The purpose of this study was to find out students' perception of the teaching skills of field practice biology teachers (PL) at SMAN 1 Bukittinggi. This research is descriptive research. The sampling technique used is Random Sampling, where each class is sampled for 20% of the total number of students. Thus from the population of mipa students in grade X and XI SMAN 1 Bukittinggi in the 2018/2019 school year amounted to 273 students spread across 8 locally, sampled by 20% of 56 students. The data obtained is processed using percentage technique (%). Based on the analysis of data obtained from the results of the study, it is known that students' perception of the teaching skills of field practice biology teachers in SMAN 1 as a whole is good with a percentage of 82.25%. While reviewed from each sub-variable described as follows: 1) Skills of opening and closing learning with a percentage of 85.14%, good category; 2) Skills managing classes with a percentage of 77,68%, category is quite good; 3) Reinforcement skills with a percentage of 74,25%, the category is quite good; 4) Skills guiding small group discussions with a percentage of 79,51%, a pretty good category; 5) Questioning skills with a percentage of 82.71%, good category; 6) Skill explaining with percentage 81.28, good category; 7) Skills held variasai with a percentage of 79.21%, the category is quite good; 8) Teaching skills of small groups and individuals with a percentage of 78,20%, the category is quite good; 9) Skills to develop and use learning media with a percentage of 82.42%, good category; 10) Esq developing skills with a percentage of 78.42%, the category is quite good.
Teachers carry out practical activities not yet using practicum guides. Practical activities carried out by teachers have tended to only provide instruction. This is because the school does not yet have a practical guidebook. Difficulties are also faced by students, because students do not know what practical activities will be carried out and cause a lack of preparation of students in practicing. This study aims to produce a practical guide based on Collaborative Teamwork Learning on life organization system material for class VII students in SMP in Bonjol Subdistrict, Pasaman Regency, which is valid. The type of development research (Develpomental research), the development model in the form of a descriptive procedural model which outlines the steps that must be followed to produce the product. The data collection technique used was a validation sheet questionnaire. The validity of the Collaborative Teamwork Learning practicum test conducted by material experts and media experts from the validation results obtained a percentage value based on aspects of didactic requirements 83.33%, aspects of construct requirements 84.72%, aspects of technical requirements 82.29% and aspects of language requirements is 89.58%. The overall validity test results obtained a percentage value of 84.98% with valid criteria. based on the results of the validity test the practicum guide analysis developed was valid for use in practical activities.
Indonesia selalu mengalami perubahan kurikulum yang salah satunya yaitu kurikulum 2013. Perubahan kurikulum ini dilakukan pemerintah dengan tujuan perbaikan sistem pendidikan di Indonesia, dimana dalam kurikulum 2013 ini muncul berbagai pendapat atau tanggapan serta terjadi pro dan kotra dari berbagai pihak. Tujuan penelitian ini untuk mengkaji Persepsi dari setiap guru bidang studi Ilmu Pengatahuan Alam Sekolah Menengah Pertama di Kecamatan Lengayang Kabupaten Pesisir Selatan terhadap pelaksanaan Pendekatan Saintifik dalam kurikulum 2013. Jenis penelitian ini adalah deskriptif kualitatif. Populasi penelitian ini semua guru bidang studi Ilmu Pengatahuan Alam Sekolah Menengah Pertama di kecamatan lengayang dan yang menjadi sampel adalah guru bidang studi Ilmu Pengatahuan Alam yang sudah melaksanakan kurikulum 2013. Dalam pengumpulan data digunakan teknik observasi, wawancara, dan angket. Selanjutnya dianalisis menggunakan rumus persentase. Hasil penelitian ini menunjukkan bahwa persepsi guru bidang studi Ilmu Pengatahuan Alam Sekolah Menengah Pertama tentang pelaksanaan pembelajaran pendekatan saintifik dalam kurikulum 2013 tergolong cukup baik untuk penerapannya, namun masih terdapat kekurangan yaitu minimnya pelatihan yang diselenggarakan serta kurangnya sarana prasaran penunjang seperti alat-alat laboratorium yang kurang memadai.
The main objective of the 2013 Curriculum is the formation of student character. The character of students is inseparable from the development of students' attitudes themselves. The development and formation of student attitudes can be done through direct learning and indirect learning. This study aims to look at the content of attitudes in lesson plans and the implementation of attitudes in biology learning. The research method used in this research is descriptive method. The research sample was determined by purposive sampling technique. Data were obtained through documentation studies, learning observations, and student statement questionnaires. This research was conducted at the Piloting High School Curriculum 2013 Cluster three in the city of Bandung. The results showed that in general the content of attitude competence in the lesson plan was 48.21% with the less category. The low content of attitudes in the lesson plans and their implementation has implications for the formation of student attitudes in learning, as seen from the 18 attitudes observed, only five attitudes became student habits. It is feared that this situation will hinder the achievement of the objectives of implementing the 2013 Curriculum and the goals of national education to shape the character of students.
Based on the results of observations that researchers do in SMAN 1 Bonjol Pasaman district on April 21, 2014, the fact in the biology learning process has not run in accordance with expectations, where the implementation of learning is still focused on the teacher as a source of information. In addition, students are less motivated, less active in following the lesson because of the lack of interaction of students with teachers or students with students. This is because teachers provide learning materials using only lecture methods. Students just listen and record what the teacher explains so that students are less understanding of the material. If there is a teacher who asks only one or two students who answered and others prefer silence. Students who want to ask or answer teacher questions are only high-ability students, while low-ability students do not want to be actively involved in learning. The low affective ability of students is also determined by the initial knowledge of the students, The aim of this study was to comprehend effects of jigsaw cooperative learning model and early ability on affective ability in biology of class XI IPA students in education year 2015/2016. This quasi experiment studey used 2 x 2 factorial study design. Sampling technique used was purposive sampling, resulting in class XI IPA4 as experiment, and class XI IPA3 as control groups. The instrument used is the affective aspect score sheet. The study results showed that there was an effect of jigsaw cooperative study model on student’s affective ability, of those with high or low early ebilities.
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