This study aims to determine the effect of think pair share learning models using mind mapping media on the activities and cognitive learning outcomes of class X science students of SMAN 06 Bengkulu City. This type of research is a quasi-experimental design with Non-Randomized Design. Samples were taken from 2 classes of 4 classes by looking at the mean scores of students who are almost the same, namely class X Natural Sciences A as the experimental class and Natural Sciences B as a control class. The instrument used was in the form of student activity observation sheets and cognitive test questions. Based on scoring the results of the observation sheet of the experimental class student activity was higher than the control class that was 58.56 and the average posttest result was 85.69 while the observation sheet of the activity class of the control class was 53.97 and the average posttest result was 63.03. Student activity variable t-test results obtained Sig value of 0,000 <0.05 t-test results of student cognitive learning results obtained p-value of 0,000 <0.05, which means there are differences in activity scores and cognitive outcomes of students before and after the intervention of the learning model think pair share using media mind mapping. In conclusion, Think Pair Share learning model with Mind Mapping media has an influence on students' cognitive learning activities and outcomes. Keywords: activities, learning outcomes, mind mapping, think pair share
Utilization of problem based learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with problem based learning (pbl) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was a class XI student of SMAN 06 Bengkulu City with two groups namely experimental and control samples with each 36 people. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.
The effectiveness of learning is said to be successful if all learning can be fulfilled. One of them is learning motivation. Learning that can increase the effectiveness of learning and student motivation towards critical thinking skills is electronic learning with the google classroom application. E-learning can measure students' motivation to learn and their critical thinking skills. Students are considered successful when they achieve their learning goals. But in reality, students have not shown motivation and critical thinking skills. This is what makes learning activities less effective and efficient. Students tend to be lazy to think and express their opinions. During the learning process, students need to be motivated to be interested in learning, thinking and understanding the material. It is the responsibility of the lecturer to always innovate in the learning process in order to stimulate motivation and critical thinking skills. The purpose of this study was to determine whether there was an effect of learning effectiveness and motivation using google classroom on critical thinking skills in educational research methods courses. This type of research is a quasi-experimental research (quasi-experimental). The design used is the non-equivalent group design. The research population was all students of the fifth semester of Biology Education, which amounted to 65 students which were divided into 2 classes, while the sample was class A, which amounted to 35 people. The method of collecting data on the effectiveness of learning and motivation uses a questionnaire while the ability to think critically uses a test. Then the data were analyzed using the anacova test. Based on the results of the research through the anacova test, it can be concluded that the effectiveness of learning and motivation using google classroom has an influence on the critical thinking skills of the fifth semester students of FKIP UMB for the 2020/2021 academic year.
This study aims to describe the needs analysis of the development of an AR-based microbiology practicum guide on viral material. This type of research is the research and development (RD). The development model used in this research is to modify the 4D development model. The population in the study were students of the fifth semester of Biology Education, FKIP UMB and course lecturers. The instrument used is a needs analysis questionnaire for students and for course lecturers. The data were analyzed using descriptive analysis and the percentage of the number of answers given was divided by the total number of respondents multiplied by 100%. Based on the results of the study, it can be concluded that all students agree to develop an AR (microbiology practicum guideAugmented Reality)on virus material because it is important to use an AR-based practicum guide. In addition, based on the results of the analysis of the needs of the lecturers, the lecturers do not know or know the AR application. In addition, there is no specific microbiology practicum guide for AR-based virus material in the study program environment. The use of AR media-based practicum guides is one solution in understanding the content of the material, especially virus material. The thing that must be considered in the practicum guide is that the content and format must be complete and systematic so as to make it easier for students to understand the course of the practicum which contains materials, tools/materials, working methods to the format and reporting of results.
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