Keywords
praktik kerja, aktivitas belajar, keterampilan psikomotorik
Document Type
Article
Abstract
Abstrak: Penelitian bertujuan untuk mengetahui efektivitas praktik kerja secara online dan offline ditinjau dari aktivitas belajar dan keterampilan psikomotorik mahasiswa. Penelitian ini menggunakan desain faktorial 2x2x2 pada mahasiswa semester tiga program studi Pendidikan Biologi IKIP PGRI Pontianak Tahun Ajaran 2019/2020. Sampel dalam penelitian ini adalah 35 orang yang mengikuti praktik kerja offline dan 25 orang yang mengikuti praktik kerja secara online yang dipilih dengan menggunakan teknik sampling jenuh. Data dikumpulkan dengan menggunakan teknik tes dan teknik non tes. Uji hipotesis yang digunakan adalah uji Anova tiga jalur dengan sel tak sama. Hasil penelitian menunjukkan bahwa nilai rata-rata kelas offline lebih tinggi yaitu 76,60 dibandingkan dengan kelas online yaitu 67,50. Hasil uji hipotesis menunjukkan: 1) terdapat pengaruh praktik kerja secara online/ offline terhadap hasil belajar mahasiswa; 2) tidak terdapat pengaruh keterampilan psikomotorik terhadap hasil belajar mahasiswa; 3) terdapat pengaruh aktivitas belajar terhadap hasil belajar mahasiswa; 4) terdapat interaksi antara praktik kerja dan aktivitas belajar terhadap hasil belajar mahasiswa; 5) terdapat interaksi praktik kerja dan keterampilan psikomotorik terhadap hasil belajar mahasiswa; 6) terdapat interaksi antara aktivitas belajar mahasiswa dan keterampilan psikomotorik terhadap hasil belajar mahasiswa; 7) terdapat interaksi praktik kerja, aktivitas belajar dan keterampilan psikomotorik terhadap hasil belajar mahasiswa.
Biology Work Practice in the New Normal Period in terms of Psychomotor Activities and Skills
Abstract: This study aims to determine the effectiveness of online and offline work practices in terms of learning activities and student psychomotor skills. This study uses a 2x2x2 factorial design for third semester students of the Biology Education study program, IKIP PGRI Pontianak, for the 2019/2020 academic year. The sample in this study were 35 people who took part in offline work practices and 25 people who participated in online work practices who were selected using the saturated sampling technique. Data were collected using test techniques and non-test techniques. The hypothesis test used is the three-way Anova test with unequal cells. The results showed that the average score for the offline class was 76.60 higher than the online class, which was 67.50. The results of hypothesis testing show: 1) there is an effect of online/offline work practices on student learning outcomes; 2) there is no influence of psychomotor skills on student learning outcomes; 3) there is an influence of learning activities on student learning outcomes; 4) there is an interaction between work practices and learning activities on student learning outcomes; 5) there is an interaction between work practices and psychomotor skills on student learning outcomes; 6) there is an interaction between student learning activities and psychomotor skills on student learning outcomes; 7) there are interactions between work practices, learning activities and psychomotor skills on student learning outcomes.
First Page
85
Last Page
93
Page Range
85-93
Issue
1
Volume
7
Digital Object Identifier (DOI)
10.21831/jipi.v7i1.36209
Source
https://journal.uny.ac.id/index.php/jipi/article/view/36209
Recommended Citation
Darmawan, H., Sulistiany, H., & Sari, M. (2021). Praktik kerja biologi di masa new normal ditinjau dari aktivitas dan keterampilan psikomotorik. Jurnal Inovasi Pendidikan IPA, 7(1), 85-93. https://doi.org/10.21831/jipi.v7i1.36209
References
Ahmad, A., Kamin, Y., & Nasir, A. M. (2018, July). Applying Psychomotor Domain for Competency Based Teaching in Vocational Education. In Journal of Physics: Conference Series 1049 (1), p. 012049. https://doi.org/10.1088/1742-6596/1049/1/012049
Afif, A. S., & Pratama, A. R. I. (2021). Analisis Sentimen Kebijakan Pendidikan di Masa Pandemi COVID-19 dengan CrowdTangle di Instagram. Automata, 2(2). 1-8.
Agustina, P., Sundari, P. P. K., & Ardani, D. E. (2016). Kemampuan Mahasiswa Calon Guru Biologi dalam Merancang Pembelajaran Berbasis Praktikum: Studi Kasus Mahasiswa Pendidikan Biologi FKIP UMS. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning 13 (1), pp. 536-540.
Almroth, B. C. (2015). The importance of laboratory exercises in biology teaching; case study in an ecotoxicology course. Pedagogical Development And Interactive Learning, 1-11.
Cimer, A, (2012). What makes biology learning difficult and effective: student's views, Educational Research and Reviews. 7(3), 61-71.
Darmawan, H. (2012). Pembelajaran Biologi Menggunakan Model Sains Teknologi Masyarakat dengan Media ENV LEARN dan Animasi Flash Ditinjau dari Kemandirian Belajar dan Keterampilan Proses Sains Mahasiswa (Doctoral dissertation, UNS (Sebelas Maret University))..
Dewi, L. V., Ahied, M., Rosidi, I., & Munawaroh, F. (2019). Pengaruh aktivitas belajar terhadap hasil belajar siswa menggunakan model pembelajaran discovery learning dengan metode scaffolding. Jurnal Pendidikan Matematika dan IPA, 10(2), 299-313. http://dx.doi.org/10.26418/jpmipa.v10i2.27630
Humas sekretariat kabinet Republik Indonesia (2020). Perubahan kebijakan pendidikan selama masa pandemi covid 19. Diakses dari https://setkab.go.id/inilah-perubahan-kebijakan-pendidikan -selama-masa-pandemi-covid-19/
Ikhsan, J., Riyanningsih, S., & Sulistiowati, S. (2016). The improvement of skill on processing science and students'achievement on volumetric analytical chemistry at smk-smak bogor through scientific approach and assisted by ict-based media. Southeast Asia Journal on Open and Distance Learning, 10(1).
Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability"”A literature review. Education Sciences, 7(1), 1-19. https://doi.org/10.3390/educsci7010001
Kasilingam, G, Ramalingam, M, & Chinnavan, E, (2014). Assessment of learning domains to improve student's learning in higher education. Journal of Young Pharmatics 6(4), 27-33.
Kareem, Kamisah, O, and Meerah, (2014). The effectiveness the classroom and the non classroom activities on developing Saudi Arabian secondary student environmental values. Proceedia social and behavioral sciences 9, 408-413. https://doi.org/10.1016/j.sbspro.2010.12.173
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2017). Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15(2), 107-115.
Kusmanto, A, Suparmi, Sarwanto. (2014). Pendekatan learning by doing dalam pembelajaran fisika dengan media riil dan multimedia interaktif ditinjau dari kreativitas dan motivasi berprestasi. Jurnal inkuiri. 3(3), 65-74.
Lee, A. (2020). Wuhan novel coronavirus (Covid 19): Why global control is challenging? Elsevier Public Health Emergency Collection. 179, A1-A2. https://doi.org/10.1016/j.puhe.2020.02.001.
Lodico, Spaulding, and Voegtle (2006). Methods in Educational Research: From Theory to Practise. USA:Jossey-Bass A Willey Imprint.
Luneta, VN, Hofstein, A, Clough, MP (2005). Learning and teaching school science laboratory: an analisys of research, theory and practise. Handbook of Research on Science Education.
Muslim, Martias, Nasir, M. (2019). Correlation of avtivities learning with learning outcomes student in vocational high school. Journal of mechanical Engineering Education. 4(2), 45-56.
Nugraheny (2020). Pemerintah umumkan satu kasus penularan covid 19 lewat transmisi lokal, ini penjelasannya. Diakses dari https://nasional.kompas.com/2020/03/10/19075861/ pemerintah-umumkan-satu-kasus-penularan-covid-19-lewat-transmisi-lokal-ini?page=all
Olubu, OM (2015). Effects of laboratory learning environtment on students learning outcomes in secondary school chemistry. International Journals of Arts & Sciences. 8(2), 507-525.
Odutuyi (2015). Influence of laboratory learning environment on students academic performance in secondary school chemistry. US-China Education Review. 5(12), 814-821. doi:10.17265/2161-623X/2015.12.005.
Ottander, C, Grelsson, G. (2006). Laboratory work: the teacher's perspective. Journal of biology education. 40(3). 113-118. DOI: 10.1080/00219266.2006.9656027
Perajaka, M. A., & Ngamal, Y. (2021). Pentingnya Manajemen Risiko dalam dunia Pendidikan (Sekolah) Selama dan Pasca Covid-19. Jurnal Manajemen Risiko, 2(3), 35-50. https://doi.org/10.33541/mr.v2iI.3436
Pramestya (2020). Pendidikan Indonesia di tengah pandemi covid 19. Diakses dari https://kompasiana.com/pendidikan-Indonesia-di-tengah-pandemi-covid-19/
Rohanai, R., Daud, K. A. M., Omar, N. H., Ismail, M. E., & Sulaiman, A. (2020). Concept of Correlation between Active Learning and Employability Skills in TVET. Online Journal for TVET Practitioners, 5(1), 15-22. https://doi.org/10.30880/ojtp.2020.05.01.003.
Sadikin, A., & Hamidah, A. (2020). Pembelajaran daring di tengah wabah covid 19. Jurnal ilmiah Pendidikan Biologi, 6(2), 214-224.
Sardiman, AM (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press.
Sunariyati, S., Suatma, S., & Miranda, Y. (2018). Pengaruh Praktikum Biologi Berbasis Etnobiologi terhadap Pemahaman Konsep Materi Biologi dan Pelestarian Budaya Lokal. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning 15(1), 524-531.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung:Alfabeta, CV.
Syamsiyah, Nur (2020). Dilema kebijakan pendidikan di masa pandemi covid 19. Diakses dari https://fajarcirebon.com/ dilemma-kebijakan-pendidikan-di-masa-pandemi-covid-19/
Witarsa, R., Rahayu, G. D. S., Sriningsih, N., Nurhayati, N., Tellusa, S., & Parwati, P. (2017). Meningkatkan Kemampuan Aspek Psikomotorik Siswa Sekolah Dasar melalui Hands On Activity di Kota Cimahi. Jurnal Basicedu, 1(1), 62-72.
