Jurnal Universitas Tadulako

Field Dependent and Field Independent Cognitive Style Analysis in Animal Ecology Problem Solving Students

2021-07-26T06:07:40+00:00

One of the impacts of the Teacher Center Learning (CTL) learning model in the classroom is that students' thinking creativity is underdeveloped and students' ability to solve problems is low. This study aims to analyze the problem solving capabilities of Animal Ecology in Biology Education students based on the cognitive style of field dependent and field independent. This research is descriptive research using qualitative approach. The subject of this study is a sixth semester (VI) Biology Education student who has programmed animal ecology courses totaling 22 people. The research instrument is a Group Embedded Figure Test (GEFT) which amounts to 25 points. Problem solving problems in the form of descriptions as many as 4 numbers and interview guidelines. Based on the results of the study showed that the problem-solving ability of students with independent field cognitive style is better than field dependent because students with independent field cognitive style are able to separate themselves from their environment while students with field dependent cognitive style are still influenced by the surrounding environment.

Physics Learning in the Covid-19 Period at High Schools in Donggala Regency

2021-07-21T07:01:13+00:00

This study aimed to identify the implementation of physics learning during the Covid-19 pandemic at senior high schools in Donggala Regency. The participants were high school students and physics teachers who experienced learning during the pandemic. This study employed a descriptive qualitative approach using a questionnaire as the research instrument. The questionnaire was distributed both online and offline. Respondents included 391 students (374 online and 17 offline) and 7 teachers (6 online and 1 offline). The findings revealed that students had limited technology skills and insufficient access to technological facilities, while teachers demonstrated adequate technological competence and better availability of learning devices. Online learning was generally conducted from home using personal smartphones, internet data, and moderate network connections. Students showed low conceptual understanding and problem-solving ability, and practical activities were not conducted during the pandemic. Offline learning was mainly implemented for examinations at school while following health protocols, although laboratory practicums were still not carried out. Both students and teachers preferred face-to-face learning over online learning. Despite various challenges in learning implementation, students' physics learning outcomes during the Covid-19 pandemic were able to achieve the minimum mastery criteria (KKM).

Analysis of Reasoning and Problem-Solving Skills of SMA Katolik St. Andreas Palu Students on the Concept of Electric Circuits in Learning During the Covid-19 Pandemic

2021-11-18T03:23:39+00:00

This study aims to describe the reasoning and problem solving abilities of students during the Covid-19 pandemic. The subjects of this study were students of class XII MIPA 1 SMA Katolik St. Andreas Palu who uses a qualitative descriptive method or can be said as a phenomenographic research. Respondents were selected based on the Respondent Selection Test, totaling six people. The data obtained from the Respondent Selection Test instrument, reasoning test questions that use reasoning indicators include proportional reasoning, correlation reasoning, conservation reasoning and deductive hypothesis reasoning, problem solving questions based on Polya's theory, rubric for the category of reasoning indicator assessment and interviews conducted online. The results of the study show that students with high ability do not necessarily have high reasoning and problem solving abilities while students who have low reasoning and problem solving are due to a lack of understanding and mastery of students about the material. Environmental factors are one of the causes of students not being able to receive the material properly.

The Influence of Group Investigation Learning Models Through Hands on Activity and E Learning on Biology Learning in terms of Student Learning Styles on Student Learning Outcomes at Public Senior High School Poso

2021-07-21T05:18:17+00:00

This study aims to improve biology learning outcomes by developing an active Group Investigation learning model supported by hands-on activities and e-learning while considering students’ learning styles. This experimental study employed a completely randomized design with a factorial arrangement. The population included students from three senior high schools in Poso, while the sample comprised 257 students from nine classes, including six experimental and three control classes. Treatments combined two factors: learning models and learning styles (auditory, visual, and kinesthetic). Learning styles were identified before the intervention, whereas learning outcomes were assessed afterward using achievement tests. Learning style data were collected through questionnaires. Data were analyzed using two-way ANOVA. Results indicated significant differences in learning outcomes among the combinations of learning models and learning styles (p < 0.05). The most effective combination was the Group Investigation model through hands-on activities with students who had visual learning styles, producing the highest mean learning outcome score of 86.72. These findings suggest that aligning instructional strategies with students’ preferred learning styles can enhance biology achievement more effectively than conventional approaches. Therefore, teachers are encouraged to integrate collaborative investigations, practical activities, and appropriate learning style considerations into biology instruction to optimize student academic performance.

Consistency and the Effectiveness of Students' Concept Understanding Against the Concept of Dynamics Using Force Conceptual Inventory (FCI)

2021-07-26T03:38:01+00:00

The purpose of this research to analyze the consistency and effectiveness of students' conceptual understanding.This research is a descriptive study using a qualitative approach. The subjects of this research are students of class X MIA who have studied the material of particle dynamics 42 people. The instrument used was a test of understanding the concept of particle dynamics in the form of a reasoned multiple choice test of 23 numbers and a questionnaire on the effectiveness of students' understanding of concepts. The results of data analysis show that students who have good concept understanding skills have a level of consistency and effectiveness in answering questions. Because the questions are answered in detail and systematically. Students with sufficient conceptual understanding skills have a low level of effectiveness and the answers to questions are not answered in detail, not systematically. This is marked by the scribbles of each answer, understanding the problem

Application of Thematic Learning to Increase Motivation and Cooperation of Students in Material Growth and Development of Living Things

2021-07-22T04:55:19+00:00

This research aims to increase the motivation and cooperation of grade III students at SDN Inpres 3 TaturaPalu through the application of thematic learning in the material growth and development of living things. This research is Class Action Research (PTK) or Classroom Action Research (CAR), which is research conducted in a class with two cycles. The subjects of the study were students of SDN Inpres 3 TaturaPalu grade III even semester 2020/2021 which amounted to 23 people. Data collection techniques using tests, observations, and documentation. All learning tools used have been carefully validated by experts. The results showed that the application of thematic learning can improve the motivation and cooperation of students as well as the cognitive abilities of grade III students at SDN Inpres 3 TaturaPalu. This can be proven by increasing students' motivation from the initial condition (pre-cycle) which is 49% , increased by 70% in cycle I, to 87% in the final condition of cycle II. Similarly, students increased cooperation from pre-cycle to 56%, increased by 70% in cycle I, and to 83% in cycle II. Improvements also occurred in students' cognitive abilities from the average test result score at pre-cycle 60.09 increased in cycle I to 73.04, and in cycle II to 79.56. The percentage of students who achieved KKM increased from the initial condition (pre-cycle) 52.71% increased by 73.91% in the evaluation of cycle I and to 86.95% in the evaluation of cycle II has reached classical completion of 80%.