Kemampuan Bertanya Siswa Kelas X Sma Swasta  Kota Batu Pada Pelajaran Biologi

Ramadhan, Farqiyatur; Mahanal, Susriyati; Zubaidah, Siti

doi:10.24127/bioedukasi.v8i1.831

Cited by 8 publications

(9 citation statements)

References 3 publications

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“…Pertanyaan yang kurang kritis ini terlihat dari rendahnya kualitas pertanyaan yang diajukan oleh siswa. Siswa dengan kemampuan bertanya tingkat kognitif rendah merupakan siswa yang mengandalkan kemampuan ingatannya untuk menyelesaikan suatu permasalahan (Ramadhan, 2017).…”

Section: Pertanyaan Berdasarkan Kategori Taksonomi Bloom Revisiunclassified

Analisis kemampuan bertanya siswa pada model pembelajaran discovery learning materi animalia kelas X

Pasaribu

Fernando²,

Hindrasti³

2023

biopeda

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Penelitian ini bertujuan untuk mengetahui kuantitas dan kategori kemampuan bertanya siswa berdasarkan Taksonomi Bloom Revisi dengan menerapkan model pembelajaran discovery learning pada konsep Animalia. Penelitian ini dilakukan di SMAN 1 Bintan Timur pada kelas X MIPA 1 semester genap tahun ajaran 2021/2022. Metode penelitian yang digunakan dalam penelitian ini adalah metode analisis deskriptif. Instrumen yang digunakan adalah lembar observasi pertanyaan siswa, lembar observasi kemampuan bertanya siswa secara lisan dan instrumen pendukung yaitu lembar keterlaksanaan sintaks pembelajaran. Hasil dari penelitian ini adalah model pembelajaran discovery learning dapat merangsang siswa untuk bertanya. Kemampuan bertanya siswa terkait dimensi proses kognitif secara keseluruhan masih tergolong rendah yaitu didominasi kategori kognitif C2 (memahami) sebanyak 43 pertanyaan dengan persentase sebesar 46%. Pertanyaan terkait dimensi pengetahuan secara keseluruhan didominasi oleh pertanyaan bersifat faktual sebanyak 48 pertanyaan dengan persentase sebesar 51,10%. Kemampuan siswa bertanya secara lisan dari empat indikator yaitu kategori sangat baik dengan persentase sebesar 85%.Tenth-grade students' questioning skill in learning animalia with discovery learning. This research aims to determine the quantity and category of students questions ability based on Taxonomy Bloom Revision to implement the discovery learning on the material Animalia. The research was done in SMAN 1 Bintan Timur in class X MIPA 1 second semester of the 2021/2022 of the school year. The research method used in this research is descriptive analysis. Instrument used was observation to student's questions, observation for student questions ability orally, and supporting instrument is learning syntax implementation. The results of this research was the discovery learning can stimulate students to ask questions. The students questions ability to the dimensions of cognitive processes are still relatively low, which is overall questions are dominated by the category of cognitive C2 (understanding) as many as 43 questions with the percentage 46%. Questions based to the dimensional of knowledge Bloom's Revised Taxonomy whole are dominated by factual as many as 48 questions with the percentage 51,10%. The ability of students to ask orally from four indicators, the very good category wih a percentage of 85%..

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Section: Pertanyaan Berdasarkan Kategori Taksonomi Bloom Revisiunclassified

Analisis kemampuan bertanya siswa pada model pembelajaran discovery learning materi animalia kelas X

Pasaribu

Fernando²,

Hindrasti³

2023

biopeda

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“…Kualitas pertanyaan tingkat kognitif rendah merupakan siswa yang mengandalkan kemampuan ingatan untuk menyelesaikan maslaah. Sedangkan tingkat kognitif tingkat tinggi, merupakan siswa yang menggunakan kemampuan analisis sebelum siswa mengajukan pertanyaan (Ramadhan et al, 2017). Pertanyaan-pertanyaan tersebut dianalisis dengan acuan klasifikasi Taksonomi Bloom Revisi.…”

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Keterampilan Bertanya dengan Pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, and Review)

Yulia

Suttrisno

2022

JURMIA

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Learning in the 21st century emphasizes student activity in the learning process. This activity is not only physically active but also mentally active, especially active for scientific thinking. One indicator of the activity is the high intensity of students in asking questions and the quality of questions asked by students. The research conducted in Class IV MI Subulussalam Pucangsimo, Bandarkedungmulyo District, Jombang Regency, aims to analyze students' questioning skills by learning PQ4R on plant parts. This research was conducted using a descriptive research method with an observation instrument that analyzed students' questions both in quantity and quality. The results showed that students' quantitative questioning skills reached 70%, namely 17 students who were actively asking questions. As for the quality, low cognitive level questions still dominate with a percentage of 88% of all questions asked. Therefore, the questioning skills with PQ4R Learning are classified as good with the achievement of the highest level of asking questions at the high cognitive question level at the analysis stage, there is a need for habituation and improvement of high-level questioning skills so that questions are more weighty to discuss and discuss, at the end students' asking skills will also improve better.

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“…Untuk pertanyaan dengan kode bilangan tanpa garis bawah semuanya merupakan pertanyaan tertutup. Untuk melihat kemampuan bertanya bisa dilihat dari frekuensi dan kualitas pertanyaan (Ramadhan et al, 2017). Berikut peneliti mengklasifikasikan kategori kemampuan bertanya siswa berdasarkan frekuensi pertanyaan dan kualitas pertanyaan berdasarkan taksonomi bloom.…”

Section: Menentukan Tujuan Penelitian Studi Literaturunclassified

Kemampuan Bertanya Siswa dalam Kegiatan Diskusi Kelompok pada Materi Rasio Trigonometri

Faizah

Subanji

Susiswo

2021

JIPM

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<p>Small group discussions (group work) are an important part of the learning process though students are rarely skilled at asking a question. The purpose of this study is to examine student interactions and questioning skills during group work. This research study uses a qualitative descriptive approach. The research subjects consist of eight students who were divided heterogeneously into two groups, with four members for each group. The research instrument consists of the researcher herself, a task in the form of a trigonometric ratio group worksheet, and three video cameras to observe discussion activities. One camera was focused on all class activities and two cameras were pointing at each group being observed. All conversation transcripts during the discussion are deciphered, coded, and then analyzed qualitatively. The results of this study show the interaction of conveying opinion/rebuttals, asking questions, and providing answers, with the percentage of giving opinions/ objections were more dominant than other interactions. The ability to ask questions was obtained by 50% of the students having the medium questioning ability and 50% having the low questioning ability, with the level of questions asked at the LOTS level, namely C1 and C3 levels. None of the students had high questioning skills. Of the two groups observed, group A was more active in interacting both in terms of exchanging opinions/rebuttals, asking questions, and providing answers. Suggestions for further research need to be carried out an in-depth analysis of discussion activities both in terms of asking questions or providing feedback to see the emergence of collaborative reasoning.</p>

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Kemampuan Bertanya Siswa Kelas X Sma Swasta Kota Batu Pada Pelajaran Biologi

Cited by 8 publications

References 3 publications

Analisis kemampuan bertanya siswa pada model pembelajaran discovery learning materi animalia kelas X

Analisis kemampuan bertanya siswa pada model pembelajaran discovery learning materi animalia kelas X

Keterampilan Bertanya dengan Pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, and Review)

Kemampuan Bertanya Siswa dalam Kegiatan Diskusi Kelompok pada Materi Rasio Trigonometri

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