This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Abstrak. Artikel merupakan kajian literatur yang membahas mengenai karakterisktik sistem reproduksi manusia sebagai materi pembelajaran. Materi sistem reproduksi manusia seringkali dianggap tabu untuk diajarkan, terutama di Indonesia. Tujuan dari kajian literatur pada artikel ini adalah menganalisis karakteristik materi sistem reproduksi manusia, media pembelajaran pada sistem reproduksi manusia, keterkaitan antara guru dengan pembelajaran sistem reproduksi manusia, asesmen untuk menilai pemahaman siswa terhadap materi sistem reproduksi manusia, dan cara pemberdayaan pembelajaran sistem reproduksi manusia. Metode yang digunakan adalah pengkajian tentang literatur yang berkaitan dengan karakteristik materi sistem reproduksi manusia, literatur yang dikaji berasal dari tahun 2010 hingga 2022 yang berasal dari jurnal bertaraf nasional dan internasional. Hasil pengkajian literatur adalah diperlukan pemberdayaan dengan inovasi pada bahan ajar dan bentuk penilaian yang digunakan dalam materi sistem reproduksi manusia.Abstract. The article is a literature review that discusses the characteristics of the human reproductive system as a learning material. The material of the human reproductive system is often considered taboo to teach, especially in Indonesia. The purpose of the literature review in this article is to analyze the material characteristics of the human reproductive system, learning media in the human reproductive system, the relationship between teachers and human reproductive system learning, assessments to assess students' understanding of human reproductive system material, and how to empower human reproductive system learning. The method used is an assessment of literature related to the material characteristics of the human reproductive system, the literature studied is from 2010 to 2022 from national and international journals. The result of the literature review is that empowerment is needed with innovations in teaching materials and forms of assessment used in the material of the human reproductive system.
Penelitian ini bertujuan untuk mengidentifikasi dimensi pengetahuan terapan, dimensi proses berpikir tingkat tinggi yang dapat dicapai, dan dimensi pengetahuan yang mendukung kemampuan berpikir tingkat tinggi siswa dalam pembelajaran biologi materi bakteri. Dimensi pengetahuan yang diterapkan di sekolah adalah faktual, konseptual, dan prosedural. Dimensi keterampilan berpikir tingkat tinggi (HOTS) meliputi menganalisis (C4), mengevaluasi (C5), dan mencipta (C6). Penelitian ini merupakan penelitian kualitatif dengan metode survei. Survei dilakukan dengan menyebarkan link google form karena situasi pandemi. Hasil survei digunakan untuk memperoleh data tentang HOTS dari tiga dimensi pengetahuan materi bakteri. Pengorganisasian data dilakukan dengan koding, menurut Saldana dengan cara jumper selama 3 siklus. Hasil proses berpikir tingkat tinggi siswa melalui tiga dimensi pengetahuan dari tiga siklus yang telah dilakukan yaitu: menganalisis (C4) sebesar 55,6%, mengevaluasi (C5) sebesar 46,91%, dan mencipta ( C6) adalah 39,51 %.Identification of knowledge dimensions that promote student's higher thinking skill in senior high school. This research aims to identify the dimensions of applied knowledge, the dimensions of higher order thinking processes that can be achieved, and the dimensions of knowledge that support students' higher order thinking skills in learning biology of bacterial material. The dimensions of knowledge that are applied in schools are factual, conceptual, and procedural. The dimensions of higher order thinking skill (HOTS) includig analyze (C4), evaluate (C5), and create (C6). This is a qualitative research with a survey method. The survey was carried out by spreading the google form link due to the pandemic situation. The survey results were used to obtain data about the HOTS from three dimensions of knowledge on bacterial material. Organizing data was carried out by coding, according to Saldana by means of jumpers for 3 cycles. The results of the students' highorder thinking process through the three dimensions of knowledge from the three cycles that have been carried out are: the analyzing (C4) was 55.6%, the evaluating (C5) was 46.91%, and the creating (C6) was 39.51 %.
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