Program results of Sistem Kredit Semester and learning outcomes of biology subjects for Sistem Kredit Semester students and package system students at senior high school 1 Bantul

• Published in: AIP conference proceedings Vol. 2621; no. 1
• Main Authors: Mifianita, Ariska, Suyanto, Slamet
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 04.12.2023
• Subjects: Biological effects; Biological materials; Biology; Curricula; Data analysis; Data collection; Educational objectives; Interviews; Learning; Students; Teachers
• DOI: 10.1063/5.0142301
• ISSN: 0094-243X

Sistem Kredit Semester (SKS) is a program that aims to facilitate students who have the ability to learn faster to graduate faster (2 years) and are classified as a new program so that not many schools have implemented it. So far, there are still many schools that implement the package system. Therefore, SKS is still new, it is important to know the results of the SKS program and student learning outcomes of the SKS program with the student package system. This research is classified as descriptive research and uses a qualitative approach. Using primary objects in the form of in-depth interviews, secondary objects in the form of documents and subjects in the form of package system students and SKS students. Key informants in this study consisted of principals, vice principals of the curriculum section, biology teachers, package system students and SKS students. The research instrument consisted of interview guidelines in the form of interview sheets, documentation in the form of school exam results (UAS), practicum exam results and biology diploma results for package system students and SKS students. Researchers as human instruments with data collection methods in the form of in-depth interviews. The data validity test used in this study consisted of credibility, reliability and conformability tests with data analysis in the form of analysis during data collection, data reduction, data presentation and verification. The results in this study indicate that the SKS program has not been able to improve student learning outcomes in the skills aspect because it requires a longer training time and time constraints. However, it can improve learning outcomes in aspects of knowledge or cognitive mastery of SKS students. Meanwhile, the results of the SKS program in this study reveal about supporting and inhibiting factors of SKS; students responses when the teacher gives learning, way the teacher divides the time to study biology between the SKS and Package; reasons for students interest and disinterest in studying biology in the SKS; students responses to the classical class system; activities carried out by students if depth of the biological material being studied is still lacking; constraints experienced by teachers in the learning and assessment process; the difficulty of teachers to handle between students of the SKS and students of the package system; complaints about the SKS; the difficulty of teachers in preparing the 2013 curriculum RPP with a scientific approach to the SKS; and efforts made by teachers to overcome difficulties in the learning biology with a scientific approach in the SKS.