Meningkatkan Hasil Belajar Biologi Kelas VIII Melalui Model Pembelajaran Kooperatif Tipe Rotating Trio Exchange (RTE) di SMPN 6 Kempo
DOI:
https://doi.org/10.36312/jar.v3i2.2015Keywords:
Cooperative Learning, Rotating Trio Exchange, Motivasi Belajar, Hasil BelajarAbstract
Penelitian ini menyelidiki efektivitas model Pembelajaran Kooperatif Tipe Rotating Trio Exchange (RTE) dalam meningkatkan hasil belajar siswa kelas VIII pada mata pelajaran biologi di SMPN 6 Kempo. Observasi awal mengungkapkan rendahnya kinerja siswa dengan nilai rata-rata 58,5 dan tingkat ketuntasan klasikal sebesar 60%. Masalah utama adalah kurangnya keterlibatan siswa dan bimbingan guru yang tidak memadai. Pada Siklus I, hasil belajar siswa sedikit meningkat dengan nilai rata-rata 68,75 dan tingkat ketuntasan 87,5%. Namun, aktivitas siswa dan partisipasi dalam diskusi perlu ditingkatkan. Pada Siklus II, terjadi peningkatan signifikan: nilai rata-rata meningkat menjadi 77,5 dan tingkat ketuntasan mencapai 100%. Hasil ini menunjukkan bahwa strategi pengajaran yang efektif dan bimbingan yang tepat sangat mempengaruhi hasil belajar. Motivasi belajar siswa juga meningkat, dari 64,8% pada Siklus I menjadi 73,9% pada Siklus II, menunjukkan kemajuan yang penting. Penelitian ini menegaskan pentingnya mengintegrasikan strategi kolaboratif dan interaktif dalam pendidikan biologi. Model RTE secara efektif meningkatkan keterlibatan siswa, memperdalam pemahaman konsep biologi, dan menciptakan lingkungan belajar yang positif. Kesimpulannya, model RTE secara signifikan meningkatkan motivasi dan hasil belajar siswa, memberikan wawasan berharga untuk meningkatkan praktik pendidikan di kelas biologi.
Enhancing Eighth-Grade Biology Learning Outcomes through the Cooperative Learning Type Rotating Trio Exchange (RTE) Model at SMPN 6 Kempo
Abstract
This study investigates the effectiveness of the Cooperative Learning Type Rotating Trio Exchange (RTE) model in enhancing student learning outcomes in eighth-grade biology classes at SMPN 6 Kempo. Initial observations revealed low student performance, with average scores of 58.5 and a classical completeness rate of 60%. The primary issues were student disengagement and insufficient teacher guidance. During Cycle I, student learning outcomes improved slightly, with an average score of 68.75 and a completeness rate of 87.5%. However, student activity and discussion participation needed enhancement. In Cycle II, significant improvements were observed: the average score increased to 77.5, and the completeness rate reached 100%. These results indicate that effective teaching strategies and proper guidance significantly impact learning outcomes. Student motivation also improved, rising from 64.8% in Cycle I to 73.9% in Cycle II, demonstrating important gains. The study underscores the importance of integrating collaborative and interactive strategies in biology education. The RTE model effectively increased student engagement, deepened understanding of biological concepts, and created a positive learning environment. In conclusion, the RTE model significantly enhanced student motivation and learning outcomes, offering valuable insights for improving educational practices in biology classes.
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