Students have difficulty in learning, so that it has an impact on low learning outcomes. The low student learning outcomes can be caused by the quality of learning, one of which is the lack of learning reference sources. The purpose of this study was analyze improvement of students' Biology learning outcomes before and after the application of internet use. This type of research is a quasi-experimental design through the Nonequivalent Control Group Design. The subjects in this study were students of class IX, which in this study used two classes, namely the control class and the experimental class. Learning in the control class is the usual lecture method, while in the experimental class it is done by applying the method of using the internet. The acquisition of learning outcomes data using the learning outcomes test (pretest-posttest). The hypothesis test using covariance analysis aims to determine whether there is an effect of the independent variable on the dependent variable. The results of the data obtained indicate that the effect of using the internet can improve student learning outcomes. The results of inferential statistical analysis obtained the value of Sig.count 0.000 with = 0.05. The results of the analysis indicate that the value of Sig.count is greater than (0.000 > 0.05) so Ho is rejected and H1 is accepted. So it can be concluded that in the learning process by utilizing the internet as a complement to conventional learning can improve student learning outcomes. Thus the internet as a learning resource can improve learning outcomes.

Penelitian ini bertujuan untuk mengetahui apakah ada perkembangan hasil dari proses belajar IPA siswa dengan menerapkan joyfull learning di kelas VIII SMP Negeri 25 cenrana. Penulis menerapkan penelitian tindakan kelas (PTK) sebagai metode dalam penelitian. Siswa SMP Negeri 25 cenrana kelas VIII semester I tahun ajaran 2021/2022 merupakan subjek dalam penelitian ini, yaitu sebanyak 25 orang terdiri dari 11 siswa laki-laki dan 14 siswa perempuan. Pengumpulan data menggunakan teknik observasi dan tes hasil belajar. Setelah data dikumpulkan kemudian dianalisis menggunakan analisis statistic deskriptif. Rata–rata hasil penelitian menunjukkan  nilai hasil belajar pada siklus 1 ialah 62,6 dan meningkat pada siklus 2 yaitu 83,2. Siswa yang tuntas hasil belajarnya yang diperoleh pada siklus 1  yaitu 8 siswa atau 32% dan pada siklus 2 menjadi 92%. Berdasarkan hasil penelitian tersebut maka telah disimpulkan bahwa hasil belajar siswa IPA kelas VIII SMP Negeri 25 cenrana dapat meningkat dengan menerapkan model pembelajaran joyfull learning.

This research is a descriptive study where data is collected with the aim of knowing the characteristics and obtaining information about the Higher Order Thinking Skill (HOTS) type of Final Exam questions. The subject of this research is the Biology Final Semester Examination for the 2020/202 Academic Year. This research has two stages, namely: Preparation and implementation stage to obtain documents in the form of school exam questions. Research data were collected through: (1) Problem Analysis, Researchers, biology education lecturers, and biology teachers analyzed each question from 3 characteristics that were fulfilled in each item, namely indicators consisting of stimulus, critical thinking skills, and solving abilities. problem. (2). Carry out FGD (Focus Group Discussion) to determine whether each item is included in the type of stimulus, critical thinking ability, and problem solving ability. (3) Tabulate the data for the results of the analysis of each question number. then the results of the analysis are tabulated on each indicator. The results obtained in this study are almost all HOTS type questions (95%), on the characteristics of almost all items (94.2%) in accordance with the provisions of competency achievement indicators. On the stimulus indicator, all HOTS type questions have a stimulus. Where "half" of the HOTS questions is stimulated by pictures, "less than half" is stimulated by case fragments and a small portion is stimulated by diagrams, tables, and examples. In critical thinking indicators, 91.86% of the "almost all" categories of HOTS questions have critical thinking characteristics, in addition that "a small part" (26.23%) of HOTS questions have problem solving characteristics including problem solving questions with indicators of identifying problems, identifying non-conforming problems, and solving problems based on data.