Validitas Lembar Kerja Siswa (Lks) Berbasis Problem Based Learning Pada Materi Keanekaragaman Hayati Untuk Sma

Maiyuni, Siska; Maharani, Ade Dewi

doi:10.22202/jp.2016.v8i2.1016

Cited by 5 publications

(5 citation statements)

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“…(2014) adopted seven indicators developed from Anderson & Krathwol (2001) and McGregor (2007), namely identifying information, elaborating information, applying comprehension, selecting procedure, developing procedure, interpreting data, and evaluating procedure. Lastly, research conducted by Ramdoniati, et al (2018) uses PBL indicators developed from Maiyuni and Maharani's (2016) research, namely the feasibility of content, language, presentation, and graphics. Meanwhile, the metacognitive ability of students is measured using self-developed indicators, namely predicting, planning, monitoring, and evaluating skills.…”

Section: Research Resultsmentioning

confidence: 99%

Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

Hidayah¹,

Dasna²,

Parlan³

et al. 2021

Preprint

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Increasing the metacognitive abilities of chemistry students is an indisputable output of the teaching and learning process today. Collaborative problem based learning is a learning method that has been tested and proven to be applied, especially in Western countries in increasing the metacognitive abilities of students, but it is still very minimal applied in Asian countries, including Indonesia. Thus, this study was conducted to explore previous studies that examined collaborative problem-based learning in improving students' metacognitive abilities. The research design used in this study is a Systematic Literature Review with the requirements of the inclusion of articles on collaborative problem-based learning in improving the metacognitive abilities of chemistry students, accredited national and international publications between 2010 and 2020, full text, journal articles, and open access. The results of the exploration that were carried out found 102 articles, then the title and abstract were read into 20 articles, and 4 articles were read in full, which fulfilled all the stipulated inclusion requirements. The results of the systematic literature review conducted in this study provide empirical evidence of literacy that problem based learning improves the metacognitive abilities of chemistry students. However, most of research conducted still uses various instruments, which are not standardized and validated.

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Section: Research Resultsmentioning

confidence: 99%

Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

Hidayah¹,

Dasna²,

Parlan³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…PBL is a learning model that emphasizes student activity, as something students must learn by using real-life problems to improve critical thinking skills as well as problem solving (Nafiah, 2014;Solihat, 2017;Yulianti & Gunawan, 2019). This PBL learning model provides space for students to learn to be more independent, active and creative and improve students' critical thinking skills through the problems faced by students in the material for Efforts to Preserve Biodiversity (Shoimin, 2014;Maiyuni & Maharani, 2016;Hamdani et al, 2019). The achievements of the students after the implementation of the learning process took place were seen from the responses given after using the PBL-based student worksheets.…”

Section: Tabel 2 Analysis Of the Implementation Of Learningmentioning

confidence: 99%

The Influence of Problem Based Learning (PBL)-Based Student Worksheets on Sustainable Development Goals (SDGs) to Improve Students’ Critical Thinking Skills

Yonanda,

Istiana,

Prasaja

2023

Journal Of Biology Education Research (JBER)

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The development of 21st century science and technology in the field of education requires students to be able to master the 4C skills, one of which is critical thinking. Critical thinking skills can improve students' ability to solve problems, draw conclusions and find appropriate solutions from various aspects and perspectives they will face. PBL-based student worksheets and PBL learning models are the right choice to improve critical thinking skills and can be linked to SDGs problems which will later make students solve various problems to be able to achieve SDGs goals and targets. This study aims to analyze the improvement in aspects of students' critical thinking skills after applying PBL-based student worksheets on SDGs problems. The research was conducted at a public high school in Bogor Regency, while the method used was a experiment. The population that was used as the object of research was students in several public high school classes in Bogor Regency, with cluster random sampling taking the sample. Based on the results of research and analysis, it shows that PBL-based student worksheets can improve students' critical thinking skills in SDGs problems, seen from the N-Gain score in the experimental class of 0.48 and the control class 0.32 in the medium category. The activeness of the students in the class which was assessed through the attitude and skill aspects, showed that the experimental class was higher than the control class which affected the improvement of students' critical thinking skills. The conclusion of this research is that the alternative research hypothesis is accepted, so that there is an influence of PBL-based student worksheets on SDGs issues to improve students' critical thinking skills.

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“…Penelitian ini menggunakan materi keanekaragaman hayati dikarenakan materi yang konstekstual dan dapat diterapkan di lingkungan sekitar sehingga peserta didik mampu menggunakan logika berpikirnya agar dapat membantu menyelesaikan permasalahan atau halhal baru yang dikaitkan dengan keanekaragaman hayati. Penelitian Maiyuni & Maharani (2016) menyatakan bahwa materi keanekaragaman hayati mencakup topik biologi yang memiliki karakteristik fakta dan kontekstual yang mudah diamati oleh peserta didik.…”

Section: Hasil Dan Pembahasanunclassified

Validitas Instrumen Penilaian Higher Order Thinking Skills (Hots) pada Materi Keanekaragaman Hayati

Rahmawati

Trimulyono

2021

BioEdu

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Proses pembelajaran biologi mengarahkan peserta didik agar mengimplementasikan ilmu yang telah dipelajari ke tingkat kognitif yang lebih tinggi. Kegiatan proses pembelajaran dapat dinyatakan berhasil salah satunya melalui evaluasi atau penilaian pembelajaran. Penilaian di sekolah masih banyak menggunakan ujian berdasar soal yang berada di LKS dengan level kognitif tingkat C1-C3 sehingga diperlukan peningkatan kemampuan berpikir tingkat yang lebih tinggi. Salah satu penilaian yang dikembangkan adalah penilaian HOTS yang ditujukan agar peserta didik dapat memecahkan permasalahan, berpikir kritis dan kreatif. Tujuan penelitian yakni menghasilkan instrumen penilaian HOTS pada materi keanekaragaman hayati. Penelitian ini menggunakan model Research and Development yang dibatasi dengan lima tahapan yaitu potensi dan masalah, pengumpulan informasi, desain produk, validasi desain produk dan revisi produk. Batasan penelitian ini sampai tahap pengembangan dan validasi produk. Tahap validasi dilakukan oleh dua dosen ahli pendidikan menggunakan lembar validasi instrumen penilaian HOTS. Data hasil validasi dianalisis menggunakan deskriptif kuantitatif. Hasil penelitian menunjukkan reliabilitas instrumen menggunakan percentage agreement mendapat kategori reliabel dengan hasil 99,53% pada butir soal pilihan ganda dan butir soal esai mendapat 100% serta skor validitas instrumen penilaian HOTS sebesar 3,94 pada butir soal pilihan ganda 1-4 dan skor sebesar 4 pada butir soal pilihan ganda 5-15 serta esai 1-5 dengan kategori sangat valid ditinjau dari aspek materi, konstruksi soal, bahasa dan HOTS. Berdasarkan hasil yang diperoleh, maka disimpulkan bahwa instrumen penilaian HOTS materi keanekaragaman hayati dikategorikan valid dan reliabel berdasarkan validasi ahli sehingga dapat digunakan untuk mengukur kemampuan peserta didik dalam proses belajar. Kata Kunci: Instrumen penilaian, HOTS, keanekaragaman hayati

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Validitas Lembar Kerja Siswa (Lks) Berbasis Problem Based Learning Pada Materi Keanekaragaman Hayati Untuk Sma

Cited by 5 publications

References 0 publications

Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

The Influence of Problem Based Learning (PBL)-Based Student Worksheets on Sustainable Development Goals (SDGs) to Improve Students’ Critical Thinking Skills

Validitas Instrumen Penilaian Higher Order Thinking Skills (Hots) pada Materi Keanekaragaman Hayati

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