Biology Learning Outcomes Research Articles

Development augmented reality assisted teaching modules human sensory system to improve student learning outcomes

In the era of digital transformation, the use of technology to improve the quality of learning is very important. This research aimed to develop a teaching module for human sensory system material assisted by augmented reality media to improve students' biology learning outcomes. This research uses research and development methods. The subjects of this research were 22 Biology Education students at the University of Papua. Data collection instruments include validation sheets and questionnaires to determine the validity and responses of students to teaching modules as well as providing multiple choice questions to measure learning outcomes. The data analysis technique is descriptive by calculating validation results, analyzing student response questionnaires and student learning outcomes. The research results show that media and material expert validation test results obtained a percentage of 93.33% with a very valid category. The results of assessing student responses in the trial obtained an average percentage of 85.13% in the very good category. Student biology learning results show an average of 61.36 in the sufficient category. The conclusion of the research on Augmented Reality-assisted teaching modules meets the criteria of being valid, practical and effective and improving students' biology learning outcomes.

The Influence of Problem-Based Learning (PBL) Models on the Biology Learning Outcomes of High School Students

Abstract. This research aims to determine the effect of the problem-based learning model on the biology learning outcomes of high school students in the circulatory system topic. This is a quasi-experimental study with a pretest-posttest control group design. The study was conducted at SMA Negeri 9 Makassar. The population in this study comprised all eleventh-grade students of SMA Negeri 9 Makassar. The research sample included class XI Biology 5 as the control class and XI Biology 7 as the experimental class, selected through random sampling. The research instrument consisted of a multiple-choice test with 25 questions. Data analysis techniques used were descriptive statistical analysis and inferential statistical analysis, including normality tests, homogeneity tests, and hypothesis tests in the form of ANCOVA tests. The analysis results showed that the learning outcomes of students in the class taught using the PBL model, with an average pretest score of 31.12, categorized as poor and very poor, significantly improved, marked by an average posttest score of 86, categorized as very good and good. The ANCOVA test results showed a sig. value of < 0.05, indicating that the problem-based learning model has an effect on the biology learning outcomes of high school students.Keyword: learning outcomes, problem-based learning

Science process skills and biology learning outcomes of high school students through the application of the guided inquiry learning model

Science process skills are important skills to develop when studying biology. Science process skills can positively contribute to students' biology learning outcomes. The right learning model can develop science process skills and student learning outcomes. This study aims to determine the effect of implementing the guided inquiry learning model on students' science process skills and biology learning outcomes. This quasi-experimental study was conducted at SMA Al Islam Surakarta. The research design used was a posttest-only control group design. The sample in this study consisted of 2 classes, namely one class as a control class and one class as an experimental class. Sampling was carried out using cluster random sampling. The research instruments were post-test questions and observation sheets. Learning outcome data were obtained from the posttest results, while science process skills data were obtained from observation results. Data analysis was carried out quantitatively using the Mann-Whitney U test. The results showed that the guided inquiry learning model affected students' science process skills and biology learning outcomes by being able to improve both aspects (sig<0.05). The study concludes that the inquiry learning model affects science process skills and learning outcomes. It is recommended in biology learning to use a guided inquiry learning model.

APPLICATION OF THE LEARNING CYCLE LEARNING MODEL TO THE BIOLOGY LEARNING OUTCOMES OF CLASS

This type of research is experimental research with a research design in the form of a pretest-posttest control group design. The objectives of carrying out this research are (1) to find out the description of the biology learning outcomes of students who are taught using the Learning Cycle model, (2) to find out the description of the biology learning outcomes of students who are taught without the Learning Cycle model, (3) to find out the differences in the biology learning outcomes of students who are taught with the Learning Cycle model. Learning Cycle with students taught without the Learning Cycle model. The independent variable in this research is the Learning Cycle learning model and the dependent variable is student biology learning outcomes. The subjects in this research were 38 students in class X IPA1 and X IPA2 at SMA Negeri 1 Gowa. The data collection technique in this research is by using students' biology learning outcomes tests. Meanwhile, the data analysis technique is by using descriptive and inferential statistical analysis techniques. The results of this research show that there are differences between students taught using the Learning Cycle model and students taught without the Learning Cycle model. Keywords: Learning Cycle, Learning Outcomes

The Effect of Implementing a Project-Based Learning Model on Biology Learning Outcomes of Class XI Students at SMA Negeri 3 Gowa

This research has two objectives, namely 1) to assess the biology learning outcomes of class XI students at SMA Negeri 3 Gowa after implementing a project-based learning approach. 2) Understand how project-based learning influences students' biology learning outcomes at SMA Negeri 3 Gowa XI. This research uses a pretest-posttest control group design. This research was attended by all Class XI MIA students of SMA Negeri 3 Gowa, totaling 241 students, including control and experimental classes. Sampling used simple random sampling. Data collection uses test instruments in 30 topic categories. Based on the data obtained after being given treatment, it shows different results, namely that the experimental class obtained an average learning outcome score of 83.33 which was higher compared to the average score of the control class, namely 59.89 and the application of the project-based learning model showed that there was an influence on the results. learning of class 0.000 < 0.05Key words: project based learning model, learning outcomes

Correlation of knowledge of balanced nutrition and eating patterns with biology learning outcomes through students' physical activity

Insufficient nutritional knowledge, diets that do not meet nutritional adequacy levels, and excessive physical activity for the body affect the learning outcomes of some students. This study aims to investigate the relationship between knowledge about balanced nutrition and diet with biology learning outcomes through physical activity. This study is an ex post facto, which is correlational in knowing the relationship between knowledge of balanced nutrition and diet with biology learning outcomes through physical activity. The population in this study were all students of class XI of State Senior High School in Polewali Sub-district, Polewali Mandar Regency, 2023/2024 school year, which includes SMAN 1 Polewali, SMAN 2 Polewali, SMAN 3 Polewali and SMAN 4 Polewali. The sample in this study was taken as many as 210 using simple random sampling. The research instruments used in this study were a balanced nutrition knowledge test, a dietary pattern questionnaire in the form of a Food Frequency Questionnaire (FFQ) form, and a Global Physical Activity Questionnaire (GPAQ) physical activity questionnaire. The data obtained in this study were analyzed using descriptive statistical analysis and inferential path analysis with the help of the SPSS program. The results showed that knowledge of balanced nutrition with diet can affect biology learning outcomes, and diet with physical activity can affect biology learning outcomes. This research can impact the improvement of the health and wellbeing of learners by improving concentration and overall performance. It can assist in developing more effective educational strategies to promote health and academic achievement.Abstrak. Pengetahuan gizi yang kurang, pola makan yang tidak sesuai dengan tingkat kecukupan gizi, dan aktivitas fisik yang berlebihan untuk tubuh mempengaruhi hasil belajar beberapa peserta didik. Penelitian ini bertujuan untuk menyelidiki hubungan antara pengetahuan tentang gizi seimbang dan pola makan dengan hasil belajar biologi melalui aktivitas fisik. Penelitian ini adalah ex post facto yang bersifat korelasional dengan tujuan untuk mengetahui hubungan pengetahuan gizi seimbang dan pola makan dengan hasil belajar biologi melalui aktivitas fisik. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI SMA Negeri se-Kecamatan Polewali, Kabupaten Polewali Mandar, tahun ajaran 2023/2024 yang meliputi SMAN 1 Polewali, SMAN 2 Polewali, SMAN 3 Polewali dan SMAN 4 Polewali. Sampel dalam penelitian ini diambil sebanyak 210 dengan menggunakan teknik simple random sampling. Instrumen penelitian yang digunakan dalam penelitian ini berupa tes soal pengetahuan gizi seimbang, kuisioner pola makan berupa formulir Food Frequency Questionnaire (FFQ), dan kuisioner aktivitas fisik Global Physical Activity Questonnaire (GPAQ). Data yang diperoleh dalam penelitian ini dianalisis menggunakan analisis statistik deskriptif dan inferensial analisis jalur (path analysis) dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa pengetahuan gizi seimbang dengan pola makan dapat mempengaruhi hasil belajar Biologi dan pola makan dengan aktivitas fisik dapat mempengaruhi hasil belajar Biologi dalam pembelajaran. Penelitian ini dapat berdampak terhadap peningkatan kesehatan dan kesejahteraan peserta didik untuk meningkatkan konsentrasi serta kinerja secara keseluruhan. Ini dapat membantu dalam pengembangan strategi Pendidikan yang lebih efektif untuk mempromosikan kesehatan dan prestasi dalam bidang akademik.

Using hands-on learning video assignments in online and in-person contexts: A longitudinal study

This study investigated the use of hands-on learning video assignments (HLVAs) among middle school students in China during and after the COVID-19 pandemic. Based on the results of HLVAs approach with seventh grade students at Jiefang Road School during the online learning phase, one class was selected to participate in an offline empirical, longitudinal study to further explore the impact of HLVAs approach on students’ biology learning. Two data collection instruments were used: hands-on learning students’ work evaluation instrument and model competence development instrument to detect changes in students’ modeling development. Questionnaire responses from the students in the experimental class two years later, when they were in high school, offer additional perspectives on this approach. Findings indicated that HLVAs approach improves students’ work quality, modeling skills, and biology learning outcomes. This study describes hands-on learning strategy based on embodied cognition theoretical perspectives, with implications for curriculum, instruction, and learning.

Hubungan Kemandirian, Sikap, dan Motivasi dengan Hasil Belajar Biologi Kelas XI IPA SMA

Students' Biology learning outcomes are influenced by two factors, namely internal and external factors. Internal factors that can influence learning outcomes are independence, attitude and learning motivation. This research aims to investigate the relationship between independence, attitudes and learning motivation and biology learning outcomes. This research is ex post facto research. The research instrument is a questionnaire used to obtain data on independence, attitudes and motivation to learn. Documentation is used to obtain biology learning outcomes scores. Data collection on independence, attitudes and motivation to learn was carried out through giving questionnaires to students. Learning outcome data is obtained from daily test scores. Data were analyzed using descriptive and inferential statistical analysis with product moment correlation tests, simple and multiple regression. The results of the research show that (i) students' learning independence is in the high category, (ii) students' learning attitudes are in the positive category, (iii) students' learning motivation is in the high category, (iv) students' biology learning outcomes are in the very high category, (v) there is a strong relationship between independence and biology learning outcomes, with a correlation value of 0.680, (vi) there is a strong relationship between attitudes and biology learning outcomes, with a correlation value of 0.663, (vii) there is a strong relationship moderate between motivation and biology learning outcomes, with a correlation value of 0.453, (viii) there is a strong relationship between independence, attitude and motivation and biology learning outcomes with a correlation value of 0.730.

Minat Belajar dengan Hasil Belajar Biologi

This research aims to determine the relationship between interest in learning and the biology learning outcomes of class X SMA N 5 Bukittinggi students. This type of research uses correlational. The population in the study were all class X students at SMA N 5 Bukittinggi, totaling 416 people. Sampling used a random sampling technique totaling 70 people. The data in this research is in the form of learning interest and learning outcomes. Data were analyzed using product moment correlation, with a significance level of α = 0.05. The research results show that the results of data analysis obtained for the linearity test are linear with the regression equation y = 1.98 + 0.33x. Analysis of data on interest in learning and learning outcomes shows a correlation coefficient (rcount) = 0.44 and (rtable) = 0.235 (rcount > rtable), which means there is a significant relationship between interest in learning and Biology learning outcomes for class X SMA N 5 Bukittinggi. Meanwhile, the coefficient of determination (r2) = 0.19. In conclusion, interest in learning is related to students' Biology learning outcomes by 19%. Keywords: Biology Learning Results, Interest in Learning

Hubungan Antara Motivasi, Sikap, dan Kecerdasan Adversitas dengan Hasil Belajar Biologi Peserta Didik Kelas XI SMA

This study aims to analyze the relationship between learning motivation, learning attitude, and adversity quotient with biology learning outcomes of eleventh grade students at SMA Negeri 1 Makassar. The research method used is ex-post facto with a correlational nature. The population of this study consists of all students of SMA Negeri 1 Makassar totaling 1212 students. The sample of the study is the eleventh grade science class determined using the Slovin formula, with a sample size of 132 students. Data collection involved instruments measuring learning motivation, learning attitude, and adversity quotient comprising 90 items of statements and documentation. The research findings revealed a correlation coefficient of 0.809, indicating a strong relationship between the variables.

Pengaruh Media Pembelajaran Kartu Bergambar (Flash card) Terhadap Hasil Belajar Biologi Siswa Kelas X IPA MA Dakwah Islamiyah Putri Kediri Lombok Barat

This study aims to analyze the influence of flash card learning media on the biology learning outcomes of class X students at MA Dakwah Islamiyah Putri Kediri, West Lombok. This type of research is experimental research. The population in this research is class X Science students at MA Dakwah Islamiyah Putri Kediri West Lombok, totaling 234 students. The research sample was selected using a purposive sampling technique and obtained class X IPA 2 as the experimental class which was treated with picture card media (Flash cards) and Student learning results show that the average score of experimental class students who were given flash card media treatment was higher compared to the control class who did not use learning media. The results of the hypothesis test also show the Sig value. smaller than 0.05, which means that the use of picture card learning media (Flash cards) has a real influence on the ranking of students' learning outcomes in class X Science MA Dakwah Islamiyah Putri Kediri West Lombok.

Study of the Relationship Between Students' Biology Learning Outcomes and Students’ Family Environment

Purpose of the study: The purpose of this study was to analyze the relationship between students' biology learning outcomes and their family environment. This study also aims to identify family environmental factors that contribute to students' biology learning achievement. Methodology: This research is a quantitative research with descriptive method. The population in this is XI science at Public High School 2 Bengkulu, 40 students, and parents of each student is 40 people. The sample was taken using saturated sampling technique. The research instrument used family environment questionnaire, observation, and documentation and data analysis techniques used were descriptive statistics and inferential statistics. Main Findings: The results of the analysis show that the family environment has a significant influence on the learning outcomes of class XI science students in the inferential statistical analysis with the F test showing that the calculated F value is greater than the F table, which means that the relationship between the family environment and student learning outcomes is significant. The average results of the family environment are the moderate category, while student learning outcomes are in the very high category. Novelty/Originality of this study: This research focuses on class XI science students, offering a special understanding of how the family environment relationships learning outcomes in biology at a critical educational stage. This can provide in-depth insight into the factors that relationship academic performance at the upper secondary education level. Seeing the relationship of the family environment on biology learning outcomes.

Comparative Analysis of Students' Biology Learning Outcomes: Memory and Understanding Aspects

Purpose of the study: This research aims to analyze the learning outcomes of 11th-grade students by examining how they answer questions using memory aspects, evaluate the overall learning outcomes of the class, and identify the differences in learning outcomes between students who use memory aspects and those who use comprehension aspects to solve questions. Methodology: This study is a true experimental study. The population in this study were all students of Public High School 6 South Bengkulu totaling 142 people. The sample was taken using a random sampling technique of 42 people was obtained. This study used a learning outcome test instrument in form of multiple choice questions. Data analysis techniques used include descriptive statistics and inferential statistics. Main Findings: The analysis shows that students' abilities are in the moderate category. Biology learning outcomes are in the high category. The results of the hypothesis test show that the significance value is less than 0.05, so Ho is rejected and Ha is accepted, which means that there is a significant difference in the learning outcomes of class XI science students at Public High School 6 South Bengkulu who use memory and understanding aspects in answering questions. Novelty/Originality of this study: This type of study can provide valuable insights into the effectiveness of both cognitive abilities in understanding and remembering information in the context of learning Biology subjects. In addition, this study can also provide information to educators about more effective ways to help students learn and remember subject matter better.

Improving Biology Learning Outcomes Through the Application of Entry Behavior in Intervertebrate Material in Senior High Schools

Purpose of the study: This research aims to determine the improvement in student Biology learning outcomes through the implementation of Entry Behavior in class X at Public High School 1 West Bajeng, Gowa Regency. Methodology: This research is Classroom Action Research. The research location is at Public High School 1 West Bajeng which is located in Gowa Regency. The research subjects were 36 class X 4 students. This classroom action research procedure was carried out in two cycles, namely cycle I and cycle II. Each cycle consists of four stages, namely Planning, Action, Observation and Reflection. Main Findings: Completeness of learning outcomes in cycle I was 61% which met the minimum completeness criteria and overall from 36 students the average score obtained was 73.88 or on a descriptive scale categorized as sufficient, and there was an increase in cycle II which was 92% which met the minimum completeness criteria and overall from the 36 students the average score obtained was 85 or on a descriptive scale categorized as good. Implementation of learning by applying Entry Behavior in general can improve Biology learning outcomes because it has met the Minimum Accomplishment Criteria specified in the Biology subject Animalia material in class X 4 of Public High School 1 West Bajeng, Gowa Regency. Novelty/Originality of this study: The focus on the application of Entry Behavior (initial behavior) in Intervertebrate material in class X 4 at Public High School 1 West Bajeng, Gowa Regency.

Comparative of Student Learning Outcomes: Practice Rehearsal Pairs Learning Strategy with Index Card Match

Purpose of the study: This study aims to compare the student learning outcomes between two different learning strategies: Practice Rehearsal Pairs (PRP) with Index Card Match (ICM) in the context of Digestive System material. Methodology: This study uses a quasi-experimental approach with a Nonequivalent Control Group design. The population in this study were all students of grade XI of Public High School 1 Muara Enim totaling 5 classes. Sampling was done using simple random sampling technique in two experimental classes. Data collection was done using multiple-choice tests and analyzed using descriptive and inferential statistical techniques. Main Findings: The results of the study obtained for both groups through descriptive statistical analysis are that the average biology learning outcomes using the Practice Rehearsal Pairs learning strategy are better than using the Index Card Match learning strategy. The results of the inferential data analysis show that there is a significant difference between the use of the Practice Rehearsal Pairs learning strategy and the Index Card Match learning strategy on the biology learning outcomes of class XI students. Novelty/Originality of this study: This type of research has the potential to provide insight into the relative effectiveness of two different learning approaches in facilitating student understanding and learning outcomes on a particular topic. with the Practice Rehearsal Pairs and Index Card Match approaches likely focusing on learning methods in which students pair up to practice and repeat material together.

Application of the Team Games Tournament (TGT) Model to Improve Biology Learning Outcomes at SMAN 1 Sultan Daulat

Application of the Team Games Tournament (TGT) Model to Improve Biology Learning Outcomes at SMAN 1 Sultan Daulat

Upaya Peningkatan Hasil Belajar Biologi Dengan Menerapkan Model Pembelajaran Discovery Learning Terpadu

The purpose of this study was to determine the improvement of learning outcomes of students in class X MIPA 1 in Integrated Islamic High School of Nurhidayah Sukoharjo by applying the Discovery Learning “TERPADU” model in online learning. This research is a classroom action research model of Kemmis and Taggart which consists of four stages in each action, namely planning, implementation and observation, evaluation, and reflection. The research was conducted in two cycles of action. The subjects of this research were students of class X MIPA 1 with a total of 34 students. This research instrument is in the form of tests and non-tests. The results of this study indicate the achievement of student learning outcomes that have increased from pre-action to cycle I to cycle II, namely: (1) the student's average score of 66.68 (pre-action) increased to 82.72 (cycle I) then increased again to 89.11 (cycle II), (2) the percentage of classical completeness of 51.67% (pre-action) increased to 82.33% (cycle I) then increased again to 100% (cycle II), (3) N-gain of 0.31 in the “medium” category (cycle I) increased to 0.58 or stayed in the “medium” category (cycle II). Based on these results, it can be concluded that the application of the Discovery Learning “TERPADU” model can improve Biology learning outcomes. Based on this study, the researcher provides suggestions: (1) this Discovery Learning “TERPADU” model also needs to be tested in other class action research either conducted in online mode or offline mode (in the classroom) and (2) this research needs to be developed by using information technology and computer-based learning media in offline mode learning.

Optimizing High School Students' Biology Learning Outcomes: Picture and Picture Method on the Topic of Living Organism Classification

Students' learning outcomes are the main focus of the biology learning process. However, the basic phenomenon regarding students' biology learning outcomes shows that several issues still hinder the achievement of optimal learning outcomes. Therefore, this research aims to enhance students' cognitive learning outcomes by applying the picture and picture method to living organism classification. The research used Classroom Action Research with two cycles, each consisting of 2 meetings. The first cycle covered Monera, Protista, and Fungi, while the second covered Plantae and Mammalia. The number of students involved was 36 (M=18 and F=18). Students' cognitive learning outcomes were assessed using a 10-item multiple-choice cognitive test. The data on students' cognitive learning outcomes were analyzed using percentage techniques. Students were considered to have passed if they achieved a minimum score of 70. The analysis showed a significant improvement in students' cognitive learning outcomes, from 59.8 in cycle 1 to 77.1 in cycle 2. The number of students who achieved learning mastery increased by 43.5%, from 43.5% in cycle 1 to 87% in cycle 2. Therefore, applying the picture and picture method significantly improved students' cognitive learning outcomes regarding living organism classification. The implications of this research indicate that applying the Picture and Picture method effectively enhances students' cognitive learning outcomes on the topic of living organism classification, contributing positively to biology teaching practices in the classroom.

Does Laboratory Matters in Today’s High School Learning Environment?

The study focused into the relationship between laboratory importance perceptions and academic performance in biology among private and public school students. Study sample involving 165 students from 5 private and 6 public senior high school across South Sulawesi, Indonesia. All private school only possessed an integrated science lab, while all public school owned at least 3 science labs (biology, chemistry, and physics). Evaluation on laboratory importance and biology test results proceed to reveal the importance of having designed laboratory to enhance biology learning outcome in the middle of technological advancement, where learning resource vary across platforms. Surprisingly, private schools, despite having lower scores in laboratory importance perception, achieved superior results in biology tests compared to public schools. This suggests that while laboratory experiences are valuable, they may not be the sole determinants of academic success. Other factors like teaching methods, curriculum depth, and student motivation likely contribute significantly. These findings highlight the complexity of factors influencing student performance in biology and the need for a comprehensive approach to education. Understanding these dynamics can inform educational policies including funds allocation in a school and practices to optimize learning outcomes in biology subjects.

Analysis of the Relationship between Interest and Learning Independence with High School Students' Biology Learning Outcomes

Analysis of the Relationship between Interest and Learning Independence with High School Students' Biology Learning Outcomes