The Influence of Contceptual Understanding Procedures (CUPs) Learning Model with Bio-Quartet Cards on Secondary School Students Learning Interest and Outcomes on Energy Material

Putri Ariesta ,Enni Suwarsi Rahayu,R Susanti

doi:10.15294/jbe.v8i1.25730

Putri Ariesta , Enni Suwarsi Rahayu + Show 1 more

Open Access

https://doi.org/10.15294/jbe.v8i1.25730

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Abstract

This study aimed to describe the influence of Conceptual Understanding Procedures (CUPs) learning model with the use of bio-quartet cards on the seventh grade students’ learning interest and outcomes on Energy material at SMP N 17 Tegal. The study employed Quasi Experimental; Nonrandomized Control Group Pretest and Posttest Design. Population of the study was all the seventh grade students from 8 classes in the academic year 2017/2018. The sample was taken by using purposive sampling technique, obtaining two classes as the subject of this study. VII G as the control group was taught using discovery learning model and VII H as the experimental group was given CUPs learning model with the use of bio-quartet cards. The result of this study showed N-gain of students’ learning outcomes of the experimental group was 0.33 and that of the control group was 0.24. Control group learning interest was stagnant, on the other hand, experimental group learning interest improved at 3% on “very interest” category. Students’ learning interest and outcomes of both groups were not significantly different. The correlation test results of the two variables clearly showed that students’ learning interest and outcomes do not relate significantly, both the experimental group and the control group.

Highlights

Learning models being charged in Permendikbud No 13 of 2014 and Permendikbud No 22 of 2016 is learning models which accentuate activity and creativity, inspiring, fun and initiative, student-centered, authentic, contextual, and meaningful to the students’ daily life (Kemendikbud, 2017)
Another cooperative learning model which is identical with science learning is Conceptual Understanding Procedures (CUPs)
The learning facility was bio-quartet cards in which, according to students, it was too difficult to play and the card media was no longer attractive for students who live in the current digital game era

Summary

Introduction

Learning models being charged in Permendikbud No 13 of 2014 and Permendikbud No 22 of 2016 is learning models which accentuate activity and creativity, inspiring, fun and initiative, student-centered, authentic, contextual, and meaningful to the students’ daily life (Kemendikbud, 2017). Another cooperative learning model which is identical with science learning (process) is Conceptual Understanding Procedures (CUPs). CUPs learning model emphasizes the conceptual understanding process of the students. The advantages of CUPs learning model are that teacher can be easier to control the students and students know well what concept they have to master. Concept recognition is done by playing using bioquartet cards media at the group learning stage so that the learning situation becomes fun

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