PENGARUH MODEL DISCOVERY LEARNING TERINTEGRASI READING, QUESTIONING, ANSWERING (DISRQA) TERHADAP PENALARAN ILMIAH DAN PENGUASAAN KONSEP BIOTEKNOLOGI

HANA FATIYA FAWWAZ, . (2025) PENGARUH MODEL DISCOVERY LEARNING TERINTEGRASI READING, QUESTIONING, ANSWERING (DISRQA) TERHADAP PENALARAN ILMIAH DAN PENGUASAAN KONSEP BIOTEKNOLOGI. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Bioteknologi memerlukan penalaran ilmiah dan penguasaan konsep. Keefektifan pembelajaran bioteknologi dibantu dengan model Discovery learning terintegrasi RQA (DisRQA). Penelitian ini bertujuan menganalisis perbedaan penerapan model pembelajaran Discovery learning dan DisRQA terhadap penalaran ilmiah dan penguasaan konsep bioteknologi. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian pretest-posttest control group design. Penelitian ini menggunakan dua kelas eksperimen untuk model DisRQA dan dua kelas kontrol. Populasi penelitian adalah peserta didik SMAN 99 di Provinsi DKI Jakarta. Sampel penelitian terdiri dari 106 peserta didik yang dipilih dengan menggunakan simple random sampling. Hasil berdasarkan uji deskriptif menunjukkan adanya peningkatan nilai peserta didik sebelum dan sesudah pembelajaran DisRQA dibandingkan kelas kontrol. Pengujian hipotesis yang dilakukan dengan menggunakan MANCOVA pada α = 0,05 memperoleh nilai signifikansi sebesar <0,001. Hasil penelitian menunjukkan terdapat perbedaan yang signifikan antara model Dis dan DisRQA terhadap penalaran ilmiah dan penguasaan konsep bioteknologi. ***** Biotechnology requires scientific reasoning and conceptual. The Effectiveness of biotechnology learning is assisted by the Discovery learning integrated RQA (DisRQA) model. This study aims to analyze the differences in the application of Discovery learning and DisRQA learning models on scientific reasoning and conceptual of biotechnology. This research is a quasi-experimental research with pretest-posttest control group design. This study used two experimental classes for the DisRQA model and two conventional classes. The research population was students of SMAN 99 in DKI Jakarta Province. The research sample consisted of 106 students selected using simple random sampling. Results based on descriptive tests showed an increase in students' scores before and after DisRQA learning compared to conventional classes. Hypothesis testing conducted using MANCOVA at α = 0.05 obtained a significance value of <0.001. The results showed that there was a significant difference between Dis and DisRQA models on scientific reasoning and mastery of biotechnology concepts.

Item Type:	Thesis (Magister)
Additional Information:	1) Dr. Adisyahputra, MS. ; 2) Dr. Rizhal Hendi Ristanto, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Penelitian Tindakan Kelas > Metode Belajar Mengajar Sains > Sains, Ilmu Pengetahuan Alam Sains > Mikro Biologi Sains > Mikro Biologi > Biokimia Teknologi dan Ilmu Terapan > Teknologi (umum) > Teknologi Pendidikan
Divisions:	FMIPA > S2 Pendidikan Biologi
Depositing User:	Users 31062 not found.
Date Deposited:	14 Aug 2025 07:35
Last Modified:	14 Aug 2025 07:35
URI:	http://repository.unj.ac.id/id/eprint/61025

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