IMPROVING STUDENTS' CREATIVE THINKING SKILLS WITH PROJECT BASED LEARNING

This study aims to determine the effect of project-based learning (PBL) model on the creative thinking skills of class XI science students at MAN 1 Tapanuli Tengah on cell material. This research belongs to the type of quantitative descriptive research with data collection techniques are tests and non-tests that are carried out to measure students' creative thinking abilities. The sample in this study amounted to 2 classes, namely the experimental class and the control class. Data analysis used in the form of instrument calibration, data collection, data reduction, and data presentation. The results of Mann Whitney's hypothesis test on SPSS version 26 obtained a probability value (Asymp. Sig.) 0.116 < 0.05, Ho is accepted, meaning that there is no significant difference in each aspect of creative thinking ability between the control class and the experimental class. The results showed that the percentage of creative thinking ability of the experimental class was 60% and the control class was 50% with the criteria of moderate creative thinking ability. The conclusion in this study is that there is no significant effect of the application of project-based learning on students' creative thinking skills in cell material in class XI IPA MAN 1 Tapanuli Tengah.

IMPROVING CREATIVITY AND LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS BY IMPLEMENTING PROBLEM BASED LEARNING AND YOUTUBE

This study aims to increase creativity and learning outcomes of biology in class X MIPA State Senior High School with problem-based learning model in biology learning. This research is classroom action research carried out in 3 cycles, each cycle consisting of 4 stages; planning, implementing actions, observing, and reflecting. The subjects of this research were 36 students. The data in this study are creativity and student learning outcomes. Creativity data is measured by Mind Mapping observation sheets and cognitive learning outcomes data is measured by test questions at the end of each cycle, affective learning outcomes are measured by attitude assessment observation sheets, psychomotor learning outcomes are measured by skills observation sheets. Data on creativity and cognitive, affective and psychomotor learning outcomes were analyzed using the percentage technique and then described comparatively for each cycle. The results showed that there was an increase in creativity in the first cycle of 42%, the second cycle 55% and the third cycle 78%. While cognitive learning outcomes in cycle I 66%, cycle II 72% and cycle III 88%, affective learning outcomes in cycle I 41%, cycle II 63% and cycle III 74%, psychomotor learning outcomes in cycle I 36%, cycle II 50 %, cycle III 69%. The research data shows that the application of the Problem Based Learning model with YouTube can improve creativity and student learning outcomes. The increase in creativity occurred in cycle I to cycle II 13%, cycle II to cycle III 23%. Cognitive learning outcomes from cycle I to cycle II 6%, cycle II to cycle III 16%, affective learning outcomes from cycle I to cycle II 22%, cycle II to cycle III 11%, psychomotor learning outcomes from cycle I to cycle II 14 %, cycle II to cycle III 19%. PBL activities such as dealing with problems, analyzing and solving problems so as to make students creative in compiling works in the form of Mind Mapping and increasing cognitive, affective and psychomotor learning outcomes.

PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

VALIDITY OF BIOLOGY STUDENT WORKSHEETS IN ELECTRONIC FORM BASED ON PROBLEM BASED LEARNING (PBL)

Teachers play an important role in learning planning so that knowledge can be conveyed properly to students. The use of effective and interesting teaching materials, especially for the concept of Ecology which has a broad material coverage, can help students achieve the expected learning goals, one of which is the Electronic Student Worksheet. This study aims to describe the validity of the results of the development of the Electronic Biology Student Worksheet for Grade X High School Ecology Concepts Based on Problem Based Learning. This research is a research and development with a 4D model which is limited only to the Develop stage. The validity of Electronic Student Worksheet is seen based on the suitability test and feasibility test. The results of the suitability test obtained are with an average score of 4.50 which means that Electronic Student Worksheet is very suitable, and the results of the feasibility test which have an average score of 4.58 which means that Electronic Student Worksheet is very technically feasible to be used in learning.

URGENCY ANALYSIS OF STUDENT WORKSHEET DEVELOPMENT CONTAINED 4C SKILLS IN BIOLOGY SUBJECT

The 2013 curriculum encourages students to have critical thinking, creative thinking, collaboration, and communication skills (4C). For this reason, teaching materials are needed in accordance with the demands of the 2013 Curriculum such as Student Worksheets (LKPD). The purpose of this study was to find data at the defining stage of the 4C-skilled LKPD. The data collection technique was observation, interviews and questionnaires to teachers and students of SMA 1 Kec. Gunuang Omeh. The results showed that the teaching materials available in SMA 1 Kec. Gunuang Omeh and has used the 2013 Curriculum, but the LKPD used is only made with the Subject Teacher Session. LKPD made by MGMP. From the results of the curriculum analysis, the school has implemented the 2013 curriculum, but in its implementation it has not been maximal in prioritizing student-centered learning processes. Based on interviews with teachers, it was found that the problem in the learning process was that teachers were not used to developing 4C skills in students. As many as 70% of teachers use printed book teaching materials in the learning process, 10% use LKPD that do not meet the 4C skill criteria. Based on the results of interviews by students that 93% of students strongly agree with the development of 4C skills-oriented LKPD. Therefore, the development of a 4C skill-oriented LKPD is needed.

DEVELOPMENT OF STUDENT WORKSHEETS WITH 4C SKILL-ORIENTED IN BIOLOGY SUBJECT (DEFINE PHASE IN SECOND GRADE OF SENIOR HIGH SCHOOL)

Industrial revolution 4.0 or also known as the Fourth Industrial Revolution (4IR). In facing the 4.0 revolution, someone must have skills, these skills are known as the 4Cs of 21st century learning, namely: communication, collaboration, critical thinking and problem solving, as well as creativity and innovation. These skills can penetrate the teaching and learning process, namely using teaching materials. Teaching materials that are often used are student worksheets. 4C skills can improve the activities that are on student worksheets. This study aims to determine and define the requirements needed in learning with content competence (KI), basic competence (KD), and learning materials according to the 2013 curriculum content standards. This type of research is a four-D model development research, but in This research only reaches the define stage. The subjects of this study were 60 students of class X SMA Negeri 1 Batusangkar. The results showed that developing student worksheets (LKPD) oriented 4C skills in class X semester 1 subjects.

IS THERE A RELATIONSHIP BETWEEN SELF-EFFICACY AND STUDENT’S BIOLOGY LEARNING COMPETENCE?

Education is a conscious and planned effort to develop the potential of students through learning activities. The achievement of learning activities can be seen from the learning outcomes obtained by students. This learning outcome is related to the competence of students. There are several factors that influence learning outcomes, one of which is self-efficacy. Self-efficacy is needed to see students' confidence in learning activities such as biology. This study aims to determine the relationship between self-efficacy and the biology learning competence of students. The type of research is descriptive with the type of correlation. The population of this research is students at Senior High School Pertiwi 2 Padang, totaling 70 people with a sampling technique that is saturation sampling. The data of this study are self-efficacy obtained through questionnaires and data on the biology learning competence of students obtained from the odd semester final exam. Data analysis in this study was carried out by statistical test, namely Pearson Product Moment. The results of the statistical test showed that there was a relationship between self-efficacy and the biology learning competence of students. The correlation coefficient values obtained indicate a low relationship between self-efficacy and the biology learning competence of.

4C SKILLS-ORIENTED WORKSHEET IN BIOLOGY FOR STUDENT IN SENIOR HIGH SCHOOL (DEFINING PHASE)

In the 4.0 revolution era, various skills are needed, one of which is innovation and learning skills known as 4C. The use of learning media in the learning process can help students improve understanding to conclude information and the learning process becomes more interesting when using the right media. Biology learning is also supported by understanding material through learning media, one of which is LKPD because it requires students to understand the material and students will be motivated because at the end of learning students will find understanding of concepts so that learning objectives will be achieved. Based on the questionnaire that has been given to students of class XI Mathematics and Natural Sciences which consists of 6 classes via google form, students are very interested in using LKPD because it makes it easier for students to understand the material that has been given and as many as 96% of students consider that the use of LKPD is very important. in the learning process. The advantage of the LKPD is that it will have a positive impact on the understanding of students and increase the value after using the LKPD.

THE DEVELOPMENT HANDOUT Nypa fruticans Wurmb. (Nipah) IN MANGROVE AREA COASTAL OF SUNGAI RASAU AS ENHANCEMENT FOR BIODIVERSITY CONCEPT IN SENIOR HIGH SCHOOL

Handouts are part of learning resources with all forms of material used to assist educators in carrying out learning activities. The development of locally based teaching materials is carried out to improve student understanding and learning outcomes. One of the environmental uses is to assess the local potential in the school environment. The diversity of plants in the mangrove area is quite large and one of them is Nipah. The research and development aim to analyze the development of the Wurmb Nypa fruticans Handout. (Nipah) in the Sungai Rasau Mangrove Area as an ingredient for enriching biodiversity for high school students. The development model uses Tessmer (1998) to the stage of self-evaluation and expert review. The research and development method used the development steps of the handout, the data analysis of the validity of the Nypa fruticans Wurmb plant handout. by using the validity score formula which includes 3 aspects of feasibility, namely aspects of content feasibility, presentation feasibility and language assessment. The results of the assessment of the validity of the handouts that were developed were stated to be very valid by obtaining an average score on the aspect of content feasibility, namely 91.20%, the average score in the aspect of feasibility of presentation was 95%, and the average score on the aspect of language assessment was 88.46% so that the handouts that have been developed can be used as material for enriching the concept of Biodiversity in SMA.

NEED ANALYSIS OF INSTRUCTIONAL MEDIA WITH ESQ NUANCE AS SUPLEMENT IN SENIOR HIGH SCHOOL

The 2013 curriculum encourages students to be more active and independent when getting information about learning materials. Therefore, teachers are required to be able to increase students' learning motivation, one of which is by developing learning media that can attract students' learning interest. The purpose of this study was to see the needs of students for learning media with ESQ nuances about bacteria as a supplement to biology teaching materials for class X science SMAN 2 Payakumbuh. This type of research is descriptive quantitative research. The method used to collect data was done through distributing questionnaires to class XII students and interviewing two teachers, namely a biology teacher and an Islamic religious education teacher. In addition, the daily test results obtained by students were also used as data in this study. The results of the study revealed that students had difficulty in understanding biology learning about bacterial material due to the difficulty of observing micro learning objects plus less supportive learning media where the images on the learning media were of very low quality and colorless. This results in a lack of student motivation in participating in the learning process. For that we need a learning media that is easy to understand and has high quality images so that it can be studied independently by students.