THE EFFECT OF BIOLOGY IN CONTEXT LEARNING ON STUDENT COGNITIVE LEARNING OUTCOME
Article Sidebar
PDF Download : 281 Times
Main Article Content
Abstract
Natural Science Education aims to help learners to be able to understand the natural surroundings include process, facts and principles that exist in nature. One of the aspects that support the success of understanding science and the process of learning science is the application of science literacy. The study was aimed to determine the effect of Biology in Context learning on cognitive learning outcome of junior high school student grade VIII in science subject. The research was conducted in Bekasi State Junior High School 2 at the first semester of the 2018/2019. The sampling technique used purposive sampling with a total sample 72 students obtained through the calculation of Slovin formula. The method used is the experimental method, non equivalent control group design. Data collection is done with the instruments of students cognitive learning outcomes. The analysis prerequisite test used is the normality test using Kolmogorov-Smirnov and the homogeneity test using Levene test. Hypothesis tested with the t test and the normalized gain value test. Based on the results of hypothesis test, there is the influence of Biology in context learning on the student cognitive learning outcome. Biology in context learning can improve student cognitive learning outcomes better than guided inquiry learning, which is equal to 66.4% or 0.45 in the calculation using normalized gain.
Article Details
Anderson, L. W. & Krathwohl, D. R. (2001). A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Davis, S. (2016). Using Bloom's Taxonomy to Write Learning Outcomes. Pearson Blog. Diakses pada 20 April 2018, dari laman https://www.pearsoned.com/using-blooms-taxonomy-to-write-learning-outcomes/
Gagne, R. M., Leslie, J. B. & Walter, W. W. (1992). Principles of Instructional Design (4th ed). Texas: Hobcourt Brace Ivanovich.
Hake, R. R. (1999). Analyzing Change/Gain Score. [Online]. Diakses pada Maret 2018, dari laman http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf
Hardianti, Y., Sartono, N. & Dewahrani, Y. R. (2014). Pengaruh Penggunaan Lembar Kerja Siswa (LKS) Bilingual terhadap Hasil Belajar Siswa pada Materi Sistem Reproduksi Manusia. Biosfer: Jurnal Pendidikan Biologi, 7(1), 30-36.
Haristy, D. R., Enawaty, E. & Lestari, I. (2013). Pembelajaran Berbasis Literasi Sains pada Materi Larutan Elektrolit dan Non Elektrolit di SMA Negeri 1 Pontianak. [Online]. Diakses pada Maret 2018, dari laman http://jurnal.untan.ac.id/index.php/jpdpb/article/viewFile/4002/pdf
Hernani. & Mudzakir, A. (2010). Pengaruh Pembelajaran Berbasis Literasi Sains dan Teknologi Terhadap Keterampilan Proses Sains Siswa SMP. Jurnal Pendidikan Matematika dan Sains, 15 (1), 29-34.
Julianto, T & Nofiana, M. (2018). Upaya Peningkatan Literasi Siswa Melalui Pembelajaran Berbasisi Keunggulan Lokal. Biosfer Jurnal Tadris Pendidikan Biologi, 9 (1), 24-35.
Keller, M. J. (2010). Motivational Design for Learning and Performance; The ARCS Model Approach. New York: Springer.
Kemdikbud. (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan Sekolah Menengah Pertama (cetakan keempat). Jakarta: Direktorat Pembinaan Sekolah Menengah Pertama.
Listianingrum, N., Maridi. & Aminah, S. N. (2017). Pengembangan Perangkat Pembelajaran IPA Menggunakan Model Inkuiri Terbimbing Biology in context untuk Memberdayakan Keterampilan Proses Sains. Prosiding Seminar Nasional Pendidikan Sains, 178-186. [Online]. Diakses pada April 2018, Diperoleh dari laman http://jurnal.fkip.uns.ac.id/index.php/snps/article/view/11411/8096
Nentwig, P. M., & Demuth, R. (2007). Chemie im Kontext : Situating Learning in Relevant Contexts while Systematically Developing Basic Chemical Concepts. Journal of Chemical Education, 84(9), 1439–1444.
Mahfudiani, F. C. (2015). Efektivitas Pemanfaatan Laboratorium IPA di SMA Negeri Se-Kabupaten Sleman. Program Studi Manajemen Pendidikan. Fakultas Ilmu Pendidikan. Yogyakarta: Universitas Negeri Yogyakarta.
Miarsyah, M., Putrawan, I. M. & Wulandari, M. (2016). Hubungan Antara Kesungguhan (Conscientiousness) dengan Hasil Belajar Biologi: Studi Korelasional terhadap Siswa Kelas X MIPA di SMA Negeri 38 Jakarta. Biosfer: Jurnal Pendidikan Biologi, 9(1). 28-33.
[OECD] Organisation for Economic Co-operation and Development. (2009). PISA Assessment Framework; Key Competencies in Reading, Mathematics, and Science. OECD Publishing. Diperoleh dari laman http://www.oecd.org/pisa/publications/
Parchmann, I., Gräsel, C., Baer, A., & Nentwig, P. (2006). “Chemie im Kontextâ€: A Symbiotic Implementation of a Context based Teaching and Learning Approach. International Journal of Science. (December 2014), 37–41.
Rahmah, Nur. (2013). Belajar Bermakna Ausubel. Al-Khwarizmi. 1 (Maret 2013), 43-48.
Rakhmawan, A., Setiabudi, A. & Mudzakir, A. (2015). Perancangan Pembelajaran Literasi Sains Berbasis Inkuiri pada Kegiatan Laboratorium. Jurnal Penelitian dan Pembelajaran IPA. 1(1), 145-154.
Riyadi, I. P., Prayitno, A. B. & Marjono. (2015). Penerapan Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) pada Materi Sistem Koordinasi untuk Meningkatkan Keterampilan Proses Sains pada Siswa Kelas XI IPA SMA Batik 2 Surakarta Tahun Pelajaran 2013/2014. Jurnal Penelitian Biologi. 7(2), 80-93.
Rustaman. (2006). Materi dan Pembelajaran IPA. Jakarta: Universitas Terbuka.
Sartono, N., Rusdi. & Handayani, R. (2017). Pengaruh Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dan Discovery Learning terhadap Kemampuan Berpikir Analisis Siswa SMAN 27 Jakarta pada Materi Sistem Imun. Biosfer: Jurnal Pendidikan Biologi. 10(1), 58-64
Siregar, E. & Nara, H. (2010). Teori Belajar dan Pembelajaran. Bogor: Penerbit Ghalia Indonesia.
Suparman, Atwi. (2001). Desain Instruksional. Jakarta: PAU-PPAI Dirjen Dikti Depdikbud.
Suprijono, Agus. (2016). Model-Model Pembelajaran Emansipatoris. Yogyakarta: Penerbit Pustaka Pelajar.
Susiati, A., Adisyahputra & Miarsyah, M. (2018). Hubungan Kemampuan Membaca Pemahaman dan Kemampuan Berpikir Tingkat Tinggi dengan Kemampuan Literasi Sains Guru Biologi SMA. Biosfer: Jurnal Pendidikan Biologi, 11(1), 1-12.
Sutrisno, P. L. V & Siswanto, T. B. (2016). Faktor-Faktor yang Mempengaruhi Hasil Belajar Siswa pada Pembelajaran Praktik Kelistrikan Otomotif SMK di Yogyakarta. Jurnal Pendidikan Vokasi. 6(1), 111- 120.
Tahar, I. & Enceng. (2006). Hubungan Kemandirian dan Hasil Belajar pada Pendidikan Jarak Jauh. Jurnal Pendidikan Terbuka dan Jarak Jauh. 7(2), 91-101
Turiman, P., Omar, J., Daud, A. M. & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia. Journal of Social and Behavioral Science 59 (2012), 110-116.
Udompong, L. & Suwimon, W. (2014). Diagnosis of The Scientific Literacy Characteristics of Primary Student. Procedia. Journal of Social and Behavioral Science 116, 5091-5096
Wilson, L. O. (2010). Anderson and Krathwohl – Bloom’s Taxonomy Revised. Diperoleh pada 8 Mei 2018, dari http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
Winkel, W. S. (1991). Psikologi Pengajaran. Jakarta: Penerbit Grasindo.
Wuryaningrum, V., Sartono, N. & Dewahrani, Y. R. (2014). Pengembangan Lembar Kerja Siswa (LKS) Bilingual dengan Pendekatan Kontekstual pada Materi Sistem Reproduksi Manusia. Biosfer: Jurnal Pendidikan Biologi, 7(1), 10-16
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.