Analisis Faktor Kesulitan Belajar Biologi Siswa Materi Bioteknologi di SMA Negeri Se-Kota Medan

Rahmadani, Wahida; Harahap, Fauziyah; Gultom, Tumiur

doi:10.24114/jpb.v6i2.6546

Cited by 22 publications

(31 citation statements)

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“…The use of complex terms supported by some incomplete information in the book causes students to tend to get concepts from the internet with an unknown source that isn't known the truth of the concept. This is in line with the statement of Rahmadani et al (2017) that the use of difficult language books can lead students to cause misconceptions.…”

Section: Figure 1 Students' Misconceptions Diagram In Cellsupporting

confidence: 87%

Students’ Misconceptions Profile in Cell Bioprocess using Three-Tier Diagnostic Test

Pratiwi

Raharjo

2021

BioEdu

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Abstract Lack of conceptual comprehension can lead students to form a wrong concept. Students’ conceptual comprehension that is different from the actual concept is called a misconception. Biological topic that is prone to misconception is cell bioprocess because the topic is abstract and complete. This research aims to describe the profile of students’ misconceptions using the three-tier diagnostic test, to describe the factors that cause misconceptions, and to offer solutions that overcome students’ misconceptions in cell bioprocess topic. The data collection methods were carried out by providing a three-tier diagnostic test through google form and interviewing through google meet and social media. The research subjects were 60 students of the 11th grade MIPA in SMA Negeri 1 Kamal. The data of diagnostic test were processed and grouped according to the category of students’ conceptual comprehension, besides the interviews data were analyzed by generalizations based on interviews’ answers. The results showed that 76% misconception occurred in cell bioprocess with 79.40% misconception in membrane transport, 74.30% misconception in protein synthesis, and 71.80% misconception in cell reproduction. Factors that cause misconceptions are students' low mastery of the concepts, the use of complicated terms and incomplete information in textbooks, also the lack of interaction between teachers and students. Students’ misconceptions can be reduced through the application of interactive models or media that assist in constructing conceptual comprehension correctly. Further studies of the development and implementation of digital-based learning media in cell bioprocess topic including membrane transport, cell reproduction, and protein synthesis sub-topic should be done near the future to reduce students’ misconceptions. Keywords: misconception, cell bioprocess, three-tier diagnostic test

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Section: Figure 1 Students' Misconceptions Diagram In Cellsupporting

confidence: 87%

Students’ Misconceptions Profile in Cell Bioprocess using Three-Tier Diagnostic Test

Pratiwi

Raharjo

2021

BioEdu

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“…Semakin rendah minat belajar peserta didik maka kesulitan belajarnya akan semakin tinggi. Hasil penelitian yang dilakukan oleh Rahmadani, W., Harahap, F., & Gultom, T (2017), menemukan bahwa kesulitan belajar peserta didik dapat dipengaruhi oleh minat, motivasi dan bakat peserta didik dengan persentase sebesar 43%.…”

Section: Pengawasan Pembelajaranunclassified

Pengelolaan Pembelajaran Kimia Peminatan Dan Lintas Minat Di Tingkat Sma

Widiawati

2019

JPK

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AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan pengelolaan pembelajaran kimia peminatan dan lintas minat di SMA Negeri 1 Seririt. Penelitian ini dilaksanakan menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologis. Subjek dalam penelitian ini yaitu guru kimia peminatan dan lintas minat, kepala SMA Negeri 1 Seririt, wakil kepala sekolah bidang kurikulum, penilai kinerja guru, serta siswa kelas X MIA 3 dan X BABUD 1. Metode pengumpulan data yang digunakan adalah studi dukumen, observasi, wawancara, dan kuisioner. Data penelitian dianalisis menggunakan teknik deskriptif kualitatif. Hasil penelitian ini adalah sebagai berikut. (1) Pemilihan peminatan MIA, IIS dan BABUD ditentukan berdasarkan nilai Raport dan UNBK siswa pada jenjang SMP, angket minat dan tes psikologis, sedangkan mata pelajaran lintas minat ditentukan langsung oleh pihak sekolah. (2) Pengelolaan pembelajaran kimia peminatan dan lintas minat meliputi perencanaan, pelaksanaan, penilaian dan pengawasan dibuat sama tanpa memperhatikan karakteristik siswa. Pengelolaan pembelajaran yang sama berimplikasi terhadap minat, hasil dan kesulitan belajar siswa. Minat belajar siswa kimia peminatan pada aspek sebelum dan saat mendapatkan pembelajaran kimia lebih tinggi dibandingkan kimia lintas minat. Persentase minat belajar siswa kimia peminatan sebelum mendapatan pembelajaran kimia sebesar 63,89% dan kimia lintas minat sebesar 19,4%. Persentase minat belajar siswa kimia peminatan saat mendapatkan pembelajaran kimia sebesar 69,44% dan kimia lintas minat sebesar 33,11%. Hasil belajar kimia peminatan lebih tinggi dibandingkan lintas minatyaitu 8,3% di atas KKM dan di bawah KKM sebesar 91,7%, sedangkan siswa kimia lintas minat yang mencapai KKM sebesar 2,8% dan di bawah KKM sebesar 97,2%.AbstractThis study aims to describe and explain the management of chemistry learning specialization and cross-interest in SMA Negeri 1 Seririt. This research was carried out using a qualitative approach with a type of phenomenological research. Subjects in this study were chemistry specialization and cross-interest teachers, head of Seririt 1 Public High School, deputy headmaster in the curriculum field, teacher performance appraisers, as well as class X MIA 3 and X BABUD 1. Data collection methods used were document studies, observations, interview, and questionnaire. The research data were analyzed using qualitative descriptive techniques. The results of this study are as follows. (1) The selection of specialization of MIA, IIS and BABUD is determined based on the scores of the report cards and UNBK students at the junior secondary level, interest questionnaires and psychological tests, while cross-interest subjects are determined directly by the school. (2) Management of specialization and cross-interest chemistry learning including planning, implementation, assessment and supervision is made equal regardless of student characteristics. The same management of learning has implications for interests, outcomes and student learning difficulties. Interest in specialization chemistry students in the aspects before and when they get chemistry learning is higher than cross-interest chemistry. The percentage of interest in specialization chemistry students before getting chemistry learning was 63.89% and cross-interest chemistry was 19.4%. The percentage of interest in specialization chemistry students when getting chemistry learning was 69.44% and cross-interest chemistry was 33.11%. Chemistry specialization learning outcomes are higher than cross interests, 8.3% above KKM and below KKM 91.7%, while chemistry students across interests reach KKM at 2.8% and below KKM at 97.2%.Keywords: management of learning, specialization, cross interests, learning difficulties and interest in learning.

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“…There are some obstacle found in cycle I, one of the problems is the motivation of the student are getting unmotivated, so the teacher need give motivation to the student first due to the learning motivation are closely related to the learning outcomes (Everaert et al, 2017;Firmansyah et al, 2018;Rahmadani et al, 2017;Wahyuni et al, 2018;Wulandari & Surjono, 2013). The result showed that mobile learning is effective to improve student learning outcomes, it is following the research results of Putra et al (2017); Fatmawati (2015); Nugroho (2014); Surahman and Surjono (2017) that the use of android application-based learning media was able to improve learning outcomes.…”

Section: Cycle IImentioning

confidence: 99%

“…The learning motivation during the pandemic also decreased (Handarini & Wulandari, 2020). There is a significant relationship between learning motivation and science learning outcomes (Everaert et al, 2017;Firmansyah et al, 2018;Rahmadani et al, 2017;Wahyuni et al, 2018;Wulandari & Surjono, 2013), and this problem must be overcome by teachers. One of the strategies to improve learning outcomes by using the Smart Apps Creator 3 application.…”

Section: Introductionmentioning

confidence: 99%

Smart Apps Creator 3 to improve student learning outcomes during the pandemic of COVID-19

Khoirudin

Ashadi

Masykuri

2021

JPBI

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Due to the COVID-19 pandemic, learning activities have encountered obstacles. One of the impacts was the low learning outcomes achieved by students. The purpose of this study was to improve the learning outcomes of junior high school students during the physical distancing period by implementing problem-based learning through Smart Apps Creator 3. This Classroom Action Research (CAR) used Smart Apps Creator 3 as the platform during learning activities of junior high school students. The research subjects were junior high school students (VIII graders of SMP Negeri 8 Surakarta) with a total number of students was 32 which consisted of 16 males and 16 females. The results showed that the application of Smart Apps Creator 3 has improved students’ learning outcomes. It has been proven that the average test score increased from 73.43 (pre-cycle) to 85.56 (cycle II). Moreover, the N gain score obtained was 0.45 (categorized as sufficient). In addition, the percentages of classical learning completeness were 59.37% (pre-cycle) and 93.75% (cycle II). Thus, the Smart Apps Creator 3 can improve student learning outcomes.

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Analisis Faktor Kesulitan Belajar Biologi Siswa Materi Bioteknologi di SMA Negeri Se-Kota Medan

Cited by 22 publications

References 0 publications

Students’ Misconceptions Profile in Cell Bioprocess using Three-Tier Diagnostic Test

Students’ Misconceptions Profile in Cell Bioprocess using Three-Tier Diagnostic Test

Pengelolaan Pembelajaran Kimia Peminatan Dan Lintas Minat Di Tingkat Sma

Smart Apps Creator 3 to improve student learning outcomes during the pandemic of COVID-19

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