Kompetisi Sains Nasional (KSN) memberikan peluang bagi siswa untuk berkompetisi dalam bidang ilmu pengetahuan dan teknologi. Kegiatan ini merupakan agenda tahunan yang diselenggarakan oleh Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan. Kegiatan Program pendampingan ini bertujuan untuk memberikan pemantapan dan pendalaman materi biologi SMA, yang meliputi: (1) Biologi Sel Molekuler, Mikrobiologi, dan Bioteknologi, (2) Anatomi dan Fisiologi Tumbuhan, (3) Anatomi dan Fisiologi Hewan, (4) Genetika dan Evolusi, (5) Etologi, (6) Ekologi, dan (7) Biosistematik pada program pembinaan olimpiade Biologi bagi siswa terseleksi tingkat kota/kabupaten. Metode yang digunakan adalah menerapkan strategi kontekstual, melalui metode praktik terbimbing dengan pemecahan masalah yang dihadapi siswa peserta olimpiade mengenai pemahaman dan kedalaman materi KSN bidang biologi. Pelaksanaan kegiatan pelatihan ini bertempat di laboratorium pembelajaran FKIP Unila dan Aula Perpustakaan SMAN 5 Bandar Lampung yang dilaksanakan pada bulan Januari sampai dengan April 2020. Peserta kegiatan adalah siswa SMA yang telah terseleksi kegiatan KSN Biologi tingkat sekolah yang berjumlah 11 orang peserta. Hasil kegiatan pendampingan menunjukkan adanya peningkatan penerapan iptek bagi siswa yang terukur sebagai output melalui lolosnya peserta pada tingkat 4 dan 10 besar tahapan KSN Tingkat Provinsi Lampung. Hal ini membawa dampak peningkatan signifikan terhadap pemahaman siswa di SMAN 5 Bandar Lampung, yang sebelumnya belum pernah lolos kegiatan KSN Bidang Biologi pada tingkat Provinsi.
This study aims to obtain information about the level of science process skills skills of class VIII students during online learning on motion system material. The sample in this study was 161 class VIII students at SMP Muhammadiyah 3 Bandar Lampung for the 2020/2021 academic year. The research design used was Cross Sectional Ex Post Facto using Saturated Sampling technique. Methods of data collection using the method of tests, interviews, and questionnaires. Based on the results of research, the ability of science process skills carried out in online learning at SMP Muhammadiyah 3 Bandar Lampung belongs to the category "Enough" with a percentage of 46.85 %%. When viewed from the percentage of indicators, namely observing 33.13%, classifying 51.22%, predicting 58.74%, concluding 50.91%, and communicating 40.85%.
The purpose of this study was to determine the effectiveness of the PQ4R-based module to improve students’ critical thinking in elementary schools.This study uses a qualitative approach. This researchusing the One Group Pretest-Postest Design which is a form of the Pre-Experimental research method. This design uses one group. The population in the study were all students at SD Negeri Berundung. The sampling technique was using purposive sampling and the subjects of this study were students in class IV A at SD Negeri Berundung. Data collection was carried out using observation, interviews and tests. The results of the paired sample t-test were (Sig 0.01 <0.05) which means that there is a difference in the average student learning outcomes between pretest and posttest. The amount of increase using n-gain is 0.513 in the moderate category. Based on the results of the study it can be concluded that learning using PQ4R-based modules is effective for increasing students’ critical thinking.
The research objective was to explain the use of a written discussion skills assessment rubric on Whatsapp social media. This research is a qualitative descriptive study using literature review and survey methods. Respondents consisted of teaching staff in the Biology Education Study program. Data obtained using a questionnaire and google search application. The results obtained are 18 literatures regarding discussion as a learning method and as a skill, there are 4 articles that suggest face-to-face discussion assessment rubrics. The use of written discussion rubrics, namely 1) makes it easy for teachers to assess student learning activities; 2) provide directions for teachers to practice written discussion skills for students; and 3) provide an overview of the students' discussion skills.
Fathul Zannah 1*, Kamaliah 1 , Pramudiyanti 2 , Ayatusaadah 3 , Nurul Hidayati 1 1 Muhammadiyah University of Palangkaraya, Palangkaraya, 73111, Indonesia 2 Lampung University, Bandar Lampung, 35141, Indonesia 3 Palangkaraya State Islamic Institute of Religion, Palangka Raya, 73112, Indonesia
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