Need Analysis of Disseminate Phase: Handout of Evaluation and Learning Biology Based on Guided Discovery Method
Siska Nerita,
Yulia Sri Hartati,
Annika Maizeli,
Aulia Afza
Issue:
Volume 7, Issue 2, April 2019
Pages:
54-57
Received:
7 May 2019
Accepted:
18 June 2019
Published:
29 June 2019
Abstract: Some problem in evaluation and learning biology subject arestudents have difficulty to understand concepts of material, and the unavailability of teaching materials that can guide students to find their own knowledge. The solution to this problem is to result a handout based on guided discovery method. The development carried out has produced handout that valid, practical, and effective, and disseminate stages will be carried out. The disseminate stage is carried out in the Program Studi Pendidikan Biologi, STKIP Ahlussunnah, Bukittinggi, West Sumatera. This study aims to determine the needs of students related to products that have been resulted. This research is a descriptive research which is in the disseminate phase of 4-D Models. The instrument used questionnaire form. The questionnaire was filled out by students of Program Studi Pendidikan Biologi STKIP Ahlussunnah who have taken the course process evaluation process and learning outcomes of biology as many as 20 students, and the data processed with a percentage formula. The results showed that the average value of student needs for handouts was 84.86% with criteria very need. It can be concluded that handout based on guided discovery method 84.86% is needed by student of other universities. Its mean too that using the handout based on guided discovery at learning can improve the motivation, and understanding student to the lesson topics.
Abstract: Some problem in evaluation and learning biology subject arestudents have difficulty to understand concepts of material, and the unavailability of teaching materials that can guide students to find their own knowledge. The solution to this problem is to result a handout based on guided discovery method. The development carried out has produced hando...
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Research and Practice of One Test Question of Each Lesson
Issue:
Volume 7, Issue 2, April 2019
Pages:
58-64
Received:
20 May 2019
Accepted:
29 June 2019
Published:
11 July 2019
Abstract: Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed problems, and then these problems can be analyzed through the communication between students and teachers. The sticking problems made from all aspects of analysis will be solved completely and implemented into the following teaching. The second is to guide the teaching of new lessons with discipline thoughts and scientific principles. Find out the principles and rules from the knowledge of new lessons, and then design problems (problem set) or exercises (exercise set) by the principles and same knowledge that students have mastered. In doing that, it will inspire student to open mind, reason evidences, extract principles, form opinions, compose model, form model awareness, design experiment, practice innovation, study scientifically and form quality. Students can make a self-regulated learning, cooperation and communication, and pursuit and respect science on the platform of One Assignment per Lesson, and they will further form true value concepts, essential quality and key ability, achieving the education goal of teaching knowledge and cultivating people.
Abstract: Positioning as the beginning place of new lessons, the One Assignment per Lesson is not only a teaching link, but also an assignment or a group of assignments. It has two basic functions: The first function is to fully expose and solve problems. Problems found on the last course can be shown by the form of exercises (exercise set). Students exposed...
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