No abstract

One of the lessons that make students more active is cooperative learning. Cooperative learning is a way of learning in which students of all abilities work together in small groups to achieve goals. This model prioritizes student-centred learning and students can interact with their friends in solving problems. The cooperative model has several types, including the cooperative model, Number Head Together. Concept Mapping was first developed by Tony Buzan, a mathematician, psychologist and researcher. Concept Mapping helps students to improve learning outcomes. Sampling using purposive sampling technique. while the sample in the study consisted of 2 classes, namely class 5 a as the experimental class 1 for Testing the Effect of the Cooperative Learning Model type Number Head Together and Concept Mapping on Student Learning Activities and Outcomes, and Class V b as the experimental class 2. The Cooperative Learning Model Type Number Head Together and the Concept Mapping Learning Model have a significant effect on Learning Activeness and Student Learning Outcomes in Class V Science Subjects at SD Negeri 11 Rantau Selatan. However, when analysed on the aspect of a stronger influence on Activities and Learning Outcomes, based on the results of the above calculations, it is obtained data that the Concept Mapping Learning Model has a stronger effect on student learning activeness compared to learning outcomes in science subjects. The Number Head Together Learning Model has a stronger influence on the results than the student learning activity in science learning materials.

This study is part of the development of problem-based learning research in plant development using the Gibbs’ reflective cycle and e-portfolio, namely the program implementation phase The Study aims to find out the problem-based learning skills and reflection skills of biology education students. The study conducted in the semester 2018.1 involving 24 biology education students participating in the Plant Development online tutorial. The study was conducted by providing discourse related to differences in Algae and Moss and asking students to carry out problem-based learning processes (PBL) and reflect on what they had done in the PBL process. The instruments used were the rubric of PBL and reflection skills five scales (range 0-4). The results showed that the average PBL skills score of biology education students is lower than their average reflection skills score. Of the six PBL components assessed, the students’ ability to formulate problems is the highest ability, and the ability to answer the problem formulation is the lowest ability). Meanwhile, from the six components of reflection assessed, the students’ ability to conclude is the highest ability, and the ability to provide an action plan is the lowest ability.