PENGARUH PENGGUNAAN JENIS MEDIA YANG BERBEDA TERHADAP PEMAHAMAN KONSEP BIOLOGI DITINJAU DARI GAYA BELAJAR SISWA SMA
Abstract
Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan: (1) perbedaan pemahaman konsep biologi antara siswa yang dibelajarkan menggunakan media gambar, torso dan video; (2) perbedaan pemahaman konsep biologi antara siswa yang memiliki gaya belajar visual, auditori dan kinestetik; dan (3) interaksi antara penggunaan jenis media yang berbeda dengan gaya belajar terhadap pemahaman konsep biologi. Jenis penelitian ini adalah eksperimen semu dengan desain one group pre-test post-test design. Pengambilan sampel menggunakan random assignment pada kelas XI MIPA SMAN 4 Singaraja tahun pelajaran 2016/2017. Data yang diperoleh dianalisis menggunakan analisis varian (Anava). Berdasarkan hasil analisis data maka dapat disimpulkan: (1) terdapat perbedaan pemahaman konsep biologi antara siswa yang dibelajarkan menggunakan media gambar, media torso dan media video (F=4,588; p<0,05); (2) terdapat perbedaan pemahaman konsep biologi antara siswa yang memiliki gaya belajar visual, auditori dan kinestetik (F=3,483; p<0,05); dan (3) terdapat interaksi antara penggunaan jenis media yang berbeda dengan gaya belajar terhadap pemahaman konsep biologi (F = 3,356; p<0,05).
Kata Kunci : jenis media, konsep biologi, gaya belajar
This study was aimed to analyze and describe: (1) understanding concepts of biology difference between students that learned by using the image, torso and video media; (2) understanding concept of biology difference between students who had visual, auditory and kinesthetic learning styles; and (3) interaction between the used different types of media and learning styles to the understanding concepts of biology. This study included in quasi-experiment with one group pre-test post-test design. Sample was collected through random assignment in eleventh grade students of math and natural in SMAN 4 Singaraja on academic year of 2016/2017. The data were analyzed with variance analysis. The conclusion can be stated based on analysis result is: (1) there was difference understanding concept of biology between students that learned by using the image, torso, and video media (F=4,588; p<0,05); (2) there was difference between understanding concepts of biology between students who had visual, auditory and kinesthetic learning style (F=3,483; p<0,05); and (3) there was interaction effect between the used of different types of media and learning style to understanding concept of biology (F=3,356; p<0,05).
keyword : media types, biology concept, learning style
Kata Kunci : jenis media, konsep biologi, gaya belajar
This study was aimed to analyze and describe: (1) understanding concepts of biology difference between students that learned by using the image, torso and video media; (2) understanding concept of biology difference between students who had visual, auditory and kinesthetic learning styles; and (3) interaction between the used different types of media and learning styles to the understanding concepts of biology. This study included in quasi-experiment with one group pre-test post-test design. Sample was collected through random assignment in eleventh grade students of math and natural in SMAN 4 Singaraja on academic year of 2016/2017. The data were analyzed with variance analysis. The conclusion can be stated based on analysis result is: (1) there was difference understanding concept of biology between students that learned by using the image, torso, and video media (F=4,588; p<0,05); (2) there was difference between understanding concepts of biology between students who had visual, auditory and kinesthetic learning style (F=3,483; p<0,05); and (3) there was interaction effect between the used of different types of media and learning style to understanding concept of biology (F=3,356; p<0,05).
keyword : media types, biology concept, learning style
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Universitas Pendidikan Ganesha
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Jurnal Pendidikan dan Pembelajaran IPA Indonesia is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.