{"title":"Penerapan Project Based Learning untuk Melatih Kemampuan Literasi Tumbuhan Abad 21 pada Siswa SMA","authors":"Febby Rizkamariana, S. Diana, A. R. Wulan","doi":"10.17509/aijbe.v2i1.15203","DOIUrl":null,"url":null,"abstract":"This study aims to analyze the implementation of project based learning (PjBL) in improving high school students’ ability of 21st century botanical literacy. This study used quasi experimental method through non-equivalent control grup design. In the design of this study, there was a pre-test about botanical literacy before the treatment in experiment class and control, then it was done a treatment in experiment class with PjBL model and traditional learning in control class. After that, the students were given post-test about botanical literacy after learning activities. Sample in this study as much as 2 classes that belongs to class ten in one of High School in Cimahi City. The determination of study sample was conducted with purposive sampling technique because in choosing sample considering the condition of the students who have not learned yet about plants classification in school. Botanical literacy that was measured in this research is the ability to think critically to classify plants and solve the problem about plants. The result of the research is average of N-gain in the experimental class increased with moderate category, in the average of N-gain in the control class increased in low category. Overall, the activities in the stage of PjBL model has finished well by the teacher and students. Almost all the students agree that PjBL model give chances to the students to apply the knowledge on classifying plants, train on solving problem, and improve the learning motivation.","PeriodicalId":228210,"journal":{"name":"Assimilation: Indonesian Journal of Biology Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assimilation: Indonesian Journal of Biology Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17509/aijbe.v2i1.15203","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 7
Abstract
This study aims to analyze the implementation of project based learning (PjBL) in improving high school students’ ability of 21st century botanical literacy. This study used quasi experimental method through non-equivalent control grup design. In the design of this study, there was a pre-test about botanical literacy before the treatment in experiment class and control, then it was done a treatment in experiment class with PjBL model and traditional learning in control class. After that, the students were given post-test about botanical literacy after learning activities. Sample in this study as much as 2 classes that belongs to class ten in one of High School in Cimahi City. The determination of study sample was conducted with purposive sampling technique because in choosing sample considering the condition of the students who have not learned yet about plants classification in school. Botanical literacy that was measured in this research is the ability to think critically to classify plants and solve the problem about plants. The result of the research is average of N-gain in the experimental class increased with moderate category, in the average of N-gain in the control class increased in low category. Overall, the activities in the stage of PjBL model has finished well by the teacher and students. Almost all the students agree that PjBL model give chances to the students to apply the knowledge on classifying plants, train on solving problem, and improve the learning motivation.
摘要本研究旨在分析专案式学习(project based learning, PjBL)在提高高中生21世纪植物素养能力上的实施情况。本研究采用准实验方法,通过非等效对照组设计。在本研究的设计中,在实验班和对照班进行治疗前先进行植物素养的预测,然后在实验班进行PjBL模式的治疗,在对照班进行传统学习。之后,学生在学习活动结束后进行植物素养的后测。本研究的样本多达2个班级,属于Cimahi市某中学十班。在选择样本时,考虑到学校尚未学习植物分类的学生的情况,研究样本的确定采用了有目的的抽样技术。在这项研究中测量的植物学素养是批判性地思考植物分类和解决植物问题的能力。研究结果表明,实验班平均氮增益随中等类别的增加而增加,对照组平均氮增益随低类别的增加而增加。总的来说,PjBL模式阶段的活动得到了老师和学生的好评。几乎所有学生都认为PjBL模式给学生提供了应用植物分类知识的机会,训练了学生解决问题的能力,提高了学习动机。