The purpose of this study was to develop a textbook on Embryology and Animal Reproduction based on the research on the development of mouse embryos by adding DEET (Diethyltoluamide) that was appropriate and validated by material, media and language experts. This research is a development study of textbooks on animal embryology and reproduction based on the results of research on the development of mouse embryos by adding DEET. The development of this textbook refers to the 4D model developed by Thiagarajan, et al. (1974) which consisted of 4 stages, namely Define, Design, Development, and Disseminate, which were modified to be adapted to this study. This development research produced a textbook on Embryology and Animal Reproduction based on research on the development of mouse embryos by adding proper DEET and validating it by material, media and language experts.
Vertebrate zoology lectures during the COVID-19 pandemic brought about a transformation from face-to-face lecture systems to online self-learning. Students with various learning styles experience difficulties in studying vertebrate zoology courses. The purpose of this study was to analyze the learning difficulties of the COVID-19 pandemic zoology vertebrate course as a whole and based on student learning styles. This research was conducted at the University of PGRI Madiun and IKIP Budi Utomo in May 2020. The number of respondents was 140 students of the Biology Education Department. This type of research is qualitative research with a survey method. The instrument used was a questionnaire analysis of vertebrate zoological learning difficulties using the google form. Data were analyzed descriptively qualitatively. The results showed that the learning difficulties of students, in general, were related to the understanding of scientific names as much as 71% and the fulfillment of teaching materials as much as 51%. The learning difficulties of students with a visual learning style consisted of understanding scientific names (69%) and the fulfillment of teaching materials (57%). The learning difficulties of students with auditory learning styles consist of understanding scientific names (81%). The learning difficulties of students with the kinesthetic learning style consisted of understanding scientific names (67%). This study concludes that students' difficulties are dominated by understanding scientific names and the availability of teaching materials.
This article is the result of virtual learning research with research subjects of two groups of students and aims to determine the effectiveness of metacognitive learning so that the components of metacognition in solving problems can be analyzed. The research begins with a pre-test followed by virtual learning and ends with post-test and metacognition questionnaires. During the post-test, students' activities in solving them were observed through awareness, evaluation, and regulation while the metacognition questionnaire consisted of questions about metacognition components. The results of the data analysis show that students who do metacognition, their learning outcomes increase so that there is a relationship between the components of metacognition and the ability to solve problems. This relationship is expressed by the correlation coefficient rxy = 0.419 with the regression equation y = 61.02 + 0.287x. This means that each metacognition independent variable can increase the average problem solving dependent variable by 0.287 units. Statistically, metacognitive learning is quite effective in solving problems. Based on these final results it can be recommended that virtual learning with a metacognitive model can be used as a new way and becomes a strong motivation for students to improve their ability to solve problems. Keywords: effectiveness, metacognition questionnaire homogeneous, interpretation, virtual learning. AbstrakArtikel ini merupakan hasil penelitian pembelajaran virtual dengan subjek penelitian dua kelompok mahasiswa dan bertujuan untuk mengetahui efektivitas pembelajaran metakognitif sehingga komponen metakognisi dalam memecahkan masalah dapat dianalisis. Penelitian diawali dengan pre-test yang dilanjutkan dengan pembelajaran virtual dan diakhiri dengan pemberian post-test dan angket metakognisi. Selama post-test, diamati aktivitas mahasiswa dalam menyelesaikannya melalui kesadaran, evaluasi, dan regulasi sedangkan angket metakognisi berupa pertanyaan tentang komponen metakognisi. Hasil analisis data menunjukan mahasiswa yang melakukan metakognisi, hasil belajarnya meningkat sehingga ada hubungan antara komponen metakognisi dengan kemampuan menyelesaikan masalah. Hubungan tersebut dinyatakan oleh koefisien korelasi rxy = 0,419 dengan persamaan regresi y = 61,02 + 0,287x. Hal ini berarti bahwa setiap variabel independen metakognisi dapat meningkatkan rata-rata variabel dependen pemecahan masalah sebesar 0,287 satuan. Secara statistika pembelajaran metakognitif cukup efektif dalam pemecahan masalah. Berdasarkan hasil akhir tersebut dapat direkomendasikan bahwa pembelajaran virtual dengan model metakognitif dapat digunakan sebagai cara baru dan menjadi motivasi yang kuat bagi mahasiswa untuk meningkatkan kemampuan dalam menyelesaikan masalah. Kata kunci: angket metakognisi, efektivitas, homogen, interpretasi, pembelajaran virtual.
Student worksheet is one example of teaching material. Through LKS, students can be helped in the learning process. The resulted of observations on teaching materials in school showed that the teaching materials used still cannot accommodate an effective learning process. So it was necessary to develop teaching materials in the form of student worksheets. Developed worksheets accommodated learning models, one of them was Problem Based Learning (PBL). This type of research was a research development with the 4D model (Define, Design, Develope, and Disseminate). This research was limited to the develope stage. The number of worksheets described in this study were 2: PBL based PBL models on the XI grade motion system material of SMA Negeri 1 Kambera and PBL based PBL models on Class XI IPA Food Digestion System material. The results showed that the assessment of LKS 1 by material experts was 84%, media experts were 91%, and teachers / field practitioners were 92.5%. LKS 2 by 79.4% material experts, 86.5 media experts and 90% field teachers / practitioners. So that as a whole meets the criteria very well / very decent.
The purpose of this study was to analyze the needs of the Embryology and Animal Reproduction textbook integrated with the results of research on developing mouse embryos with the support of DEET (Diethyltoluamide). This research is research Descriptive quantitative with a gradual revision defines the Thiagarajan development model. Data collection techniques are done by distributing questionnaires, observations, and interview. The results showed 80% of abstract animal embryology and reproduction materials, 80% of teaching materials were less attractive, 85% were difficult to understand, 80% of images were minimal and 85% were teratologies in developing difficult animals. Analysis of the need for textbooks shows that there is no embryology and animal reproduction textbook as a result of research on developing mouse embryos with the help of DEET (Diethyltoluamide).
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