PENERAPAN PEMBELAJARAN KOOPERATIF MODEL GROUP INVESTIGATION (GI) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR BIOLOGI

Model pembelajaran mempengaruhi motivasi dan hasil belajar Biologi siswa sekolah menengah atas. Berdasarkan observasi awal, diketahui bahwa pembelajaran Biologi di kelas X-1 SMA Negeri 7 Malang memiliki beberapa ciri, yaitu (1) motivasi belajar siswa cenderung kurang, (2) dalam menyelesaikan suatu tugas, siswa dengan karakteristik yang sama cenderung mengelompok sehingga terbentuk kelompok homogen yang tidak seimbang di kelas, dan (3) metode ceramah yang diterapkan oleh guru tidak menarik minat siswa sehingga mempengaruhi hasil belajarnya. Berdasarkan kondisi tersebut maka dilakukan penelitian dengan menggunakan pembelajaran kooperatif model Group Investigation (GI) untuk meningkatkan motivasi dan hasil belajar Biologi siswa. Jenis penelitian ini adalah penelitian tindakan kelas dengan menggunakan pendekatan kualitatif dan dirancang dalam dua siklus. Hasil penelitian menunjukkan penerapan pembelajaran kooperatif model GI dapat meningkatkan motivasi dan hasil belajar Biologi siswa. Motivasi belajar siswa meningkat sebesar 31, 48% yaitu dari 46, 15% dengan kategori cukup pada siklus I menjadi 77, 63% dengan kategori baik pada siklus II. Hasil belajar siswa juga mengalami peningkatan, terlihat dari nilai rata-rata siswa sebesar 81, 94% pada siklus I menjadi 89, 18% pada siklus II dan siswa yang tuntas belajar juga mengalami peningkatan dari 79, 49% pada siklus I menjadi 97, 44 % pada siklus II. Hasil angket juga menunjukkan bahwa siswa menyukai dan lebih termotivasi untuk belajar Biologi setelah mengikuti pembelajaran dengan pembelajaran kooperatif model GI.

Studying Mothers Perceptions About Their Interaction With Children in Their Early Years for Emotional Development

This study explores the perceptions of mothers (working and stay-at-home) about their role in the emotional development of their children in early years (4-6 years). It also explores the facilitating and impeding factors in mother-child interaction during the emotional development in early years of the children. Emotional development as a process helps infants and children to develop the capacity to experience, express and interpret emotions. Mothers have great influence on children's emotional development. Mothers teach their children about daily life norms and build their attitude and character which shapes children's perceptions of the world and their later patterns of behaviours. My working experience as a Montessori Directress gave me insight that the mothers' attachment and interaction positively influences the emotional development of children in these years. However, it is assumed that working mothers are unable to provide quality time to their children due to workload. Thus, my study focuses on how working and stay-at-home mothers perceive their role in their children's emotional development in the early years. The qualitative design was used to explore the effects of stay-at-home and working mothers' interaction on their children's early year (focusing 4-6 years) emotional growth and development. Through a purposive sampling, four participants (two working and two stay-at-home mothers) were selected whose children were 4-6 years of age and were enrolled in Kindergarten I and II. The data was generated through semi-structured interviews. The data shows that mothers' closer bond positively influence children's emotional and social development. Whereas, inadequate time, lack of quality interaction and mothers' stress and frustration have negative influence on children's emotional development in terms of lack of confidence, trust, reluctance and detachment from their surroundings. The study concludes by presenting implications and recommendations for parents, teachers, teacher educators, early childhood educational institutions based on the children's emotional development particularly focusing on early years.