Constructivism Approach through Learning Cycle Model of Biology to Improve Student Learning Outcomes
Abstract
The purpose of this study was to increase student activity and improve student learning outcomes in learning Biology by using a constructivism approach through a learning cycle model. This research was a classroom action research which was conducted in 2 cycles. The subjects of this study were teachers and students of class VII SMPN 18 Bengkulu City. The research instrument used was the observation sheet and the test sheet. From the data analysis, it shows that in the first cycle, the classical learning completeness percentage is 70.58% for the potential for understanding the concept with incomplete criteria. In the second cycle it was obtained percentage of classical learning completeness 91.17% with complete criteria. On the teacher observation sheet cycle I obtained an average value of 34 with good criteria and cycle II obtained an average of 35 with good criteria. On the observation sheet, students in cycle I obtained an average value of 32.5 with good criteria and in cycle II an average value of 34.5 was obtained with good criteria. From the results of data analysis, it shows that learning biology by applying the constructivism approach through the learning cycle model can increase teacher and student activity and improve student learning outcomes of class VII SMP Negeri 18 Bengkulu City.
Full text article
References
Arikunto, et al. 2009. Classroom Action Research . Jakarta: Earth Literacy.
Bender, C., Ward, S., & Wells, M. A. (1994). Improving undergraduate biology education in a large research university. Molecular biology of the cell, 5(2), 129-134.
Mettetal, G. (2002). Improving teaching through classroom action research. Essays on teaching excellence: Toward the best in the Academy, 14(7).
Sandika, B., & Fitrihidajati, H. (2018). Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 23-28.
Sudjana, Nana and Ibrahim. 2004. Educational Research and Assessment . Bandung: Sinar Baru Algensindo.
Von Glasersfeld, E. (2012). A constructivist approach to teaching, pp. 21-34. Routledge.
Authors
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
d. Authors are required to make sure submitted content does not infringe third-party copyright. Authors must obtain permission to reproduce any third-party material for online – and print, if applicable – publication in perpetuity. It is also the authors’ responsibility to include any acknowledgements requested by copyright holders, and to mark clearly third-party material used with permission, material that has separate licensing terms, and material used under exceptions or limitations to copyright.