Inovasi Model Pembelajaran Untuk Meningkatkan Kualitas Pembelajaran Biologi

Abstract

The quality of biology learning plays a crucial role in shaping students' conceptual understanding, critical thinking skills, and science process skills. However, biology learning in schools still faces various challenges, particularly related to the use of less innovative and less student-centered learning models. This study aims to analyze the influence of innovative learning models on improving the quality of biology learning. The study used a quantitative approach with a quasi-experimental design supported by qualitative data. The subjects were high school students divided into an experimental class and a control class. The experimental class was given treatment in the form of the application of an innovative learning model that integrates Problem-Based Learning, Project-Based Learning, and Discovery Learning approaches, while the control class used conventional learning. The research instruments included a biology learning outcome test, a critical thinking skills questionnaire, a science process skills instrument, and a learning activity observation sheet. Data were analyzed using descriptive and inferential analysis. The results showed that the application of innovative learning models significantly improved biology learning outcomes, critical thinking skills, science process skills, and student learning activities compared to conventional learning. In addition, innovative learning models were able to create a more interactive, contextual, and student-centered learning atmosphere. Thus, innovation in learning models has proven effective as a strategy to improve the quality of biology learning and can be used as an alternative in developing biology learning in schools.