ◽  
Heru Kuswanto
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Significance Level ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran InSTAD terhadap: (1) keterampilan proses sains peserta didik, (2) hasil belajar kognif peserta didik, dan (3) proses sains dan hasil belajar kognitif peserta didik. Penelitian ini merupakan penelitian kuantitatif dengan mengguna-kan desain kuasi eksperimen. Analisis data menggunakan Independent t-test dan MANOVA. Hasil penelitian menunjukkan: (1) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 7.47 dan 7.53) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (2) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 4.41dan 5.00) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (3) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dan hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (F= 26.36) dan signifikansi sebesar 0.00 (sigifikansi < 0.05). Kata Kunci: InSTAD, keterampilan proses sains, hasil belajar kognitif   THE EFFECT OF InSTAD LEARNING MODEL ON THE SCIENCE PROCESS SKILLS AND COGNITIVE LEARNING OUTCOMES IN PHYSICS IN SENIOR HIGH SCHOOL Abstract This study aims to find out the effect of InSTAD learning model on: (1) the science process skills of the students, (2) the cognitive learning outcomes of the students, (3) the science process skills and cognitive learning outcomes of the students. This study is a quantitative research using a quasi-experimental design. The data analysis used the Independent t-test and MANOVA. The results show that: (1) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills of the students than guided inquiry learning does, and it is shown by the output value of the t-test (7.47 and 7.53) at the significance level of 0.00. (significance < 0.05); (2) the implementation of InSTAD learning model gives a significantly more positive effect to the cognitive learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the t-test (4.41and 5.00) at the significance level of  0.00 (significance < 0.05); (3) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills and learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the F-test (26.36) at the significance level of 0.00 (significance < 0.05). Keywords: InSTAD, science process skills, cognitive learning outcomes

scholarly journals The Effect of HOTS-Oriented Blended Learning Student Worksheets on Students' Cognitive Learning Outcomes on Work and Energy Materials

2021 ◽  
Vol 9 (3) ◽  
pp. 381
Author(s):  
Arca Hatiti ◽  
I Wayan Distrik ◽  
Undang Rosidin
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Control Group ◽  
Energy Materials ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Academic Year ◽  
Cognitive Learning Outcomes ◽  
Work And Energy

This study aims to determine the effect of HOTS-oriented blended learning student worksheets on students' cognitive learning outcomes on work and energy materials for class X MIPA at SMAN 1 Gadingrejo in the 2020/2021 academic year. The research design used is a quasi-experimental form of nonequivalent control group design. The sample in this study was class X MIPA 5 (experimental class) and class X MIPA 4 (control class). The experimental class was treated using HOTS-oriented blended learning worksheets, while the control class was treated using the HOTS-oriented student worksheets. The test instrument used is in the form of a description of 5 questions. Based on the research results that have been done, the average N-Gain in the experimental class is 0.46 in the medium category. In the control class, the average N-Gain is 0.34 in the medium category. The results of the independent sample t-test showed that the significant value of 0.05 was 0.002. It shows an effect of using HOTS-oriented blended learning student worksheets on students' cognitive learning outcomes on work and energy materials.

CRITICAL THINKING SKILLS AND STUDENTS' LEARNING OUTCOMES IN LEARNING BIOLOGY OF MUSHROOM CONCEPT AT SMA NEGERI 4 BARABAI

2021 ◽  
Vol 2 (1) ◽  
pp. 25-34
Author(s):  
Norhasanah Norhasanah ◽  
Ruswaty Ruswaty ◽  
Fahmi Fahmi ◽  
Marnina Ika Putri
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Research ◽  
Real Objects ◽  
Skills Learning ◽  
Academic Year ◽  
Cognitive Learning Outcomes

Teachers as learning agents must be able to present the learning process contextually by involving the active participation of students. Some students learn best when they have the opportunity to interact with real objects through inquiry activities that will help students deepen their understanding of a concept. Inquiry learning is one that can be adapted to students' abilities, can build cognitive structures, and can motivate students to think critically. This research is classified as descriptive research. The subjects of the research were students of class X SMA Negeri 4 Barabai as many as 78 students in the 2015/2016 academic year on the mushroom group material. The research data were in the form of observations on students' critical thinking skills which were analyzed descriptively using categorical methods, namely very good (≥ 3), good (2-2.99), not good (1-1.99). While cognitive learning outcomes were obtained through tests and success was determined based on KKM = 67 with classical completeness 85%. The results showed that students' critical thinking skills were at least good, namely formulating hypotheses, designing experiments, conducting experiments, and making conclusions, while formulating problems, and analyzing data still needed improvement. Meanwhile, students' cognitive learning outcomes have not yet achieved minimal completeness. Keywords: critical thinking skills, learning outcomes, inquiry AbstrakGuru sebagai agen pembelajar harus mampu menyajikan proses pembelajaran secara kontekstual dengan melibatkan langsung peran serta siswa secara aktif. Sebagian siswa belajar dengan baik apabila mereka mendapat kesempatan berinteraksi dengan benda-benda nyata melalui aktivitas penyelidikan yang akan membantu siswa memperdalam pemahaman suatu konsep. Pembelajaran inkuiri merupakan salah satu pembelajaran yang dapat diadaptasikan dengan kemampuan siswa, dapat membangun struktur kognitif, dan dapat memotivasi siswa untuk berpikir kritis. Penelitian ini tergolong penelitian deskriptif. Subjek penelitian adalah siswa kelas X SMA Negeri 4 Barabai sebanyak 78 siswa tahun pelajaran 2015/2016 pada materi pokmok jamur. Data hasil penelitian berupa hasil observasi terhadap keterampilan berpikir kritis siswa yang dianalisis secara deskriptif dengan menggunakan kategorikal yakni sangat baik (≥ 3), baik (2-2,99), kurang baik (1-1,99). Sedangkan hasil belajar kognitif diperoleh melalui tes dan keberhasilan ditetapkan berdasarkan KKM = 67 dengan ketuntasan klasikal ≥ 85%. Hasil penelitian diperoleh bahwa keterampilan berpikir kritis siswa sekurang-kurangnya sudah baik, yakni merumuskan hipotesis, merancang percobaan, melakukan percobaan, dan membuat kesimpulan, sedangkan merumuskan masalah, dan menganalisis data masih perlu perbaikan. Sedangkan hasil belajar kognitif siswa belum mencapai ketuntasan minimal. Kata kunci: keterampilan berpikir kritis, hasil belajar, inkuiri

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

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