INTRODUCTION
Teaching and Learning activities are
the process of interaction between learners and the environment with the
achievement of behavioral changes that include the cognitive, affective and
psychomotor spheres have not achieved something expected. The process of
biology learning only demands and emphasizes on the achievement of student
learning outcomes in the form of cognitive realms with the acquisition of
grades after carrying out learning, thus leading to the undevelopment of students'
thinking abilities, especially students' critical thinking skills in learning
and understanding the subject matter.
Critical thinking is
applying rational, high thinking activities, which include analyzing,
synthesizing, recognizing problems and solving them, concluding, and
evaluating. Self-efficacy is a person's reality regarding his ability to
perform certain specific tasks. Self-efficacy is a concept of self and relates
to one's perception of one's ability and expertise in dealing with a particular
task �(Alex, 2003). This statement is
in accordance with the opinion of Zulkosly (2009),
that a person's self-efficacy level will affect the actions taken.
Students also do not
develop verbal skills because during learning students do not actively
participate in expressing their opinions. This shows that there needs to be an
innovation of a applied and more meaningful learning model that can explore
students' critical thinking skills and self-efficacy.� The high level of self-efficacy is influenced
by many other factors besides the teaching and learning process, in the
learning process there are learning components that affect each other including
the use of learning media. Munadi (2008: 125) explains that
"Audiovisual media is a tool in the form of images and sounds in receiving
a message, so that students can gain useful knowledge and experience to achieve
the goals they want to achieve�.
The proper use of
audio visual media in learning activities can improve good interaction and
communication between teachers and students, foster interest and motivation to
learn, improve the effectiveness of the delivery of learning materials and
increase students" learning motivation.
Students who have a
high interest in learning, passion or motivation to learn and understand the
subject matter as well as the effectiveness of the use of audiovisual media can
train students to improve critical thinking skills and self-efficacy. Students
who are motivated to learn will attempt to make observations or observais, define terms and analyze arguments relating to
the subject matter.
Initial observations
made by researchers at SMP Negeri 1 And SMP Negeri 2 Sindang
Indramayu, the ability to think critically of
students in biological subjects in processing information while the learning
process is still low. Students are less skilled in collecting data, analyzing
relevant data and facts, identifying learning problems, students having
difficulty in solving problems with alternatives that fit the logic, as well as
low analysis of arguments or opinions related to the subject matter.
Based on the above,
the study seeks to see the reality of how the use of audiovisual learning media
can improve critical thinking skills in the subjects of Biological Sciences in
human digestive system materials in students of SMP Negeri 1 Filled And SMP
Negeri 2 Sindang Indramayu
Regency.
METHOD
The
method used in this study is the experimental method. This study used quasy design experiments with pre-post
test control groups. The research design can be described as:
Pre-post test control group design
Group � ��Pre Test��� Treatmen
� ��������Post
Test
��� A����� ����� O1������������� �
X1 ����� ����������������O2�����
��� B����� ����� O1������������� �� X2����������������� ��� O2
information:
A�� = Control group
B�� = Experimental groups
O1
= Initial tests were given to the experimental and control group
O1 =
Final Test given to experimental and control group
X1� = Visual media treatment
X2� = Audio visual media treatment
The
population taken in this study is all students of grade VIII SMP Negeri 1
Filled Indramayu school year 2020/2021 which amounts
to 4 classes, namely grade VIII A to VIII D which amounts to 200 students. The
samples used were grade VIII A smp negeri 1 filled
students who numbered 35 students as experimental classes using audiovisual
media and SMP Negeri 2 The session of grade VIII A students totaling 35
students as a control class using Powerpoint media.
The
data collection techniques in this study are as follows:
1.
The test with a total of 10 questions given to
students, conducted at the end of the learning used to know the critical
thinking ability of students, where students answer questions about essays
2.
Questionnaire is a list of statements to
respondents that are closed, where each question has been provided alternative
answers, so that respondents simply choose one of the alternative answers that
are considered in accordance with empirical reality. Questionnaires are used to
determine the picture of self-efficacy after carrying out audio media visual
The
observation technique used is the observation sheet. Observations are carried
out in the learning process, observations are used for the implementation of
learning with the implementation of audio visual media against self-efficacy
and critical thinking skills
RESULTS AND DISCUSSION
The
effectiveness of the teaching and learning process is influenced by the factors
of the learning methods and media used. The two are interconnected, where the
selection of certain methods will affect the type of media to be used, in the
sense that there must be conformity between the two to realize the purpose of
learning. There are other things that also need to be considered in media
selection, such as: learning context, learning characteristics, and the
expected tasks or responses of learners. As stated by (Arsyad, 2005) learning media is everything that concerns
software and hardware that can be used to deliver lesson materials that can
stimulate the mind, feelings, attention and interests of learners in such a way
that the learning process becomes more effective.
According to (Astutik, 2005) Self efficacy is generally associated with
self-esteem because both are aspects of judgment with one's success or failure
as a human being. An individual's belief in his or her ability to perform the
tasks or actions necessary to achieve certain results is related to
self-efficacy.
According to (Alex, 2003),
self-efficacy is not related to the prowess, but relates to the individual's
belief in what can be done with the prowess he has no matter how much.
Self-efficacy emphasizes the components of self-confidence that a person has in
the face of future situations that contain blurring, un foreseeable, and often
stressful. Although self-efficacy has a great causal influence on our actions,
self-efficacy combines with the environment, previous behaviors, and other
personal variables, especially the expectation of results to produce behavior. Self efficacy will affect some aspects of a person's
cognition and behavior. Self-efficacy can lead to different behaviors among
individuals with similar abilities because Self-Efficacy affects choices,
goals, problem solving, and persistence in trying.
According to (Bandura, 1986), (Bandura, 1997) that: "Self-Efficacy is the result of
cognitive processes in the form of decisions, beliefs, or rewards about the
extent to which an individual estimates his or her ability to carry out certain
tasks or actions necessary to achieve the desired results".
According to (Takwin & Martiasa, 2001), critical thinking ability is an effort that
is deliberately done actively, systematically, and following the principle of
logic and considering various points of view to understand and evaluate information.
According to (Achmad, Subekti, &
Atmini, 2007), critical thinking is the ability to apply
rational, high thinking activities, which include the activities of analyzing,
synthesizing, recognizing problems and solving them, concluding and evaluating.
The quality of education is generally defined as
the nature of education in accordance with the provisions to meet the users of
education, namely students / students, parents, society, government, and other
interested parties. Qualty control is required in
maintaining and supervising the quality of the process including all supporting
components. Educational institutions (schools) are people changing instituation, which in its work system is always met with
uncertainty and interdependence. The purpose of the mechanism of action
(production) in educational institutions with technology can
not be ensured because the state of input and the environment are never
the same.
Humans build science and technology, starting
from observing natural phenomena in the most elementary way, using the naked
eye, arising from the desire to utilize them for their survival. Furthermore,
humans develop a variety of methods, procedures, and systems that are
increasingly complex, in line with the complexity of the problems they face,
trying to trace the characteristics of natural phenomena in more depth and
detail.
Science and technology are the content of the
educational curriculum, while the curriculum itself is a collection of human
experiences that are organized systematically and systemically as a result or
fruit of human cultural work.
Therefore, the selection of distribution and
content of the curriculum in an educational program is essentially the
determination of content or knowledge relevant to the needs and demands of
society.
That is, the development of science and technology
as one of the characters of socio-cultural development will give patterns and
colors for the planning and implementation of educational development. Thus
science and technology are values that are sourced to the mind and logic, while
art is sourced on feelings or aesthetics.
The development of science and technology will
directly become the content / material of education, while indirectly equipping
the community with the ability to solve the educational problems faced.
�The philosophical foundation is related to the
focus of research "The influence of audio visual media prison system on
critical thinking of students and self-efficacy in the field of science and
biology studies (Quantitative experiment research study at SMP Negeri 1 Losarang and SMP Negeri 1 Filled Indramayu
District)". Learning media is one of the supporters of the learning
process. Media is used as a tool for educators to create environmental
conditions in learning more effectively and efficiently, so as to generate
desire and motivation and increase the interest in learning in order to
encourage students in applying and integrating various concepts that have been
learned. Learning media is everything that can convey the message from the
source in a planned manner, so that there is a conducive learning environment
where the recipient can conduct the learning process effectively and
efficiently. Messages delivered through the media in the form of content or
teaching materials must be accepted by the recipient of the message (students),
using one or a combination of some of their sensory tools. Even better if all
senses are able to receive the content of the message delivered. With the
advancement of technology allows to produce interactive learning media that is
interesting and fun for the teaching and learning process. Multimedia gives a
pleasant impression to help the learning process in remembering it (Suheri, 2006).
The use of media is one of the important
components in the learning process in schools. The use of media is considered
important because it helps achieve learning objectives. In an effort to improve
the learning process to be effective and functional, the function of learning
media is very important to be utilized. The use of media in the learning
process is intended to increase students' digestibility to the information or
learning materials provided, therefore, the preparation of learning media
becomes one of the responsibilities of teachers.
�Through learning technology, educators will
easily simulate learning close to the real conditions of an abstract learning
material, for example, the explanation of the concept of photosynthetic
light-dark reaction below will not be easily explained to students. How can the
concept of molecular in sensing be explained well. Through learning technology,
various concepts, various studies can be explained perfectly.
The quality of education is strongly
influenced by the learning process in the classroom. Classroom learning takes
place as a process of interaction with all situations around an individual
Someone who has learned will have an impact on behavior changes that are
relatively permanent and show maximum learning outcomes. Education in schools is
expected not only to develop rational inteligance,
which is a model of understanding that is usually understood by students but
also to develop the skills that exist in them, especially self-efficacy.
According to (Bandura, 1986) Bandura in (Zimmerman, 2000), there are
three aspects of efficacy in human beings, namely (1) level, where there is a
difference in self efficacy that is lived by each individual may be due to differences
in demands faced. The demands of the task present varying degrees of difficulty
or difficulty to achieve optimal performance. (2) The generality of an
individual may judge themselves confidently through various activities or only
in certain functions. (3) Strength of experience has an influence on one's self
efficacy or related to one's belief in his own abilities (Neuman & Baron, 2003).
The mechanism of self-efficacy contains an
explanation of how self-efficacy in individuals. Self-perception of
self-efficacy that takes place in an individual's existence as a decisive
function in how an individual behaves, his mindset and the emotional reactions
they experience.
Astutik (2003: 59), reveals cognitive processes, cognitive
processes such as thinking processes, including acquisition, organization, and
use of information. Most human actions start from a pre-thought sesuau. Individuals who have high self-efficacy are more
than happy to imagine about success. On the contrary, individuals with low Self-Efficacy
imagine more failures and things that can hinder the achievement of success.
The form of personal goals is also influenced by the assessment of
self-ability. The more a person perceives himself or herself to be able to then
the more individuals will form efforts in achieving their goals and the
stronger the individual's commitment to his goals.
Individuals motivate themselves and direct
actions through previous stages of thought. Confidence in self-ability can
influence motivation in several ways, namely determining the goals that have
been determined by individuals, how much effort they put in, how resilient they
are in the face of their difficulties and resilience in the face of failure.
There are three theories that explain the motivation process. The first theory
is causal attributions. This theory focuses on causes that affect individual
motivations, efforts, and reactions. Individuals who have high Self-Efficacy
when dealing with failure tend to consider such failures to be due to inadequate
efforts. On the contrary, individuals with low Self-Efficacy tend to consider
their failures to be due to their limited abilities. The second theory,
outcomes experience, which states that motivation is formed through
expectations. Usually individuals will behave according to their beliefs about
what they can do. The third theory, goal theory, whereby by forming a goal in
advance can increase motivation.
The ability to think is one of the things that
distinguishes man from other beings, the Quality of Thought is one human being
to another (Fahim & Nasrollahi-Mouziraji, 2013). However,
not all natural thought processes lead to human superiority, but rather
critical thinking that leads to improvement and progress for humans.
Critical thinking is a cognitive activity of a
person by involving rational thinking and skill in realizing an idea (Ennis, 1985) (Syaifudin & Utami,
2011); (Keskin-Samanci, �zer-Keskin, & Arslan, 2014). Ideas in
thought are expressed in the form of oral and written arguments. The ability to
analyze arguments received as well as in the preparation of arguments is one of
the necessary components in critical thinking skills (Halpern, 1998) (Herlanti, 2014) (Mustakim, Zulfiani, &
Herlanti, 2014). Critical thinking ability is closely related
to the quality of the arguments prepared. Good argument quality consists of
statements with fact-filled data, reasoning that connects data with statements
and is supported by knowledge, as well as strengthening arguments (Venville & Dawson,
2010).
1.
Audiovisual Media In Education
According to (Nomura, Darmawan, Yamaji,
& Imada, 2017) The development of Educational Audio Visual
has a big influence in educational technology. The development of this concept
is also in line with and broadly the development of techniques and science
concepts that are more concerned, at first hardware and equipment. The rapid
development of audiovisuals occurred after the Second World War. Educational
practitioners believe there are results of improved learning outcomes through
audiovisual media (Lange & Gilbert, 1968) �(Squiers, 1990).
With the establishment
of the department of Audiovisual Instructional (DAVI) and the Association for Educational
Communications and Technology (AECT) provides a definition of audiovisual
interrelationship in educational engineering. One of his views is to emphasize
concepts based on material engineering and a systematic approach to developing
teaching.
Visual aids in
learning were used in the 19th century whose literature was taken from the
concept of:
a.
Teaching Aid
Concept of Teaching
Aids oriented to audiovisual techniques in the development of teaching
presentation (Sharma, BORN, & Mcbeath, 1977).
b.
Visualizing
A learning curriculum that provides concrete
presentation concepts in teaching and learning. (Ely, 1970)
These visual aids are images, models, objects,
or devices that present concrete or tangible experiences that students can see,
with the aim of:
a)
Recognize, build, enrich or clarify abstract
concepts.
b)
Develop the desired attitude
c)
Simulate an activity
Hoban promotes a curriculum that incorporates
concrete learning experiences based on the use of visible tools. This requires
teachers to use it in the classroom or because of discussions about how to
integrate teaching materials into the curriculum.
Therefore, according to the author audiovisual
media is everything that can be used in the form of hearing and vision to
channel the message and can stimulate the mind, can arouse the spirit, attention,
and will of students so as to encourage the learning process in students.
According to (Djamarah & Zain, 2010) Audiovisual
media can be distinguished into 4 are as follows:
1)
Silent audiovisual, which is a medium that
displays sound and still images such as: sound slides, story frame films and
sound printing
2)
Motion audiovisual, which is a medium that can
display elements of sound and moving images such as: sound movies and cassette
videos.
3)
Pure audiovisual, i.e. both sound and image
elements come from a single source such as cassette video movies
4)
Audiovisual is not pure, i.e. that the sound
and image elements come from different sources, such as sound frame movies
whose image elements come from the source of the projector slides and the sound
elements sourced from the tape recorder. Other examples are sound strip movies
and sound prints.
2.
Critical Thinking Ability
Thinking is a process
by which new mental representation is formed through the transformation of
information with complex interactions of mental attributes such as judgment,
abstraction, logic, imagination, and problem solving.
According to (Takwin & Martiasa,
2001), critical thinking ability is an effort that
is deliberately done actively, systematically, and following the principle of
logic and considering various points of view to understand and evaluate an
information.
Characteristics of
critical thinking ability According to (Zubaidah, 2010),
characteristics of critical thinking ability are as follows:
a)
Get to know in detail the parts of the whole
b)
Good at detecting problems
c)
Able to distinguish relevant ideas from
irrelevant ones
d)
Able to distinguish facts from fiction or opinions
e)
Able to identify differences or information
gaps
f)
Can distinguish logical and illogical
arguments
g)
Able to develop criteria or standards of data
assessment
h)
Likes to collect data for factual proof.
According to (Zubaidah, 2010), indicators
of critical thinking ability are as follows:
1)
Search for a clear statement of each question
2)
Find a reason
3)
Trying to know the information well
4)
Using sources that have credibility and
mention them
According to (Achmad et al., 2007), indicators of critical thinking ability are
as follows:
a.
Organize the mind and articulate it clearly,
logically or plausibly
b.
Distinguish between conclusions based on valid
logic and invalid logic
c.
Identifying data adequacy and facts
d.
Understanding the difference between reasoning
and rationalization
e.
Trying to anticipate the possible consequences
of various activities
f.
Understand ideas according to their level of
confidence
g.
Able to learn independently and have an
unending attention in his work
h.
Apply problem solving techniques in other domains
than he has learned
i.
Can arrange informal representations of
problems into formal ways that can be used to solve problems
j.
Can express an irrelevant verbal argument and
express an essential argument.
k.
Questioning a view and questioning the
implications of a view
Sensitive to the difference between the
validity and intensity of a trust and the validity and intensity it holds
3.
Self-Efficacy
According to (Alex, 2003) Self efficacy is not related to the
proficiency at its disposal, but relates to the individual's belief in what can
be done with the prowess he has no matter how great. Self-efficacy emphasizes
the components of self-confidence that a person has in the face of future
situations that contain blurring, un foreseeable, and often fraught with
pressure. Although self-efficacy has a great causal influence on our actions,
self-efficacy combines with the environment, previous behaviors, and other
personal variables, especially the expectation of results to produce behavior. Self efficacy will affect some aspects of a person's
cognition and behavior. Self-efficacy can lead to different behaviors among
individuals with similar abilities because self-efficacy affects choices,
goals, problem solving, and persistence in trying.
According to (Bandura, 1986) self-efficacy
can be grown and studied through four main sources of information, namely:
1)
Experience success
2)
Other people's experiences
3)
Verbal persuasion
4)
Psychological condition.
5)
Learning
In fact, teaching is not only to convey the
subject matter, but also to be interpreted as the process of organizing the
environment so that students learn. The meaning of teaching is often termed
learning. This suggests that in the process of teaching and learning learners
should be used as the center of the activities.
According to (Udin, 2008), learning
is an activity that is carried out to analyze, facilitate and improve the
intensity and quality of learning in students. Therefore, learning activities
are closely related to the type of nature, and the type of learning and the
results of the learning. Learning should result in learning, but not all
learning processes occur because of learning. Learning potential occurs also in
the context of socio-cultural interactions in the community.
In improving the quality of learning, we must
pay attention to some components that affect learning, those components, are as
follows:
a)
Students, covering socioeconomic, cultural and
geographical environments, intelligence, personalities, talents and interests.
b)
Teachers, including educational background,
work experience, teaching expenses, economic conditions, work motivation,
commitment to duty, discipline and creative.
c)
Curriculum.
d)
Educational facilities and infrastructure,
including props / practical equipment, laboratories, libraries, skill rooms,
counseling guidance rooms, UKS rooms and function rooms.
e)
School Management, including classroom
management, teacher management, student management, facilities and training,
improved discipline, and leadership.
f)
����Management
of learning process, including teacher appearance, mastery of
materials/curriculum, use of learning methods/strategies, and utilization of
learning facilities.
g)
Fund Management, including budget planning,
source of funds, use of funds, reports and supervision of.
h)
Monitoring and Evaluation, including the
Principal as a supervisor in his school, the school superintendent and the
school committee as the supervisor.
i)
����Partnerships,
including school relationships with government agencies, relationships with
businesses and community leaders, and other educational institutions.
In the realities of our daily lives we are
often faced with situations where good and bad problems become so complicated.
The reality of life that is not always easy forces us to grapple with moral
choices that are not necessarily as easy as sorting between black and white.
Life is now increasingly complex, change very quickly, competition is inevitable
exchange of unstoppable values. The advancement of philosophy, science,
technology, has resulted in an increasingly advanced culture, the process is
called cultural globalization. But the increasingly advanced culture of
globality turns out to have a huge impact on the moral aspect.
Because the system that makes our mind become
complex is getting older, when we try to ponder it could be the thing that we
have been thinking about complexly or the thing that we are trying to solve
with complex thinking it actually only needs a simple solution and settlement.
1)
Human Digestive System Materials�
Combining the
dimensions of knowledge and dimensions of cognitive processes, teachers can
formulate the learning objectives they want to achieve and how successful they are.
Ari (2005) stated that there are two alternatives that can be taken in the
formulation of learning objectives and then map into matrks
to know which aspects are adequate and that still need to be considered.
Second, map the goals you want to achieve in the matrix and write them down in
detail. This strategy is not only suitable for beginners who are just learning
to formulate learning objectives but also for people who are experienced in
formulating learning goals based on old taxonomy. Through this strategy,
teachers determine what kind of knowledge students will learn and which
cognitive processes will be achieved. Then, a more detailed formulation was
made. Thus, the second strategy is recommended to be used because by utilizing
the matrix of learning objectives as a grid of formulating objectives, teachers
will be encouraged to expand the spread of their learning objectives.
2) Implementation of Audiovisual Media Learning System
Based on the results of observation analysis or observation of
students' learning activities and teacher teaching skills, teachers have done
their best to implement every step of visual media (power point) in the control
group and audiovisual media in the learning experiment group. In control groups
with the application of visual media (power points), students are less actively
involved in discussing and completing learning assignments, so students only
passively accept and memorize lesson materials. While the experimental group
with the application of audiovisual media is actively involved and focused on
observing the video that is imagined by teachers to collect and analyze
relevant data and facts in the field, discuss and complete learning tasks and
present the results of discussions and observe videos of the human digestive system
to students of other groups.
3) Implementation of audiovisual media Learning System can increase
self-efficacy
Learning activities using audiovisual media the teacher asks students
to focus on viewing the learning video of the human digestive system with
students actively observing or focusing and enthusiastically viewing video
impressions about the human digestive system, thus improving aspects of
students' confidence in human digestive system learning.
The teacher asks students to underline words that are considered
complex and difficult, then write in their respective books so that students
are motivated to ask questions related to words or terms that do not understand
so as to improve the motivational aspect by having a high spirit to learn and
understand the subject matter.
Then the teacher gives the student the opportunity to draw up questions
about what has been seen from the screening of a learning video, ask students
to discuss from the exposure of the material through the impression of a video,
students play an active role in discussing, completing the task sheet,
expressing opinions / ideas / ideas and improving aspects of student affection
in learning activities.
Furthermore, the teacher checks the understanding of ecosystem
materials, provides students with the opportunity to explore more information
through references, checks students' understanding of human digestive system
materials and provides opportunities for students to argue from the results of
discussions (confirmations), ask students to work groups and conduct discussions
and express opinions based on the airing of a learning video of the human
digestive system, and teachers respond to the results of student discussions
and provide actual confirmation so as to improve aspects of selection in
improving students' critical thinking skills in system materials. human
digestion. Based on table 4.2 above, self-efficacy of students after carrying
out learning with audiovisual media use in the experimental group has reached
74% including high categories, with an average score between 3.6 � 3.9. This
proves that experimental classes have a positive response to the use of
audiovisual media where students are passionate about learning by identifying
and formulating research problems, conducting investigations and observations
in the field, collecting and analyzing data and trying to solve tasks and solve
problems based on data and facts obtained from the field. While the control
group has a negative response to the application of group discussion methods
where students only passively accept and listen to the lesson materials
provided by the teacher, and record a summary of the lesson materials.
From the calculation of t test above obtained t count = 4,957 while t
table at the level of trust 95% (significance 5%) with dk numerator = n � 2 =
34 � 2 = 32 is 1.70. Because t count (4,957) > t table (1,70) Hi accepted
means there is an influence on the use of audiovisual learning media on
self-efficacy in human digestive system materials in grade VIII students smp negeri 1 Filled and SMP Negeri 2 Sindang
Indramayu District.
4) Implementation of audiovisual media Learning System can improve
students' critical thinking skills
Teaching and Learning activities using the teacher's audiovisual media
learning system ask students to focus on viewing the learning video of the
human digestive system with students actively observing or focusing and
enthusiastically viewing video impressions about human digestive system
learning, thus improving the ability to observe or observe objects shown in the
human digestive system learning video. This is shown from the results of the
test ability to observe or observation in the experimental group with the use
of audiovisual media obtained an average score of 78 better than in the control
class with the application of visual media (power points) that obtained an
average score of 65.33. This is evidenced by the experimental class trying to
be active in observing audiovisual media about Biology science learning that is
aired by teachers to collect data and facts relevant in solving learning
problems.
The teacher asks students to underline words that are considered
complex and difficult, then writes in their respective books so that students
are motivated to ask questions related to words or terms that do not understand
so as to improve the ability to define terms and consider a definition. This is
demonstrated by the ability to define terms and consider a definition in the
experimental group with the use of audiovisual media obtaining an average score
of 76 better than in the control class with the application of visual media
(power points) which obtained an average score of 67. This is evidenced by
students in the experimental class in defining terms relating to the mausia digestive system, formulating and considering a definition
of the human digestive system inferring the subject matter of the results of
discussions and presentations of study groups.
Then the teacher gives the student the opportunity to draw up questions
about what has been seen from the viewing of a learning video, ask students to
discuss from the exposure of the material through the impression of a video,
students play an active role in discussing, completing the task sheet, expressing
opinions / ideas / ideas and improving the ability to analyze an argument. This
is demonstrated by the ability to analyze arguments in the experimental group
with audiovisual media usage scoring an average score of 90 better than in the
control group with the application of visual media (power points) which
obtained an average score of 70. This is evidenced by students in the
experimental group trying to discuss and complete learning assignments, ask and
answer questions and express opinions related to the learning materials of the
human digestive system, and students are actively involved in providing
analysis of arguments or opinions of other students related to the learning
materials of the human digestive system.
Furthermore, the teacher checks the understanding of human digestive
system learning materials, provides students with the opportunity to explore
more information through references, checks students' understanding of human
digestive system learning materials and provides opportunities for students to
argue from the results of discussions (confirmation), ask students to work in
groups and conduct discussions and express opinions based on the airing of a
learning video of human digestive system learning , and the teacher responds to
the results of the student discussion and provides actual confirmation thus
improving the ability to identify assumptions. This was demonstrated by the
ability to identify assumptions in the experimental group with audiovisual
media usage achieving an average score of 84.33 better than in the control
class with the application of visual media (power points) which obtained an
average score of 59.33. This is evidenced by students in the experimental class
actively identifying assumptions related to human digestive system learning,
expressing opinions, responding to other students' answers and adding additional
answers related to human digestive system learning materials.
Based on the results of testing and statistical analysis with
hypothetical test data post test critical thinking
ability of students by using paired t test at the level of trust (0.05) control
class with the application of group discussion methods and experimental classes
using audiovisual media obtained t hit value (6 ,59) > t daf
(1.67), then accept Hi means that there is an influence of audiovisual media
learning system on critical thinking ability in human digestive system learning
materials in grade VIII students of SMP Negeri 1 Filled and SMP Negeri 2 Sindang Indramayu Regency.
CONCLUSION
Science Learning
Biology material human digestive system by using Audio Visual media against
self-efficacy is quite effective. This can be seen from learning using Audio
Visual media can help junior high school students to be confident in solving a
problem and answering essay questions so that there is an improvement in
students' learning outcomes.� So it can
affect the value of students' learning outcomes. This means that there is an
influence on the use of audiovisual learning media on self-efficacy in human digestive
system materials in grade VIII students of SMP Negeri 1 Terisi
and SMP Negeri 2 In indramayu district council. This
proves that the use of audiovisual media can improving self-efficacy and
critical thinking ability in human digestive system materials in grade VIII
students of SMP Negeri 1 And SMP Negeri 2 Indramayu
District Council. There is an influence on the use of audiovisual learning
media on critical thinking skills in human digestive system materials in
students of Grade 1 Filled and Smp Negeri 2 Indramayu District Council. This can be seen from the
analysis of the results of the essay test critical thinking ability of
experimental grade students at SMP Negeri 1 Filled better than the control
class namely SMP Negeri 2 Sindang Indramayu
Indramayu Regency.
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The Effect of Audiovisual Learning
System on Self-Efficacy and Critical Thinking Ability in Science Lessons on
Human Digestive System Materials Science