Masalah pokok yang di analisis dalam penelitian ini adalah Pembelajaran Berbasis Masalah (PBM) berbantuan kunci determinasi dapat meningkatkan keterampilan berpikir kritis siswa SMA, metode yang dilakukan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilakukan sebanyak dua siklus dengan masing-masing siklus terdapat dua pertemuan. Dari PTK tersebut di dapat hasil yang menunjukan bahwa terdapat peningkatan rata-rata berpikir kritis yaitu dari 62,89 (siklus I) menjadi 73,42 (siklus II), begitupun dengan setiap indikator pada berpikir kritis terjadi kenaikan, yaitu: indikator memberikan penjelasan dasar mengalami peningkatan sebesar 0,06 (kategori rendah), indikator membangunketerampilan dasar mengalami peningkatan sebesar 0,9 (kategori tinggi) dan indikator menyimpulkan mengalami peningkatan sebesar 0,4 (kategori sedang). Peningkatan ini di hitung berdasarkan rumus gain. Jadi dapat disimpulkan bahwa pembelajaran berbasis masalah berbantuan kunci determinasi dapat meningkatkan berpikir kritis siswa SMA.
The problem of learning in mathematics is because students always look at mathematics is complicated and usually exacerbated by the use of minimal learning aids. It needs to be given a fun learning solution for students to have the motivation and willingness to learn mathematics. One of them is contextual learning. This research wants to see the extent to which contextual learning can improve student learning motivation. This study uses qualitative research with the type of action research class (PTK) using the implementation cycle to see increased motivation and student learning outcomes. The results showed an increase in the motivation percentage of learning to study as a whole for each indicator of the first cycle of 62, 89% to 73.42% motivation to study in cycle II for learning outcomes experienced Increase in high category with gain Sebsar 0.71. Based on the data, it has been noted that with contextual learning, it can improve student motivation and learning outcomes.
Pemahaman konsep biologi sangat diperlukan dalam pengintegrasian alam dan teknologi dalam kehidupan sehari-hari, jika pemahaman konsep sudah kuat, siswa dapat mengembangkan dan memahami konsep yang lebih tinggi. Namun terkadang siswa mempunyai pemahaman konsep yang berbeda dengan konsep yang diterima secara ilmiah dan hal tersebut akan menyebabkan miskonsepsi. Tujuan penelitian ini adalah untuk mengetahui ada tidaknya miskonsepsi pada siswa dan sub konsep apa yang paling banyak mengalami miskonsepsi pada materi sistem reproduksi. Untuk menghitungtingkat miskonsepsi metode Certainty of Response Index (CRI)dengan subyek penelitian adalah siswa kelas XI SMA 2 Cikampek. Data yang di dapat menunjukkan siswa mengalami miskonsepsi untuk beberapa sub konsep. Miskonsepsi tertinggi ada pada subkonsep menstruasi, yaitu sebesar 32,5% sedangkan terendah ada pada subkonsep pembentukan gamet sebesar 10%. Hal tersebut dikarenakan siswa menginterprtasikan sendiri pemahaman sebuah materi berdasarkan buku teks yang dibaca dan penjelasan dari guru.
21st century education produces culture for the principals of teachers, students and the environment to integrate technology, pedagogy, and content mastery (TPACK) into a single entity. One way to achieve learning goals that are in line with 21st century learning that is also a form of industrial revolution 4.0 is laboratory-based learning and integration of IT use in science learning. The purpose of this research is to find out the best formulation in the use of technology that can be considered in laboratory-based learning. Many options to implement the application of technology in laboratory-based learning including virtual lab, remote lab and MBL. This study used the Systematic Literature Review (SLR) method. It is used in this article will illustrate the advantages and disadvantages of each type of technology commonly used in science-based laboratory learning in the world. Therefore, the role of teacher / educator is important to design and select the right technology in building learners' knowledge. Based on the results of each analysis Technology (virtual lab, remote lab and MBL) is not perfect, it needs modification in order that the learning objectives, the use of technology and the local conditions can work optimally. Educators need to emphasize that what is more important is that learning activities are not located within the mastery of computer technology but in their educational practices.
The quality of education is a direct consequence of a change and development of learning at this time. To optimize learning that requires students to have science process skills and creative thinking (in accordance with 21st-century demands) it is necessary to develop more varied learning media. One way is to develop a problem-based open Worksheet that allows students to add information about a material systematically with reference to problem-based learning by covering several stages, including orienting students to problems, organizing students to learn, guiding individual investigations or group, develop and present data, and analyze and evaluate work results. That is expected to improve the skills mentioned above.
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