TRANSFORMASI PENDIDIKAN BERKELANJUTAN : PENGARUH MODEL LEARNING CYCLE 9E TERINTEGRASI NILAI ISLAM BERBANTUAN MEDIA ANIMASI TERHADAP HOTS DAN SELF REGULATION DI SMA

Mutiara, Fitriani (2025) TRANSFORMASI PENDIDIKAN BERKELANJUTAN : PENGARUH MODEL LEARNING CYCLE 9E TERINTEGRASI NILAI ISLAM BERBANTUAN MEDIA ANIMASI TERHADAP HOTS DAN SELF REGULATION DI SMA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Berdasarkan hasil pra penelitian yang dilakukan di SMA N 4 Kota Pagar Alam diperoleh hasil bahwa model pembelajaran yang diterapkan belum dapat meningkatkan kemampuan HOTS dan Self Regulation peserta didik. Selain itu, peserta didik menganggap pelajaran Biologi cukup sulit dikarenakannya materinya yang banyak serta bahasa ilmiah yang harus dihapal dan diingat dalam pembelajarannya, kemudian juga guru biologi kelas XI belum mengetahui tentang penerapan model-model pembelajaran yang baru seperti model Learning Cycle 9E Terintegrasi Nilai Islam Berbantuan Media Animasi yang diperoleh dari hasil wawancara dengan guru mata pelajaran biologi serta peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh Model Learning Cycle 9E Terintegrasi Nilai Islam Berbantuan Media Animasi terhadap HOTS dan Self Regulation peserta didik kelas XI di SMA pada mata pelajaran biologi, materi sistem Pertahanan Tubuh Terhadap Penyakit. Metode penelitian yang digunakan adalah Quasy Experimental, desain menggunakan Pretest-Posttest control group design, dengan populasi yang digunakan yaitu seluruh peserta didik kelas 11 di SMA Negeri 4 Pagar Alam. Tehnik sampel yang digunakan yaitu Cluster Random Sampling. Instrumen penelitian berupa soal essay HOTS dan angket Self regulation, serta lembar observasi Self Regulation. Hasil penelitian ini menunjukkan bahwa penerapaan model pembelajaran Learning Cycle 9E Terintegrasi Nilai Islam berpengaruh terhadap kemampuan HOTS dan Self Regulation hal ini dapat dilihat dari hasil uji T-Independen kemampuan HOTS dan Self Regulation menunjukan sig. 0,000 < 0,05. Maka H0 ditolak dan H1 diterima. Selain itu terdapat kontribusi positif dari model tersebut terhadap peningkatan kemampuan HOTS yang diuji dengan nilai korelasi pearson sebesar 0,850** dengan signifikan 0,000 < 0,5. Serta Self Regulation dengan dengan nilai korelasi pearson sebesar 0,809** signifikan 0,000 < 0,5. Kemudian nilai koefisien determinasi menghasilkan R square Kemampuan HOTS sebesar 0,722, sedangkan Self Regulation sebesar 0,655. Maka H0 ditolak dan H1 diterima. Kata Kunci: Animasi, HOTS, Model Learning Cycle 9E, Nilai Islam, Self Regulation. ii ABSTRACT Based on the results of pre-research conducted at SMA N 4 Pagar Alam City, the results show that the learning model applied has not been able to improve students' HOTS and Self Regulation abilities. In addition, students consider Biology lessons to be quite difficult because of the large amount of material and scientific language that must be memorized and remembered in learning, then also the 11th grade biology teacher does not know about the application of new learning models such as the Learning Cycle 9E model Integrated with Islamic Values Assisted by Animated Media obtained from interviews with biology subject teachers and students. This study aims to determine the effect of the Learning Cycle 9E Model Integrated with Islamic Values Assisted by Animated Media on HOTS and Self Regulation of class XI students in high school in biology subjects, the material of the Body's Defense system against Disease. The research method used is Quasy Experimental, the design uses Pretest-Posttest control group design, with the population used is all 11th grade students at SMA Negeri 4 Pagar Alam. The sample technique used is Cluster Random Sampling. The research instruments were HOTS essay questions and Self regulation questionnaires, as well as Self-Regulation observation sheets. The results of this study indicate that the application of the Learning Cycle 9E learning model Integrated with Islamic Values has an effect on HOTS and Self Regulation abilities, this can be seen from the results of the T-Independent test of HOTS and Self Regulation abilities showing sig. 0,000 < 0,05. Then H0 is rejected and H1 is accepted. In addition, there is a positive contribution of the model to the improvement of HOTS ability which is tested with a pearson correlation value of 0.850** with a significant 0.000 <0.5. As well as Self Regulation with a pearson correlation value of 0.809** significant 0.000 <0.5. Then the coefficient of determination produces an R square HOTS ability of 0.722, while Self Regulation is 0.655. Then H0 is rejected and H1 is accepted. Keywords: Animation, HOTS, Islamic Values, Learning Cycle 9E Model, Self Regulation

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