Human Digestive System: Gender-Based Contextual Teaching and Learning
), Yuniarti Essi Utami(2), Markus Iyus Supiandi(3), Nyeria Elisabeth(4)
| 
Country:
(1) STKIP Persada Khatulistiwa, Indonesia
(2) STKIP Persada Khatulistiwa, Indonesia
(3) STKIP Persada Khatulistiwa, Indonesia
(4) STKIP Persada Khatulistiwa, Indonesia
Corresponding Author
10.23960/jpmipa/v23i4.pp1548-1560
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2022 Yakobus Bustami, Yuniarti Essi Utami, Markus Iyus Supiandi, Nyeria Elisabeth
The human digestive system is one of the materials taught to junior high school students. This research purpose was to determine the gender-based contextual (CTL) effect on biology students cognitive learning outcomes. This research used quasi-experimental design with pretest-posttest nonequivalent control group design. Data analysis used descriptive statistical and inferential statistics. The analysis results show that there was significant effect of using the CTL learning model on students' cognitive learning outcomes on the human digestive system material with sig value was 0.000>0.05. Regarding gender, there is no significant effect on cognitive learning outcomes on the human digestive system material with sig value was 0.764>0.05. There is no significant effect of the interaction of learning models and gender on cognitive learning outcomes on the human digestive system material with sig value was 0.960>0.05. Thus, the CTL learning model can improve the cognitive learning outcomes students who have gender characteristics.
Keywords: human digestive system, contextual teaching and learning, cognitive learning outcomes, gender.
Alanazi, F. (2017). Effectiveness of the proposed training formative assessment programme and its impact on teaching style improvements of Saudi science teachers in Saudi Arabia. Journal of Turkish Science Education, 13(5), 35-56.
Algani, Y. M., & Eshan, J. (2019). Reasons and suggested solutions for low-level academic achievement in mathematics. International e-Journal of Educational Studies (IEJES), 3(6), 181-190.
Añino, M. M., Merino, G., Miyara, A., Perassi, M., Ravera, E., Pita, G., & Waigandt, D. (2014). Early error detection: An action-research experience teaching vector calculus. International Journal of Mathematical Education in Science and Technology, 45(3), 378-395.
Apriyono, F. (2016). Profil kemampuan koneksi matematika siswa SMP dalam memecahkan masalah matematika ditinjau dari gender [The profile of junior high school students' mathematical connection abilities in solving math problems in terms of gender]. Jurnal Pendidikan Matematika STKIP Garut, 5(2), 159-168.
Avila, S., Susriyati, M., & Siti, Z. (2017). Pengaruh model pembelajaran biologi berbasis reading-concept map-cooperative script dan gender terhadap hasil belajar kognitif siswa kelas X SMA Negeri 2 Malang [The effect of biology learning model based on reading-concept map-cooperative script and gender on cognitive learning outcomes for students of class X SMA Negeri 2 Malang]. Pros. Seminar Pend. IPA Pascasarjana UM, 2.
Bahri, S. (2017). Pengaruh penerapan model pembelajaran contextual teaching and learning (CTL) tipe inquiry terhadap kemampuan berpikir kritis [The effect of the application of the inquiry-type contextual teaching and learning (CTL) learning model on critical thinking skills]. Jurnal Pendidikan Islam, 8(1), 45-59.
Bustami, Y., Syafruddin, D., & Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills. Jurnal Pendidikan IPA Indonesia, 7(4), 451-457.
Bustami, Y., Gandasari, A., Darmawan, H., Yane, S., & Dewi, U. (2021). The supports of JiRQA learning on biology students’ achievement in multi-ethnical classroom. Journal of Turkish Science Education, 18(1), 91–104.
Çepni, S., & Keleş, E. (2006). Turkish students' conceptions about the simple electric circuits. International Journal of Science and Mathematics Education, 4, 269-291.
Darmawan, E., Yuli, B., Siti, Z., & Murni, S. (2018). Meningkatkan keterampilan metakognitif siswa berbeda gender dengan model pembelajaran Simas Eric di SMAN 6 Malang [Improving the metacognitive skills of students of different genders with the Simas Eric learning model at SMAN 6 Malang]. Biosfer: Jurnal Pendidikan Biologi (BIOSFERJPB), 11(1), 47-56.
Fadillah, F. N., Regina, L. P., & Riana, I. (2016). Pengaruh mode learning cycle dalam meningkatkan hasil belajar siswa pada materi gaya magnet [The effect of learning cycle mode in improving student learning outcomes on magnetic force material]. Jurnal Pena Ilmiah, 1(1), 521-530.
Fauji, A. R. (2015). Penerapan metode pembelajaran student facilitator and explaining (SFAE) terhadap minat dan hasil belajar TIK di SMA N 1 Rembang [The application of the student facilitator and explaining (SFAE) learning method to interest and learning outcomes in TIK at SMA N 1 Rembang]. (Skripsi). Semarang: Universitas Negeri Semarang.
Zhou, Y., Fan, X., Wei, X., & Tai, R. (2017). Gender gap among high achievers in math and implications for STEM pipeline. Asia-Pacific Education Researcher, 26(5), 259–266.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.