Main Article Content
Improving learning outcomes has always received more attention in the world of education as an effort to produce superior young people, such as improving affective learning outcomes. The results of observations regarding the affective learning outcomes of students in the Biology Education Study Program FKIP Unsulbar in the Animal Structure I course show that there are still many students who do not carry out lecture assignments and do not respect the opinions of friends during presentation and discussion activities. This kind of situation can certainly affect the learning process in the classroom. The purpose of this research is to improve students' affective learning outcomes through the application of the Group Investigation learning model. This type of research is Classroom Action Research with 2 cycles. Each cycle consists of planning, implementation, observation, and reflection stages. This study measures student affective learning outcomes with 5 indicators, namely accepting lecturer assignments, carrying out lecturer assignments, respecting friends' opinions, living learning, and practicing learning. The results of this study were an increase in the average affective learning outcomes of students in each indicator from cycle 1 to cycle II by 3.4 points. The conclusion of this study is that there is an increase in the average affective learning outcomes of students in the Animal Structure 1 course, Unsulbar Biology Education Study Program through the application of the Group Investigation learning model from cycle 1, namely 11.3 to cycle 2, of 14.7. The percentage of action success also increased from cycle 1 of 75% to cycle 2 of 98%. It is recommended to carry out further research to measure Biology concepts, learning models, and improve the abilities of other students.
Authors who publish their manuscripts in this Journal agree to the following conditions:
- Copyright in each article belongs to the Universitas Sulawesi Barat (Copyright Â©)
- The author acknowledges that this journal has the right to publish articles with the copyright holder to Universitas Sulawesi Barat.
- It is prohibited by law to copy or duplicate part or all of the contents of articles in this journal in any way and in any form and is prohibited from distributing the articles either electronically or printed without written permission from the Mandar Social Science Journal
- Ainiyah, N., Gufron, A., Marzuki, M., Posangi, S. S., Yahiji, K., Rohman, A., … Das, S. W. H., 2022. “Group Investigation Model to Improve Interpersonal Skills”. International Journal of Evaluation and Research in Education, 11(1), 467–474.
- Anderson, L.W. & Krathwohl, D.R., 2001. A Taxonomy for Learning, Teaching, and Assessing, A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.
- Arikunto, S., 2001. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
- Astiti, K.A., 2018. “The Effect of Group Investigation Learning Model with Brainstroming Technique on Students Learning Outcomes”. SHS Web of Conferences, 42: 1-6.
- Asyari, M., Al Muhdar, M.H.I., Susilo, H., & Ibrohim, 2017. “Improving Critical Thinking Skills Through the Integration of Problem Based Learning and Group Investigation”. International Journal for Lesson and Learning Studies, 5(1), 36–44.
- Beltran, R.S., Marnocha, A., Race, D.A., Croll, G.H., Dayton, & Zavaleta, 2020. “Field Courses Narrow Demographic Achievement Gaps in Ecology and Evolutionary Biology”. Ecology and Evolution, 10:5184–5196.
- Dewi, S.R., Waluyo, J., & Pujiastuti, 2015. “Penerapan Pembelajaran Kooperatif Model GI (Group Investigation) dengan Media Game Puzzle untuk Meningkatkan Academic Skill dan Hasil Belajar Siswa Kelas X SMA Negeri Pakusari Jember”. Jurnal Education, II (3): 1-6.
- Ilonen, S. & Heinonen, J., 2018. “Understtanding Affective Learning Outcomes in Entrepreneurship Education”. Industry and Higher Education, 32(2): 1-28.
- Iswardati, I., 2016. “The Implementation of Group Investigation to Improve the Students’ Speaking Skill”. Dinamika Ilmu, 16(2), 245–261.
- Kumaravadivelu, B., 2006. “Learner Perception of Learning Tasks”. International Journal of Applied Linguistics, 2 (1): 1-23.
- Listiana, L., Susilo, H., Suwono, H., & Suarsini, E., 2016. “Empowering Students’ Metacognitive Skills through New Teaching Strategy (Group Investigation Integrated with Think Talk Write) in Biology Classroom”. Journal of Baltic Science Education, 15(3): 391–400.
- Mahananingtyas, E., 2017. “Hasil Belajar Kognitif, Afektif, dan Psikomotor melalui Penggunaan Jurnal Belajar bagi Mahasiswa PGSD”. Prosiding Seminar Nasional HDPGSDI Wilayah IV Tahun 2017, 192-200.
- Mitchell, et al., 2018. “Group Investigation as a Cooperative Learning Strategy”. Journal of Educational Reasearch, 54(4): 388–395.
- Nurdin, et al., 2018. “The Assessment Process of the Teachers’ Ability in Constructing an Affective Assessment for Social Science Teachers in SMA Negeri 6 Ternate”. Proceeding in the 1st International Conference on Teaching and Learning, 325-331.
- Nurhidayati, A. & Sunarsih, E.S., 2013. “Peningkatan Hasil Belajar Ranah Afektif melalui Pembelajaran Model Motivasional”. Jurnal Ilmiah Pendidikan Teknik dan Kejuruan, 6 (2): 112-116
- Ponto, H., 2020. “The Evaluation of Affective Domain Learning Outcome in Students’ Basic Learning of Electrical Circuit in Vocational Education School”. Journal of Computational and Theoretical Nanoscience, 17: 1222-1226.
- Pujiastuti, I.P., 2016. “Penerapan Integrasi Model Pembelajaran Group Investigation (GI) dan Inkuiri Terbimbing berbasis Lesson Study”. Jurnal SAINTIFIK, 2 (1): 54-60.
- Rahman, N.A., Pasongli, H., & Purwati, E., 2018. “The Assessment Process of the Teachers’ Ability in Constructing an Affective Assessment for Social Science Teachers in SMA Negeri 6 Ternate”. Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), 325-331.
- Sangadji, S., 2016. “Implementation of Cooperative Learning with Group Investigation Model to Improve Learning Achievement of Vocational School Students in Indonesia”. International Journal of Learning & Development, 6 (1): 91–103.
- Sirait, AE.J.M., Arhas, S.H., & Suprianto, 2019. “The Influence of Assignment of Lecturers at School (ALS) Program on Students Learning Motivation in Tarakan City”. Jurnal Administrare: Jurnal Pemikiran Ilmiah dan Pendidikan Administrasi Perkantoran, 6 (1): 79-88.
- Streule, M.J., & Craig, L.E., 2016. “Social Learning Theories an Important Design Consideration for Geoscience Fieldwork”. Journal of Geoscience Education, 64:101–107.
- Syahmani, 2013. “Model Group Investigation dan Induktif Sebagai Alternatif Mengembangkan Keterampilan Proses Sains dan Berpikir Siswa”. Quantum Jurnal Inovasi Pendidikan Sains, 4 (1): 59-70.
- Wang, X., 2021. “Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?”. Front. Psychol. 12:759784.
- Ward, E.M.G., Race, A., O’Connell, K.B., & Alwin, A., 2021. “Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting”. The Bulletin of the Ecological Society of America, 1-11.
- Wicaksono, B., Sagita, L., & Nugroho, W., 2017. “Model Pembelajaran Group Investigation (GI) dan Think Pair Share (TPS) terhadap Kemampuan Berpikir Kritis”. Aksioma, 8 (2): 1-8.
- Zulbahri, Susanto, N., & Sari, D.N., 2019. “Role of Motivation, Creativity, Affective and Implications in the Teaching and Learning Process of Physical Education”. Advances in Social Science, Education and Humanities Research, vol 460. 1st International Conference of Physical Education (ICPE 2019), 460: 286-288.