Practicality of handout based on guided discovery method in process evaluation and learning outcomes of biology

Nerita, Siska; Hartati, Yulia Sri; Maizeli, Annika; Afza, Aulia

doi:10.1088/1742-6596/1157/2/022081

Cited by 5 publications

(6 citation statements)

References 2 publications

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“…According to Nerita et al, (2019), handout had a crucial role in increasing students' understanding. It was a learning resource that provided content or material in a clear and with the sentences that were simple to comprehend.…”

Section: Discussionmentioning

confidence: 99%

Developing A Student Handout of English Material for Grade Eight

Pratiwi

2022

JULIET

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This study aimed to develop a student handout as an English material for eighth grade and to know the validity and practicality of it. A handout was one form of teaching material that could be used and could support the learning process. This study was a research and development. The model of research and development used was the 4D development model proposed by Thiagarajan which has been modified into 3D by Wati (2012). 3D model only consists of three main steps, that are Define, Design, and Development. The results of the study showed that the student handout has been developed by following the steps of the development model which was used. Through validation by two material expert validators, the validity result of the initial design of student handout has obtained the average score percentage from validator 1 was 84.72% with very valid category and from validator 2 was 75% with valid category. In a limited trial, the practicality result of the student handout reached to average score percentage of students’ responses was 82.24% with very practical category, so that the final product of student handout is obtained.

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Section: Discussionmentioning

confidence: 99%

Developing A Student Handout of English Material for Grade Eight

Pratiwi

2022

JULIET

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“…Teachers who act as facilitators and supervisors in the learning process should be able to activate and involve all students in the learning process. As in several other studies that have successfully used the discovery method, such as discovery method in biology at university (Wilke & Straits, 2001), and the use of guided discovery in high school (Nerita et al, 2017(Nerita et al, , 2019.…”

Section: Indirect Teachingmentioning

confidence: 96%

“…At the second and third meetings, learning is done by the discovery learning method. So that the syntax in the implementation of learning adapted to the model used, including the provision of stimulus, identification of problems, collecting data, processing data, proving, concluding (Nerita et al, 2019;Schwarzman & Buckley, 2019). This method is one of the recommended ones in the 2013 curriculum.…”

Section: Indirect Teachingmentioning

confidence: 99%

Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

Juanda¹,

Maulida²,

Gloria³

et al. 2021

JPSI

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The sophistication of technology and access to information in the twenty-first century pushed education providers to transform preparing students to face a more challenging future. Effective and relevant teaching and learning strategies are needed in biology learning to meet the needs of future generations. Therefore, this study aims to observe the biology learning process in one of senior high school. A qualitative research approach with an observation method was used in this study. This research was conducted in class X SMA N 1 Tanjung, Brebes, Central Java. Data collection techniques used in this study are observation check list, questionnaires, and interviews. Observation of the biology learning process carried out focused on the lesson plan document, learning process, and interviews as well as student and teacher questionnaires on the biology learning process. The data collection process was carried out 3 times. The results obtained from this study indicate that teachers already know the demands of the curriculum and the needs of the 21st century. This can be seen from the of lesson plans made by the teacher. However, other findings from this study are, the skills of teachers in implementing the lesson plan with discovery learning methods are still not optimal. Learning activities undertaken have not yet led to the provision of student skills needed in 21st century. This research is expected to be used as a reference for improving the process of learning biology

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“…Handout merupakan bahan ajar tertulis berupa materi pendukung yang disusun secara kontekstual dan memotivasi peserta didik untuk mengintegrasikan antara pemahaman kosep dan fakta (Wulandari et al, 2016). Penggunaan handout bagi peserta didik memberikan manfaat kepada mereka untuk dapat memahami konsep materi pembelajaran secara utuh karena tata bahasa handout yang sederhana serta praktis untuk digunakan saat proses pembelajaran (Nerita et al, 2006).…”

Section: Validasi Siswa Terhadap Handoutunclassified

Handout Biologi Berbasis Potensi Lokal Pantai Ujong Blang untuk Siswa SMK Perairan dan Kelautan

Annisha

Ibrohim

Rochman³

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: The aim of the paper is to know the validity and practicality of handout biology based on local potential of Ujong Blang beach. This study adapted the ADDIE model of research & development. The validity of handout is known from the experts’ validation score, while the practicality is known from the student's response. The results showed that the validation scores of media and material experts and practitioners had a high level of validity value (mean> 90) so that was categorized as highly valid. While the test readability by students also showed highly valid level of the handout validity Based on the results, it can be concluded that the biology handout based on local potential of Ujong Blang Beach developed more feasible to implement in class XI of SMK in the learning process to improve critical thinking skills, conceptual understanding, and environmental attitude.Abstrak: Tujuan penelitian ini yaitu untuk mengetahui kevalidan dan kepraktisan handout biologi berbasis potensi lokal pantai Ujong Blang. Penelitian ini mengadaptasi model penelitian & pengembangan ADDIE. Kevalidan handout diketahui dari skor validasi para ahli, sedangkan kepraktisan diketahui dari respon siswa. Hasil penelitian menunjukkan bahwa skor validasi ahli media, ahli materi dan praktisi lapangan memiliki tingkat nilai validitas tinggi (rerata > 90) sehingga dikategorikan sangat valid. Sementara itu, uji keterbacaan oleh siswa juga menunjukkan tingkat nilai validitas sangat valid terhadap handout. Berdasarkan hasil tersebut, maka dapat disimpulkan bahwa handout biologi berbasis potensi lokal pantai Ujong Blang yang dikembangkan layak diimplementasikan lebih lanjut kepada siswa kelas XI SMK dalam proses pembelajaran untuk meningkatkan keterampilan berpikir kritis, pemahaman konsep, dan sikap peduli lingkungan.

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Practicality of handout based on guided discovery method in process evaluation and learning outcomes of biology

Cited by 5 publications

References 2 publications

Developing A Student Handout of English Material for Grade Eight

Developing A Student Handout of English Material for Grade Eight

Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

Handout Biologi Berbasis Potensi Lokal Pantai Ujong Blang untuk Siswa SMK Perairan dan Kelautan

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