Pengaruh Penerapan Model Pembelajaran Group Investigation (Gi) Terhadap Kemampuan Berpikir Analisis Siswa Pada Materi Pencemaran Lingkungan

Suryanda, Ade; Azrai, Eka Putri; Wari, Nares

doi:10.21009/biosferjpb.9-2.6

Cited by 21 publications

(20 citation statements)

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“…Students with high motivation have realized the importance of learning and knowledge that they have acquired. As teacher uses PBL model, the teacher gives the freedom to students to discover who they are as learners (30)(31)(32)(33)(34)(35). So students with high motivation will certainly be easier to adapt to the application of this model and its impact can then provide the students with the ability to think better.…”

Section: Effect Of Interaction Based On the Calculation Resultsmentioning

confidence: 99%

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Rini¹,

Adisyahputra²,

Sigit³

2020

ujer

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Background: Critical thinking is an important thing possessed by the students as an order thinking skills which support independent and research-based learning for students. One attempt to fulfill the scientific learning process is conduct a project-based learning by taking into account the motivation and learning styles of students. This study aimed to identify the effect of project based learning, motivation, and visual, auditory and kinesthetic (VAK) learning styles on high school students' critical thinking skills of the ecosystem topic. This research used quasi-experiment with 2x2x3 factorial design. Research was conducted on high school students in grade 10th in Jakarta as many as 348 students were taken by simple random sampling technique. Data was collected by a motivation and VAK learning style questionnaire and critical thinking skills test. Data was analyzed by General Linear Model Uni-variate ANOVA at α = 0.05. The whole group had a normal distributed and homogeneous data. The results showed that (1) there is the significant effect of the Project-based learning on students' critical thinking skills, (2) motivation affects students' critical thinking skills, (3) VAK learning style does not affect students' critical thinking skills, (4) the interaction between the two independent variables was fitted (learning models*motivation , learning models*VAK learning styles , and motivation * VAK learning style)and does not affect student's critical thingking skills, and (5) interaction model of learning , motivation , and learning styles affect the students' critical thinking skills. Based on the results above, students' critical thinking ability can be improved through the project-based learning by taking into several factors such as students' motivation and learning styles.

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Section: Effect Of Interaction Based On the Calculation Resultsmentioning

confidence: 99%

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Rini¹,

Adisyahputra²,

Sigit³

2020

ujer

View full text Add to dashboard Cite

show abstract

“…The difference in the average value showed the influence of the group investigation learning model on Students HOTS on the topic of environmental pollution. The group investigation learning model was a cooperative learning model that was deliberately designed to train students to think critically and creatively in solving an environmental problem [17,18]. This student activity was included in constructivism, the teacher gives the opportunity to students to find ideas in learning.…”

Section: Resultsmentioning

confidence: 99%

Group Investigation Model in Environmental Learning: An Effect for Students' Higher Order Thinking Skills

Komala¹,

Lestari²,

Ichsan³

2020

ujer

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Group investigation is a learning model that emphasizes the ability to think of students through group activities to investigate specific problems or topics. Solving problem needs an Higher Order Thinking Skills (HOTS). This is because the problem needs to be solvedwith problem analysis and evaluation, based on the competency of the students. Through this model, students can be directly involved in solving the problems encountered. This study aimed to determine the effect of the group investigation learning model on students' HOTS in environmental learning for the topic of environmental pollution. The method used in this research was an experiment with a post-test only control group design. The sample of the research was 10 th grade students selected by simple random sampling. The results of the study showed that t-count> t-table, which could be interpreted as an effect of the group investigation learning model on students' HOTS. The group investigation learning model made students more active and exercised their ability to analyze students. The conclusion of this study was that there was an influence in students' HOTS on the use of the group investigation model.

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“…This is because environmental knowledge and environmental problems in studying biology can produce students' self-awareness of the environment. A person's awareness to the environment depends on the knowledge of the environmental problem and everyone must be responsible for their respective environment (Chander & Muthukrishnan, 2015;Chuang & Huang, 2018;Istiana & Awaludin, 2018;Juhanda & Maryanto, 2018;Lee, Sung, Wu, Ho, & Chiou, 2018;Suryanda, Azrai, & Wari, 2016).…”

Section: Resultsmentioning

confidence: 99%

Environmental responsibility and pro-environmental behavior: Biology undergraduate students’ profile

Sigit

Azrai

Heryanti

et al. 2019

JPBI

Self Cite

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Environmental responsibility is a crucial aspect which determines the environmental solving problems in term of enhancing the pro-environmental behavior. This study aimed to examine the relation between the environmental responsibility and pro-environmental behavior of the undergraduate students. The sampel of this descriptive correlational study was 106 students of biolgy education department which was taken randomly. This study showed that the undergraduate students were in high criteria of environment responsibility (ER). This was represented by feeling guilty which was the highest percentage and followed by responsibility feeling and responsibility judgment respectively. In addition, the undergraduate students were in positive pro-environmental behavior (PEB). The regression model was y = 23.876 + 0.623x; while ER contributed as high as 22.1% to the undergraduate student’s PEB. This implied that to improve the undergraduate student’s PEB is by strengthening their ER.

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Pengaruh Penerapan Model Pembelajaran Group Investigation (Gi) Terhadap Kemampuan Berpikir Analisis Siswa Pada Materi Pencemaran Lingkungan

Cited by 21 publications

References 0 publications

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Boosting Student Critical Thinking Ability through Project Based Learning, Motivation and Visual, Auditory, Kinesthetic Learning Style: A study on Ecosystem Topic

Group Investigation Model in Environmental Learning: An Effect for Students' Higher Order Thinking Skills

Environmental responsibility and pro-environmental behavior: Biology undergraduate students’ profile

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