PENGEMBANGAN MODUL BIOLOGI LINGKUNGAN BERSETTING GROUP INVESTIGATION (GI) UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMA
Abstract
Penelitian ini bertujuan untuk menghasilkan modul biologi lingkungan bersetting Group Investigation (GI) yang memenuhi kriteria valid, praktis, dan efektif untuk meningkatkan hasil belajar siswa SMA. Untuk menguji efektivitas modul menggunakan rancangan penelitian Pre-experimental dengan desain penelitian One-group pretest-posttest design. Pengembangan modul pembelajaran menggunakan model 4-D. Menurut Tiagarajan dkk (1974) unsur-unsur pengembangan model 4-D meliputi: 1) define; 2) design; 3) development; dan 4) disseminate. Dalam penelitian ini hanya dilakukan tiga tahapan yaitu define, design, dan development, sedangkan tahap disseminate tidak dilakukan karena keterbatasan waktu. Hasil penelitian yang diperoleh adalah: 1) modul pembelajaran yang dikembangkan berdasarkan validasi oleh ahli dan praktisi memperoleh skor rata-rata 3,4 yang termasuk kategori valid, 2) modul pembelajaran memenuhi kriteria praktis berdasarkan rata-rata hasil keterlaksanaan perangkat pembelajaran, skor rata-rata respon guru dan respon siswa 3,5 berada pada kategori sangat praktis, 3) modul pembelajaran memenuhi kriteria efektifitas berdasarkan hasil ujicoba, yang ditunjukkan oleh aktivitas siswa dan pencapaian kompetensi siswa dalam pembelajaran. Terlihat dari rata-rata nilai pretest 61,89 dan posttest 85,54, sehingga berdasarkan uji t diperoleh nilai t hitung (30,86) > t tabel (2,03), yang artinya modul biologi lingkungan efektif untuk meningkatkan hasil belajar siswa SMA. Berdasarkan temuan penelitian dapat disimpulkan modul pembelajaran biologi yang dikembangkan memenuhi kriteria valid, praktis dan efektif untuk meningkatkan hasil belajar siswa SMA.
Kata Kunci : modul biologi lingkungan, group investigation, hasil belajar
This research aims to produce environmental biology module set Group Investigation (GI) that meet the valid, practical, and effective criteria to improve student learning outcomes SMA. To test the effectiveness of modules using Pre-experimental research design with One-group pretest-posttest design. Development of learning module using 4-D model. According to Tiagarajan et al (1974) elements of the development of 4-D model include: 1) define; 2) design; 3) development; And 4) disseminate. In this study only done three stages of define, design, and development, while disseminate stage is not done because of time constraints. The results of the study were: 1) learning modules developed based on validation by experts and practitioners obtained an average score of 3.4 which included valid category, 2) the learning module fulfilled the practical criteria based on the average of learning device implementation result, Average teacher response and student response 3.5 are in very practical category; 3) the learning module meets the effectiveness criteria based on the result of the test, shown by the student activity and the achievement of student competence in the learning. Seen from the average pretest value of 61.89 and posttest 85.54, so that based on t test obtained t value (30,86)> t table (2.03), which means environmental biology module is effective to improve high school student learning outcomes . Based on the research findings, it can be concluded that the developed biology learning module meets the valid, practical and effective criteria to improve the high school student learning outcomes.
keyword : Environmental biology module, group investigation, learning outcomes
Kata Kunci : modul biologi lingkungan, group investigation, hasil belajar
This research aims to produce environmental biology module set Group Investigation (GI) that meet the valid, practical, and effective criteria to improve student learning outcomes SMA. To test the effectiveness of modules using Pre-experimental research design with One-group pretest-posttest design. Development of learning module using 4-D model. According to Tiagarajan et al (1974) elements of the development of 4-D model include: 1) define; 2) design; 3) development; And 4) disseminate. In this study only done three stages of define, design, and development, while disseminate stage is not done because of time constraints. The results of the study were: 1) learning modules developed based on validation by experts and practitioners obtained an average score of 3.4 which included valid category, 2) the learning module fulfilled the practical criteria based on the average of learning device implementation result, Average teacher response and student response 3.5 are in very practical category; 3) the learning module meets the effectiveness criteria based on the result of the test, shown by the student activity and the achievement of student competence in the learning. Seen from the average pretest value of 61.89 and posttest 85.54, so that based on t test obtained t value (30,86)> t table (2.03), which means environmental biology module is effective to improve high school student learning outcomes . Based on the research findings, it can be concluded that the developed biology learning module meets the valid, practical and effective criteria to improve the high school student learning outcomes.
keyword : Environmental biology module, group investigation, learning outcomes
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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.