Teknik Instruksional Pertanyaan di Tahap Presenting Theoretical Background to Class and Discussion about the Issue Pembelajaran Berbasis Proyek untuk Meningkatkan Skor Hierarki Peta Konsep Peserta Didik

Akta Wahyu Kumala Dewi, Muzzazinah Muzzazinah, Sri Widoretno

Abstract


The study aimed to calculate hierarchy score on concept map (CM) by applying questions as instructional technique in presenting theoretical background to class and discussion about the issue of project based learning. The subjects were 35 high school students. Research is a classroom action research with research procedure includes: planning for preparing RPP and its completeness, execution on action activity, observation to calculate hierarchy CM score and reflection for next action. Triangulation validation tests include: verification of conformity of CM hierarchy scores and documentation by expert hierarchy of CM and interviews to represent mastery of concept classification. Reduction to select data completeness, data presentation and conclusion based on complete hierarchy data. Data analysis with qualitative descriptive. The results showed hierarchy scores based on expert hierarchy of CM on prasiklus scored below 25.71% on average of total students, while cycle I and cycle II fell to 11.43% and 0%. Above average hierarchy score on prasiklus was obtained at 11.43%, while cycle I went down to 0% and cycle II was obtained 48.57% improvement, thus question as instructional technique in presenting theoretical background to class and discussion about the issue project based learning increasing the hierarchy CM scores both individual and classical

Keywords


hierarchy; concept map; instructional technique; project based learning.

Full Text:

PDF
rticle

References


Baumgartner, E., & Zabin, C. J. (2008). A case study of project-based instruction in the ninth grade : a semeste(Gumilang, 2016)r- long study of intertidal biodiversity, 14(2), 97–114. https://doi.org/10.1080/13504620801951640.

Beane, M. K. (2016). Exploring the Implementation of Project-based Learning at an Alternative High School.

Buchori, A., Setyosari, P., Dasna, I. W., Ulfa, S., Degeng, I. N. S., & Sa, C. (2017). Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results, 13(9), 137–144. https://doi.org/10.5539/ass.v13n9p137

Döş, B., Bay, E., Aslansoy, C., Tiryaki, B., Çetin, N., & Duman, C. (2016). An analysis of teachers ’ questioning strategies, 11(22), 2065–2078. https://doi.org/10.5897/ERR2016.3014.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology, 4–58. https://doi.org/10.1177/1529100612453266.

Granito, M., & Chernobilsky, E. (2012). The Effect of Technology on a Student's Motivation and Knowledge Retention. NERA Conference Proceedings.

Gustafson, Kent L., & Branch, Robert M. (1997). What is Instructional Design.

Ingeç, S. K. (2009). Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement, (October 2014), 37–41. https://doi.org/10.1080/09500690802275820

Kinchin, I. M. (2000). Concept Mapping in Biology. Journal of Biological Education, 34(2), 61–68.

Kızkapan, O., & Bektaş, O. (2017). The Effect of Project Based Learning on Seventh Grade Students’ Academic Achievement, 10(1), 37–54. http://www.e-iji.net/dosyalar/iji_2017_1_3.pdf

Kubiatko, M., & Vaculová, I. (2011). Project-based learning : characteristic and the experiences with application in the science subjects, 3(1), 65–74.

Ma, X. (2008). The Skills of Teacher’s Questioning in English Classes, 1(4), 92–100.

Mayer, R. E., & Alexander, P. A. (2011). Handbook of research on learning and instruction.

Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. New York, USA: Cambridge University Press.

Nuthall, G. (2010). The Role of Memory in the Acquisition and Retention of Knowledge in Science and Social Studies Units, Cognition and Instruction, 18(1), 82-139. https://doi.org/10.1207/S1532690XCI1801.

Pinto, A. J., & Zeitz, H. J. (1997). Concept Mapping: a Strategy for Promoting Meaningful Learning in Medical Education, 19(2).

Sumarni, W. (2015). The Strengths and Weaknesses of the Implementation of Project Based Learning :, 4(3), 478–484.

Thi, L., & Thuan, B. (2011). The Linkages between Concept Maps and Language Learning, 2(1), 128–146.

Thomas, J. W., & Ph, D. (2000). A Review Of Research On Project-Based Learning.

Tribuzi, Scot B. (2015). Efficacy of Concept Mapping Instructional Techniques To Teach Organizational Structures And Interactions. A Dissertation, Kent State University College of Education.

Trifone, J. D. (2006). To What Extent can Concept Mapping Motivate Students to Take a More Meaningful Approach to Learning Biology ?, 5(4), 1–23.

Turgut, H. (2008). Prospective Science Teachers’ Conceptualizations About Project Based Learning. International Journal of Instruction, 1(1), 61–79. www.e-iji.net.

Turns, J., Atman, C. J., & Adams, R. (2000). Concept Maps for Engineering Education: A Cognitively Motivated Tool Supporting Varied Assessment Functions, 43(2), 164–173.

Zitouni, N. (2013). The Use of Students’ Oral Pres entations in Enhancing Speaking Skill in the English Language Classrooms The Case Study of Second Year Students at the Department of English in Biskra University. A Dissertation, Ministry of Higher Education and Scientific Research Mohamed Kheider University of Biskra.

Živković, S. (2014). The Importance of Oral Presentations For University Students. Mediterranean Journal of Social Science, 5(19), 468-475.

https://doi.org/10.5901/mjss.2014.v5n19p468.




DOI: https://doi.org/10.20961/bioedukasi-uns.v12i1.27378

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Bioedukasi: Jurnal Pendidikan Biologi

BIOEDUKASI: Jurnal Pendidikan Biologi

Print p-ISSN: 1693-265X
Online ISSN: 2549-0605
Website: https://jurnal.uns.ac.id/bioedukasi
Email: bioedukasi@fkip.uns.ac.id
Published by: Department of Biology Education,Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta

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