Pengaruh Model Pembelajaran Picture and Picture dengan Teknik Spotlight terhadap Minat dan Hasil Belajar Kognitif Siswa
DOI:
https://doi.org/10.36312/mj.v2i2.2720Keywords:
Model pembelajaran, Picture and Picture, Teknik Spotlight, Minat Belajar, Hasil Belajar Kognitif, Pembelajaran BiologiAbstract
Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Picture and Picture yang dipadukan dengan teknik Spotlight terhadap minat dan hasil belajar kognitif siswa pada mata pelajaran biologi. Desain penelitian yang digunakan adalah kuasi-eksperimen dengan model posttest-only control group design. Sampel terdiri dari 44 siswa kelas X MA Al Madani Pelulan, yang dibagi menjadi kelas eksperimen (23 siswa) dan kelas kontrol (21 siswa) melalui purposive sampling. Instrumen yang digunakan meliputi angket minat belajar dan tes hasil belajar kognitif. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest siswa kelas eksperimen (68,65) lebih tinggi secara signifikan dibandingkan kelas kontrol (53,14), dengan hasil uji-t thitung = 4,19 > ttabel = 2,000. Selain itu, minat belajar siswa di kelas eksperimen (76,73%) juga lebih tinggi dibandingkan kontrol (76,09%), meskipun selisihnya kecil. Temuan ini menunjukkan bahwa integrasi teknik Spotlight dalam pembelajaran visual dapat meningkatkan fokus atensi dan keterlibatan siswa, yang berdampak pada peningkatan hasil belajar kognitif. Studi ini memberikan kontribusi pada pengembangan model pembelajaran visual berbasis perhatian dalam konteks pendidikan menengah.
The Effect of Picture and Picture Learning Model with Spotlight Technique on Students’ Learning Interest and Cognitive Achievement
Abstract
This study aims to analyze the effect of the Picture and Picture learning model combined with the Spotlight technique on students’ learning interest and cognitive achievement in biology. The research employed a quasi-experimental design using a posttest-only control group. The sample consisted of 44 tenth-grade students at MA Al Madani Pelulan, divided into an experimental class (23 students) and a control class (21 students) through purposive sampling. Instruments included a learning interest questionnaire and a cognitive achievement test. Results revealed that the experimental group’s posttest average score (68.65) was significantly higher than the control group’s (53.14), confirmed by a t-test (tcount = 4.19 > ttable = 2.000). Moreover, students’ learning interest in the experimental group (76.73%) slightly surpassed that of the control group (76.09%). These findings indicate that integrating Spotlight techniques in visual learning enhances attention focus and student engagement, ultimately improving cognitive performance. The study contributes to the development of attention-based visual instructional models in secondary education contexts.
References
Abdulhadi, M., Awaah, F., Agbanimu, D., Ekwam, E., & Emmanuella, H. (2023). The culturo-techno-contextual approach and students’ understanding of computer science education in a developing economy. Journal of Research in Innovative Teaching & Learning, 17(3), 490–504. https://doi.org/10.1108/jrit-12-2022-0087
Alsous, M., Odeh, M., & Jalil, M. (2020). Effect of an educational intervention on public knowledge, attitudes, and intended practices towards diabetes mellitus: A quasi-experimental study. International Journal of Clinical Practice, 74(9), e13565. https://doi.org/10.1111/ijcp.13565
Almanasef, M., Almaghaslah, D., Portlock, J., & Chater, A. (2020). Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture. Pharmacy Education, 20, 142–150. https://doi.org/10.46542/pe.2020.201.p142-150
Arikunto, S. (2010). Prosedur penelitian satuan pendekatan praktik. Jakarta: Rineka Cipta.
Barnes, J., Blair, M., Walshe, R., & Tupper, P. (2022). Lag-1: A dynamic, integrative model of learning, attention, and gaze. PLOS ONE, 17(3), e0259511. https://doi.org/10.1371/journal.pone.0259511
Bradeško, E., & Poto?nik, R. (2022). Using visual art-based interventions for a primary school student with difficulties in perseverance, attention, and concentration. Hrvatska Revija Za Rehabilitacijska Istraživanja, 58(1), 73–86. https://doi.org/10.31299/hrri.58.1.4
Chen, Y.-C., & Zelinsky, G. J. (2019). Is there a shape to the attention spotlight? Computing saliency over proto-objects predicts fixations during scene viewing. Journal of Experimental Psychology: Human Perception and Performance, 45(1), 139–154. https://doi.org/10.1037/xhp0000593
Darmaji, D. (2013). Metodologi penelitian kuantitatif. Yogyakarta: Pustaka Pelajar.
Gaillard, C., & Hamed, S. (2020). The neural bases of spatial attention and perceptual rhythms. European Journal of Neuroscience, 55(11–12), 3209–3223. https://doi.org/10.1111/ejn.15044
Geweke, F., Pokta, E., & Störmer, V. (2020). Spatial distance of target locations affects the time course of both endogenous and exogenous attentional deployment. OSF Preprints. https://doi.org/10.31234/osf.io/8cw6u
Hafsah, N. (2022). Meningkatkan hasil belajar siswa sekolah dasar dengan model pembelajaran Picture and Picture pada materi mengidentifikasi karakteristik geografis Indonesia sebagai negara kepulauan/maritim dan agraris. Journal of Social Studies Arts and Humanities, 2(1), 61–66. https://doi.org/10.33751/jssah.v2i1.6093
Hamu, Y., Bano, V., & Ndjoeromana, Y. (2023). The effect of Picture and Picture cooperative learning model with the assistance of flashcard media on students’ learning outcomes at SMA Negeri 3 Waingapu. Jurnal Eduscience, 10(2), 476–487. https://doi.org/10.36987/jes.v10i2.4290
Heryanti, E., Azrai, E., & Melvinasari, M. (2022). The relationship between motivation to learn biology and discipline with students’ cognitive learning outcomes during online learning. Bioedukasi: Jurnal Pendidikan Biologi, 15(2). https://doi.org/10.20961/bioedukasi-uns.v15i2.53849
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/10.1007/BF02905780
King, J., Marcus, T., & Markant, J. (2022). Individual differences in selective attention and engagement shape students’ learning from visual cues and instructor presence during online lessons. OSF Preprints. https://doi.org/10.31219/osf.io/gsp2n
Kurniawan, E. (2023). Teaching method and its impact on English academic performance through learning interest as a moderator variable among the students of MTsN 2 Kota Kediri. Exposure: Jurnal Pendidikan Bahasa Inggris, 12(1), 1–11. https://doi.org/10.26618/exposure.v12i1.9111
Maqsood, S., Bano, S., & Safdar, Z. (2023). Psychological functioning of teachers working in general and special school settings. Clinical and Counselling Psychology Review, 4(2), 1–23. https://doi.org/10.32350/ccpr.42.01
Mishra, D., Singh, S., Khan, A., Kumar, S., & Dwivedi, P. (2023). Comparison of didactic lectures and activity-based learning for teaching first-professional MBBS students in the subject of anatomy. Cureus. https://doi.org/10.7759/cureus.51106
Murtado., Tetep., & Mulyana, E. (2023). The Influence of Picture and Picture Type Cooperative Learning Models on IPS Learning Outcomes. Journal Civics and Social Studies, 7(2), 208–214. https://doi.org/10.31980/journalcss.v7i2.773
Oktorina, R., Habibi, M., & Wati, R. (2023). The influence of reading interest on the learning achievement of fifth grade students at Teratak Elementary School. Journal of Educational Sciences, 7(2), 192–201. https://doi.org/10.31258/jes.7.2.p.192-201
Okado, K., & Kida, N. (2019). Three-year longitudinal survey of changes in consciousness about English in junior high school students and its relationship with academic achievement. Psychology, 10(2), 164–180. https://doi.org/10.4236/psych.2019.102014
Ozan, Y., Duman, M., & ??bir, G. (2022). Effects of different teaching methods on nursing students’ motivations and critical thinking disposition: A quasi-experimental study. International E-Journal of Educational Studies, 6(12), 95–104. https://doi.org/10.31458/iejes.1059478
Prayitno, T., & Hidayati, N. (2022). Analysis of cognitive assessment instruments in general biology learning media. Jurnal Pelita Pendidikan, 10(1). https://doi.org/10.24114/jpp.v10i1.30044
Rojas, A., Gómez, Á., Aguaded, I., & Prieto, F. (2022). Sex and affective education at university: Evaluation of the training of students. Sustainability, 14(9), 5460. https://doi.org/10.3390/su14095460
Sokoliuk, R., Mayhew, S., Aquino, K., Wilson, R., Brookes, M., Francis, S., … & Mullinger, K. (2019). Two spatially distinct posterior alpha sources fulfill different functional roles in attention. Journal of Neuroscience, 39(36), 7183–7194. https://doi.org/10.1523/JNEUROSCI.1993-18.2019
Sugiharti, R. (2023). An analysis of the Picture and Picture model as a remedial approach for enhancing comprehension of scientific concepts. Indonesian Journal of Primary Education, 9(1), 63–68. https://doi.org/10.17509/ijpe.v7i2.65350
Sugiyono. (2016). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R & D. Bandung: Alfabeta.
Timmer, M., Steendijk, P., Arend, S., & Versteeg, M. (2020). Making a lecture stick: The effect of spaced instruction on knowledge retention in medical education. Medical Science Educator, 30(3), 1211–1219. https://doi.org/10.1007/s40670-020-00995-0
Venugopal, V., & Dongre, A. (2020). Effect of interactive lectures and formative assessment on learning of epidemiology by medical undergraduates – A mixed-methods evaluation. Indian Journal of Community Medicine, 45(4), 526. https://doi.org/10.4103/ijcm.ijcm_46_20
Wardiah, W. (2015). Penerapan model pembelajaran kooperatif tipe Picture and Picture untuk meningkatkan hasil belajar siswa materi sistem reproduksi pada manusia siswa kelas XI IPA I SMAN 4 Banjarmasin. Banjarmasin: STKIP PGRI.
Yusal, M., Bahar, I., & Namul, B. (2022). The effect of Picture and Picture learning model on learning outcomes of junior high school Madani Makassar students. Bioedupat Pattimura Journal of Biology and Learning, 2(1), 27–31. https://doi.org/10.30598/bioedupat.v2.i1.pp27-31
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Nidak Wulan Sari, Taufik Samsuri, Ummu Khairiyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Multi Discere Journal agree to the following terms:
- For all articles published in Multi Discere Journal, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
