Integrating a blended discovery learning model with a bioenial website to empower science process skills and scientific attitude
DOI:
https://doi.org/10.21009/biosferjpb.37293Keywords:
Bioenial Website, Environmental Change, Science Process Skills, Scientific AttitudeAbstract
This study aims to determine; 1) the effect of integrating blended discovery learning with a bioenial website to empower Science Process Skills (SPS) of grade X students on the material of environmental change and preservation and 2) the effect of integrating blended discovery learning with a bioenial website to empower the scientific attitude of grade X students on the material of environmental change. The research method used a quasi experiment with a quantitative approach. The research design used posttest only control group design to measure SPS and pretest-posttest nonequivalent control group design to measure scientific attitudes. The population in this study were X grade students of SMA Negeri A Sukoharjon the 2022/2023 academic year. The samples of this study were X2 class as experimental class 1 as many as 36 students, X4 as experimental class 2 as many as 36 students, and X5 as control class as many as 36 students. The sampling technique used was cluster random sampling. Data collection questionnaire (scientific attitude), observation (SPS, scientific attitude, syntax implementation), and documentation. Data analysis technique used ANOVA hypothesis test for SPS and ANCOVA for scientific attitude. The ANOVA test results showed the effect of integrating blended discovery learning with the bioenial website to empower SPS. The results of further testing with LSD show that Blended Discovery Learning is a treatment that is significantly different among the three class groups. The ANCOVA test results show that there is no effect of integrating blended discovery learning with the bioenial website to empower scientific attitudes
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Octovi, C. (2017). Peningkatan keterampilan proses sains siswa melalui penerapan model discovery learning (Dl) di kelas XA SMA muhammadiyah 1 ngawi tahun pelajaran 2016/2017. Jurnal Sains Edukatika Indonesia (JSEI), 1(2). https://jurnal.uns.ac.id/jsei/article/view/28034
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Suryani, D. I., & Sudargo, F. (2016). Pengaruh model pembelajaran open inquiry dan guided inquiry terhadap sikap ilmiah siswa smp pada tema suhu dan perubahan. Edusains, 7(2), 127–134. https://doi.org/10.15408/es.v7i2.1628
Tsai, M. H., & Tang, Y. C. (2017). Learning attitudes and problem-solving attitudes for blended problem-based learning. Library Hi Tech, 35(4), 615–628. https://doi.org/10.1108/LHT-06-2017-0102
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Yunita, Y., Irawati, S., & Idrus, I. (2019). Peningkatan Sikap Ilmiah Peserta Didik Melalui Penerapan Model Discovery Learning. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 3(2), 250–257. https://doi.org/10.33369/diklabio.3.2.250-257
Amanto, A. Q. A., & Khasanah, N. (2021). Blended learning: solusi model pembelajaran dimasa pandemi covid-19. Indonesian Journal of Islamic Elementary Education, 1 (1), 1–14. https://doi.org/10.28918/ijiee.v1i1.3909
Amintarti, S., Ajizah, A., & Utami, N. H. (2018). The identification of scientific attitude on biology education department in plant botany I. Advances in Social Science, Education and Humanities Research, 274, 204–207. https://doi.org/10.2991/iccite-18.2018.46
Antonio, R. P. (2022). Effectiveness of blended instructional approach in improving students’ scientific learning outcomes: AMeta-analysis. Journal of Higher Education Theory and Practice, 22(5), 221–239. https://doi.org/10.33423/jhetp.v22i5.5217
Asmarani, A., Idrus, I., & Kasrina, K. (2017). Peningkatkan sikap ilmiah siswa melalui penerapan model discovery learning. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 1(1), 15–21. https://doi.org/10.33369/diklabio.1.1.15-21
Dwianto, A., Wilujeng, I., Prasetyo, Z. K., & Suryadarma, I. G. P. (2017). The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 23–31. https://doi.org/10.15294/jpii.v6i1.7205
Guswita, S., Anggoro, B. S., Haka, N. B., & Handoko, A. (2018). Analisis keterampilan proses sains dan sikap ilmiah peserta didik kelas XI mata pelajaran biologi di SMA Al-Azhar 3 bandar lampung. Biosfer: Jurnal Tadris Biologi, 9(2), 249–258. https://doi.org/10.24042/biosfer.v9i2.4025
Haka, N. B., Ellyandhani, L. A., & Anggoro, B. S. (2020). Pengaruh Blended Learning Berbentukan Google Classroom Terhadap Keterampilan Berpikir Kreatif Dan Kemandirian Belajar Peserta Didik. EduSains: Jurnal Pendidikan Sains & Matematika, 8(1), 1–12. http://digilib.iain-palangkaraya.ac.id/4849/1/1806-6730-2-PB.pdf
Harlen, W. (2006). Teaching, learning and assessing science 5-12 (4th ed.). SAGE Publications.
Hasanah, U., Ertikanto, C., & Wahyudi, I. (2017). Perbandingan hasil belajar siswa menggunakan model discovery learning dengan problem based learning. Jurnal Pembelajaran Fisika, 5(1), 109-120. http://jurnal.fkip.unila.ac.id/index.php/JPF/article/view/11814
Izza, H. N., Fitrihidajati, H., & Prastiwi, M. S. (2016). Penerapan LKS scientific approach pada materi perubahan lingkungan untuk melatihkan keterampilan berpikir kritis diswa kelas X. BioEdu: Berkala Ilmiah Pendidikan Biologi, 5(1), 1–6. https://core.ac.uk/download/pdf/230677892.pdf
Jazuli, A. Z., Saputro, S., & Mulyani, B. (2019). Pengaruh model pembelajaran discovery learning dan problem based learning (pbl) pada materi pokok kelarutan dan hasil kali kelarutan (ksp) ditinjau dari kemampuan berpikir logis terhadap prestasi belajar siswa kelas xi mipa sma negeri 1 sragen. Jurnal Pendidikan Kimia, 8(2), 226–235. https://digilib.uns.ac.id/dokumen/detail/63830/
Kahfi, A. (2022). Implementasi profil pelajar pancasila dan implikasinya terhadap karakter siswa di sekolah. DIRASAH: Jurnal Pemikiran Dan Pendidikan Dasar Islam, 5 (2), 138-151.
Kurniawati, A. (2021). Science process skills and its implementation in the process of science learning evaluation in schools. Journal of Science Education Research, 5(2), 16–20. https://doi.org/10.21831/jser.v5i2.44269
Mulyatiningsing, E. (2011). Riset Terapan Bidang Pendidikan dan Teknik. UNY Press.
Muntazhimah, Putri, S., & Khusna, H. (2020). Rasch model untuk memvalidasi instrumen resiliensi matematis mahasiswa calon guru matematika. JKPM (Jurnal Kajian Pendidikan Matematika), 6(1), 65–74. https://doi.org/10.30998/jkpm.v6i1.8144
Negoro, R. A., Ningtyas, R. I., Hartono, & Supriyadi. (2019). Menentukan nilai koefisien gesek statis melalui alat peraga gaya sentripetal untuk menumbuhkan sikap ilmiah siswa. Risalah Fisika, 3(2), 27–31. https://doi.org/10.35895/rf.v3i2.135
Novitasari, A., Ilyas, A., & Amanah, S. N. (2017). Pengaruh model pembelajaran inkuiri terbimbing terhadap keterampilan proses sains peserta didik pada materi fotosintesis kelas Xii ipa di sma yadika bandar Lampung. Biosfer: Jurnal Tadris Biologi, 8(1), 91–104. https://doi.org/10.24042/biosf.v8i1.1267
Nurhamidah, N., Amida, N., & Elvia, R. (2022). Model pembelajaran discovery berbasis blended learning untuk meningkatkan aktivitas dan hasil belajar kimia mahasiswa. Hydrogen: Jurnal Kependidikan Kimia, 10(1), 1. https://doi.org/10.33394/hjkk.v10i1.4884
Nworgu, L. N., & Otum, V. V. (2013). Effect of guided inquiry with analogy instructional strategy on students acquisition of science process skills. Journal of Education and Practice, 4(27), 35–41. https://core.ac.uk/download/pdf/234635111.pdf
Octovi, C. (2017). Peningkatan keterampilan proses sains siswa melalui penerapan model discovery learning (Dl) di kelas XA SMA muhammadiyah 1 ngawi tahun pelajaran 2016/2017. Jurnal Sains Edukatika Indonesia (JSEI), 1(2). https://jurnal.uns.ac.id/jsei/article/view/28034
Palennari, M., Adnan, & Fajrianti, N. (2018). Pembelajaran sistem reproduksi manusia menggunakan blended learning terintegrasi discovery learning. Jurnal Sainsmat, VII(1), 47–56. https://ojs.unm.ac.id/sainsmat/article/view/6476/4314
Patrianingsih, E. A., B, N., & Kaseng, E. S. (2017). Pengaruh model pembelajaran discovery learning terhadap pemahaman konsep biologi dan sikap ilmiah peserta didik SMA negeri 3 takalar. UNM Journal of Biological Education, 1(1), 31–46. https://doi.org/10.35580/ujbe.v1i1.5382
Puspitadewi, S., Fitrihidajati, H., & Prastiwi, M. S. (2014). Profil LKS materi perubahan lingkungan berorientasi kurikulum 2013 untuk melatihkan berpikir kritis siswa. BioEdu: Berkala Ilmiah Pendidikan Biologi, 3(2), 352–357. https://ejournal.unesa.ac.id/index.php/bioedu/article/view/7993
Puti, S., & Jumadi. (2015). Pengembangan modul IPA SMP berbasis guided inquiry untuk meningkatkan keterampilan proses dan sikap ilmiah. Jurnal Pendidikan Matematika Dan Sains, 3(1), 79–90. https://doi.org/10.21831/jpms.v5i1.7239
Rampean, B., Roheti, E., Septriwanto, J., & Lengkong, M. (2021). How can open inquiry enhancing students’ scientific attitude through chemistry learning? Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 528(Icriems 2020), 238–245. https://doi.org/10.2991/assehr.k.210305.035
Roheni, A., Sutresna, Y., & Ilmiyati, N. (2020). Penerapan model discovery learning untuk meningkatkan sikap ilmiah dan keterampilan proses sains siswa. Jurnal Pendidikan Biologi, VIII(2), 40–45. http://dx.doi.org/10.25157/jpb.v8i2.4417
Rosdiana, & Taopik, O. A. (2022). Pengaruh penggunaan model discovery learning berbantuan lingkungan terhadap kompetensi keahlian peserta didik SMK dalam pembiakan tanaman. Jambura Edu Biosfer Journal, 4(1), 17–22. https://doi.org/10.34312/jebj.v4i1.13285
Rukminingsih, Adnan, G., & Latief, M. A. (2020). Metode Penelitian Pendidikan; Penelitian Kuantitatif, Penelitian Kualitatif, Penelitian Tindakan Kelas. Erhaka Utama.
Sadikin, A., Johari, A., & Suryani, L. (2020). Pengembangan multimedia interaktif biologi berbasis website dalam menghadapi revolusi industri 4.0. Edubiotik : Jurnal Pendidikan, Biologi Dan Terapan, 5(01), 18–28. https://doi.org/10.33503/ebio.v5i01.644
Safitri, D. R., Makbulloh, D., & Supriyadi, S. (2022). Pengaruh Discovery Learning Model Berbantuan Media Teka-Teki Silang Terhadap Keterampilan Proses Sains Dan Sikap Ilmiah Peserta Didik. Ensiklopedia: Jurnal Pendidikan Dan Inovasi Pembelajaran Saburai, 2(02), 94–109. https://doi.org/10.24967/esp.v2i02.1761
Sudarisman, S. (2015). Memahami hakikat dan karakteristik pembelajaran biologi dalam upaya menjawab tantangan abad 21 serta optimalisasi implementasi kurikulum 2013. Florea : Jurnal Biologi Dan Pembelajarannya, 2(1), 29–35. https://doi.org/10.25273/florea.v2i1.403
Suryani, D. I., & Sudargo, F. (2016). Pengaruh model pembelajaran open inquiry dan guided inquiry terhadap sikap ilmiah siswa smp pada tema suhu dan perubahan. Edusains, 7(2), 127–134. https://doi.org/10.15408/es.v7i2.1628
Tsai, M. H., & Tang, Y. C. (2017). Learning attitudes and problem-solving attitudes for blended problem-based learning. Library Hi Tech, 35(4), 615–628. https://doi.org/10.1108/LHT-06-2017-0102
Wiryanti, I., Arnyana, I. P., & Ristiati, N. P. (2014). Pengembangan perangkat pembelajaran biologi berbasis nature of science (NOS) untuk meningkatkan pengetahuan, keterampilan proses sains dan sikap. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 4(2). https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/1360
Yunita, Y., Irawati, S., & Idrus, I. (2019). Peningkatan Sikap Ilmiah Peserta Didik Melalui Penerapan Model Discovery Learning. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 3(2), 250–257. https://doi.org/10.33369/diklabio.3.2.250-257
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2024-05-07
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Fauziyah Almaas, A., Harlita, H., & Sugiharto, B. . (2024). Integrating a blended discovery learning model with a bioenial website to empower science process skills and scientific attitude. Biosfer: Jurnal Pendidikan Biologi, 17(1), 153–163. https://doi.org/10.21009/biosferjpb.37293
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