PENERAPAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN AKTIVITAS BELAJAR DAN HASIL BELAJAR BIOLOGI SISWA

<p class="5abstrak">This study aims to improve student activity and learning outcomes by using the Problem Based Learning (PBL) model in the XI grade of Mathematics and Natural Sciences at Veterans 1 Sukoharjo in the 2018/2019 academic year. This type of research is Classroom Action Research (CAR) which consists of 3 cycles, each cycle including planning, implementing, observing, reflecting. Data collection techniques using 1) observations, 2) assessment tests, 3) student observation sheets and 4) documentation. The results showed that the learning activities of cycle I were 21%, cycle II 60%, and cycle III 86%. Learning outcomes show that the first cycle was 47% (11 students), second cycle was 65% (15 students), and third cycle was 83% (19 students). Based on the results of the study it can be concluded that the PBL model can increase learning activities and biology learning outcomes in class XI students of Veterans 1 Sukoharjo.</p><p class="5abstrak"><em> </em></p><p class="5abstrak"><strong><br /></strong><strong></strong></p>

PENINGKATAN KUANTITAS DAN KUALITAS PERTANYAAN PESERTA DIDIK MELALUI PENERAPAN MODEL PROJECT BASED LEARNING PADA PEMBELAJARAN BIOLOGI

<p><em>This research aimed to enhance quantity and quality of student’s questions </em><em>in biology </em><em>at grade X MIPA 1 of</em><em> </em><em> SMAN 7 Surakarta academic year 2014/2015 through the implementation of project based learning.</em><em> </em><em></em></p><p><em>This research was a Classroom Action Research which consisting of planning, acting, observing, and reflecting. Subject of the research was grade X MIPA 1 of SMAN 7 Surakarta academic year 2014/2015, consisting of 28 students.</em> <em>Data were collected through observation, interview, and video recording, then its collected based on revised Bloom’s Taxonomy. Data were analyzed describe qualitatively. Data were validated using triangulation methods. Research procedure using spiral model.</em></p><p><em>The result of the research showed that quantity and quality of student’s questions enhance from Preaction, Cycle I, and Cycle II. Quantity of student’s questions enhance from 24 to </em><em>180</em><em> questions.</em> <em>Quality of students’ questions enhanced from the factual, conceptual, and procedural dimension at the C1, C2, and C3 become the factual, conceptual, procedural and metacognition dimension at the C1, C2, C3, C4, C5, and C6.</em><em> </em><em></em></p><p><em>Based on the data analysis result, it can be concluded that the implementation of project based learning is able to enhance quantity and quality of student’s questions</em><em> in biology</em><em> at grade X MIPA 1 of SMAN 7 Surakarta academic year 2014/2015.</em></p>

Memperbaiki Kemampuan Argumentasi Siswa Kelas XI melalui Teknik Bertanya Guru dan Argumentative Assessment

<strong>Abstrak</strong>. Argumentasi merupakan tujuan utama dari pendidikan sains karena dapat melibatkan siswa dalam praktik sains yang kompleks di mana siswa menggagas dan menjustifikasi klaim pengetahuan. Penelitian bertujuan untuk mengetahui perubahan kemampuan argumentasi siswa kelas XI setelah penerapan teknik bertanya guru dan <em>argumentative assessment</em>. Penelitian dilaksanakan selama tiga siklus dengan teknik teknik bertanya guru dan <em>argumentative assessment</em>. Subjek penelitian adalah kelas XI MIPA berjumlah 36 siswa yang dipilih berdasarkan metode <em>purposive sampling</em>. Siswa dibagi menjadi dua kelompok<em>, Low achievement</em> dan <em>High achievement</em> berdasarkan hasil belajar tengah semester. Data yang dianalisis adalah pertanyaan yang disampaikan guru kepada siswa, respon siswa terhadap pertanyaan guru dan hasil jawaban siswa terhadap <em>argumentative assessment</em> yang diberikan guru. Analisis data menggunakan rubrik penilaian level argumentasi yang dikembangkan oleh Osborne, Erduran, &amp; Simon dan modifikasi peneliti dengan skoring level argumentasi. Hasil penelitian menunjukkan adanya perubahan dan peningkatan kemampuan argumentasi siswa setalah diterapkan teknik bertanya guru dan <em>argumentative assessment</em>. Perubahan yang ditunjukkan adalah siswa mampu mengemukakan <em>evidence</em> dan <em>reasoning</em>. Siswa yang termasuk dalam <em>Low achievement</em> dan <em>High achievement</em> mengalami perubahan dalam berargumentasi.