Scribd Logo
Upload

Welcome to Scribd!

  • 53 views

    Introduction

    Uploaded by

    Nurul Lubis
    The journal article summarizes a study that examined the effect of project-based learning models using group investigation on science process skills of students in an animal ecology course. Specifically: 1) The study found that science process skills test scores and observation ratings of students taught with project-based learning in a group investigation order were significantly higher than those taught with traditional learning or a group investigation learning model alone. 2) Project-based learning within a group investigation framework focused problems faced by students and trained them to design activities to solve issues in their environment, developing their science process skills. 3) While providing useful insights, the study could be strengthened by incorporating more theoretical background and comparing additional learning models beyond just traditional vs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Introduction

    Uploaded by

    Nurul Lubis
    53 views6 pages
    The journal article summarizes a study that examined the effect of project-based learning models using group investigation on science process skills of students in an animal ecology course. Specifically: 1) The study found that science process skills test scores and observation ratings of students taught with project-based learning in a group investigation order were significantly higher than those taught with traditional learning or a group investigation learning model alone. 2) Project-based learning within a group investigation framework focused problems faced by students and trained them to design activities to solve issues in their environment, developing their science process skills. 3) While providing useful insights, the study could be strengthened by incorporating more theoretical background and comparing additional learning models beyond just traditional vs.

    Original Description:

    intoduction (jurnal tabularasa)

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The journal article summarizes a study that examined the effect of project-based learning models using group investigation on science process skills of students in an animal ecology course. Specifically: 1) The study found that science process skills test scores and observation ratings of students taught with project-based learning in a group investigation order were significantly higher than those taught with traditional learning or a group investigation learning model alone. 2) Project-based learning within a group investigation framework focused problems faced by students and trained them to design activities to solve issues in their environment, developing their science process skills. 3) While providing useful insights, the study could be strengthened by incorporating more theoretical background and comparing additional learning models beyond just traditional vs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    53 views6 pages

    Introduction

    Uploaded by

    Nurul Lubis
    The journal article summarizes a study that examined the effect of project-based learning models using group investigation on science process skills of students in an animal ecology course. Specifically: 1) The study found that science process skills test scores and observation ratings of students taught with project-based learning in a group investigation order were significantly higher than those taught with traditional learning or a group investigation learning model alone. 2) Project-based learning within a group investigation framework focused problems faced by students and trained them to design activities to solve issues in their environment, developing their science process skills. 3) While providing useful insights, the study could be strengthened by incorporating more theoretical background and comparing additional learning models beyond just traditional vs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Jurnal Tabularasa PPs UNIMED

    Vol.12 No.1, April 2015

    The Effect Of Project-Based Learning Model In Order Group Investigation


    In The Subject Of Animal Ecology
    To: USI Student Science Process Skills
    Pematangsiantar
    Fenny Mustika Piliang1, Hasruddin2, Binari Manurung2
    1

    Dosen Pendidikan Biologi USI Pematang Siantar


    2

    Dosen Pendidikan Biologi PPs UNIMED

    I.

    INTRODUCTION
    Background issue of the journal is during this time many professors
    give lectures and exercises do the questions quickly without giving in-depth
    understanding of the concept. Poorly trained students to develop the power of
    reason and apply the concepts they have learned in real life, so the science
    process skills of students are less able to develop properly. Lack of science
    process skills demonstrated by the low student learning outcomes of students, it
    is characterized by passivity of students when learning takes place and no
    visible social interaction among students, which in turn affects their learning
    low yields obtained by taking the data value of students from the data obtained
    by the average value of students was 65.92 (Data source examinees final value
    of animal ecology embankment USI students siantar second semester
    2013/2014). Refers to learning problems in animal ecology lectures
    experienced bund siantar USI students, project-based learning in order of
    investigation group is important and can overcome the problem of lack of
    science process skills of students. Based on problems found in research at USI
    Pematang Siantar, the researchers chose to do research at the university.

    II. SUMMARY OF THE RESEARCH/ JOURNAL

    This study aimed to determine the effect of project-based learning


    model in the order of Group Investigation and conventional to: USI Student
    Science Process Skills Pematangsiantar. Samples taken by total sampling, ie all
    VI semester students as many as 60 people were grouped into experimental
    groups with project-based learning model in order Investigation Group, the
    experimental group learning model Group Investigation, and the control group
    with conventional learning models. The research instrument were in the form
    of test results of study and observation sheets science process skills of students.
    This research method was a quasi experimental data analysis techniques
    using F-ANAKOVA and ANOVA test at the significant level = 5% with
    SPSS 21.0. The results showed that: Science process skills tests of students
    taught with project-based learning in order of Group Investigation 87.60 4.28
    was significantly higher than in learning Group Investigation 81.50 5.77 and
    70.40 conventional learning 4.01 to (Fcount = 63.092; P = 0.000).
    Further observation science process skills of students taught with
    project-based learning in order of Group Investigation 92.85 4.61 was
    significantly higher than in learning Group Investigation 77.80 7.27 and
    57.25 8.69 conventional learning with (Fcount = 127.856; P = 0.000). Thus,
    it could be concluded that the project-based learning model in order Group
    Investigation influence on science process skills Pematangsiantar USI students.
    III.

    Shergths Of The Reseach/ Journal.


    Using a model of project-based learning in order learning group
    investigation lecturers able to create conditions of effective learning in which
    there are various elements that influence each other where learning is based
    on challenging questions or problems involving the students in the design of
    problem-solving, decision-making, giving students the opportunity to work
    autonomously with the periods of time and eventually produce a real product.
    It is evident from research conducted by Manahal (2009), Said that the
    students SMA N 2 malang proven effective in improving behavior and
    learning outcomes so it is recommended to be applied by teachers in teaching
    biology, to meet the requirements of the validity of the data obtained through

    this study, control the internal and external validity. Techniques of data
    collection is done through a free test and post test.
    It is amplified by the instrument used in the research is a written test
    and psychomotor aspects of the observation sheet. Content of this journal is
    still up to date because basically the study no one has tested at the university
    level. Then a comparison between group learning model investigation with
    conventional learning models are still in use, should researchers choose other
    learning model as a comparison group learning model investigation.
    Further, learning activities as above can combine aktivitasaktivitas
    academic activities, social activities in the climate and atmosphere of sociomoral dynamic can help students build social knowledge steadily and
    dynamic because it continues to grow and always undergoing transformation
    to standards by interests and shared values in society.
    The relationship between the title, method, instrument on research
    with project-based learning models in order Investigation Group is more
    focused on the problems that occur in the environment Often students.
    Problems that occur in everyday life contextual students a make students
    trained to design activities in resolving the issue. This means students develop
    Reviews their science process skills The relationship between the title,
    method, instrument on research with project-based learning models in order
    Investigation Group is more focused on the problems that occur in the
    environment Often students. Problems that occur in everyday life contextual
    students a make students trained to design activities in resolving the issue.
    This means students develop Reviews their science process skills
    so affirmed by Marianti (2011), Project-based learning providing complex
    tasks that based questions challenge or problem involving students in
    activities solve problems, make decisions, investigate and reflection involving
    teachers as facilitator. Project-based learning focused on the questions which
    leads (driving question) students to utilize concepts and principles through the
    experience. With project-based learning students learn from his experience
    and then implement it in everyday life.

    IV.

    Deficiency Of Journal

    Background of the problems in this journal are not many of its ideal
    theoretical basis where a study should have a lot of theoretical basis

    for the theoretical basis of the strengthening of the statment writer.


    In research, the authors only distinguish conventional method of
    investigation group project-based learning so impressed lacked
    variation.

    V. IMPLICATION FOR THEORIES


    According Dahar (2010), Science process skills (KPS) is the student's
    ability to apply scientific methods to understand, develop and discover
    science This is because the project-based learning model in the context of
    investigations over the Group focuses on the problems that often occur in the
    student environment. The problems that occurred in the contextual everyday
    student life makes students are trained to design activities in solving this
    problem. This means that students develop their science process skills.
    Thus, based on research results, statistical tests and theories that there
    is evidence that the student group that learned the model of project-based
    learning in order Group Investigation gives a better effect in stimulating and
    developing science process skills of students as basically learning requires
    students to be able to collaborate with the group in berinvestigasi on the
    theme that they will work to produce a tangible product that can develop
    Good process skills with the students. While groups of students learning with
    conventional learning, the learning process tends berpusatpada lecturers using
    the lecture method. During the learning process, student science process skills
    are less developed, because more students to learn individually to receive,
    record, and memorize it receives the subject matter of the lecturer as a
    determinant of the course of the learning process.
    In the process of project-based learning is basically contained
    cooperative learning. Cooperative learning is right for project-based learning
    combined with the material of animals and the environment is a cooperative

    learning Group Investigation (GI). Cooperative learning Group Investigation


    (GI) is a model of learning in which students are involved from the planning
    of both the subject and learn through investigation, its line with basic-project
    learning (Wijayanti, 2013).
    From exposure to the above The Authors suggest that research can
    continue because it can help lecturers and teachers to improve students' skills
    in understanding the task at colleges and students in the school.
    VI.

    CONCLUSION AND SUGGESTIONS


    A. CONCLUSION

    There is a significant influence science process skills of students that


    learned with project-based learning in order Group Investigation and
    conventional

    learning

    course

    on

    animal

    ecology

    at

    USI

    Pematangsiantar in the academic year 2014/2015.

    The learning model is better and higher influence is project-based


    learning model in order Group Investigation.

    B. SUGGESTIONS

    For the author, the results of this study can be used as examples of
    improvements learning biology that could be tested in the classroom,
    especially for foster positive habits of students to be actively involved
    in learning.

    For readers, finding and recording the results of this research can be
    reference for further research.

    REFERENCE

    Dahar,R.W. 2010. Teori-Teori Belajar. Jakarta: Erlangga.


    Manahal,S.,

    Darmawan,E.,

    Corebima.,

    Zubaidah,S.

    2009.

    Pengaruh

    Pembelajaran Project Based Learning (PjBL) Pada Materi Ekosistem


    Terhadap Sikap dan Hasil Belajar Siswa SMAN2 Malang. Jurnal
    Biosains Universitas Negeri Malang.
    Manurung, B., Hasruddin, Piliang, F.,M. 2015. Pengaruh Model Pembelajaran
    Berbasis Proyek Dalam Tatanan Grup Investigation Pada MataKuliah
    Ekologi Hewan Terhadap Keterampilan Proses Sians Mahasiswa USI
    Pematangsiantar. Jurnal Tabularasa PPs UNIMED, Vol.12, No.1
    Marianti, A, Critjanti & Isnaeni. (2011). Pembelajaran Berbasis Projek dengan
    Pendekatan Jelajah Alam Sekitar Sebagai Model Perkuliahan Fisiologi
    Hewan. Universitas Negeri Semarang. 3.(021): 01-10
    Wijayanti, W., Herlambang & Slamet. 2013. Pengaruh Model Pembelajaran
    Grup Investigation (GI) Terhadap Kemampuan Berpikir Kritis Siswa
    Kelas X SMA Negeri 1 Mejayan Kabupaten Madiun. Universitas
    Negeri Malang.

    You might also like