The learning process of science requires teaching which gives students the opportunity to be active in direct experience learning and thinking about the problems in real-life. However, science learning method that is widely used so far only conventionally, so it has not accommodated students in providing direct experience and solutions to real life problems. In order to realize the science learning that allows students to build their own understanding of real life problems, suitable learning model is needed and one of which is project-based learning. This research was conducted to know the effectiveness of science project-based learning which is integrated with natural potential of Baruppu’ in Junior High School students’ environmental literacy skills. Sample consisted of 50 students in grade VII of SMPN 1 Baruppu’. Quasi-experimental with Non-equivalent Control-Group Design was used to know the effectiveness of learning model in student’s environmental literacy skills: cognitive skill and environmental affect components. The study design consists of two groups: 26 students of class VIIA as experimental group and 24 students of class VIIB as control group. Data collected consisted of scores that measured cognitive skill and scores from environmental affect survey. Data analysed utilizing an independent samples t-test to determine any differences in environmental literacy skills between experimental and control groups after treatment. The result showed that the science project-based learning which is integrated with natural potential of Baruppu’ was effective to promoted student’s environmental literacy skills.
The main goal of learning science today is the realization of learners who are literate in science. Unfortunately, Indonesian scientific literacy skill is still low based on the assessment of OECD for three evaluation periods. Therefore this study aims to produce an electronic-based learning system in learning science using LMS Chamilo which is intended to enhance students’ scientific literacy skills. This study is research and development (R & D) using the ADDIE model. Research findings indicated that (1) the Chamilo-based e-learning was feasible to implement in biology teaching based on experts judgment with a total score of 3.83 (very good) from environmental material expert and 3.22 (good) from learning media expert; (2) the Chamilo-based e-learning was accepted very well by users with a total score of 3.78 (very good) from biology teachers and 3.36 (very good) from students; (3) the Chamilo-based e-learning was effective in enhancing students’ scientific literacy skills with n gain score of 0.74 (high criteria). Based on the results, it can be concluded that Chamilo-based e-learning is recommended to implement and to use in the biology learning process.
The study aimed to determine the level of Senior High school students’ problem-solving skills and to identify students’ problem-solving skills based on gender. This study was a descriptive study by using survey method. The population of this study was all of the eleventh-grade students from mathematics and natural science class in SMA N 1 Temanggung, SMA N 3 Temanggung, and SMA N 1 Pringsurat, with 191 students as the sample. The sampling technique was cluster sampling. Data collection was conducted by providing a question in the form of problem-solving essays. The score category level to analyze student’s problem-solving skills level and inferential statistics with independent sample t-test to analyze problem-solving skills based on gender. The result of the study showed that (1) the problem-solving skills level of Senior High school students in Temanggung mostly in the moderate category, (2) there is a significant difference of problem-solving skills in students based on gender. Female students have higher problem-solving skills than male students.
This study was aimed to develop Biology teaching kits using Self Regulated Learning (SRL)-based strategy in senior high schools that have been validated and tested. The study was carried out by using the development strategy of Borg and Gall. The subjects were the tenth grade students of SMA Negeri 1 Sentolo in the academic year of 2014/2015. The data for the validation process and the implementation of the teaching kits were collected through questionnaires and observations. The data of the validator assessment were analyzed using the categorization formula and Borich formula. The data on the try-out were analyzed using the paired sample test. The findings were in the form of teaching kits product for Bryophyta materials for the tenth grade students. The teaching kits had been validated theoretically by experts and teachers, the lesson plans had been validated and simulated, and the teaching kits and research instruments had been tried out in a small scale and implemented in the field. Keywords: teaching kits, Self Regulated Learning (SRL) strategies PENGEMBANGAN DAN IMPLEMENTASI PERANGKAT PEMBELAJARAN BIOLOGI DENGAN STRATEGI SELF REGULATED LEARNING (SRL) Abstrak: Tujuan penelitian pengembangan ini adalah dihasilkannya perangkat pembelajaran biologi berbasis Self Regulated Learningdi SMA yang telah tervalidasi dan teruji. Metode penelitian menggunakan strategi pengembangan Borg dan Gall. Subjek penelitian perangkat pembelajaran adalah siswa kelas X SMAN 1 Sentolo. Teknik pengumpulan data dalam proses validasi dan implementasi perangkat pembelajaran menggunakan angket dan observasi. Data penilaian validator dianalisis dengan rumus kategorisasi, sedang persamaan validator terhadap lembar validasi menggunakan rumus Borich. Data hasil uji coba dianalisis dengan paired sample test. Hasil penelitian berupa produk perangkat pembelajaran pada materi tumbuhan lumut di kelas X SMA. Perangkat pembelajaran tersebut telah divalidasi secara teoretis yang dilakukan oleh ahli dan guru, rencana pelaksanaan pembelajaran tertentu telah diuji secara terbatas keterbacaan dan disimulasikan, perangkat pembelajaran dan instrumen penelitian telah diuji coba terbatas dan lebih luas. Kata kunci: perangkat pembelajaran, strategi self regulated learning
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