ABSTRAKPenelitian ini bertujuan untuk menyelidiki hubungan antara variabel sikap, kemandirian belajar dan gaya belajar dengan hasil belajar kognitif biologi. Penelitian ini merupakan penelitian ex post facto.Instrumen penelitian berupa angket yang digunakan untuk memperoleh data sikap, kemandirian belajar, dan gaya belajar siswa. Dokumentasi, digunakan untuk memperoleh nilai hasil belajar kognitif biologi. Pengumpulan data sikap, kemandirian, dan gaya belajar siswa dilakukan melalui pemberian angket (kuesioner) kepada siswa. Data hasil belajar kognitif siswa diperoleh dari nilai ulangan semester. Data dianalisis dengan menggunakan analisis statistik inferensial dengan uji korelasi product moment, regresi sederhana dan berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang positif antara: (i) sikap siswa dengan hasil belajar kognitif Biologi, dengan nilai korelasi sebesar 0,621, (ii) kemandirian belajar siswa dengan hasil belajar kognitif Biologi, dengan nilai korelasi sebesar 0,579, (iii) gaya belajar siswa dengan hasil belajar kognitif Biologi, dengan nilai korelasi sebesar 0,577, (iv) sikap, kemandirian belajar dan gaya belajar siswa dengan hasil belajar kognitif Biologi.Kata kunci: sikap, kemandirian belajar, gaya belajar, hasil belajar kognitif PendahuluanProses pendidikan terdiri dari 3 unsur dasar yakni input-proses-output. Input yang dimaksud yaitu siswa dengan berbagai latar belakangnya. Proses yaitu kegiatan pembelajaran yang didalamnya mencakup pemberian dan pemahaman materi oleh guru kepada siswa. Output merupakan hasil telaah yang telah dicapai meliputi kognitif, afektif dan psikomotorik. Diantara ketiga unsur tersebut, proses pembelajaranlah yang nantinya akan menentukan baik tidaknya kemampuan dan hasil belajar siswa.Keberhasilan proses pembelajaran tentunya akan dipengaruhi oleh berbagai faktor baik dari lingkungan sekolah, keluarga ataupun dari siswa itu sendiri. Siswa sebagai orang yang sedang belajar dan berkembang memiliki keunikan dan karakter masing-masing dalam proses pembelajaran. Keunikan yang dimiliki membuat siswa memiliki respon yang berbeda dalam memahami suatu pelajaran. Baik dari segi sikap ataupun gaya belajar yang menunjang keberhasilan belajarnya.Fakta yang diperoleh peneliti bahwa di SMA Negeri 1 Ajangale belum pernah dilakukan penelitian tentang sikap, kemandirian dan gaya belajar siswa. Selain itu diperoleh informasi bahwa sebagian siswa menganggap pelajaran biologi itu susah karena materinya begitu banyak, harus dihapal serta identik dengan bahasa latin yang membosankan. Saat proses pembelajaran berlangsung di kelas sebagian besar siswa hanya duduk diam dan mendengar penjelasan oleh guru serta keliatan kurang bergairah dalam mengikuti pembelajaran. Ini merupakan sikap siswa yang kurang baik saat proses pembelajaran berlangsung.Sikap siswa berperan sebagai penunjang dalam mencapai suatu tujuan pembelajaran. Sikap dipengaruhi perasaan pendukung atau tidak mendukung terhadap suatu objek. Terdapat banyak asumsi bahwa ada hubungan yang positif antara sikap siswa denga...
Differences in the accumulation of heavy metals lead and cadmium in water, sediments and mangrove organs (roots, stems and leaves) found in the waters of Tulehu, Maluku Province. Samples were taken from three observation stations, namely stopping ships that are not operating (station 1), Tulehu harbor (station 2) and Control (station 3). Pb and Cd were analyzed using Atomic Absorption Spectrophotometer. Pb and Cd content in sediments is higher than in water. The highest Pb and Cd content is found in the stems then in the roots and leaves (stems> roots> leaves). Mangroves are one of the aquatic organisms that have the ability to absorb heavy metals in the aquatic environment. Key words: Mangrove, Pb, Cd, Heavy Metal
<span>This study aimed to analyze the effect of conventional, Problem-Based Learning (PBL), Numbered-Head Together (NHT), and integrated PBL-NHT learning models on the low- and high-ability students’ critical thinking. This quasi-experimental study used a pretest-post-test nonequivalent control group design with a four-by-two factorial pattern. The analysis results showed that learners’ critical thinking was impacted by learning models implemented in the classroom and influenced by the interaction between the learning models and learners’ academic abilities. There was no difference in critical thinking among low-ability students who were taught with PBL, conventional, and integrated PBL-NHT, but a difference was found in students taught using NHT. There was no difference in critical thinking between high-ability students taught with conventional and NHT instruction, but there was a difference between students taught with PBL and integrated PBL-NHT instruction. To foster critical thinking, pupils with low academic ability should be taught using NHT, whereas those with high academic ability should be taught using PBL or an integrated PBL-NHT approach.</span>
This quasi-experimental study aimed to examine the effectiveness of four learning models, namely Problem Based Learning; Numbered Heads Together; their combination; and conventional in improving students’ metacognitive skills. The study employed a pretest-posttest non-equivalent control group with the design of a 4 x 2 factorial pattern. The study population consisted of 1.050 tenth graders from all public senior high schools spread in Jeneponto Regency. A random sampling method was used to select 198 students: 87 (43.94%) were males, and 111 (56.06%) were females. Students’ metacognitive skills were measured by performance on an essay test conducted in the beginning and at the end of research activities. Data analysis was performed using descriptive and inferential statistics. The results showed that students’ metacognitive skills could vary when they were exposed to different learning models. The students’ metacognitive skills were also affected by their academic abilities. Findings of the present study suggested that the integrated PBL and NHT was the best combination of learning models that can be used to improve upper academic ability students’ metacognitive skills.
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