This research including development research (Research and Development) aims to develop powerpoint-based learning media. The subjects in this study were students and fifth grade teachers of SD Negeri Gaddong I, Bontoala, Makassar. The development model used in this study is the Dick & Carey development model which consists of 5 stages: (1) the needs analysis phase, (2) the product development design stage, (3) the product development stage, (4) the product evaluation and revision stage , (5) Final product. This powerpoint-based learning media has carried out a trial process consisting of one-on-one trials of 11 people, small group trials of 21 people and class trials of 34 students. Powerpoint-based learning media that have been developed have been validated by experts and have been revised so that they can get results that are suitable for use in learning.Research data analyzed with descriptive method shows that powerpoint-based learning media developed are valid and effective. The trial was conducted in three stages, namely one-on-one trials, small group trials and class group trials to see the validity and effectiveness of the powerpoint-based learning media that had been developed. It is said to be effective because it meets the criteria with the results (1) the results of the validation of the media and the material are very good, (2) the teacher's response to the learning media is very good (3) the students' responses to the learning media are very good (4) the activities of students in the learning process are very active , ( 5) student learning outcomes improve. Thus, the results of this study can be used and developed in the learning process, especially in students of Gaddong I Elementary School, Bontoala District, Makassar City. As the implications obtained from this study, it is recommended that researchers interested in developing further research be expected to examine the limitations of this study.
The learning strategy used in the lecture process is currently oriented towards mastering the concept, and has not attempted to empower students’ metacognitive skills. This research was a quasi-experimental study that aims to find out the influence of PBLRQA strategy on the metacognitive skills of students with different academic achievement in the study of animal physiology. This study used a pretest-posttest non-equivalent control group design. The sample of this study was the third year biology students as many as 115 people distributed in 4 groups. The experimental group was taught by using PBLRQA strategy and the control group was taught by traditional learning, each represented by two classes. Student cognitive retention is measured by essay questions. The research data were analyzed using descriptive and inferential statistics with two-ways covariate analysis (ANCOVA). The results showed that the score of metacognitive skills of students taught by PBLRQA increased by 55.23% from pretest to posttest, while those taught by traditional learning increased by 44.91%. The results of hypothesis testing showed that learning strategies, academic achievements, and interaction of both affect student metacognitive skills. The PBLRQA-upper academic achievement strategy’s metacognitive skills differ significantly by 18.65% from the PBLRQA-lower academic achievement, while conventional-upper academic achievement learning strategies differ significantly by 10.02% from the conventional-lower academic achievement. Based on the results of the study, it was concluded that PBLRQA strategy could empower students’ metacognitive skills with different academic achievement.
Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis dan pemahaman konsep IPA siswa pada kelas yang diajar menggunakan model PBL dengan kelas yang diajar tanpa menggunakan model PBL pada siswa kelas V SDN 30 Sumpangbita. Pendekatan penelitian yang digunakan adalah kuantitatif dengan jenis penelitian eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas V SDN 30 Sumpangbita Kecamatan Balocci, Kabupaten Pangkep. Teknik sampling menggunakan sampel jenu, jadi semua populasi dijadikan sebagai sampel. Teknik pengumpulan data menggunakan metode tes berupa pre-Test dan Post-test. Teknik analisis data yang digunakan adalah Uji Independent Sampel Test, yang sebelumnya diuji prasyarat yaitu normalitas dan homogenitas. Hasil penelitian ini menunjukkan Hasil uji Independent Sampel Test post test diperoleh nilai Sig. sebesar 0,000. Dimana 0,000 < 0,05 maka
Kemampuan berpikir kritis dalam kehidupan sehari-hari, khususnya dalam dunia pendidikan. Kemampuan berpikir kritis merupakan kemampuan yang harus dimiliki oleh peserta didik agar dapat menganalisis, mengevaluasi, dan mengambil keputusan yang berkualitas. Model pembelajaran inkuiri dianggap dapat meningkatkan kemampuan berpikir kritis peserta didik. Oleh karena itu Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terhadap kemampuan berpikir kritis pada peserta didik kelas V sekolah dasar. Metode penelitian yang digunakan adalah metode eksperimen dengan Desain penelitian kaitannya dengan penelitian Quasi Eksperimental Design ini digunakan dalam bentuk Nonequivalent Control Group Design. Populasi penelitian adalah seluruh murid kelas V SD Inpres Perumnas Antang III yang berjumlah 96 siswa, dengan sampel sebanyak 34 siswa yang dibagi dalam kelompok eksperimen dan kelompok kontrol. Hasil penelitian menunjukkan bahwa skor rata-rata keterampilan berpikir kritis kelas eksperimen (80,59), dan skor rata-rata keterampilan berpikir kritis kelas kontrol sebesar (70,00), Sedangkan hasil uji t diperoleh nilai Sig. 0,001 < 0,05, hal tersebut Dapat disimpulkan bahwa model pembelajaran inkuiri berpengaruh positif terhadap kemampuan berpikir kritis peserta didik kelas V sekolah dasar.
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