Proses pembelajaran Biologi kurang

Proses pembelajaran Biologi kurang efektif jika menggunakan model pembelajaran konvensional. Biologi yang sebagian besar materinya berupa hafalan akan susah dipelajari dan cenderung membosankan jika guru hanya menggunakan sistem ceramah dan mencatat, mengingat kemampuan siswa tidaklah sama. Salah satu model pembelajaran yang efektif untuk mengatasi permasalahan tersebut adalah model pembelajaran inkuiri. Model pembelajaran inkuiri diintegrasikan dengan aspek teknologi yaitu video partisipasi. Rumusan masalah adalah Apakah ada perbedaan penerapan model pembelajaran inkuiri dengan media pembelajaran video partisipasi terhadap keterampilan proses sains siswa kelas X di SMA Negeri 7 Denpasar. Penelitian ini bertujuan untuk mengukur perbedaan KPS siswa SMA Negeri 7 Denpasar yang dibelajarkan melalui model pembelajaran inkuiri terhadap siswa yang dibelajarkan melalui model pembelajaran konvensonal dengan media video partisipasi. Desain penelitian menggunakan Quasi Experimental Design dengan rancangan Posttest-Only Control Design. Penelitian ini dilaksanakan di SMA Negeri 7 Denpasar. Populasi dalam penelitian ini adalah seluruh siswa kelas X. Sampel dalam penelitian ini adalah siswa kelas X.MIA 2 (jumlah 37) sebagai kelas eksperimen, sedangkan siswa kelas X.MIA 4 (jumlah 34) sebagai kelas kontrol. Teknik pengumpulan data menggunakan rubrik KPS. Data KPS dianalisis secara kuantitatif menggunakan uji Mann-Whitney U Test. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran inkuiri dengan video partisipasi berbeda terhadap KPS dengan hasil uji Mann Whitney Test (p=0,000) yang menyatakan ada perbedaan nyata antara kelas eksperimen dan kelas kontrol. Sehingga penerapan model pembelajaran inkuiri dengan media pembelajaran video partisipasi yang dibelajarkan kepada siswa kelas X SMAN 7 Denpasar, maka KPS akan meningkat.

Hasil (Inggris) 1:

Biology learning process less effective if using conventional learning model. The biology of most of the material in the form of hard-learned and memorized will tend to dull if teachers use only system lectures and notes, given the ability of the students are not the same. One of the effective learning model to address these problems was learning model inkuiri. Inkuiri learning model integrated with aspects of technology, namely video participation. Formulation of the problem is whether there is any difference in the application of the learning model inkuiri video learning with media participation against the science process skills of students of class X 7 SMA Negeri in Denpasar. This study aims to measure the difference in KPS sman 7 Denpasar dibelajarkan through inkuiri learning model against students who are dibelajarkan through the learning model konvensonal video with media participation. Design research using a Quasi Experimental Design with Posttest-Only Control Design. This research was carried out on 7 SMA Negeri Denpasar. The population in this research is the entire class X students. The sample in this research is the grade X. MIA 2 (number 37) as experimental classes, while students of class X. MIA 4 (number 34) as the class of the control. Engineering data collection using the rubric KPS. KPS data analyzed quantitatively using the Mann-Whitney U test Test. The results showed that the application of the learning model inkuiri video with participation differently to KPS by Mann Whitney test results Test (p = 0.000) stating there is a real difference between the experimental and control classes. So the application of the learning model inkuiri video learning with media participation dibelajarkan to grade X SMAN 7 Denpasar, then KPS will increase.

Hasil (Inggris) 2:

Biology learning process is less effective when using conventional learning models. Biology is mostly rote material will be difficult to learn and tend to be boring if teachers only use the system's lectures and notes, given the ability of the students are not the same. One model for effective learning to overcome these problems is a model of inquiry learning. Inquiry learning model that is integrated with the technological aspects of video participation. Formulation of the problem is the Are there differences in the application of models of inquiry learning with instructional video media participation on science process skills class X at SMAN 7 Denpasar. This study aims to measure the difference in KPS students at SMAN 7 Denpasar that learned through inquiry learning model for students that learned through learning model konvensonal with video media participation. The study design using Quasi Experimental Design with design Posttest-Only Control Design. This research was conducted at SMAN 7 Denpasar. The population in this study were all students of class X. The sample in this research is class student X.MIA 2 (number 37) as the experimental class, while students X.MIA class 4 (number 34) as the control class. Data collection techniques using the rubric of PPP. KPS Data were analyzed quantitatively using the Mann-Whitney U Test. The results showed that the implementation of inquiry learning model with the participation of different video to KPS with test results Mann Whitney Test (p = 0.000) stating that there is a real difference between the experimental class and control class. So that the implementation of inquiry learning model with the participation of video instructional media that learned to the students of class X of SMAN 7 Denpasar, the PPP will increase.