This research study aimed to know the effectiveness of portfolio assessment in microbiology course on students’ self-regulated and learning outcome. This research was the experimental research of the pretes-posttest group design. The sample was 44 students of Nondik Biologi 2013. Self-regulated questionnaire and learning outcome test were used to measure self-regulated and learning outcome of students. Data were analyzed by using independent sample t-test with SPSS statistics 21 program. The results show that: (1) Students’ self regulated learning that assessed by portfolio bigger than assessed by paper test (tcount=3,105, p<0,05), the average score of students’ regulated learning on experimental class (score 81) > students on control class (score 76); (2) Students’ learning outcome that assessed by portfolio higher than assessed by paper test (tcount=2,861, p<0,05), the average score of students’ learning outcome on experimental class (score 86) > students on control class (score 80); (3) Effect size portofolio assessment application on students’ self regulated and learning outcome is  93% dan 81%, for each. This study conclude that portfolio assessment application effective on students’ self regulated and learning outcome in experimental microbiology, State University of Medan.

This research aims to know the effectiveness of the implementation lesson plan inquiry contextual learning to improve higher order thinking skill of students in the lecture for microbiology. The lesson plan that was developed in the form of inquiry contextual learning model. Research and development includes three stages of research: study of the introduction, development of microbiology lesson plan, and free trial test implementation of lesson plan. Research instrument used to collect the data consists of sheets of validation by the material, design experts, and linguists, and test descriptions to measure higher order thinking ability. The data analysis used descriptive statistics. A preliminary study undertaken to 40 students who are currently attending microbiology stated that the need for planning learning microbiology devices applying active learning process based on inquiry contextual. Learning outcomes during this time is more dominant in the ability of low-level thinking included in the category of knowledge and understanding, it is necessary to design a microbiological learning that directs the thinking ability of high-level students, namely application, analysis, evaluation, and creation. The results of the trial were limited to 34 students of the experimental class and 35 control-class students found that the research hypothesis was accepted, meaning that the contextual inquiry-based microbiology learning tools had higher-order thinking than the traditional class.

This study aims to develop the design of contextual inquiry learning model to improve students' science process skills in microbiology lectures. The design of learning model developed in the form of contextual inquiry learning model. This Research and Development covers three stages of research that are: Needs analysis, Development of contextual inquiry learning model, and Trial of learning design. The research instruments used to collect data consisted of validation sheets by material experts, designers, and linguists, and a description test to measure the skills of the science process. It used descriptive statistics for data analysis. A preliminary study conducted on 40 students attending microbiology lesson indicated the need for microbiology teaching design which applies active learning process based on contextual inquiry. The results of a limited trial of 34 experimental class students and 35 control class students found that the research hypothesis was accepted, which means that contextual inquiry learning model of microbiology enhances students' process skills higher than conventional method.

Pembelajaran kooperatif merupakan sekumpulan strategi mengajar yang digunakan guru agar siswa saling membantu dalam mempelajari sesuatu. Oleh karena itu belajar kooperatif ini juga dinamakan “belajar teman sebaya.” Menurut Slavin [1], pembelajaran kooperatif, merupakan metode pembelajaran dengan siswa bekerja dalam kelompok yang memiliki kemampuan heterogen. Penelitian Situmorang [2] menunjukkan bahwa inovasi pembelajaran menggunakan media komputer dapat meningkatkan prestasi belajar mahasiswasebesar 82% dan meningkatkan daya ingat terhadap penguasaan materi pelajaran dibandingkan terhadap pembelajaran dengan menggunakan metode ceramah. Penelitian ini bertujuan untuk mendapatkan hasil yang optimal dalam penggunaan strategi pembelajaran kooperatif dengan media animasi komputer pada pelajaran kimia. Metode penelitian adalah metode eksperimen. Instrumen penelitian telah diuji validitas, daya beda, tingkat kesukaran dan reliabilitas. Teknik analisis yang digunakan teknik Analisis varians satu jalur (One Way Anova). Hasil penelitian menunjukkan hasil belajar kimia siswa menggunakan pembelajaran kooperatif yang diintegrasikan dengan media animasi komputer lebih baik secara signifikan.   Cooperative learning is a set of teaching strategies used by teachers, so students help each other in learning something. Therefore cooperative learning is also called "peer learning." Cooperative learning is a learning method with students working in groups that have various abilities. Previous research showed that learning innovation using computer media could increase student learning achievement by 82% and improve the memory of mastery of subject matter compared to learning by using the lecture method. This study aims to obtain optimal results in the use of cooperative learning strategies with computer animation media in chemistry lessons. The research method is the experimental method. The research instruments have been tested for validity, power difference, level of difficulty and reliability. The analysis technique used is the one-way analysis of variance analysis (One Way ANOVA). The results of the study showed that the chemistry learning outcomes of students using cooperative learning integrated with computer animation media were significantly better.

This study aims to determine the effect of the Process Oriented Guided  Inquiry Learning (POGIL) model on Science Process Skills (SPS), cognitive abilities and the correlation between SPS and students' cognitive abilities on the reaction rate concept. The sample in this study were 35 students of class XI SMA Negeri Seribu Bukit 2016/2017 academic year. The data was collected through observation and test. 20 multiple choice questions (alpha=0.81) were used to collect data of student’s SPS. While students' cognitive abilities were obtained by pre-test and post-test using 20 multiple choice questions (alpha=0.84). The distributed normally and homogeneously. The hypothesis was tested by using Paired Sample t-Test at a significance level of 0.05. Based on the data analysis and hypothesis testing carried out, there was a significant difference in the effect of the POGIL model on Science Process Skills (SPS), cognitive abilities and significant interactions between SPS and students' cognitive abilities on the material reaction rate, indicated by the value of each probability or sig. 0,000 0.05, so it can be concluded that the results of testing the hypothesis reject Ho or accept Ha at the 5% alpha level.