Implementing blended-problem based learning through Google classroom in biology learning

Hikmawati, Vitta Yaumul; Suryaningsih, Yeni

doi:10.22219/jpbi.v6i2.12112

Cited by 8 publications

(8 citation statements)

References 32 publications

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“…Salah satu LMS yang dikembangkan adalah google classroom. Google classroom menyediakan serangkaian fitur canggih yang menjadikannya alat yang ideal untuk berkomunikasi dengan siswa (Hikmawati & Suryaningsih, 2020). Gooogle classroom memberikan kebebasan kepada guru untuk berbagi materi dan memberikan tugas mandiri untuk siswa serta dapat membuka ruang diskusi untuk siswa secara daring (Asnawi, 2018).…”

Section: Pendahuluanunclassified

Pembelajaran Guided Inquiry Berbasis Google Classroom Terhadap Berpikir Kritis Siswa

Utari

Hikmawati

Gaffar

2022

Self Cite

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Abad 21 merupakan era globalisasi yang ditandai dengan pesatnya perubahan di bidang teknologi informasi dan komunikasi, ekonomi termasuk pendidikan. Era globalisasi dan perkembangan IPTEK yang sangat pesat menuntut setiap warga memiliki daya saing yang tinggi. Kemampuan berpikir kritis merupakan salah satu kompetensi yang harus dimiliki siswa di abad ke-21. Salah satu model pembelajaran yang dapat melatih keterampilan berpikir kritis yaitu model pembelajaran guided inquiry, model tersebut menuntut siswa menemukan sendiri konsep yang dipelajari dengan bimbingan dari guru. Model guided inquiry memerlukan waktu yang panjang sehingga perlu modifikasi agar pembelajaran dapat terlaksana dengan baik. Modifikasi yang dilakukan yaitu menerapkan guided inquiry berbasis google classroom yang dapat diakses kapan saja dan dimana saja. Metode yang dipakai dalam penilitian ini adalah Quasi Experimental Design dalam bentuk Nonequivalent Control Group Design. Subjek penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Maja. Hasil penelitian menunjukan adanya peningkatan nilai N-Gain keterampilan berpikir kritis siswa pada kelas eksperimen sebesar 0,49 nilai tersebut dikategorikan sedang sedangkan kelas kontrol 0,36 dikategorikan sedang. Model guided inquiry berbasis google classroom berpengaruh terhadap berpikir kritis siswa ditunjukkan dengan nilai signifikasi 0,001. Aktivitas siswa dalam pembelajaran diperoleh dari data observer dengan angka rata-rata sebesar 82% nilai ini dikategorikan baik. Respon siswa terhadap pembelajaran menggunakan model guided inquiry berbasis googel classroom diperoleh nilai persentase sebesar 61,98% nilai tersebut menunjukan kriteria baik. Guided inquiry berbasis google classroom dapat meningkatkan berpikir kritis siswa.

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Section: Pendahuluanunclassified

Pembelajaran Guided Inquiry Berbasis Google Classroom Terhadap Berpikir Kritis Siswa

Utari

Hikmawati

Gaffar

2022

Self Cite

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“…Hasil ini mendukung penelitian yang dilakukan oleh penelitian sebelumnya yang menyatakan bahwa model Problem Based Learning lebih efektif dalam pembelajaran tematik (Rilianti, 2019). Pembelajaran dengan model Problem Based Learning dapat menjadi pedoman dalam penerapan proses pembelajaran di sekolah khususnya di kelas III untuk meningkatkan hasil belajar siswa (Budi et al, 2020;Hikmawati & Suryaningsih, 2020). Implikasi dari penelitian ini menyajikan model Problem Based Learning yang dapat menjadi referensi bagi guru dalam memilih model pembelajaran yang dirasa belum sesuai dari model sebelumnya.…”

Section: Pembahasanunclassified

Model Problem Based Learning dan Discovery Learning Ditinjau dari Hasil Belajar Kognitif Siswa

Ade

Wahyudi

2022

mimb.pgsd undiksha

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Student learning outcomes are one of the goals of the learning process in schools, for that a teacher needs to know several learning models, and practice them when teaching. Problem Based Learning and Discovery Learning models are suggested models in the national curriculum. This study aims to analyze the effectiveness of Problem Based Learning and Discovery Learning learning models on students' cognitive learning outcomes in thematic learning. The sample of this study was the third grade elementary school which amounted to 30 people as the experimental class and 31 people as the control class. The type of research is Quasi Experiment Design. Before the research was conducted, the experimental requirements were tested. The results obtained show that the data is normally distributed and homogeneous. The results showed a significance value (2-tailed) of 0.001 <0.05. This means H0 rejected and Ha accepted. So that there are differences in the effectiveness of students' cognitive learning outcomes using Problem Based Learning and Discovery Learning models. The difference in the average value of the Post-test Problem Based Learning model is 71.33 while the average value of the Discovery Learning model is 60.65. So that it can be concluded that the Problem Based Learning learning model is more effective than the Discovery Learning learning model.

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“…Relating to the effects of Task-based Learning on the students, several studies have been conducted indicated that the implementation of Task-based Learning in teaching English has positive effects on the students' communicative competence (Carolina & Campo, 2016;Kandari, 2020). On the other hand, related to the use of Google Classroom, studies by previous research showed that Google Classroom could assist the implementation of Problem-based Learning and students actively participated in the learning process (Hikmawati & Suryaningsih, 2020). A study by other previous study also revealed that the use of Google Classroom helped improve the average achievement of students and was capable of operating effectively and assisting the lecturers and students (Syakur, 2020).…”

Section: Introductionmentioning

confidence: 99%

Task-Based Learning Implementation through Google Classroom in Senior High School

Parmawan

Padmadewi

Utami

2022

JIPPG

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The pandemic forces teachers to adjust their teaching methods to the online learning, which includes the implementation of Task-Based Learning. The online implementation would be different from the one in the conventional learning due to the use of learning platform. Therefore, this study was conducted to (1) analyse the implementation of Task-Based Learning through Google Classroom and (2) analyse the problems faced by the teacher in the implementation. This study took one English teacher along with 39 students as the subjects of the study. This study is descriptive qualitative study. The data collected through observation and interviews. The analysis was conducted through three stages, which were data reduction, data display, and conclusion drawing or interpretation. Then to ensure the validity of the findings of this study, the researcher conducted triangulation in the form of triangulation of method. The results indicated that the teacher implemented Task-Based Learning through Google Classroom by following three cycles, including (1) Pre-Task cycle, (2) Task cycle, and (3) Language Focus cycle. It was implemented by using several features on Google Classroom as well as other Google platforms, which was implemented synchronously and asynchronously. Besides that, the teacher faced three main problems related to the large number of students in a class, time limitation, and difficulty in preparing the learning materials.

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Implementing blended-problem based learning through Google classroom in biology learning

Cited by 8 publications

References 32 publications

Pembelajaran Guided Inquiry Berbasis Google Classroom Terhadap Berpikir Kritis Siswa

Pembelajaran Guided Inquiry Berbasis Google Classroom Terhadap Berpikir Kritis Siswa

Model Problem Based Learning dan Discovery Learning Ditinjau dari Hasil Belajar Kognitif Siswa

Task-Based Learning Implementation through Google Classroom in Senior High School

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