This study aimed to find out the significant effect of Argument-Driven Inquiry (ADI) learning model, student's academic ability, and the interaction between learning models and academic ability of the students’ argumentation skills. The population was all students of class VIII MTs Negeri 1 Bandar Lampung. The Samples were students of class VIII A and VIII B selected from the population by random cluster sampling technique. This study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The instrument used was argumentation skills test on the material motion systems in humans. The data were statistically analyzed using Ankova test and test Significant Difference (LSD) respectively at 5% significance level. The results showed that the learning ADI model, academic ability, and the interaction between the ADI model and academic abilities significantly influenced argumentation skills with significant value of each were 0,000; 0.007; and 0.038.
The purpose of this study was to analyze students' biology learning outcomes towards the achievement of basic competencies in biology materials at senior high school and to evaluate the implementation of online biology learning for teachers and students in order to achieve the expected competencies. The research design used an ex post facto design, with the population being all state senior high school students in the city of Bandar Lampung in a different distribution of sub-district locations represented based on the equivalent level of school accreditation. Samples were taken from a population consisting of: SMA N 2 Bandar Lampung, SMA N 5 Bandar Lampung, and SMA N 7 Bandar Lampung. The acquisition of quantitative data in the form of learning outcomes values on the subject matter of plantae, qualitative data in the form of analysis of the results of a questionnaire intended for teachers and students. Interviews were conducted to obtain secondary data in the form of descriptive data carried out by teleconference. The result showed that there was a significant difference in learning outcomes in online classes compared to face-to-face classes (p 0.05). The dominant online learning application used is using google classroom which is already based on the Learning Management System (LMS). As many as 74.1% of students stated that online learning limits interaction and communication with friends and teachers regarding subject matter. Therefore, the results of this study prove that the biology learning outcomes of students carried out online based on LMS have a significant effect, but the interaction, collaboration and communication between students during the learning process become an obstacle.
The existence of laboratory activities in or outside the room can facilitate students in visualizing the imagination to be real. This study aims to determine the effect of using practicum methods on the students' representation ability and cognitive learning outcomes on the subject matter Classification of Living Things. This research was conducted at Junior High School 26 Bandar Lampung. The method uses a quasi-experimental method with Pretest-Posttest Non-Equivalent Control Group Design. A random sampling technique took the sample in this study, and the research subject uses class VII A as experiment class and VII B as a control class. The data in this study are quantitative data that were analyzed using the Independent sample t-test. Based on the results of this study, the effect of practicum methods on the students' representation ability is level 1, and 2 before the treatment then increases to levels 3, 4, and 5 after the practicum with the student answers that have made elements representation such as tables, graphs, icons, and images. Therefore, practicum methods can be used by science educators to facilitate students in conceptual understanding by using elements of representation.
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