Rahmi Insaniatul , Evrialiani Rosba, Siska Nerita

Pengaruh Model GI-DMM Terhadap Hasil Belajar Sumatif Siswa Kelas XI Fase F

Introduction

Pengaruh model gi-dmm terhadap hasil belajar sumatif siswa kelas xi fase f . Cari tahu pengaruh model GI-DMM (Group Investigation Digital Mind Mapping) pada hasil belajar biologi sumatif siswa kelas XI. Terbukti tingkatkan pemahaman sistem koordinasi.

Abstract

This study was conducted in response to students’ low achievement in understanding the concept of the coordination system and the limited use of innovative, digital-based learning models. The purpose of this research is to investigate the effect of the Group Investigation learning model assisted by Digital Mind Mapping (GI-DMM) on students’ summative biology learning outcomes in Grade XI Phase F. This experimental research used a Randomized Control Group Posttest-Only Design. The population included all Phase F students of SMAN 5 Padang during the second semester of the 2024/2025 academic year. The sample consisted of two randomly selected classes: XI F4 (experimental group) and XI F7 (control group). The research instrument was a summative assessment in the form of multiple-choice questions. Data were analyzed using a t-test. The results showed that the experimental group had a higher average score (86.58) compared to the control group (73.41). The t-test result (t = 5.48 > t_table = 1.66) indicates a significant difference between the two groups. It is concluded that the GI-DMM learning model significantly improves students’ biology learning outcomes on the topic of the coordination system. Abstrak. Penelitian ini dilatar belakangi oleh rendahnya hasil belajar siswa dalam memahami konsep sistem koordinasi, serta kurangnya penggunaan model pembelajaran inovatif berbasis digital. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Group Investigation berbantuan Digital Mind Map (GI-DMM) terhadap hasil belajar sumatif biologi siswa kelas XI Fase F. Jenis penelitian ini adalah eksperimen dengan rancangan Randomized Control Group Posttest Only Design. Populasi penelitian adalah seluruh siswa Fase F SMA Negeri 5 Padang pada semester genap tahun pelajaran 2024/2025. Sampel terdiri dari dua kelas, yaitu XI F4 sebagai kelas eksperimen dan XI F7 sebagai kelas kontrol, yang dipilih menggunakan teknik simple random sampling. Instrumen penelitian berupa asesmen sumatif dalam bentuk soal pilihan ganda. Data dianalisis menggunakan uji-t. Hasil penelitian menunjukkan bahwa nilai rata-rata penilaian sumatif adalah 86,58 untuk kelas eksperimen dan 73,41 untuk kelas kontrol. Hasil uji-t menunjukkan bahwa t hitung sebesar 5,48 > t tabel 1,66, sehingga H1 diterima. Dengan demikian, model pembelajaran GI-DMM berpengaruh terhadap hasil belajar biologi siswa pada materi sistem koordinasi

Review

This study presents a timely investigation into the effectiveness of the Group Investigation learning model assisted by Digital Mind Mapping (GI-DMM) on student summative learning outcomes in biology, specifically regarding the coordination system. The research addresses a pertinent educational problem: low student achievement in complex biological concepts and the underutilization of innovative digital-based teaching methods. The experimental design, employing a Randomized Control Group Posttest-Only Design, is clearly articulated, with a well-defined population and sample from SMAN 5 Padang. The robust statistical difference observed, with the experimental group significantly outperforming the control group (average scores of 86.58 vs. 73.41) and a t-test result strongly supporting the alternative hypothesis, provides compelling evidence for the efficacy of the GI-DMM model. This initial finding suggests a promising approach for enhancing student engagement and comprehension in challenging science topics. While the findings are encouraging, several aspects warrant consideration. The use of a Posttest-Only Design, despite random assignment of *classes*, makes it challenging to definitively rule out pre-existing differences between the two groups without a baseline pre-test. Although randomization aims to balance groups, individual class dynamics and prior knowledge can vary. Furthermore, the assessment instrument, multiple-choice questions, primarily measures recall and recognition. While suitable for summative evaluation, it might not fully capture deeper conceptual understanding, critical thinking, or the higher-order learning benefits often associated with collaborative and mind-mapping strategies, especially for complex topics like the coordination system. Exploring the specific mechanisms through which GI-DMM contributes to learning, beyond just the final score, would enrich the interpretation of its impact. In conclusion, this research provides valuable evidence for the positive impact of the GI-DMM learning model on biology learning outcomes. The study makes a significant contribution to the pedagogical literature, particularly in the context of integrating digital tools with collaborative learning strategies. For future research, it would be beneficial to incorporate pre-tests to strengthen internal validity and explore qualitative data to gain a more nuanced understanding of students' conceptual development and engagement processes. Investigating the long-term retention of knowledge gained through GI-DMM, replicating the study in diverse educational settings, and assessing its impact on other cognitive skills would further solidify the claims of its effectiveness and generalizability, ultimately informing broader educational practice.

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