PENGARUH MODEL PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION (AIR) BERBANTU WORDWALL TERHADAP KETERAMPILAN KOLABORASI DAN PEMAHAMAN KONSEP PESERTA DIDIK MATA PELAJARAN BIOLOGI KELAS X.

RINDI, ISNAENI (2025) PENGARUH MODEL PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION (AIR) BERBANTU WORDWALL TERHADAP KETERAMPILAN KOLABORASI DAN PEMAHAMAN KONSEP PESERTA DIDIK MATA PELAJARAN BIOLOGI KELAS X. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Berdasarkan hasil pra penelitian yang dilakukan di SMA Negeri 2 Sekampung diperoleh hasil bahwa keterampilan kolaborasi dan kemampuan pemahaman konsep peserta didik masih dalam kategori rendah. Sehingga dibutuhkan inovasi baru dalam penerapan model pembelajaran yang sesuai. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Auditory Intellectually Repetition berbantu wordwall terhadap keterampilan kolaborasi dan kemampuan pemahaman konsep peserta didik pada mata pelajaran biologi kelas X. Metode yang digunakan yaitu Quasi Eksperiment dengan desain penelitian Pretest-Posttes Control Group. Populasi yang digunakan pada penelitian ini yaitu seluruh peserta didik kelas X SMA Negeri 2 Sekampung. Pengambilan sampel menggunakan Cluster Random Sampling. Instrument penelitian berupa soal Multiple Choice kemampuan pemahaman konsep dan lembar observasi keterampilan kolaborasi. Analisis data menggunakan uji t independent. Hasil penelitian menunjukkan bahwa model pembelajaran auditory intellectually repetition berbantu wordwall berpengaruh terhadap kemampuan pemahaman konsep dan keterampilan kolaborasi peserta didik, dibuktikan dengan nilai signifikansi uji t independent sebesar 0,000 < sig. 0,05 sehingga H0 ditolak dan H1 diterima. Yang berarti terdapat pengaruh model pembelajaran Auditory Intellectually Repetition berbantu wordwall terhadap kemampuan pemahaman konsep dan keterampilan kolaborasi peserta didik pada mata pelajaran biologi kelas X. Kata Kunci: Model pembelajaran Auditory Intellectually Repetition, wordwall, pemahaman konsep, keterampilan kolaborasi. ABSTRACT Based on the preliminary research conducted at SMA Negeri 2 Sekampung, it was found that students' conceptual understanding and collaboration skills were still at a low level. Therefore, new innovations in implementing appropriate learning models are needed. This study aims to determine the effect of the Auditory Intellectually Repetition learning model assisted by Wordwall on students' conceptual understanding and collaboration skills in grade X Biology. The research method used was a Quasi-Experiment with a Pretest-Posttest Control Group design. The population consisted of all grade X students at SMA Negeri 2 Sekampung. The sample was selected using Cluster Random Sampling. The research instruments included multiple-choice tests for conceptual understanding and observation sheets for collaboration skills. Data analysis was conducted using the independent t-test. The results showed that the Auditory Intellectually Repetition learning model assisted by Wordwall had a significant effect on students' conceptual understanding and collaboration skills, as evidenced by the independent t-test significance value of 0.000 < 0.05, indicating that H0 was rejected and H1 was accepted. This means that the Auditory Intellectually Repetition learning model assisted by Wordwall influences students' conceptual understanding and collaboration skills in grade X Biology. Keywords: Auditory Intellectually Repetition learning model, Wordwall, conceptual understanding, collaboration skills.

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