<p class="5abstrak">This research aims to increase the scientific literacy and decrease the student’s misconception in class X MIA 6 of SMAN 1 Karanganom by applying e-module based on the concept of Problem Based<em> </em>Learning (PBL). The type of the research is a classroom action research which consist of two cycles. Each cycles applied: planning the learning activity, then implementing those plan, next was observing the students’ activity and finally complimenting the whole activities during a cycle. The research subject is the students of class X MIA 6 at SMAN 1 Karanganom. There are 11 boys and 23 girls. The data validation used triangulation method. The data of the research were obtained by formulating the test, the observation and the interview. The obtained data were analyzed using the descriptive technique. The results of the research showed the implementation of e-module based on the concept of PBL decrease the students’ misconception on the ecology subject with the explanation: the population concept decreased 21%, the comunity concept run into reduction 22%, the ecosystem concept went down 21% and the ecology concept in ‘Science, environment, technology, and society’ context reduced 26%. The analysed result also indicated that the scientific literacy has increased 20.6%. The result of the research evidenced that implementation of <em>e</em><em>-module</em><em> </em>based on the concept of PBL could increase the scientific literation and decrease the students’ misconception on the ecology subject.</p><p class="5abstrak"> </p><strong>Keywords</strong>: <em>E-module</em><em> </em>with based <em>Problem Based Learning</em>, misconception, scientific literacy
This study aims to develop virtual laboratory learning media based on discovery learning of the immune system and to determine the feasibility of a virtual laboratory learning media based on discovery learning of the immune system. This study is a research and development adopting the 4-D device development model. In this study the design of the 4-D development was modified into 3 steps (3-D) namely Define, Design, and Develop. The study was conducted at one of the state high schools in Sragen Regency. The research subjects were divided into two, namely limited trial subjects and field trials determined using simple random sampling. The data was analized by using qualitative and quantitative techniques. The results of the study stated that virtual laboratory media based on discovery learning of immune system was created by using adobe animate CC 2017 with a design concept writing, images, animation, and video with characteristics of discovery learning models and virtual laboratory media based on discovery learning of immune system feasible to be used in learning based on validity tests from several experts with a very valid level of validity.
Penelitian ini bertujuan untuk mengetahui: (1) apakah ada perbedaan keefektifan antara teknik paired storytelling, jigsaw, dan konvensional dalam meningkatkan kompetensi berbicara siswa, (2) teknik pembelajaran berbicara yang paling efektif antara ketiga teknik penelitian itu dalam meningkatkan kompetensi berbicara siswa kelas VIII SMP Negeri 3 Sleman. Penelitian ini menggunakan jenis penelitian eksperimen semu dengan nonequivalent control-group design. Hasil penelitian menunjukkan bahwa: (1) Ada perbedaan keefektifan antara teknik paired storytelling, jigsaw, and konvensional itu dalam meningkatkan kompetensi berbicara siswa dengan nilai F sebesar 3,532 dan signifikan dengan P < 0,05, yaitu sebesar 0,033, dan (2) teknik paired storytelling adalah teknik keterampilan berbicara yang paling efektif diantara ketiga teknik itu dalam meningkatkan kompetensi berbicara siswa kelas VIII SMP Negeri 3 Sleman dengan mean tertinggi sebesar 74,3492. Kata kunci: teknik paired storytelling, teknik jigsaw, teknik konvensional, kompetensi berbicara
Abstract. Muzzazinah, Suratman, Nurmiyati, Ariani SRD. 2021. Morphological and anatomical characters variation of Indigofera accessions from Java, Indonesia. Biodiversitas 22: 2104-2116. The objective of this research was to evaluate morphological and anatomical character variation of Indigofera accessions from Java, Indonesia. A total of 15 accessions from three species of Indigofera were collected from centers of Batik manufacturing in Java located in the following locations: West Java (Pangandaran), Yogyakarta (Bantul, Kulonprogo), Central Java (Sragen, Sukoharjo, Karanganyar) and East Java (Tuban). There were 14 tested morphological characters based on measurement of vegetative and generative organs. Anatomical characters were observed from paradermal sections and there were 12 tested characters. Analysis of variance was performed for observed morphological and anatomical characters data in order to test the significance of variation among accessions using SPSS software. The characters' mean values then were used to perform principal component analysis and cluster analysis using PAST software. A cluster analysis was conducted by applying an Unweighted Pair Group Method with Arithmetic Averages (UPGMA) in order to group the accessions based on morphological and anatomical character similarity. The analysis of variance for the evaluated morphological and anatomical characters revealed highly significant differences among accessions for all of the tested characters suggesting that there was a high degree of phenotypic diversity among Indigofera accessions. Principal component analysis indicated that the first 2 components accounted for 90.72 % and 88.96 % of the total variation for morphological and anatomical data sets, respectively. Cluster analysis using morphological characters data revealed three main clusters. Four main clusters were then highlighted in cluster analysis of the anatomical character data. The grouping of the accession into clusters showed that there was no correlation between ecological habitat origin and the character diversity expressed among Indigofera accession. However, accessions that came from the same species had the tendency to cluster together.
The purpose of the research to determine effect of the use of Module-Based Research on Learning Model of Think Pair Share and Group Investigation to Understanding of Concept and Metacognition Ability of 10th Grade Students at SMA Negeri 1 Boyolali 2013/2014 Academic Year. This research was quasi experiment research which use Pretest-postest Nonequivalent control group design. The research population was all students of 10th Grade at SMA Negeri 1 Boyolali 2013/2014 Academic Year. The sample is taken by using Cluster Random Sampling method, in order to obtain 4 class experimental and 1 control class with the same capabilities. Experimental class is a class with treatment of different learning, namely TPS + module-based research, GI + module-based research, TPS, GI, and one class as a control. Data was collected using a multiple-choice test, test description, and observation sheets. Hypothesis testing using Anacova test. The research concluded that there are significant differences to understanding concept of students as a result of the use Think Pair Share and Group Investigation with module-based research. Results for metacognition abilities showed no significant difference from the treatment that used, namely TPS + module-based research, GI + module-based research, TPS, GI towards metacognitive abilities of of 10th Grade Students at SMA Negeri 1 Boyolali 2013/2014 Academic Year. LATAR BELAKANGPendidikan merupakan suatu proses yang mengikuti perubahan dan perkembangan jaman. Pendidikan berperan dalam berbagai aspek kehidupan seperti membantu meningkatkan potensi dan kemampuan peserta didik yang dikembangkan melalui proses belajar. Belajar menurut Hilgard adalah "learning is the process by which an activity originates throught training procedures (whether in laboratory or in natural environtments) as distinguished from changes by factor not attributable to training" (Riyanto, 2010). Makna belajar menurut Hilgard adalah latihan untuk melakukan sesuatu, sehingga yang bersangkutan menjadi berubah. Perubahan pada diri seseorang yang ditunjukkan dalam berbagai bentuk seperti perubahan pengetahuan, kecakapan, pemahaman sikap dan tingkah laku serta segala aspek yang ada pada individu melalui proses pembelajaran.Proses pembelajaran dipengaruhi berbagai faktor salah satunya adalah media atau sumber belajar yang mendukung terjadinya proses belajar, sehingga tujuan dari proses pembelajaran tercapai. Sumber belajar merupakan segala sesuatu yang memudahkan peserta didik dalam memperoleh sejumlah informasi, pengetahuan, pengalaman, dan keterampilan melalui proses belajar mengajar. Contoh sumber belajar menurut Wiryokusumo dan Mustaji (1989)
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