Implementation of Study in Group to Optimize the Eleventh-Grade Science Students’ Participation in Learning

Tania Marta Melinda; Reisky Megawati Tammu

doi:10.33578/pjr.v7i6.9580

Authors

Tania Marta Melinda Biology Education Study Program, Faculty of Education, Pelita Harapan University, MH. Thamrin, Indonesia Author
Reisky Megawati Tammu Boulevard Street 1100, Lippo Village, Karawaci, Tangerang, Banten, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v7i6.9580

Keywords:

learning participation, study in group, science students

Abstract

Students’ participation in learning is the involvement of all students that is carried out responsibly to support the learning objectives. It can be seen from the indicators, such as asking questions, answering questions, doing assignments, and submitting assignments on time. However, it was found that there is a lack of participation in class XI Science students at a school in Jakarta, especially in the context of post-pandemic adjustment learning where learning is carried out offline and online. The solution implemented as an effort to optimize students’ participation in learning is through applying study in group method. The research method used is descriptive qualitative using an instrument in the form of a portfolio of Field Experience 2 Program activities consisting of observation sheets, mentor feedback, Lesson Plans (RPP), teaching reflections, and students’ assessment recaps. The research results show that student’s participation in learning can be optimized through the application of study in group method. It is seen from the several stages of its implementation, namely conveying procedures and regulations, forming heterogeneous groups with group leaders, delivering material, giving assignments and opportunities for discussion, group presentation sessions, question and answer sessions, and giving awards and conclusions. Suggestions for further research are the need to change the members in the study in group method regularly based on the topics and increase the time allocation for students to work on assignments.

References

Amrullah, A., Sahuddin, S., Nurtaat, L. N., Sribagus, S., Fadjri, M., & Nanzah, Z. (2022). Student–student interaction in online learning during the Covid-19 pandemic: A case study. Education Quarterly Reviews, 5(2), 37–45. https://doi.org/10.31014/aior.1993.05.02.479

Angela, A., Tjun, L. T., Indrawan, S., & Krismawan, R. (2017). Application of case-based cooperative learning methods to the learning effectiveness of accounting students at Maranatha Christian University. Journal of Accounting, 9(2), 104–113. https://doi.org/10.28932/jam.v9i2.470

Anggraini, P., Fauzy, T., & Putri, R. D. (2021). Analysis of student independence in completing online learning tasks at SMA Karya Ibu Palembang. Concilia, 4(3), 293–303.

Anggraini, S., Siswanto, J., & Sukamto. (2019). Analysis of the impact of providing rewards and punishment for students of SD Negeri Kaliwiru Semarang. Undiksha PGSD Pulpit Journal, 7(3), 221–229.

Aqib, Z. (2013). Model-model pembelajaran kontekstual (inovatif), media, dan strategi. Bandung: Yrama Widya.

Betari, R., & Junaidi, J. (2020). Efforts to increase student participation in sociology learning through the prediction guide model with picture media. Sikola Journal: Journal of Education and Learning Studies, 2(1), 19–26. https://doi.org/10.24036/sikola.v2i1.62

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.

Fiteriani, I., & Suarni. (2016). Cooperative learning model and its implications for science learning comprehension in SD/MI. Journal of Basic Education and Learning, 3(2), 4.

Fitriansyah, F. (2022). The dynamics of limited face-to-face learning among students. Prima Magistra: Educational Scientific Journal, 3(1), 123–130. https://doi.org/10.37478/jpm.v3i1.1438

Ginanjar, E., Darmawan, B., & Sriyono. (2019). Factors affecting low student participation in vocational high schools. Journal of Mechanical Engineering Education, 6(2), 206–219.

Grudem, W. (2000). Systematic theology: An introduction to biblical doctrine. Michigan: InterVarsity Press.

Gulo, F. (2020). Theological review of the TGT type cooperative learning model. Diligentia: Journal of Theology and Christian Education, 2(2), 31. https://doi.org/10.19166/dil.v2i2.2048

Hadi, S. N., & Noor, A. J. (2013). Effectiveness of student study groups based on sociometry in solving math story problems. EDU-MAT: Journal of Mathematics Education, 1(1), 60–67. https://doi.org/10.20527/edumat.v1i1.564

Hariyadi, S. (2014). Questioning as a trigger of creativity in learning interactions. Journal of Biology & Education, 3(2), 143–158.

Harmain, R. (2021). Efforts to increase student participation through discussion methods. Journal of Community Service, 1(1), 35–42.

Hoekema, A. (2009). Created in God’s image. Michigan: Wm. B. Eerdmans Publishing Company.

Khodijah, D. N., Hendri, M., & Darmaji. (2016). Improving participation and learning outcomes using think pair share cooperative learning. EduFisika Journal, 1(2), 46–54.

Knight, G. R. (2009). Educational philosophy: An introduction from a Christian perspective. Tangerang: Pelita Harapan University Press.

Mohajan, H. K. (2018). Qualitative research methodology in social sciences. Journal of Education Research and Evaluation, 7(1), 23–48. https://doi.org/10.26458/jedep.v7i1.571

Murphy, L., Eduljee, N. B., & Croteau, K. (2021). Teacher-centered versus student-centered teaching. Journal of Effective Teaching in Higher Education, 4(1), 18–39. https://doi.org/10.36021/jethe.v4i1.156

Nafisah, E., Rengganis, I., & Riyadi, A. R. (2017). Application of the rolling leader cooperative model to improve leadership attitudes. Journal of Elementary School Teacher Education, 2(2), 1–12.

Parinding, L., & Tangkin, W. P. (2022). Christian teachers’ perspective of students as the image of God. Veritas Lux Mea, 4(1), 97–106. https://doi.org/10.59177/veritas.v4i1.116

Rai, P. C., & Lama, R. (2020). Pragmatism and its contribution to education. International Journal of Creative Research Thoughts, 8(3), 2320–2882.

Ramlah, R. (2017). Application of snowball throwing cooperative learning to improve physics outcomes. Jurnal PAJAR, 1(1), 66. https://doi.org/10.33578/pjr.v1i1.4371

Ranti, M. G. (2016). Student participation in mathematics learning using CTL approach. Contextual Teaching and Learning, 2(1).

Reski, D. J., & Ilyas, A. (2019). Student readiness in completing assignments. SCHOULID, 4(1), 33. https://doi.org/10.23916/08419011

Rusdi, R. (2013). Idealism philosophy and its implications in education. Dynamics of Science, 13(2), 236–249. https://doi.org/10.21093/di.v13i2.70

Sitompul, L. R. (2018). Pedagogical competence of biology students in teaching practice. Seminar FMIPA UNIMUS, 47–56.

Sriwiyati, S. (2021). Online teaching to increase student participation using Google Classroom. Edumaspul, 5(1), 1–8. https://doi.org/10.33487/edumaspul.v5i1.1090

Sukriyatun, G. (2016). Application of question and answer method in history learning. ISTORIA, 12(1), 58–70. https://doi.org/10.21831/istoria.v12i1.9545

Susanto, A. (2014). Pengembangan pembelajaran IPS di sekolah dasar. Jakarta: Prenada Media Group.

Van Dyke, J. (2012). Teaching education students to teach Christianly. Journal of the International Christian Community for Teacher Education, 8(1), 1–8.

Wahyuni, S., Hasdin, & Nurvita. (2018). Group work method to improve social studies outcomes. Tadulako Online Creative Journal, 5(3), 1–14.

Wihartanti, A. R. (2022). Student participation in English learning in blended learning. Journal of Horizon Pendas, 8(2), 367–377. https://doi.org/10.31949/jcp.v8i2.2130

Yuliani, W. (2018). Qualitative descriptive research methods in guidance and counseling. Quanta, 2(2), 83–91. https://doi.org/10.22460/q.v2i2p83-91.1641