CD Tesis

Pengembangan Modul Pembelajaran Berbasis Pendekatan Sainstifik Melalui Blended Learning Untuk Meningkatkan Motivasi Dan Proses Sains Peserta Didik Sma Kelas X Pada Materi Ekosistem

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The planning carried out by the teacher is compiling a learning module. The learning modules that are arranged are learning modules that can make the learning process run well. Teachers must provide opportunities for students to play an active and creative role in exploring abilities in each learning process, in order to create a good learning process. One alternative that can be used by educators to support such learning situations and conditions is the use of Learning Modules. In ecosystem material, it can not only be expected from the teacher, while the time is very limited, the material is not difficult, but the material in the context book is universal in nature, not authentic to the surrounding environment in the ecosystem, so that the imagination of students who imagine the ecosystems in the book is not according to their environment so that it is difficult for students to raise and improve constructivism. To stimulate students' motivation and science processes so that they can improve their learning activities, it is necessary to design a module design. Based on this description, it is necessary to develop a learning module that can increase student motivation in learning. One approach that can be applied in learning is a scientific approach. Therefore, the researcher aims to conduct development research to produce scientific-based biology learning modules that meet valid and practical criteria for ecosystem materials. The learning module is developed with a scientific approach through Blended Learning. The development that the researchers carried out consisted of five stages. First, the analysis stage. At this stage the researcher is to see how important the learning module needs to be developed is. At this stage the researcher gave a questionnaire in the Biology Subject Teacher interview and a questionnaire given to the Biology teacher as well as the observations of class X SMAN 1 TAPUNG students. Second, the design stage. The Design Phase is carried out to design the learning module that will be made. Based on the specifications of the learning objectives that have been formulated, at the design stage the module format will be determined, develop the module framework and design the material covered in it. The module format was developed from several existing module formats, then adjusted to the module format to be developed. The modules are designed based on a scientific approach combined with a scientific process. Third, the development stage. This stage carries out an initial design from the design on the module to the material in the module and performs expert validation followed by revision. The researcher designs the initial product design according to the format that has been chosen. Fourth, Implementation / Implementation. Experiments were carried out using a pretest and posttest control group design. Previously, the prerequisite tests were: normality and homogeneity to determine the control class and the experimental class. Then the implementation was carried out in 2 different classes, namely the control class without treatment with textbooks and LKPD, while the experimental class was given treatment with scientific-based learning modules. This implementation is to see students' learning motivation by using a questionnaire and the students' science process with a pretest at the beginning of the PBM and a posttest at the end of the PBM. Fifth, the evaluation stage. Evaluation is carried out at each stage of ADDIE, with the aim of assessing the quality of the product developed, both before and after implementation. Evaluation before implementation is carried out at the analysis, design, and
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development stages. Evaluation in the implementation phase is to analyze the data obtained from the results of operational trials. The analyzed data includes the results of observations of the implementation of the use of the ecosystem components module and the interaction between these components in learning, learning motivation and the ability of pretest and posttest science processes. The analysis of the effectiveness of using the learning module was obtained based on the students' learning motivation and science process before and after using the learning module. validation of the assessment of four validators on scientific-based learning modules through blended learning with an average of 3.36 valid categories. The average value of the overall learning motivation indicator with an effective N-Gain value of 0.059. So that the scientific-based learning module can have an effect on increasing the motivation of high school students in Class X. It can be concluded from the 6 indicators of the science process in the control and experimental classes, grouping skills and skills in conducting simple experiments to obtain N-Gain with less effective value categories while the experimental class is effective.
Keywords: Learning Module, Scientific, Blended Learnig

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1810246558

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Biologi., 2022

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1810246558

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN BIOLOGI

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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