Muhammad Wajdi, Dian Firdiani

Pengaruh model pembelajaran Giving Question and Getting Answer terhadap hasil belajar biologi konsep sistem sirkulasi darah pada siswa kelas XI SMA Negeri 2 Makassar

Introduction

Pengaruh model pembelajaran giving question and getting answer terhadap hasil belajar biologi konsep sistem sirkulasi darah pada siswa kelas xi sma negeri 2 makassar. Penelitian menunjukkan model pembelajaran Giving Question and Getting Answer signifikan meningkatkan hasil belajar biologi konsep sistem sirkulasi darah siswa kelas XI SMA Negeri 2 Makassar.

Abstract

Penelitian ini merupakan penelitian eksperimen semu yang bertujuan untuk (1) Mengetahui pengaruh model pembelajaran Giving Question and Getting Answer terhadap hasil belajar biologi konsep sistem sirkulasi darah pada siswa kelas XI SMA Negeri 2 Makassar; (2) Mengetahui hasil belajar biologi konsep sirkulasi darah pada siswa kelas XI SMA Negeri 2 Makassar. Penelitian ini menggunakan desain penelitian “Pretest Posttest Control Group Design”. Populasi pada penelitian ini yaitu seluruh siswa kelas XI SMA Negeri 2 Makassar dan sampel penelitian yaitu XI MIPA 3 sebagai kelompok eksperimen dan XI MIPA 4 sebagai kelompok kontrol. Teknik pengambilan sampel dengan cara sampling jenuh. Variabel penelitian terdiri dari variabel bebas yaitu model Giving Question and Getting Answer sedangkan variabel terikat yaitu hasil belajar siswa. Data yang dikumpulkan dari hasil tes belajar siswa melalui pretest dan posttest, yang kemudian dianalisis secara deskriptif dan inferensial. Uji hipotesis yang digunakan adalah Normalitas Gain dan Independent Sample t-Test. Hasil menunjukkan nilai rata-rata pada kelompok eksperimen yaitu 77,04 sedangkan pada kelompok kontrol yaitu 65,45. Hasil uji analisis Independent Samples T-Test, diperoleh nilai signifikan p = 0,002 < α = 0,05. Hal ini berarti bahwa H0 ditolak dan H1 diterima, dengan demikian model Giving Question and Getting Answer berpengaruh terhadap hasil belajar biologi siswa kelas XI SMA Negeri 2 Makassar.

Review

This study presents an investigation into the effectiveness of the Giving Question and Getting Answer (GQGA) learning model on students' biology learning outcomes, specifically focusing on the blood circulation system concept, among 11th-grade students at SMA Negeri 2 Makassar. Adopting a quasi-experimental research design with a pretest-posttest control group approach, the paper aims to determine the influence of this pedagogical model. This objective is pertinent to the field of educational research, offering insights into practical teaching strategies that could potentially enhance student performance in complex scientific subjects. Methodologically, the research is clearly structured, identifying the GQGA model as the independent variable and student learning outcomes as the dependent variable, measured through pre- and post-tests. The choice of two distinct 11th-grade classes (XI MIPA 3 and XI MIPA 4) for the experimental and control groups, respectively, aligns with the chosen quasi-experimental design. The analytical approach, which includes descriptive and inferential statistics, culminating in an Independent Samples T-Test, is appropriate for comparing the learning gains between the two groups. The findings are robust, showing a statistically significant difference (p = 0.002 < α = 0.05) in favor of the experimental group, indicating a positive impact of the GQGA model on biology learning outcomes. While the study provides strong evidence for the efficacy of the GQGA model, a minor clarification regarding the sampling method would strengthen its methodological rigor. The abstract mentions "sampling jenuh" (saturated sampling) for a population comprising "all 11th-grade students," yet the sample is restricted to two specific classes. Saturated sampling typically implies the inclusion of the entire population, which may not be fully represented by just two classes if more exist. This might suggest a potential limitation on the generalizability of the findings beyond the immediate context of the two sampled classes within SMA Negeri 2 Makassar. Future research could explore the model's application across a wider range of schools or demographic groups, investigate the specific elements of the GQGA model that contribute most to improved learning, and consider the inclusion of qualitative data to provide a richer understanding of student experiences. Nevertheless, this study makes a valuable contribution by demonstrating the potential of interactive learning models in biology education.

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