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Pembelajaran Berbasis Masalah pada Kelompok Topik Biofisik dalam Fisiologi Tumbuhan untuk Meningkatkan Kemampuan Generik Sain (KGS)Calon Guru Biologi

Main Author: Susanti, Rahmi
Format: Article PeerReviewed application/pdf
Terbitan: Pendidikan MIPA FKIP Unsri , 2012
Subjects:
LB2300 Higher Education
Online Access: http://eprints.unsri.ac.id/7740/1/10._FORUM_MIPA_2012.pdf
http://eprints.unsri.ac.id/7740/2/10._FORUM_MIPA_2012.pdf
http://eprints.unsri.ac.id/7740/
ctrlnum 7740
fullrecord <?xml version="1.0"?> <dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title>Pembelajaran Berbasis Masalah pada Kelompok Topik Biofisik dalam Fisiologi Tumbuhan untuk Meningkatkan Kemampuan Generik Sain (KGS)Calon Guru Biologi</title><creator>Susanti, Rahmi</creator><subject>LB2300 Higher Education</subject><description>Research and development studies are conducted to measure the Generic Science Ability (GSA) and mastery of the concept of prospective teachers of biology students on a group of biophysical topics through problem-based learning. The study involved a number of students enrolled in biology education courses at one plant physiology LPTK in South Sumatera as research subjects (n = 74). The study phase consisted of designing, testing and repair, as well as the implementation phase of the program. In the implementation phase of the program using a quasi-experiment with non-equivalent control group design. Data was collected using a set of 40 item multiple-choice test and a closed questionnaire with reference to the Likert scale. Research data analyzed by Kolmogorov-Smirnov test and Lavene test followed by independent sample t test and Mann-Whitney test. The results showed that the GSA and mastery of concepts significantly increase. The increase of mastery concept and GSA has n-gain in between 0,3-0,7 that means it is medium category. Results showed that problem-based learning can enhance the mastery of concepts and GSA in the biophysical topics in plant physiology course. Also found that problem-based learning can foster positive attitudes of student teacher candidats towards learning biology.</description><publisher>Pendidikan MIPA FKIP Unsri</publisher><date>2012-01-01</date><type>Journal:Article</type><type>PeerReview:PeerReviewed</type><type>File:application/pdf</type><identifier>http://eprints.unsri.ac.id/7740/1/10._FORUM_MIPA_2012.pdf</identifier><type>File:application/pdf</type><identifier>http://eprints.unsri.ac.id/7740/2/10._FORUM_MIPA_2012.pdf</identifier><identifier>Susanti, Rahmi (2012) Pembelajaran Berbasis Masalah pada Kelompok Topik Biofisik dalam Fisiologi Tumbuhan untuk Meningkatkan Kemampuan Generik Sain (KGS)Calon Guru Biologi. Forum MIPA, 15 (1). pp. 61-69. ISSN 1410-1262</identifier><relation>http://eprints.unsri.ac.id/7740/</relation><recordID>7740</recordID></dc>
format Journal:Article
Journal
PeerReview:PeerReviewed
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File:application/pdf
File
author Susanti, Rahmi
title Pembelajaran Berbasis Masalah pada Kelompok Topik Biofisik dalam Fisiologi Tumbuhan untuk Meningkatkan Kemampuan Generik Sain (KGS)Calon Guru Biologi
publisher Pendidikan MIPA FKIP Unsri
publishDate 2012
topic LB2300 Higher Education
url http://eprints.unsri.ac.id/7740/1/10._FORUM_MIPA_2012.pdf
http://eprints.unsri.ac.id/7740/2/10._FORUM_MIPA_2012.pdf
http://eprints.unsri.ac.id/7740/
contents Research and development studies are conducted to measure the Generic Science Ability (GSA) and mastery of the concept of prospective teachers of biology students on a group of biophysical topics through problem-based learning. The study involved a number of students enrolled in biology education courses at one plant physiology LPTK in South Sumatera as research subjects (n = 74). The study phase consisted of designing, testing and repair, as well as the implementation phase of the program. In the implementation phase of the program using a quasi-experiment with non-equivalent control group design. Data was collected using a set of 40 item multiple-choice test and a closed questionnaire with reference to the Likert scale. Research data analyzed by Kolmogorov-Smirnov test and Lavene test followed by independent sample t test and Mann-Whitney test. The results showed that the GSA and mastery of concepts significantly increase. The increase of mastery concept and GSA has n-gain in between 0,3-0,7 that means it is medium category. Results showed that problem-based learning can enhance the mastery of concepts and GSA in the biophysical topics in plant physiology course. Also found that problem-based learning can foster positive attitudes of student teacher candidats towards learning biology.
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