Keterkaitan Metode dan Media Bervariasi dengan Minat Siswa dalam Pembelajaran Biologi Tingkat SMP

Tammu, Reisky Megawati

doi:10.26740/jp.v2n2.p134-142

Cited by 12 publications

(10 citation statements)

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“…Jika guru mengajar tanpa menggunakan media yang representative, maka kemungkinan besar siswa akan kesulitan untuk memahami materi (Sudjana, 2011). Selain mengalami kesulitan belajar, minat siswa untuk memperhatikan materi yang disampaikan guru juga akan berkurang, karena siswa akan bosan, mengantuk, bahkan lebih memilih hal-hal lain yang jauh lebih menarik, seperti bermain game maupun sosial media di smartphonenya (Tamumu, 2017). Minat belajar erat kaitannya dengan motivasi belajar, mengingat motivasi untuk belajar ditentukan oleh keberadaan intensitas minat dalam diri siswa (Pannen, 2001).…”

Section: Pendahuluanunclassified

“…Menurut penelitian yang dilakukan oleh Tamumu, kesuksesan pembelajaran salah satunya ditentukan oleh penggunaan media yang bervariasi (Tamumu, 2017). Penggunaan media harus bervariasi karena pemilihan media sendiri tidak selalu sama antara satu materi dengan materi yang lain, tetapi harus disesuaikan dengan karakteristik materi yang ada.…”

Section: Pendahuluanunclassified

“…Variasi media pembelajaran yang digunakan dalam proses belajar mengajar menentukan suksesnya pembelajaran (Tamumu, 2017). Penggunaan media harus bervariasi karena pemilihan media sendiri tidak selalu sama antara satu materi dengan materi yang lain, tetapi harus disesuaikan dengan karakteristik materi yang sedang dipelajari oleh siswa.…”

Section: Gambar 2 Diagram Pemetaan Jumlah Latar Belakang Permasalahan...unclassified

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Penggunaan Media Pembelajaran Berbasis E-Learning Terhadap Motivasi Belajar Biologi Siswa

Aroyandini

Anfa²,

Firanti³

2021

J-Pendidikan Biologi

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One of the main problems in learning biology is the lack of student motivation in learning. This is partly due to the lack of learning media that can visualize learning more exciting and easily understood by students without multiple interpretations due to not seeing the real learning object. Therefore, this study was conducted to determine the types or variants of e-learning media in biology learning and analyze the background problems based on previous studies of previous studies. The method used in this research is a literature study with a pure research style. The data collection technique is a library research technique with data sources in reference books and 37 articles relevant to research topics in the period 2013 to 2020. Data analysis is carried out using content analysis and exploration models, where the analysis results are used as a basis for interpretation. Based on the discussion that has been done, it can be concluded that this study found 15 types of e-learning media in biology learning that can increase student learning motivation, where the most influential media are android applications, interactive multimedia, animation, and original el-learning. In addition, it was also found that the background that caused the students' low motivation to learn was due to the lack of technology development in biology learning media, the lack of visualization of various objects of biology learning, and the lack of student interest in participating in biology learning.

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Section: Pendahuluanunclassified

Section: Gambar 2 Diagram Pemetaan Jumlah Latar Belakang Permasalahan...unclassified

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Penggunaan Media Pembelajaran Berbasis E-Learning Terhadap Motivasi Belajar Biologi Siswa

Aroyandini

Anfa²,

Firanti³

2021

J-Pendidikan Biologi

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“…According to Tammu (2018), Biology is a branch of knowledge that deals with living organisms and vital processes. Meanwhile, according to Fitriah (2016), Biology is a part of science that emphasizes giving direct experience.…”

Section: A Introductionmentioning

confidence: 99%

Increasing Activities and Learning Outcomes of Class X MIPA-1 SMAN 1 Danau Panggang through Collaboration of 3 Kinds of Discussion Instruments with Animated Product Assignments

Noraini¹

2021

edu

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low activity and student learning outcomes in a class are influenced by several factors, one of which is because the behavior and learning models used by the teacher are not yet correct in implementing a learning process. These problems can affect the activity and completeness of student learning outcomes, so there needs to be special instruments that make them more active, especially on the subject of biology which contains many scientific names such as on the subject of Plantae. The purpose of this study was to determine the collaboration of three discussion instruments with the task of learning media products in the form of power points to increase student activity and student learning outcomes of class X MIPA-1 on the subject of Plantae. This research method uses comparative descriptive analysis with a qualitative approach using simple formulas in the form of calculating averages and percentages. The results of this study indicate that the class average score is 83.64 with the completeness of learning outcomes 90.91% with this value the completeness criteria can be categorized as achieved with student activity increasing from 73.21% to 96.63% with the criteria categorized as very good

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“…Media pembelajaran yang digunakan semestinya dapat menarik minat peserta didik untuk belajar dan bersifat interaktif saat digunakan dalam pembelajaran (Mustaqim & Kurniawan, 2017;Wulandari, dkk., 2020). Lebih dari itu, penggunaan media pembelajaran semestinya juga dapat memotivasi, meningkatkan kreatifitas, minat peserta didik untuk belajar (Djannah, dkk., 2020), serta menjadi perantara dan penyalur materi yang digunakan pada proses pembelajaran (Husna, dkk., 2017;Tammu, 2017;Tafonao, 2018;Supriyono, 2018;Turrahmi, dkk., 2018;Sari & Setiawan, 2018).…”

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Kelayakan Media Pembelajaran Booklet Buah Hyphaene thebaeca (L.) Mart

Panjaitan

Wang

Wahyuni

2022

JPSI

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Learning that is carried out using learning media is proven to be easier to understand and makes learning more fun. This study aims to determine the feasibility of booklets as learning media. The method used is research and development. The stages of this research include analyzing potential and problems related to learning media, collecting information on learning media booklets, designing and compiling booklets, validation by two validators, and revising products based on suggestions from validators. The assessment of the feasibility of the booklet includes aspects of format, content, and language. The validation results were then analyzed using Gregory's calculations. The results of this study indicate that the validity value of the format aspect, content aspect, and language aspect is 1.00 each, and the average validity value of the three aspects is 1.00. Overall, the criteria for the validity of the booklet are very high and the booklet is worthy of being used as a learning medium

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Keterkaitan Metode dan Media Bervariasi dengan Minat Siswa dalam Pembelajaran Biologi Tingkat SMP

Cited by 12 publications

References 0 publications

Penggunaan Media Pembelajaran Berbasis E-Learning Terhadap Motivasi Belajar Biologi Siswa

Penggunaan Media Pembelajaran Berbasis E-Learning Terhadap Motivasi Belajar Biologi Siswa

Increasing Activities and Learning Outcomes of Class X MIPA-1 SMAN 1 Danau Panggang through Collaboration of 3 Kinds of Discussion Instruments with Animated Product Assignments

Kelayakan Media Pembelajaran Booklet Buah Hyphaene thebaeca (L.) Mart

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