The purpose of this research is to analyze the improvement of students' naturalist intelligence through outdoor activities on plant morphology learning, to analyze the difference of result between pre test and post test on plant morphology learning, and to reveal students� response to the application of plant morphology learning. The research method used is a weak experimental research design with the one-group pretest-posttest design. This study used only one experimental class given treatment to assess the effect of the treatment, without comparison with the control class. The instrument used is questions of naturalist intelligence. The results of this research are: 1) There is a difference of result between pre test and post test on student's naturalist intelligence before and after plant morphology learning using outdor activities; 2) There is improvement of students' naturalist intelligence through outdoor activities learning; 3) Positive response came from students on the application of outdoor activites learning.Keywords: naturalist intelligence; outdoor activities; plant morphology.
Higher order thinking skill (HOTS)-based learning tools prepared by teachers are often not optimally prepared in learning activities, especially in online learning, so there are still many teachers who are not optimal in compiling higher order thinking skill (HOTS)-based learning tools. This study aims to analyze (1) the Learning Process Plan (RPP) based on higher order thinking skills (HOTS) during the covid-19 pandemic, (2) the implementation of learning based on higher order thinking skills (HOTS) during the covid-19 pandemic. , (3) evaluation of higher order thinking skill (HOTS) based learning during the covid-19 pandemic. The type of research used is descriptive qualitative. The research subject is a biology teacher in class XI of SMAN 2 Kuningan. The object of research includes lesson plans, implementation of learning, and evaluation of learning. Data collection techniques consist of observation and documentation. Data analysis through credibility test, transferability test, dependability test, and confirmability test. The results of this study indicate that (1) the Learning Process Plan (RPP) is based on higher order thinking skills (HOTS) during the covid-19 pandemic with a good category, (2) the implementation of learning is based on higher order thinking skills (HOTS) during the pandemic. covid-19 with a very good category, (3) the evaluation of learning has been based on higher order thinking skills (HOTS) during the covid-19 pandemic with a good category. Keywords: Higher Order Thinking Skill (HOTS), learning tools, online learning, Perangkat pembelajaran berbasis higher order thinking skill (HOTS) yang disusun oleh guru sering kali tidak dipersiapkan secara maksimal dalam kegiatan pembelajaran terutama dalam pembelajaran daring, sehingga masih banyak guru yang belum maksimal dalam menyusun perangkat pembelajaran berbasis higher order thinking skill (HOTS). Penelitian ini bertujuan untuk menganalisis (1) Rencana Proses Pembelajaran (RPP) yang berbasis higher order thinking skill (HOTS) di masa pandemi covid-19, (2) pelaksanaan pembelajaran yang berbasis higher order thinking skill (HOTS) di masa pandemi covid-19, (3) evaluasi pembelajaran berbasis higher order thinking skill (HOTS) di masa pandemi covid-19. Jenis penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitiannya guru biologi kelas XI SMAN 2 Kuningan. Objek penelitian meliputi RPP, pelaksanaan pembelajaran, dan evaluasi pembelajaran. Teknik pengumpulan data terdiri observasi dan dokumentasi. Analisis data melalui uji credibility, uji transferability, uji dependability, dan uji confirmability. Hasil penelitian ini menunjukkan bahwa (1) Rencana Proses Pembelajaran (RPP) sudah berbasis higher order thinking skill (HOTS) di masa pandemi covid-19 dengan kategori baik, (2) pelaksanaan pembelajaran sudah berbasis higher order thinking skill (HOTS) di masa pandemi covid-19 dengan kategori sangat baik, (3) evaluasi pembelajaran sudah berbasis higher order thinking skill (HOTS) di masa pandemi covid-19 dengan kategori baik. Kata Kunci : Higher Order Thinking Skill, perangkat pembelajaran, pembelajaran daring.
Penelitian ini dilatarbelakangi oleh pembelajaran yang masih dilakukan di dalam kelas saja, mahasiswa merasa terkungkung dalam ruangan kelas demi mancapai tujuan pembelajaran, padahal proses pembelajaran diharapkan menekankan pada pemberian pengalaman langsung untuk� �mengembangkan kompetensi� �agar menjelajahi� �dan� �memahami�� alam� �sekitar secara ilmiah. Adapun tujuan dari penelitian� ini� adalah� untuk� menganalisis �penggunaan �LKM �Berbasis �Masalah pada Outdoor Activities terhadap Multiple Intelligences Mahasiswa. Dalam penelitian ini populasi yang diambil adalah seluruh mahasiswa tingkat 1 biologi FKIP UNIKU tahun ajaran 2016-2017 sebanyak 115 mahasiswa. Sedangkan sampel yang diambil secara purposive sampling adalah 1 kelas ekperimen berjumlah 28 mahasiswa. Adapun metode yang digunakan adalah weak experimental atau eksperimen lemah dengan desain penelitian The One-Group Pretest-Posttest Design. Data yang diperoleh dianalisis dengan menggunakan uji t,� diperoleh� hasil �0,000� lebih� kecil� dari� 0,05. �Dengan� demikian� H1� diterima, artinya terdapat peningkatan�� �Multiple Intelligences mahasiswa melalui penggunaan LKM berbasis masalah pada Outdoor Activities.Kata Kunci : LKM Berbasis Masalah, Outdoor Activities, Multiple Intelligences
Tujuan penelitian ini adalah untukmenganalisis perbedaan hasil antara tes awal dan tes akhir pada kemampuan pemecahan masalah sebelum dan sesudah pembelajaran biokimia berbasis Student Center Learning (SCL), menganalisis pengaruhpembelajaran Student Center Learning (SCL)terhadap kemampuan pemecahan masalah mahasiswa, dan mengungkap respon mahasiswa terhadap penerapan pembelajaran biokimia berbasisStudent Center Learning (SCL) terhadap kemampuanpemecahan masalah mahasiswa.Metode penelitian yang digunakan dalam penelitian ini adalah weak experimental atau eksperimen lemah dengan desain penelitian The One-Group Pretest-Posttest Design(Fraenkel,2007).Dalam penelitian ini hanya menggunakan 1 kelas eksperimen yang diberikan perlakuan untuk menilai pengaruh dari perlakuan tersebut, tanpa dibandingkan dengan kelas kontrol.Instrumen yang digunakan adalah soal kemampuan memecahkan masalah berisi indikator yang telah ditentukan dan angket respon mahasiswa. Hasil dari penelitian ini yaitu 1)Terdapat perbedaan hasil antara tes awal dan tes akhir pada keterampilan pemecahan masalah sebelum dan sesudah pembelajaran biokimia berbasis Student Center Learning (SCL) dengan rata-rata indeks gain 18,3 dan hasilnya lebih besar dari KKM yaitu 84,8 > 65. 2)Terdapat pengaruh yang signifikan dari pembelajaran biokimia berbasis Student Center Learning (SCL) terhadap kemampuan pemecahan masalah dan penguasaan konsep mahasiswa. 3)Tingkat ketuntasan pemecahan masalah mahasiswa sebesar 70,8 %. 29,2% mahasiswa belum mencapai ketuntasan belajar. 4)Respon positif dari mahasiswa terhadap penerapan pembelajaran biokimia berbasis Student Center Learning (SCL). Kata kunci: Biokimia, Kemampuan Pemecahan Masalah, Pembelajaran Berbasis SCL.
This study aims to analyze the pedagogical competence in pre-service biology teacher. pre-service biology teacher is usually trained to manage the learning process through micro-teaching activities. learning exercises through micro-teaching are important to help train the pedagogical competence in pre-service biology teacher. One way that micro-teaching can develop the pedagogical competency in pre-service biology teacher to the maximum is by integrating it with the lesson study. This study uses action research. Lesson Study research was carried out in 2 cycles in three stages each cycle, namely Plan (development of lesson plans, media and teaching materials), Do (implementation of lesson study) and See (continuous reflection.). The results of the study can be concluded that the pedagogical competency in pre-service biology teacher through lesson study has increased in the moderate category. In the indicator of the ability to plan and the ability to carry out learning there is an increase from the level of partial competence to competence, and the ability to evaluate there is an increase from needing to improve to being competent. This explains that the implementation of lesson study has a positive impact on improving the pedagogical ability and professionalism in pre-service biology teacher at FKIP, Kuningan University.
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