Profil Keterampilan Proses Sains Peserta Didik Menggunakan Model Pembelajaran 9E Learning Cyccle at Home Melalui Pembelajaran Daring
(Profile of Students’ Science Process Skills Using the 9E Learning Cycle at Home Learning Model Through Online Learning)
DOI:
https://doi.org/10.22437/bio.v7i3.13718Abstract
This study aims to analyze the science process skills of students before and after the application of the 9E Learning cycle at home model through online learning on the subject of environmental pollution. This research uses an experimental method and this type of reseach uses a pre-experimental design. The instrument used was a science process skills test in the form of 14 multiple choice questions with 6 indicators of science process skills, namely 1) observing, 2) classifying, 3) measuring, 4) communicating, 5) concluding, 6) predicting. The population in this study was class VII semester 2 MTs Persatuan Islam Academic Year 2020/2021, with 21 female and 7 male students. The results showed that there was a significant difference in the students scicence process skills from before and after the 9E Learning Cycle at Home model was applied through online learning. The average percentage of N-Gain in increasing the achievement of students science process skills, which is 84%, is included in the high category. The highest percentage of N-Gain is obtained in indicator 4, which is 97%, while the lowest is in indicator 2, which is 71%, and the science process skills achieved by female students are superior to men, namely 94%:90%. This shows that learning about environmental pollution using the 9E learning cycle at home model through online learning can improve students science process skills and is useful for the continuity of the learning process.
Abstrak. Penelitian ini bertujuan untuk menganalisis keterampilan proses sains peserta didik sebelum dan setelah penerapan model 9E Learning Cycle at Home melalui pembelajaran daring pada pokok bahasan pencemaran lingkungan. Penelitian ini menggunakan metode eksperimen dan jenis penilitiannya menggunakan pre-eksperimental design. Instrumen yang digunakan adalah tes keterampilan proses sains berupa soal pilihan ganda sebanyak 24 soal dengan 6 indikator keterampilan proses sains yaitu 1) Mengamati, 2) Mengklasifikasi, 3) Mengukur, 4) Mengomunikasikan, 5) Menyimpulkan, 6) Memprediksi. Populasi dalam penelitian ini adalah kelas VII semester 2 MTs Persatuan Islam Tahun Ajaran 2020/2021, dengan peserta didik berjumlah 21 orang perempuan dan 7 orang laki-laki. Hasil penelitian bahwa adanya perbedaan signifikan terhadap keterampilan proses sains peserta didik dari sebelum dan setelah diterapkan model 9E Learning Cycle at Home melalui pembelajaran daring. Rata-rata persentase N-Gain peningkatan ketercapaian keterampilan proses sains peserta didik yaitu 84% termasuk dalam kategori tinggi. Persentase N-Gain tertinggi didapat pada indicator 4 yaitu sebesar 97% sedangkan terendah pada indicator 2 yaitu 71%, dan keterampilan proses sains yang dicapai peserta didik perempuan lebih unggul dari laki-laki yaitu 94% : 90%. Hal ini menunjukkan dalam pembelajaran pada materi pencemaran lingkungan menggunakan model 9E Learning Cycle at Home melalui pembelajaran daring dapat meningkatkan keterampilan proses sains peserta didik dan berguna untuk keberlangsungan proses pembelajaran.
Downloads
References
A Mulyana. (2020). Pengertian penelitian eksperimen dan karakteristik penelitian eksperimen. Pengertian Penelitian Eksperimen Dan Karakteristik Penelitian Eksperimen. https://ainamulyana.blogspot.com/2019/07/pengertian-penelitian-eksperimen-dan.html
Adilah, D. N., & Budiharti, R. (2015). Model Learning Cycle 7E Dalam Pembelajaran IPA Terpadu.
Prosiding Seminar Nasional Fisika Dan Pendidikan Fisika (SNFPF) Ke-6, 6, 212–217.
Ai Hayati Rahayu & Poppy Anggraeni. (2017). Analisis Profil Keterampilan Proses Sains Siswa Sekolah Dasar Di Kabupaten Sumedang. Pesona Dasar (Jurnal Pendidikan Dasar Dan Humaniora), 2, 22– 33. https://doi.org/10.24815/pear.v7i2.14753
Andani, M., & Utami, L. (2019). Pengaruh Penerapan Model Pembelajaran Learning Cycle 7E terhadap Keterampilan Proses Sains Siswa pada Materi Koloid di SMA Negeri 10 Pekanbaru. Journal of Natural Science and Integration, 2(1), 54. https://doi.org/10.24014/jnsi.v2i1.7114
Buwono, iffah S., Kartono, & Asih, T. S. N. (2020). Peran Kid- Friendly “ Rubrics †dalam Model Pembelajaran 9E Learning Cycle Terhadap Kemampuan Penalaran Matematis Siswa. PRISMA, Prosiding Seminar Nasional Matematika, 3, 621–625.
Dewi, N. P. S. R., Wibawa, I. M. C., & Devi, N. L. P. L. (2017). Kemampuan Berpikir Kritis Dan Keterampilan Proses Dalam Pembelajaran Siklus Belajar 7E Berbasis Kearifan Lokal. JPI (Jurnal Pendidikan Indonesia), 6(1), 125–133. https://doi.org/10.23887/jpi-undiksha.v6i1.9476
Ganda Noor Andaru, M. Rendi Astono Sentosa, D. S. et al. (2019). Pengaruh Model Pembelajaran Learning Cycle 7E Terhadap Keterampilan Proses Sains Siswa Pada Mata Pelajaran Fisika Pokok Bahasan Vektor Kelas X MIPA MAN 1 Cirebon. JPFS, 7(1), 51–55. https://doi.org/10.24114/inpafi.v7i1.13507
Gusty, S. (2020). Belajar Mandiri: Pembelajaran Daring di Tengah Pandemi Covid-19. Yayasan Kita Menulis.
Hamdani. (2017). Deskripsi Keterampilan Proses Sains. Jurnal Pendidikan Matematika Dan IPA, 8(1), 43–51.
Kemendikbud. (2020). Peta Jalan Pendidikan Indonesia. Kemendikbud. (2020). Peta Jalan Pendidikan Indonesia 2020-2035. http://abpptsi.org/2020/12/peta-jalan-pendidikan-indonesia-2020-2035/
Lesmana Sari, E., Billyardi Ramdhan, & Sistiana Windyariani. (2020). Beban Kognitif Siswa Pada Materi Pencemaran Lingkungan Berbantuan Prezi Application. Biodik, 6(3), 233–243. https://doi.org/10.22437/bio.v6i3.9840
Ngalimun, Muhammad Fauzani, A. S. (2018). Strategi dan Model Pembelajaran. Strategi Dan Model Pembelajaran, Yogyakarta : Aswaja Pressindo, 145. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1152879
Niko Ramdhani. (2020). Pentingnya Memahami Fungsi dan Tujuan dari Pendidikan. https://www.akseleran.co.id/blog/pendidikan-adalah/
Nirmalasari, Santiani, H. M. R. (2016). PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR SISWA PADA POKOK BAHASAN GETARAN HARMONIS. PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR SISWA PADA POKOK BAHASAN GETARAN HARMONIS, 4(3), 74–94.
Nurbani, D., Gusrayani, D., & Jayadinata, A. K. (2016). Pengaruh Model Learning Cycle Terhadap Keterampilan Proses Sains Siswa Sd Kelas Iv Pada Materi Hubungan Antara Sifat Bahan Dengan Kegunaannya. Jurnal Pena Ilmiah, 1(1), 211–220. https://doi.org/10.23819/pi.v1i1.3301
P. Kaur & A. Gakhar. (2014). 9E model and e-learning methodologies for the optimisation of teaching and learning. Innovation and Technology in Education (MITE). IEEE International Conference. https://www.semanticscholar.org/paper/9E-model-and-e-learning-methodologies-for-the-of-Kaur- Gakhar/a0320baf669ada925c8b708cc7bac1397d8e5d8e
Pustikayasa, I. M. (2019). Grup WhatsApp Sebagai Media Pembelajaran. Widya Genitri : Jurnal Ilmiah Pendidikan, Agama Dan Kebudayaan Hindu, 10(2), 53–62. https://doi.org/10.36417/widyagenitri.v10i2.281
Rahmah, Y., Muh. Nasir, & Nikman Azmin. (2019). Penerapan Model Pembelajaran 5E Untuk Meningkatkan Keterampilan Proses Sains Dan Sikap Ilmiah Siswa Kelas VIII SMP NEGRI 6 KOTA Bima. ORYZA Jurnal Pendidikan Biologi, 1337, 40–46. http://jurnal.stkipbima.ac.id/index.php/OZ/article/view/296
Saraç, H. (2018). The Effect Of Learning Cycle Models Usage On Students’ Permanence Of The Learned Information: A Meta-Analysis Study. Kastamonu Eğitim Dergisi, 4(1), 1–10. https://doi.org/10.24106/kefdergi.413322
Sayuti, I., Rosmaini, S., & Andayannhi, S. (2013). Penerapan Model Pembelajaran Learning Cycle 5E Untuk Meningkatkan Sikap Ilmiah Dan Hasil Belajar Biologi Siswa Kelas XI IPA 4 SMA Negeri 5 Pekanbaru. Jurnal Pendidikan, 3(1), 1–11.
Setiono, S., Nuranti, G., & Agustini, M. M. (2020). Meningkatkan Hasil Belajar Peserta Didik Melalui Aktivitas Saintifik Dan Visualisasi. Jurnal Pendidikan Sains (Jps), 8(1). https://doi.org/10.26714/jps.8.1.2020.27-31
Setiono, S., Rustaman, N. Y., Rahmat, A., & Anggraeni, S. (2019). Student’s inquiry skills and learning achievement in plant anatomy practical work using open-guided inquiry. Journal of Physics: Conference Series, 1157(2), 6–12. https://doi.org/10.1088/1742-6596/1157/2/022089
Suardana, I. N., Redhana, I. W., Sudiatmika, A. A. I. A. R., & Selamat, I. N. (2018). Students’ critical thinking skills in chemistry learning using local culture- based 7E learning cycle model. International Journal of Instruction, 11(2), 399.
Sudjana, N. (2010). Penilaian Hasil Belajar Mengajar. Penilaian Hasil Belajar Mengajar, 22. https://doi.org/Bandung: Rosdakarya
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif dan R&D.
Syarifah, H., Indriwati, S. E., & Corebima, A. D. (2016). Pengaruh Strategi Pembelajaran Reading Questioning and Answering (RQA) Dipadu Think Pair Share (TPS) terhadap Keterampilan Metakognitif Siswa Laki-Laki dan Perempuan SMA Di Kota Malang. Teori, Penelitian, Dan Pengembangan, 1(5), 801–805.
Tukiran, Mubarokah, F. A., & Nasrudin, H. (2020). Improvement of Self-Efficacy and Student Learning Outcomes on Acid Base Material Using 9E Learning Cycle Model. 196(Ijcse), 199–202. https://doi.org/10.2991/aer.k.201124.037
Yaman, S., & Karaşah, Ş. (2018). Effects of Learning Cycle Models on Science Success : a Meta-Analysis Issn 1648-3898 Issn 2538-7138. Journal of Baltic Science Education, 17(1), 65–83.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Dissa Thami Putri, Setiono, Billyardi Ramdhan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:
- For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International Licensethat allows others to share the work with an acknowledgment 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 acknowledgment 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 (See The Effect of Open Access).