Learning style is a complex way that someone feels most effective and efficient in learning. David Kolb divides learning style into four groups, there are diverger, assimilator, converger, and accommodator. The research aimed to know the influence of David Kolb's learning style (diverger, assimilator, converger, accommodator) to students learning outcomes in Environmental Pollution. This research was conducted at 105 Senior High School of Jakarta on April -May 2016. The method that used in this research was Ex Post Facto with survey technique. The sample determination for each learning styles based on learning style groups that have less number of students. The sample that used for each learning styles was 11 students. Based on this research, these four learning styles have different average learning outcome. Prerequisite test showed that data normally distributed and homogenously. Based on the hypothesis test used one-way ANOVA, known that cognitive, affective, and psychomotor learning outcomes have Fcount > Ftable, so that H0 was rejected on 0,05 significant level. It means there is influence of David Kolb's learning style (diverger, assimilator, converger, accommodator) to students learning outcomes in Environment Pollution.Keywords : accommodator, assimilator, converger, diverger, learning styles, learning outcomes PENDAHULUANBelajar merupakan suatu proses yang kompleks yang terjadi pada diri setiap manusia sepanjang hidupnya. Dapat dikatakan belajar adalah proses atau usaha yang dilakukan setiap individu untuk memperoleh perubahan tingkah laku baik dalam bentuk pengetahuan, sikap, keterampilan, serta nilai-nilai positif yang didapatkan selama proses pembelajaran. Hal ini sesuai dengan pendapat Susilo (2009) yang menyatakan bahwa inti dari belajar adalah pengalaman, dan dengan bekal pengalaman ini individu pembelajar akan dapat berubah dari BIOSFER: JURNAL PENDIDIKAN BIOLOGI (BIOSFERJPB)
Green consumerism has been considered as one of promising movement in maintaining the environmental quality. This research aimed to describe the students’ pro-environmental behavior (PEB) as considerable as there learning outcome based on green consumerism. This survey research was conducted in State Junior High School 1 of South Tambun, Bekasi, West Java on July-August 2018. The sampling technique used was simple random sampling with 256 students. The subject was divided into two groups: 128 students from seventh grade who had not received environmental learning materials and 128 students from eighth grade who had received environmental learning materials. The data analysis used in this study was an independent t-test. The results of the t-test showed that there was no significant difference of PEB achievement between the two groups. In addition, notwithstanding that the average of the students’ environmental learning outcomes was 72.76, but there was as high as 78.60% of students’ achievement was classified below the standard value. Thus, teachers should evaluate the environmental materials used. It is expected that Biology subjects on environmental material can accommodate green consumerism concepts.
The analytical thinking skill is a part of the higher order thinking process. The analytical thinking skill is needed to solve a problem in learning process. The analytical thinking has 5 process, there are matching, classifying, analyzing errors, generalizing, and specifying. Group Investigation (GI) model is applied in learning to improve the analytical thinking skill of students in environmental pollution. This research aimed to determine the influence of applying Group Investigation (GI) model on student analytical thinking skill in environmental pollution. This research was held on second semester of academic year 2015/2016 on April until May 2016 in Labschool Kebayoran Junior High School. The kind of this research is a quantitative research with quasi experiment methods. The subject of this research is students in Class VII-B and VII-F Labschool Kebayoran Junior High School. The instrument which used are essay post-test with 15 questions and carried out-learning observations sheet. Based on the result of research, obtained the mean of the analytical thinking skills score test in experiment class is higher than control class, that is 78,46 > 69,43. The prerequisite test shows that data normally distributed and class groups derived from a homogenous population. The hypothesis test uses t-test on 0,05 significant level shows that there is an influence of applying Group Investigation (GI) model on student analytical thinking skill in environmental pollution.
Test is an activity used as indicators success of education that applies to all subjects including biology. Unfortunately, there are assumption that biology is a boring subject , too much memorizing, and that is not relevant for our life. It can increase the anxiety experienced by students during the tested. This study aimed to determine the relationship between test anxiety level and Learning Biology Motivation. This study was conducted in 21 Senior High School Jakarta on January until February 2016. Research method used in this study was correlational study. Population from this study were X MIA students. A total of 122 students used for this study were taken by Simple Random Sampling. Prerequisites tests data was homogeneous and normally distributed. Correlation test resulted -0,398 which means there was a relationship between test anxiety level with biology learning motivation level on X MIA Students 21 Senior High School Jakarta. Regulation test resulted Ŷ = 85.725 -0.312x, with X is test anxiety level and Y is biology learning motivation level. Determination coefficients resulted 0.159 that mean test anxiety have a contribution 15.9% determined learning motivation, while the other factor have a contribution too. Keywords : Test anxiety, biology learning motivation PENDAHULUANPendidikan merupakan salah satu unsur penting dalam pembangunan sebuah bangsa. Keberhasilan pendidikan sebagai sebuah proses ditunjukkan dari hasil belajar yang diperoleh melalui kegiatan evaluasi. Beberapa kegiatan evaluasi yang biasa dilakukan di sekolah mencakup ulangan harian, ujian tengah semester, sampai ujian akhir semester. Evaluasi tersebut berlaku untuk semua mata pelajaran termasuk Biologi.Biologi adalah salah satu mata pelajaran yang ada di sekolah menengah atas sebagai pendidikan sains. Dalam kenyataannya Biologi masih dipandang sebagai mata pelajaran yang menyulitkan. Siswa masih menganggap bahwa Biologi merupakan mata pelajaran yang membosankan, terlalu banyak hafalan, dan tidak relevan pada kehidupannya (Nugraini, 2015). Banyaknya materi yang harus dihafal dan pembelajaran yang cenderung membosankan membuat siswa menjadi tertekan dan dapat menyebabkan timbulnya kecemasan yang terakumulasikan pada saat tes (Zeidner, 2005).
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