Representasi Mental Mahasiswa Dalam Membaca Gambar Struktur Membran Sel Setelah Perkuliahan Biologi Sel Dengan Pendekatan Vark

Juanengsih, Nengsih; Rahmat, Adi; Wulan, Ana Ratna; Rahman, Taufik

doi:10.26740/jipb.v2n1.p9-18

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…Proses di dalam pembelajaran pada materi sel menyediakan kemampuan kepada siswa untuk memahami konsep dan fakta secara mendalam. Dalam proses belajar tersebut mencakup konsep tentang sel, dimana siswa dituntut untuk dapat mengingat ciri, bentuk, persamaan, perbedaan, dan karakteristik lain dari sel (Juanengsih et al, 2021). Di dalam sel juga merupakan tempat terjadinya banyak fenomena, seperti metabolisme dan sintesis protein yang dapat menjadi abstrak bagi siswa.…”

Section: Pendahuluanunclassified

Upaya Remediasi Miskonsepsi Siswa SMA pada Materi Sel dengan Menggunakan Model Pembelajaran Think Talk Write

Muzakki¹,

Diana²,

Priyandoko³

2023

Bioscientist j. ilm. bosbiol.

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In cell material, many concepts are abstract and can cause students to experience difficulties in understanding them. Every concept in biology learning is interconnected so that every concept that is built can influence the formation of the next concept. However, often students' initial concepts are misconceptions, namely the concepts possessed by students conflict with the concepts raised by experts. A good learning experience is needed so that students can understand the concept correctly. One learning model that provides a learning experience to discover and understand concepts is the Think Talk Write learning model. The purpose of this research is to remediate misconceptions about cell material by using the Think Talk Write learning model. This study used an experimental method with the type of pre-experimental research and one-group pretest-posttest research design. The subjects in this study were students of class XI IPA at SMA Muhammadiyah 5 Rancaekek consisting of 36 students using a purposive sampling technique. Based on the results of data processing, it was found that misconceptions in the pretest resulted in as much as 12.78% and in the posttest it decreased to 6.25%. So it can be concluded that the Think Talk Write learning model can reduce students' misconceptions about cell material.

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Section: Pendahuluanunclassified

Upaya Remediasi Miskonsepsi Siswa SMA pada Materi Sel dengan Menggunakan Model Pembelajaran Think Talk Write

Muzakki¹,

Diana²,

Priyandoko³

2023

Bioscientist j. ilm. bosbiol.

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“…This is because students learn by taking notes and reading what is listened to and obtained from the surrounding environment, such as pouring writing in the form of notes in the form of tables or mind maps from the results of articles that have been read by students. The read-write learning style is part of the visual but more of a written verbal discussion (Nengsih et al, 2021) with the role of the read-write learning style, it is easier to understand the material through reading or writing, by reading students can also find solution ideas from scientific literature, and record important things from the literature so that they can come up with creative ideas. Starting from the emergence of creative ideas, students can solve problems more than just accumulating knowledge, namely by developing cognitive strategies that help students analyze unstructured situations to produce the best solution (Sani, 2014).…”

Section: Test the Variable Hypothesis Of Creative Thinking Skillsmentioning

confidence: 99%

“…This can be beneficial for students who have more than one learning style because the student has an easier way of seeing and accepting their learning environment (Othman & Amiruddin, 2010). The VARK approach is used with the aim that there is a compatibility between the learning styles of multimodal students (visual, aural/audio, read/write, kinesthetic) with lecturer teaching strategies (Nengsih et al, 2021). Following the results of the study by Gilakjani, (2011) which states that the existence of compatibility between student learning styles and the way educators teach will help motivate the student's learning process.…”

Section: A Introductionmentioning

confidence: 99%

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Kariimah

Susilo

Hastuti

et al. 2022

bino

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Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.AbstrakPembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK. Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.

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“…In line with the research of Ifatrizah (2022), students experience learning difficulties in cell reproduction material with a percentage of 69.10%. The results of Juanengsih et al (2021) research state that as many as 23% of students need to be corrected in determining the correct information element, provide a logical reason, and cannot show the relationship between the selected information elements in the cell concept.…”

Section: Introductionmentioning

confidence: 98%

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

Windyariani,

Sabilla,

Ramdhan

et al. 2023

JPII

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This study aims to determine the level of mental representation of seventh-grade junior high school students in cell concepts. The research method used was the explanatory sequential mix method with 60 research subjects. The instruments used in this research were the Mental Diagnostic Test (MDT), which consists of a reasoned true and false test, a symbolic test, and an imaging test. Based on the results obtained from the answers to the MDT instrument, it can be seen that the levels of mental representations are categorized into Initial mental representation, Intermediate mental representation 1, Intermediate mental representation 2, Consensus representation, and Target representation. The results show that on the MDT instrument, the average student is included in the intuition and experience mental model. The level of the mental representations of male students is higher than that of female students. The mental representation of the initial level, intermediate 1, and the target in male and female students have the same level; the difference occurs at the intermediate level 2 and consensus. Male students (30%) have higher intermediate level 2 than female students (20%). Furthermore, there are 10% male students and no female students at the consensus level. This research concludes that the information level profile of mental representation is identified as having the type of intuition and experience.

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Representasi Mental Mahasiswa Dalam Membaca Gambar Struktur Membran Sel Setelah Perkuliahan Biologi Sel Dengan Pendekatan Vark

Cited by 6 publications

References 16 publications

Upaya Remediasi Miskonsepsi Siswa SMA pada Materi Sel dengan Menggunakan Model Pembelajaran Think Talk Write

Upaya Remediasi Miskonsepsi Siswa SMA pada Materi Sel dengan Menggunakan Model Pembelajaran Think Talk Write

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

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