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Journal of Business, Social and Technology (Bustechno) http://bustechno.ridwaninstitute.co.id/index.php/jbt/issue/current |
PAIKEM'S APPROACH TO SEE STUDENT RESPONSES ON FOOD
BIOTECHNOLOGY MATERIALS AT SMP NEGERI 3 BAMBEL
Muhammad Yassir, Habibul Akram
Universitas Gunung
Leuser Aceh, Jalan� Iskandar Muda No. 1, Kutacane, Indonesia
Email: :
[email protected], [email protected]
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Abstract |
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Article Information: Received Revised Accepted Keywords: PAIKEM approach;� student responses: food
biotechnology |
This study aims to determine students' responses to the PAIKEM approach to food biotechnology material. The population in this study was all grade IX students of Bambel 3 Public Junior High School, Aceh Tenggaran Regency, for the 2021/2022 academic year, totalling 69 students. The sample taken in this study was one class from class IX-C with a total of 20 students. In class IX-C, qualitative research methods were carried out using a descriptive design and purposive sampling technique. The results of students' responses regarding the PAIKEM approach of class IX students on food biotechnology material at Bambel 3 Public Junior High School were 0.80. According to the inter-achievement guidelines, the interval coefficient at a score of 0.80-1.00 was very high. |
Introduction
Education is the key to all quality
progress and development because, with education, humans can realize all their
potential as individuals and as citizens of society. The low quality of
teaching and learning processes and outcomes indicates that the interaction
between students and learning resources, such as teachers and the environment,
does not work effectively, so the learning outcomes achieved are not optimal,
resulting in low quality of education (Arikunto,
2016).
One of the main actions of the teacher
is to organize the teaching and learning process or learning process. The
learning process is a series of activities between teachers and students based
on reciprocal relationships in educational situations to achieve specific
goals. The reciprocal relationship between teachers and students is the main
requirement in implementing the learning process. Interaction in the learning
process contains a broader meaning than just the relationship between teachers
and students because it contains the meaning of educative interaction, which is
not only in the form of delivering messages or subject matter (Asrori, 2009)
Based on the observations during Practice
Field Experience (PPL) from January 7, 2022, to February 7, 2022, Bambel 3 Public Junior High School rarely
uses a learning approach that utilizes the environment as a learning resource.
In comparison, the environment around us is essential to understand and study
where the environment around us dramatically influences us. The lack of
utilization of this environment makes children bored, less enthusiastic about
learning, and even low their learning achievements (Sanjaya, 2016).
In general, teachers still adhere to
conventional teaching habits. The way of teaching in class IX also experiences
the same thing, namely, the process of learning activities runs conventionally,
especially in science subjects which ultimately makes student activity in the
process of teaching and learning activities less. Less active students, for
example, such as the courage to express opinions or express their ideas are
still small, interaction and communication with teachers during learning
activities are also still small, they unable to work together in group
activities, and their learning motivation is also still low which makes their
learning outcomes less than optimal or average. � their average score in the
previous material on Food Biotechnology is 60, while the specified minimum
completeness criteria (KKM) value
is 70 (Riduwan,
2006). �
Judging from the existing problems such
as lack of student activity in the teaching and learning process such as the
courage to express opinions or express their ideas is still tiny, interaction
and communication with teachers during learning activities are also still
small, less able to cooperate in group activities, and their learning
motivation is also still low, PAIKEM
approach (Active learning, Innovative, Creative, Effective and Fun) is used.
The PAIKEM approach is
student-centred and makes students active, innovative, and creative. Their
learning becomes more effective and fun. The PAIKEM learning approach also allows students to carry out various
activities to develop their attitudes, understanding, and skills in the sense
that they are not merely "fed" by the teacher (Hamzah B. Uno and
Nurdin Mohamd, 2017). Therefore, the authors are interested in conducting
research entitled Application of the PAIKEM
Approach to Improve Student Learning Outcomes for Class IX on Food
Biotechnology Materials at Bambel 3 Public Junior High School.
The purpose of this study is to examine
how the process of applying the PAIKEM
approach to improve student learning outcomes in class IX on Food Biotechnology
material at Bambel 3
Public Junior High School, then examine student responses to the
application of the PAIKEM approach in
class IX on Food Biotechnology material at Bambel 3 Public Junior High School.
Method
The research method used in this study is a type of
quantitative research. The sample taken in this study was one class from class
IX-C with 20 students. The qualitative research method was carried out in class
IX-C with a descriptive design, and sampling was a purposive sampling
technique.
Results and Discussion
A. Research Results
1. PAIKEM's approach makes Food Biotechnology lessons more interesting to learn
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
14 |
70 % |
|
2. |
Agree (S) |
6 |
30 % |
|
3. |
Neither
Agree nor Disagree (KS) |
0 |
0 |
|
4. |
Disagree (TS) |
0 |
0 |
|
5. |
Strongly
Disagree
(STS) |
0 |
0 |
|
Total |
N=20 |
100% |
|
2. PAIKEM approach makes it difficult
for me to solve the problem
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
0 |
0 |
|
2. |
Agree (S) |
0 |
0 |
|
3. |
Neither
Agree nor Disagree (KS) |
4 |
20 % |
|
4. |
Disagree (TS) |
9 |
45 % |
|
5. |
Strongly
Disagree
(STS) |
7 |
35 % |
|
Total |
N=20 |
100% |
|
Source: Results of processed respondent data
3.
Learning food biotechnology materials using the PAIKEM approach makes the material easy
to remember.
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
1���������� |
5 % |
|
2. |
Agree (S) |
19 |
95 % |
|
3. |
Neither
Agree nor Disagree (KS) |
0 |
0 |
|
4. |
Disagree (TS) |
0 |
0 |
|
5. |
Strongly
Disagree
(STS) |
0 |
0 |
|
Total |
N=20 |
100% |
|
4. The PAIKEM
approach makes me more active in learning food biotechnology material.
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
3 |
15 % |
|
2. |
Agree (S) |
15 |
75 % |
|
3. |
Neither
Agree nor Disagree (KS) |
2 |
10 % |
|
4. |
Disagree (TS) |
0 |
0 |
|
5. |
Strongly
Disagree (STS) |
0 |
0 |
|
Total |
N=20 |
100% |
|
5. Food biotechnology material using the PAIKEM approach trained me to express
opinions.
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
5 |
25 % |
|
2. |
Agree (S) |
15 |
75 % |
|
3. |
Neither
Agree nor Disagree (KS) |
0 |
0 |
|
4. |
Disagree (TS) |
0 |
0 |
|
5. |
Strongly
Disagree
(STS) |
0 |
0 |
|
Total |
N=20 |
100% |
|
6. Food biotechnology material using the PAIKEM approach makes me sleepy
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
0 |
0 |
|
2. |
Agree (S) |
0 |
0 |
|
3. |
Neither
Agree nor Disagree (KS) |
8 |
40 % |
|
4. |
Disagree (TS) |
7 |
35 % |
|
5. |
Strongly
Disagree
(STS) |
5 |
25 % |
|
Total |
N=20 |
100% |
|
7. Learning to use the PAIKEM approach made me understand more about Food Biotechnology
Materials.
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
4 |
20 % |
|
2. |
Agree (S) |
12 |
60 % |
|
3. |
Neither
Agree nor Disagree (KS) |
4 |
20 %���������������������� |
|
4. |
Disagree (TS) |
0 |
0 |
|
5. |
Strongly
Disagree
(STS) |
0 |
0 |
|
Total |
N=20 |
100% |
|
8. Food Biotechnology materials using the PAIKEM approach made me more skilled.
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
5 |
25 % |
|
2. |
Agree (S) |
12 |
60 % |
|
3. |
Neither
Agree nor Disagree (KS) |
3 |
15 % |
|
4. |
Disagree (TS) |
0 |
0 |
|
5. |
Strongly
Disagree
(STS) |
0 |
0 |
|
Total |
N=20 |
100% |
|
9. I do not understand food biotechnology material
using the PAIKEM approach
|
No |
Respondent�s response |
Frequency |
Percentage |
|
|
1. |
Strongly
Agree (SS) |
0 |
0 |
|
|
2. |
Agree (S) |
0 |
0 |
|
|
3. |
Neither
Agree nor Disagree (KS) |
10 |
50 % |
|
|
4. |
Disagree (TS) |
9 |
45 % |
|
|
5. |
Strongly
Disagree
(STS) |
1 |
5 % |
|
|
Total |
N=20 |
100% |
||
10. The PAIKEM
approach makes it difficult for me to solve the problem of Food Biotechnology.
|
No |
Respondent�s response |
Frequency |
Percentage |
|
1. |
Strongly
Agree (SS) |
0 |
0 |
|
2. |
Agree (S) |
2 |
10 % |
|
3. |
Neither
Agree nor Disagree (KS) |
9 |
45 % |
|
4. |
Disagree (TS) |
5 |
25 % |
|
5. |
Strongly
Disagree
(STS) |
4 |
20 % |
|
Total |
N=20 |
100% |
|
Based on the results of distributing a questionnaire on the
application of the PAIKEM approach to
improving student learning outcomes in class IX on food biotechnology material
at Bambel 3 Public Junior High School, 20 respondents
answered the questionnaire, and the results obtained were the overall data
processed using the percentage formula� P =
. The following is a
recapitulation table of the overall frequency data as follows.
Frequency Recapitulation of Response Items
|
Score (S) |
Frequency (F) |
(S) x (F) |
|
(SS) 5 |
49 |
245 |
|
(S) 4 |
109 |
436 |
|
(KS) 3 |
40 |
120 |
|
(TS) 2 |
2 |
4 |
|
(STS) 1 |
0 |
0 |
|
Total |
200 |
805 |
���� From the table above, it is known that the
total score for the application of the PAIKEM
approach to improving student learning outcomes for class IX students on food
biotechnology materials at Bambel 3 Public Junior
High School is 805, categorization based on the ideal score range:
1.
The maximum score is obtained 5 (highest score)
times the number of statement items times the number of respondents, which is 5
x 10 x 20 = 1,000
2.
The minimum score is obtained 1 (lowest score)
times the number of statement items times the respondent, namely: 1 x 10 x 20 =
200
Score range = (maximum score - minimum score): 5. Thus, the
range of scores for applying the PAIKEM
approach to improve student learning outcomes of class IX on food biotechnology
material at Bambel 3 Public Junior High School=
(1,000 � 200): 5 = 160.
Based on the results of the research of 20 respondents, the
variable score of the application of the PAIKEM
approach to improving student learning outcomes of class IX on food
biotechnology material in Bambel 3 Public Junior High
School of 850 is categorized as high, or if it is a percentage, then it is
calculated as % or 0.805. The value of 0.80, if interpreted, is in the interval
0.80-1.00 with a very high level. Thus, the results of applying the PAIKEM approach to improve the learning
outcomes of class IX students on food biotechnology materials at Bambel 3 Public Junior High School, which is 80.5%, are
very high.
Based on the results of the above calculations, it can be
concluded that the results of the questionnaire regarding the application of
the PAIKEM approach to improving the
learning outcomes of class IX students on food biotechnology materials at Bambel 3 Public Junior High School are 0.80, which
according to the guidelines for the interpretation of the interval coefficient
on a score of 0.80-1.00. very high. So the results of
the questionnaire application of the PAIKEM
approach to improving the learning outcomes of class IX students on food
biotechnology material at 3 Public Junior High School, which amounted to 0.80,
were very high. Therefore, students' response to applying the PAIKEM approach to improving the
learning outcomes of class IX students on food biotechnology materials at Bambel 3 Public Junior High School is very high because
students like applying the PAIKEM
approach.
�
DIAGRAM
PAIKEM approach implementation
to improve student learning outcomes for grade IX students on food
biotechnology materials at 3 Public Junior High School
The
results of these percentages are 
the highest. There are 5 who say they
strongly agree with the results of 24.6, the second score of 4 which says they
agree with the results of 43.6, the third score of 3 states that they do not
agree with the results of 12, the fourth score of 2 states 0.4, all five scores
of 1 said strongly disagree with the results of Zero. Based on the information
above, Bambel 3 Public Junior High School students agreed
with applying the PAIKEM approach
to improving student learning outcomes on food biotechnology materials at Bambel 3 Public Junior High School based on the
questionnaire statement with 43.6 results.
Discussion
PAIKEM approach implementation makes students more active, more enthusiastic and understand faster; this
can be seen when students get questions, they tend to answer questions directly
with their thoughts, and some even answer questions without being asked. There
were no students who did not answer the questions. Most students tried to
answer the question even though the answer was wrong or not exactly as taught.
This is because students are at the stage of formal operations stated in
Piaget's theory. Students begin to think logically, and problems can be solved
through systematic experimentation. In addition, when students get a question
that does not answer correctly, the other group members try to help and answer
the question so that the group gets additional points and does not lag behind
other groups. Vygotsky's theory states that more mental functions generally
appear in conversation and cooperation between individuals.
�� With the Paikem approach, it can be seen that
students can state that the food biotechnology material lesson the Paikem
approach is very liked, easy to understand and more enthusiastic because they
learn to use the environment. After being explained by the teacher, students
read it and then asked them again.
�� Learning with the PAIKEM approach makes students
more enthusiastic about learning; this can be seen in students' enthusiasm to
answer questions from the teacher when they get questions. In addition,
teaching and learning interactions between students and teachers are also good.
This makes the learning atmosphere in the classroom more lively so that
students do not feel bored during the teaching and learning process. The PAIKEM approach can improve
student learning activities because learning feels more vibrant and lively when
the teacher asks one of the students a question. All students feel heart
exercise so that students will be stimulated to remember and study harder the
material delivered by the teacher. This can be seen from the number of students
who answered the questions correctly in the second meeting compared to the
first meeting.
�� According to (Istarani, 2017), states that
students understand the material faster because it starts with a teacher's
explanation, students master the teaching material better because they are
allowed to study it again through the available textbooks, and memory is better
because they will be asked again about the material presented. Explained and
learned, and students are not bored because of the questions as a binder to
attract students to participate in the lesson. Thus, students who dominate the class can more easily understand the subject
matter of food biotechnology.
Conclusion
PAIKEM approach implementation can
improve the learning outcomes of class IX students on food biotechnology
material with the data obtained from the calculation of the hypothesis that the
results of t arithmetic = 41.0436 and t table at a significant of 0.05 are
1.68288, then t arithmetic > t table from hypothesis testing can be concluded
that there is an increase in learning outcomes students by using the PAIKEM approach to food biotechnology
material.
The
results of distributing a questionnaire about PAIKEM approach implementation to improve student learning outcomes
in class IX on food biotechnology material at Bambel 3
Public Junior High School as a whole with a score of 805, which is categorized
as high or if it is a percentage it is calculated, are 805/1000 x 100% = 80.5%
or 0.805. The value of 0.80, if interpreted, is in the interval 0.80-1.00 with
a very high level. Therefore, the response of students about applying the PAIKEM approach to improving the
learning outcomes of class IX students on food biotechnology materials at Bambel 3 Public Junior High School is very high since
students are enthusiastic about PAIKEM
approach implementation.
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Sanjaya, D. R. H. Wina. (2016). Penelitian tindakan kelas. Prenada
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Copyright holder : Muhammad Yassir, Habibul Akram (2022) |
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First publication right : Journal of
Business, Social and Technology (Bustechno) This article is licensed under:
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