Email this article 
Pengembangan Perangkat Pembelajaran IPA Biologi Berbasis Model Problem Based Learning (PBL) untuk Meningkatkan Hasil Belajar Kognitif
Abstract
Preliminary research at Islamic Middle School 1, Ternate City, North Maluku, revealed that no biology learning tools based on the PBL learning model had ever been developed and implemented. In addition, cognitive learning outcomes for environmental pollution material are still relatively low. The aims of the research are to find out (1) the validity of the PBL model-based learning device; (2) the effectiveness of learning tools based on the PBL model. This type of research is research and development. A limited trial was conducted on Class VII-1 biology students at the Islamic Middle School 1 Ternate City, North Maluku, totaling 28 students. The results of the study show that (1) the learning tools developed have fulfilled the validity aspect; (2) learning tools developed are effective in completing students' cognitive learning outcomes.
Studi pendahuluan yang dilakukan di SMP Islam 1 Kota Ternate, Maluku Utara diperoleh informasi bahwa selama ini belum pernah dikembangkan dan diterapkan perangkat pembelajaran IPA biologi yang didasari oleh model pembelajaran PBL. Selain itu, hasil belajar kognitif untuk materi pencemaran lingkungan masih tergolong rendah. Tujuan penelitian antara lain untuk mengetahui (1) validitas perangkat pembelajaran berbasis model PBL; (2) efektifitas perangkat pembelajaran berbasis model PBL. Jenis penelitian adalah research and development. Uji coba terbatas dilakukan pada siswa Biologi Kelas VII-1 di SMP Islam 1 Kota Ternate, Maluku Utara berjumlah 28 orang siswa. Hasil penelitian menunjukkan (1) perangkat pembelajaran yang dikembangkan telah memenuhi aspek kevalidan; (2) perangkat pembelajaran yang dikembangkan efektif terhadap ketuntasan hasil belajar kognitif siswa.
Kata kunci: perangkat pembelajaran, model PBL, IPA biologi
Keywords
Full Text:
PDFReferences
Alfiana, Y., & Iswari, R.S. (2022). PBL-Based Teaching Materials E-Supplements on Excretion System Materials to Improve Critical Thinking Ability of High School Students. Journal of Biology Education, 11(2), 232-241. https://doi.org/10.15294/jbe.v11i2.58110
Altun, I. (2003). The Perceived Problem Solving Ability and Values of Student Nurses and Midwives. Nurse Education Today, 23(8), 575– 584. DOI: 10.1016/s0260-6917(03)00096-0.
Amin, A.M., Corebima, A.D., Zubaidah, S., & Mahanal, S. (2016). Pre-Motivational Study Based ARCS (Attention, Relevance, Confidence, and Satisfaction) at Biology Education Students at Physiology Animal Lecture. Prosiding International Conference Education UM, 116-124.
Amin, A.M., Corebima, A.D., Zubaidah, S., & Mahanal, S. (2017). The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology. Advances in Social Science Education and Humanities Research, 128, 179-183. https://doi.org/10.2991/icet-17.2017.30.
Amin, A.M., & Adiansyah, R. (2018a). Identifikasi Gaya Belajar dan Respon Mahasiswa untuk Menentukan Strategi Pembelajaran pada Perkuliahan Fisiologi Hewan. Jurnal Biologi dan Pembelajarannya, 5(1), 1-9. https://doi.org/10.29407/jbp.v5i1.12036.
Amin, A.M., & Adiansyah, R. (2018b). Lecturers Perception on Students’ Critical Thinking Skills Development and Problem Faced by Students in Developing their Critical Thinking Skills. Jurnal Pendidikan Biologi Indonesia, 4(1), 1-10. https://doi.org/10.22219/jpbi.v4i1.5181
Applin, H., Williams, B., Day, R., & Buro, K. (2011). A Comparison of Competencies between Problem-Based Learning and Non-Problem-Based Graduate Nurses. Nurse Education Today, 31(2), 129-134. DOI: 10.1016/j.nedt.2010.05.003
Ayuningrum, D., Mulyani, S., & Susilowati, E. (2015). Pengaruh Model Problem Based Learning Terhadap Keterampilan Berpikir Kritis Siswa SMA Pada Materi Protista. Unnes Journal of Biology Education, 4(2), 124-133. https://doi.org/10.15294/jbe.v4i2.8904
Boyd, M., & Vitzelio, T. (2010). A Guidebook to Student Learning Outcome and Administrative Unit Outcome. Chaffey College.
Cahyono, Y.E.A (2017). Pengembangan Perangkat Pembelajaran Problem Based Learning Berorientasi pada Kemampuan Berpikir Kreatif dan Inisiatif Siswa. Phytagoras: Jurnal Pendidikan Matematika, 12(1), 1-11. Doi: 10.21831/pg.v12i1.14052
Corebima, A. D. (2006). Pembelajaran Biologi yang Memberdayakan Kemampuan Berpikir Siswa. Makalah ini disajikan dalam Pelatihan Strategi Metakognitif pada Pembelajaran Biologi untuk Guru-guru Biologi SMA, Lembaga Pengabdian Kepada Masyarakat (LKPM) UNPAR, Palangkaraya, 23 Agustus 2006.
Faishol, A., Suyitno, H., & Hindarto, N. (2016). Pengembangan Perangkat Pembelajaran Model Problem Based Learning dengan Soal Open-Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematik. PRISMA, Prosiding Seminar Nasional Matematika, 350-358. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/21492
Ginnis, P. (2007). Teacher’s, Toolkit, Raise Classroom Achievement with Strategies for Every Leaner. California: Corwin Press.
Hung, W., Mehl, K., & Bergland, J. (2013). The Relationships between Problem Design and Learning Process in Problem-Based Learning Environments: Two cases. The Asia-Pasific Education Researcher, 22(4), 635-645. DOI: 10.1007/s40299-013-0066-0
Kurniati, I., & Surya, E. (2017). Student’s Perception of their Teacher Teaching Style’s. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 91-98. https://www.researchgate.net/publication/318552302_Student's_Perception_of_their_Teacher_Teaching_Style's.
Mintasi, D. (2018). Mengembangkan Literasi Informasi Melalui Belajar Berbasis Kehidupan Terintegrasi PBL Untuk Menyiapkan Calon Pendidik dalam Menghadapi Era Revolusi Industri 4.0. Journal Islamic Teacher, 6(2), 271-290. https://journal.iainkudus.ac.id/index.php/elementary/article/view/4390/2856.
Nordlund, L. M. (2016). Teaching Ecology at University-Inspiration for Change. Global Ecology and Conservation, 7, 174-182. https://doi.org/10.1016/j.gecco.2016.06.008.
Ongardwanich, N., Kanjanawasee, S., & Tuipae. (2015). Development of 21 st Century Skills Scales as Perceived by Students. ProcediaSosial and Behavioral Science, 191, 737–741. DOI: 10.1016/j.sbspro.2015.04.716.
Pecore, J. L. (2013). Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice. Interdisciplinary Journal of Problem-Based Learning, 7(2). https://doi.org/10.7771/1541-5015.1359
Rusmono. (2017). Strategi Pembelajaran dengan Problem Based Learning. Bogor: Penerbit Ghalia Indonesia.
Saputri, W. (2014). Pengembangan Perangkat Pembelajaran Berbasis Pendekatan Saintifik dengan Model Problem Based Learning (PBL) Untuk Meningkatkan Penguasaan Konsep dan Sikap Peduli Lingkungan. Prosiding Seminar Nasional Pendidikan UNY, 2(1), halaman 401-415.
Sarira, P.M., Priyayi, D.F., & Astuti, S.P. (2019). Hubungan Argumentasi Ilmiah dan Hasil Belajar Kognitif pada Penerapan Model Problem Based Learning (PBL). EduSains: Jurnal Pendidikan Sains & Matematika, 7(2), 1-10. https://e-journal.iain-palangkaraya.ac.id/index.php/edusains/article/view/1258/1121
Senel, E., Ulucan, H., & Adilogullari, I. (2015). The Relationship between Attitudes towards Problem-based Learning and Motivated Strategies for Learning: A Study in School of Physical Education and Sport. The Anthropologist, 20(3), 446-456.
Tatang, S. (2012). Ilmu Pendidikan. Bandung: Pustaka Setia.
Thiagarajan, S., Semmel, D.S., & Semmel, M.L. (1974). Instructional Development for Training Teachers of Exceptional Children. Blomington: Central for Innovation on Teaching the Handicapped.
Refbacks
- There are currently no refbacks.
Copyright (c) 2023
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Bioterdidik: Wahana Ekspresi Ilmiah that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.