ARI ARDANA, NPM 2204300032 (2026) ANALISIS HAMBATAN GURU DAN DAMPAKNYA TERHADAP PEMAHAMAN KONSEP BIOLOGI SISWA SMA NEGERI 1 PANAI HULU (STUDI KASUS: OPTIMALISASI PENGGUNAAN ALAT PERAGA). Tugas_Akhir(Artikel) Bioscientist: Jurnal Ilmiah Biologi, 13 (4). pp. 2958-2966. ISSN 2654-4571(e-ISSN)
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Abstract
Penelitian ini bertujuan untuk menganalisis pengaruh hambatan guru dan optimalisasi penggunaan alat peraga terhadap pemahaman konsep biologi siswa di SMA Negeri 1 Panai Hulu. Penelitian menggunakan pendekatan kuantitatif dengan metode survei melalui penyebaran angket kepada 140 siswa. Instrumen penelitian telah dinyatakan valid dan reliabel dengan nilai Cronbach Alpha berkisar antara 0.845–0.900. Analisis data dilakukan melalui regresi linear berganda setelah memenuhi uji asumsi klasik. Hasil penelitian menunjukkan bahwa hambatan guru berpengaruh signifikan terhadap pemahaman konsep (p = 0.017), sementara optimalisasi penggunaan alat peraga memiliki pengaruh yang lebih dominan dan signifikan (p = 0.000) dengan nilai beta tertinggi (β = 0.499). Secara simultan, kedua variabel memberikan pengaruh signifikan terhadap pemahaman konsep biologi dengan nilai F-hitung sebesar 14.866 dan R² sebesar 0.178, yang menunjukkan bahwa hambatan guru dan optimalisasi alat peraga menjelaskan 17.8% variasi pemahaman konsep siswa. Temuan ini menegaskan pentingnya meningkatkan kompetensi guru serta optimalisasi penggunaan alat peraga sebagai strategi untuk meningkatkan pemahaman konsep biologi di sekolah menengah. Kata kunci: Hambatan Guru; Alat Peraga; Pemahaman Konsep; Pembelajaran Biologi; Regresi Linear ================================================================================================= This study aims to analyze the influence of teacher barriers and the optimization of teaching aids on students’ conceptual understanding of biology at SMA Negeri 1 Panai Hulu. This quantitative research employed a survey method using questionnaires administered to 140 students. The research instruments were validated and found to be reliable, with Cronbach’s Alpha values ranging from 0.845 to 0.900. Data were analyzed using multiple linear regression after meeting all classical assumption tests. The results indicate that teacher barriers have a significant effect on conceptual understanding (p = 0.017), while the optimization of teaching aids shows a stronger and highly significant effect (p = 0.000) with the highest beta value (β = 0.499). Simultaneously, both variables significantly influence students’ conceptual understanding, as reflected by an F-value of 14.866 and an R² value of 0.178, indicating that teacher barriers and teaching aids optimization explain 17.8% of the variance in students’ conceptual understanding. These findings emphasize the importance of improving teacher competence and optimizing the use of teaching aids as key strategies to enhance biology conceptual understanding in secondary education. Keywords: Teacher Barriers; Teaching Aids; Conceptual Understanding; Biology Learning; Multiple Regression
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Hambatan Guru; Alat Peraga; Pemahaman Konsep; Pembelajaran Biologi; Regresi Linear=================Teacher Barriers; Teaching Aids; Conceptual Understanding; Biology Learning; Multiple Regression |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas keguruan dan Ilmu Pendidikan > Pendidikan Biologi |
| Depositing User: | Unnamed user with email repository@ulb.ac.id |
| Date Deposited: | 29 May 2026 08:25 |
| Last Modified: | 29 May 2026 08:25 |
| URI: | http://repository.ulb.ac.id/id/eprint/2444 |
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