Increasing scientific literacy in the inheritance and biotechnology chapter by implementing problem-based learning

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

The aim of this classroom action research was to increase student interest and learning outcomes in PAK lessons on Competencies in the Role of Hierarchy and Laity as Church Members for class XI Phase F students of SMAN 1 Sipora Semester I for the 2023/2024 academic year. To achieve this goal, researchers used a problem based learning (PBL) learning model designed in two cycles. In each cycle two meetings are held. The procedures in each cycle include the stages: 1) planning, 2) implementing actions, 3) observation, and 4) reflection and evaluation. The effectiveness of actions in each cycle is measured from the results of observations and tests. In this study, the researcher stated that observations of students' interest in learning were seen and measured from the level of independence and faith and devotion to TYME and noble character in the dimensions of the Pancasila Student profile (P3). The observation data is described, interpreted, then reflected on to determine corrective action in the next cycle. The results of the action research carried out in two cycles were that students' learning interest in cycle I reached 76.5%, while in cycle II students' learning interest reached 89.5%. Comparison of the results of increasing student interest in learning in cycle I and cycle II increased by 13%. Likewise, student learning outcomes also increased with the results in cycle I reaching 77.6% and in cycle II reaching 87%. This shows an increase in student learning outcomes by 8%. Thus, based on the results obtained, it shows that there has been an increase in student interest and learning outcomes and they have achieved completion. So it can be concluded that the use of the problem based learning method can increase PAK interest and learning outcomes in the competency of the Role of Hierarchy and Laity as Church Members for class XI Phase F students of SMAN 1 Sipora Semester I for the 2023/2024 academic year. Increasing student interest in learning has a positive impact on increasing student learning outcomes.

One of the subject matter of Chemistry High School which has quite extensive studies and full of concepts is Reaction Rate. The subject matter will be more precisely taught through Problem Based Learning (PBL) with scientific approach that designed with surrounding environment. This study aims to determine difference between increasing learning outcomes learned through PBL with scientific approach and increasing learning outcomes learned through Direct Instruction (DI) with scientific approach on Reaction Rate. The population was all students of XI MIA MAN. The sampling technique in this study was purposive sampling. The results showed an increase in student learning outcomes in experimental class by 84% and in control class by 79%. Based on test of the real difference with the statistical technique t at the level of significance α = 0.05 on the results of this study it can be concluded that increase in student learning outcomes through the PBL with scientific approach is higher than increase in learning outcomes taught through the DI with scientific approach to Reaction rate.

INCREASING STUDENT ACTIVITIES AND LEARNING OUTCOMES ON ENTREPRENEURIAL THEMES WITH POWERPOINT MEDIA AT LAWANG GINTUNG 2 ELEMENTARY SCHOOL, BOGOR CITY This study aims to determine the increase in student activity and learning outcomes, describe the process of increasing student activity and learning outcomes, and measure the magnitude of the increase in activity and learning outcomes on entrepreneurial themes with the use of powerpoint media in class VI SD Negeri Lawang Gintung 2, Bogor City in the academic year 2019 / 2020. This research is a Classroom Action Research by providing action on research subjects in two learning cycles. The results of this study indicate that using powerpoint media on the entrepreneurial theme can be a fun variation of learning for students so that it is proven to improve student learning outcomes. Before using Powerpoint media in the learning theme of Entrepreneurship, the learning outcomes of students only reached an average value of 64.46 then an increase occurred after using Powerpoint media to 78.39 in cycle 1 and 94.78 in cycle 2. The results of the study in the final cycle showed that there were 97.45% of participants have completed their learning outcomes. So it can be concluded that the use of powerpoint media on entrepreneurial themes is very popular with students and there is an increase in student learning outcomes. Therefore, researchers suggest that the use of powerpoint media on entrepreneurial themes be socialized and used as an alternative in schools.

IMPROVING STUDENT ACTIVITY AND LEARNING OUTCOMES IN INHERITANCE MATERIALS IN LIVING INTERESTS WITH MICA PLASTIC TOOLSThis study aims to determine the increase in student activity and learning outcomes, describe the process of increasing student activity and learning outcomes, and measure the magnitude of the increase in activity and learning outcomes in inheritance material in living things. The use of plastic mica props in class IXC SMP Negeri 8 Bogor City Semester 1 of the 2019/2020 school year. This research is a Classroom Action Research by providing action on research subjects in two learning cycles. The results of this study indicate that using plastic mica props can be a fun variation of learning for students so that it is proven to improve student learning outcomes. Before using the plastic mica props, the learning outcomes of students only reached an average value of 68.18 then an increase occurred after using the mica plastic props to 85.15 in cycle 1 and 90.15 in cycle 2. So it can be concluded that the use of props mica plastic is very popular with students and there is an increase in student learning outcomes. Therefore, researchers suggest that the use of plastic mica props be socialized and used as an alternative in science learning in schools

The aim of this research is to improve the learning outcomes of class X-A students at SMA Negeri 4 Palu through the application of the Problem Based Learning (PBL) learning model in Indonesian language subjects. This research is class action research (Class Action Research) which consists of two cycles. Each cycle consists of action planning, action implementation, observation and reflection. The research subjects were class X-A students at SMA Negeri 4 Palu. Data sources come from teachers and students obtained through observation, interviews, tests and document review. The data analysis technique used is descriptive analysis. The research results show that: (1) The teacher's ability to carry out learning using the Problem Based Learning (PBL) method to improve student learning outcomes in Indonesian language learning in class X-A in cycle I has an average of 70% (quite good), while in the first cycle II to 87.5% (very good), this shows an increase of 10.5%. (2) There was an increase in student learning outcomes in learning Indonesian on biographical text material using the Problem Based Learning (PBL) method in class X-A SMA Negeri 4 Palu, where student learning outcomes in cycle I had an average of 73.14 with a completion percentage amounted to 42.86%, in cycle II it became 79.77 with a completion percentage of 88.57%. This shows an increase in student learning outcomes of 6.63.

This research aimed to identify the influence of two learning models and learning reliance on students’ scientific literacy. The method used was the treatment by 2 x 2 level. The participants were 36 students from the Department of Biology Education who were grouped into two categories based on the reliance questionnaire score, i.e., categories of high and low. The data were collected through scientific literacy tests, data analysis using two-path ANOVA formula followed by the Tukey test. The results showed that there was an influence on the interactions between the learning models and learning reliance on students’ scientific literacy seen from the ANOVA test results which obtained F = 29.88, =0.05. The Tukey test analysis identified; (1) Scientific literacy of college students who used the Science, Technology, Society (STS) model was higher than those who adopted the Problem-Based Learning (PBL) Model with Q = 4,74 at =0.05; (2) The scientific literacy of students having high learning reliance using the STS learning model was better than those applying the PBL with Q = 11,78 at =0.05; (3) The scientific literacy of students having low learning reliance using the STS learning model was lower than those using the PBL with Q=5.07 at =0.05. It concluded that the STS learning model could improve the students’ scientific literacy. In other words, the STS learning was more useful for the high reliance students than those with low reliance.

The aim of this research is to improve the mathematics learning outcomes of class VII F students at SMP Negeri 9 Palu through the application of the Problem Based Learning (PBL) learning model in the mathematics subject of numbers. This research is class action research (Class Action Research) which consists of two cycles. Each cycle consists of action planning, action implementation, observation and reflection. The research subjects were students of class VII F at SMP Negeri 9 Palu. Data sources come from teachers and students obtained through observation, interviews, tests and document review. The data analysis technique used is descriptive analysis. The results of the research show that: (1) The teacher's ability to carry out learning using the Problem Based Learning (PBL) method to improve student learning outcomes in mathematics learning at SMP Negeri 9 Palu in cycle I had an average of 78% (sufficient), while in cycle II to 90% (very good), this shows an increase of 12%. (2) There was an increase in student learning outcomes in mathematics learning in Whole Numbers material using the Problem Based Learning (PBL) method in class VII-F of SMP Negeri 9 Palu, where student learning outcomes in cycle I had an average score of 69.70% with the percentage of completeness was 54.54%, while in the cycle II test results the average score was 71.81% with a percentage of completeness of 75.75%. This shows an increase in student learning outcomes by 2.11%.

INCREASING ACTIVITY AND LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS ON LESSONS OF GEOMETRY WITH FOLDING PAPER PROPS This study aims to determine the increase in activity and student learning outcomes, describe the process of increasing student activity and learning outcomes, and measure the magnitude of the increase in activity and learning outcomes in the lessons of building space. The use of folding paper props in class IV SD Negeri Lawang Gintung 2 Bogor City year 2019/2020 lessons. This research is a Classroom Action Research by providing action on research subjects in two learning cycles. The results of this study indicate that using folding paper props can be a fun variation of learning for students so that it is proven to improve student learning outcomes. Before using folding paper props the learning outcomes of students only reached an average value of 64.25 then an increase occurred after using folding paper props to 76.34 in cycle 1 and 97.24 in cycle 2. So it can be concluded that the use of props folding paper is very popular with students and there is an increase in student learning outcomes. Therefore the researchers suggest that the use of folding paper props be socialized and used as an alternative in learning mathematics in schools

INCREASING ACTIVITY AND LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS ON LESSONS OF COLLAGE WITH VIDEO MEDIA This study aims to determine the increase in activity and student learning outcomes, describe the process of increasing student activity and learning outcomes, and measure the magnitude of the increase in activity and learning outcomes in the Collage material using video learning media for Cultural Arts and Crafts in grade IV SD Negeri Lawang Gintung 2, Bogor City. 2019/2020 school year. This research is a Classroom Action Research by providing action on research subjects in two learning cycles. The results of this study indicate that using video media on collage material for learning cultural arts and crafts can be a fun variation of learning for students so that it is proven to improve student learning outcomes. Before using video media on the learning collage material for Cultural Arts and Crafts, the learning outcomes of students only reached an average value of 68.44 then an increase occurred after using video media to 80.54 in cycle 1 and 98.14 in cycle 2. So it can be concluded that the use of video media in the learning collage material for Cultural Arts and Crafts is very popular with students and there is an increase in student learning outcomes. Therefore, the researcher suggests that the use of video media in the learning collage material for Cultural Arts and Crafts be socialized and used as an alternative in learning Cultural Arts and Crafts in schools.

This research is an application of animation media that has been developed previously. The purpose of this study is to look at the effect of flash-based animation media that has been developed on improving learning outcomes in Chemistry Learning Outcomes Evaluation courses, and see the percent increase in student learning outcomes As a sample, the 2016 students consisted of 2 classes as an experimental class and a control class in the chemistry department at Unimed. After a normality test and a homogeneity test, the hypothesis is tested using a t test, and an increase in learning outcomes using a normalized gain test. From the results of the study obtained average pre-test learning outcomes in the experimental group and in the control group of 31.6 and 33.5. While the average post-test learning outcomes in the experimental group (79.5) and in the control group (75.0). From the average value, it can be seen that students who are taught by using the animation media developed by FLAS, have a higher average value compared to students who are taught without using media. While the gain of an increase in student learning outcomes in the experimental class by 70.6% and an increase in the increase in student learning outcomes in the control class by 63.4%. So it was concluded that flash-based animation media is good to be used in learning the Chemistry Learning Outcomes Evaluation course.

This study aims to develop interactive learning media based on Adobe Animate with the Problem-Based Learning (PBL) model to improve student learning outcomes on fraction material in class IV SDN Kedungpane 02. The background of this research is based on students' low understanding of the concept of fractions, which is caused by the lack of use of innovative learning media and less interesting learning methods. Therefore, Interactive Math media was developed that integrates animation and interactivity in the learning process to increase student engagement and understanding. This research uses the Research and Development (R&D) method with the ADDIE development model which consists of five stages, namely Analysis to identify learning needs, Design to design appropriate media Development to build products, Implementation to test on students, and Evaluation to assess the effectiveness of the media that has been developed. Data were collected through observation, interviews, questionnaires, documentation, and learning outcomes tests. The validity test was carried out by media experts and material experts, while the media effectiveness test was carried out through experiments with a pretest-posttest control group design. The results showed that the Interactive Math media based on Adobe Animate is very valid and feasible to use in learning based on expert validation with a score of 91.07% from material experts and 91.66% from media experts. In addition, there was a significant increase in student learning outcomes after using this media, as evidenced by the difference in the average scores of the pretest and posttest in the small and large groups. Thus, Adobe Animate-based interactive learning media with PBL model can be an innovative solution in improving students' understanding and learning outcomes on fraction materials. This study recommends the use of similar media on other materials to improve the effectiveness of learning in elementary schools. Keywords: adobe animate, interactive learning media,fraction, problem based learning (PBL), learning outcomes.

This study aims to determine: (1) Description of students' chemistry learning outcomes on electrolyte and non-electrolyte solution materials taught using the Problem Based Learning (PBL) model and by using the direct learning model; and (2) increasing student learning outcomes (N-gain) on electrolyte and nonelectrolyte solution materials taught using the Problem Based Learning (PBL) model and by using the direct learning model. The method used in this study was a quasi-experimental design using a pretest-posttest control group design. The sample in this study were students of class X IPA1 as the experimental class who were treated using the Problem Based Learning learning model and class X IPA2 as the control class treated with the direct learning model. Based on the results of the analysis, it was found that the data were: (1) Description of Chemistry learning outcomes of students who were taught using the application of the Problem Based Learning (PBL) model obtained an average value of 63.64 for the pre-test and 76.46 for the post-test. Meanwhile, the learning outcomes of students who were taught with the direct learning model had an average pre-test of 54.43 and an average post-test score of 61.57; (2) The increase in student learning outcomes after learning using Problem Based Learning (PBL) of 0.35 (medium category) is greater than the increase in student learning outcomes in learning using the direct learning model of 0.15 (low category). This indicates that the Problem Based Learning (PBL) learning model is applied effectively to students' chemistry learning outcomes.

Improving Engineering Mechanics Learning Outcomes Using the STAD (Student Teams Achievement Division) Learning Model for Class X DPIB2 Students at SMK Negeri 2 Karang Baru Aceh Tamiang. The goal to be achieved in this Classroom Action Research (CAR) is for students to increase their interest in learning Engineering Mechanics, so that students gain knowledge, skills and positive attitude changes. This Classroom Action Research (CAR) was conducted in class X DPIB2 SMK Negeri 2 Karang Baru, located on Jalan Ir. H Juanda Karang Baru, Karang Baru, Aceh Tamiang Aceh Province The number of students is 22 people, with heterogeneous socio-economic backgrounds. Implementation of Classroom Action Research carried out in 2 cycles. In the first cycle, they could not achieve the expected results, because students were still not used to it. After there is motivation, in the implementation of the second cycle there is a very significant change in a good direction. Students are already showing an increased interest in studying Engineering Mechanics. STAD type cooperative learning can change learning from teacher center focus to student centered. The results showed that there was an increase in the activeness of student learning as indicated by an increase in the average class score from cycle I to cycle II of 16.84%, and an increase in student learning outcomes as indicated by an increase in the average class score, namely from the pre-cycle to cycle I of 8.28% and from cycle I to cycle II of 10.40%.