Article Sidebar

Download
PDF
Statistic
Read Counter : 10 Download : 7

Main Article Content

Abstract

Learning carried out in lectures really requires a variety of learning resources in order to improve student abilities for the better. so far, lectures usually only use learning resources that do not vary much and tend to use only one source, so that student learning outcomes are not maximized. This research was conducted with the aim of improving student learning outcomes for the better, especially in communication skills, cognitive and attitudes at Bina Bangsa University. The application of modules in learning is carried out with an all experimental design (quasi-experiment) then the results are analyzed descriptively with the anakova statistical test using the SPSS application. The results showed that communication skills, cognitive abilities, and student attitudes had increased. Based on statistical tests obtained with a significance of 0.000 less than alpha 0.05 (α <0.005) so it can be concluded that there are differences in the achievement of communication skills, cognitive, and student attitudes between the control class and the treatment. It's just that based on the value of the gain score, the use of problem-based teaching modules on communication skills (0.17) and student attitudes (0.24) is in the range of ≤0.3 which means its effectiveness is low, while in the cognitive aspect (0.54) is in the range of 0.3 ≤ g ≤ 7 which is a medium effectiveness value.

Keywords

ecology module communication cognitive attitude

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Ginanjar, G., & Rahayu, M. (2024). Pengaruh Penggunaan Modul Ekologi Terhadap Keterampilan Komunikasi, Kognitif, dan Sikap Mahasiswa Melalui Pembelajaran Berbasis Masalah. PSEJ (Pancasakti Science Education Journal), 9(1), 20-30. https://doi.org/10.24905/psej.v9i1.198

References

  1. Amri, S., & Ahmadi, I. K. (2010). Kontruksi Pengembangan Pembelajaran. Prestasi Pustakarya.
  2. Aryani, I., Masykuri, M., & Maridi. (2015). Pengembangan Modul Problem Based Learning (PBL) Pada Materi Populasi Hewan Untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa Pendidikan Biologi Universitas Sebelas Maret. Jurnal Inkuiri, 4(3), 68–77. https://doi.org/https://doi.org/10.20961/inkuiri.v4i3.9592
  3. Asyhar, R. (2011). Kreatif Mengembangkan Media Pembelajaran. Gaung Persada Press.
  4. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science + Buisinnes Media, LLC.
  5. Choridah, D. T. (2013). Peran Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Komunikasi dan Berpikir Kreatif Serta Disposisi Matematis Siswa SMA. Infinity Journal, 2(2), 194–202. https://doi.org/https://doi.org/10.22460/infinity.v2i2.p194-202
  6. Daryanto. (2013). Menyusun Modul (Bahan Ajar Untuk Persiapan Guru Mengajar). Gava Media.
  7. Hake, R. R. (1999). Analyzing Change/Gain Scores. Unpublished.[Online] URL: Http://Www. Physics. Indiana. Edu/\~ Sdi/AnalyzingChange-Gain. Pdf, 16(7), 1073–1080. https://web.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf
  8. Hamdi, Halim, A., & Pontas, K. (2015). Pengembangan dan Penerapan Modul Pembelajaran Materi Teori Dasar Bentuk Muka Bumi Untuk Meningkatkan Kognitif Mahasiswa Pendidikan MIPA FKIP Unigha Sigli. Jurnal Pendidikan Sains Indonesia, 3(2), 22–34. https://jurnal.usk.ac.id/JPSI/article/view/7676
  9. Husniati, A., Suciati, & Maridi. (2016). Pengembangan Modul Berbasis Problem Based Learning (PBL) Disertai Diagram Pohon Pada Materi Fotosintesis Kelas VIII SMP Negeri 1 Sawoo. Jurnal Inkuiri, 5(2), 30–39. https://doi.org/https://dx.doi.org/10.20961/inkuiri.v5i2.9470
  10. Leedy, P. D., & Ormrod, J. E. (2015). Practical Research: Planning and Design Research 11th Edition. Pearson.
  11. Mardiana, M., Muhdhar, M. H. I. Al, & Sueb, S. (2016). Pengaruh Modul Program KRPL Berbantuan Pembelajaran Berbasis Masalah (PBM) Terhadap Hasil Belajar Kognitif dan Sikap Peduli Lingkungan Siswa Kelas VII. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(1), 25–34. https://doi.org/http://dx.doi.org/10.17977/jp.v1i1.6604
  12. Nasution, S. (2017). Berbagai Pendekatan dalam Proses Belajar & Mengajar. Bumi Aksara.
  13. Octovi, C., Sajidan, & Prayitno, B. A. (2015). Pembelajaran Biologi Dengan Modul Berbasis Group Discovery Learning (GDL) Pada Materi Protista. Jurnal Inkuiri, 4(3), 29–38. https://doi.org/https://doi.org/10.20961/inkuiri.v4i3.9560
  14. Padmapriya, P. V. (2015). Effectiveness of Self Learning Modules on Achievement in Biology Among Secondary School Students. International Journal Of Education and Psychological Research (IJEPR), 4(2), 44–46. https://ijepr.org/paper.php?id=179
  15. Prastowo, A. (2013). Panduan Kreatif Membuat Bahan Ajar Inovatif. DIVA Press.
  16. Rusmiati, I. G. A., Santyasa, I. W., & Warpala, W. S. (2013). Pengembangan Modul IPA dengan Pendekatan Kontekstual Untuk Kelas V SD Negeri 2 Semarapura Tengah. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3(1), 1–10. https://doi.org/https://doi.org/10.23887/jtpi.v3i1.899
  17. Schunk, D. H. (2012). Learning Theories An educational Perspective: Teori-Teori Pembelajaran Perspektif Pendidikan. Pustaka Pelajar.
  18. Sudjana, N., & Rivai, A. (2013). Teknologi Pengajaran. Sinar Baru Algensindo.
  19. Sunaringtyas, K., Saputro, S., & Masykuri, M. (2015). Pengembangan Modul Kimia Berbasis Masalah Pada Materi Konsep Mol Kelas X SMA/MA Sesuai Kurikulum 2013. Jurnal Inkuiri, 4(2), 36–46. https://doi.org/https://doi.org/10.20961/inkuiri.v4i2.9550
  20. Wahyunani, E. (2013). Pengembangan Modul Geografi Modul Depdikanas pada Kompetensi Sumber Daya Kelas XII SMA [Universitas Negeri Malang]. http://repository.um.ac.id/id/eprint/62254
  21. Wijaya, C., Djadjuri, D., & Rusyan, T. (1992). Upaya Pembaharuan dalam Pendidikan dan Pengajaran. PT Remaja Rosdakarya.
  22. Yerita, H., Haviz, M., & Rahmi, E. (2014). Efektifitas Penggunaan Modul Pembelajaran Biologi Berbasis Kontekstual Pada Pokok Bahasan Ekosistem SMAN 1 Rambatan. Jurnal Pendidikan MIPA, 1(1), 8–10.