Abstract :

Based on preliminary investigation data by interviewing animal structure lecturers and students from IAIN Batusangkar, it is known that there are obstacles in animal structure lectures, one of which is related to the learning media used, so students have difficulty understanding lecture material. The difficulty felt by students was that almost every animal structure material was difficult to understand, especially the reproductive system material so students had difficulty illustrating images on the reproductive system material. This study aims to produce whiteboard animation learning media using the RQA model on valid, practical, and effective reproductive system materials. This type of research is development research using the plomp model which consists of three phases, namely the preliminary research phase, the design and prototyping phase, and the assessment phase. The research data were obtained from validity, practicality, and effectiveness tests. The results obtained in this study, namely the results of validation by the validator showed a value of 87.85% with very valid criteria. The results of the practicality assessment by the lecturers showed a value of 93.50% with very practical criteria and the results of the practicality assessment by students getting a score of 89.58% with very practical criteria. The results of the effectiveness test showed a significant increase in the learning outcomes of the knowledge aspect and could increase students’ learning motivation. Based on the values ​​obtained, it can be concluded that the whiteboard animation media using the RQA model on the reproductive system material is very valid, very practical, and very effective to use in the learning process.

---

Keywords :

Development, RQA Model and Motivation, Whiteboard Animation.

---

References :

1. Akbas, O., & Pektas, H. M. 2011. The effects of using an interactive whiteboard on the  academic achievement of university  In  Asia – Pacific Forum on  Science Learning and Teaching. 12: 1 – 19.
2. Arikunto, S. 2013. Dasar-Dasar Evaluasi Pendidikan (Edisi 2). Jakarta: Bumi Aksara.
3. 2013. Potensi Pembelajaran yang Memadukan Strategi Think Pairs Share (TPS) dan Reading Questioning anf Answering (RQA) untuk Meningkatkan Sikap Sosial dan Penguasaan Konsep Biologi Siswa SMA Multietnis di Ternate. Seminar Nasional X Pendidikan Biologi FKIP UNS, 1-7.
4. Bahri, A. 2016. Strategi Pembelajaran Reading Questioning And Answering (RQA) Pada Perkuliahan Fisiologi Hewan Untuk Meningkatkan Hasil Belajar Kognitif Mahasiswa. Jurnal Bionature, Volume 17, Nomor 2, Oktober 2016, hlm. 106-113.
5. Corebima, A.D. (2009). Pengalaman Berupaya Menjadi Guru Profesional, Pidato Pengukuhan Guru Besar Bidang genetika UM. Malang: Universitas Negeri Malang.
6. Darussyamsu, R dan Fadilah, M. 2017. Pengaruh Strategi Pembelajaran Reading, Questioning and Answering terhadap Kemampuan Berpikir Kreatif Mahasiswa Jurusan Biologi FMIPA Universitas Negeri Padang pada Matakuliah Evolusi. Bioeducation Journal.  1(1).
7. Gillen, J., Littleton, K., Twiner, A., Staarman, J. , & Mercer, N. 2008. Using the  interactive whiteboard to resource  continuity and support multimodal  teaching in a primary science classroom.  Journal of Computer Assisted Learning. 24 (4): 348 – 358.  https://doi.org/10.1111/j.1365 – 2729.2007.00269.x.
8. Hasan, Adtman, A. 2019. Pengembangan media pembelajaran bahasa arab melalui aplikasi Videoscribe dalam meningkatkan motivasi belajar siswa. Jurnal Lisanuna. 9(2): 140-156.
9. Kocak, O., & Gulcu, A. 2013. Teachers’ remarks on interactive whiteboard with  LCD panel technology.  International Journal of Education in Mathematics  Science and Technology. 1 (4), 294 – 300.
10. Manny Ikan, E., Dagan, O., Tikochinski, T. B., & Zorman, R. 2011. Using the  interactive white board in teaching and learning – An evaluation of the SMART  CLASSROOM pilot project. Interdisciplinary Journal of E- Learning and Learning Objects. Vol 7.
11. Muslich, M. 2007. KTSP Pembelajaran Berbasis Kompetensi dan Konstektual. Jakarta: Bumi Aksara.
12. 2020. Inovasi pengembangan materi pelajaran bahasa asing tingkat madrasah tsanawiyah berbasis whiteboard animation. Jurnal Al’Adalah. 23(2). 163-177. Doi: https://doi.org/10.35719/aladalah.v23i2.34.
13. Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. 2014. Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140.
14. Prasojo, Lantip Diat, dan Riyanto. 2011. Teknologi Informasi Pendidikan. Yogyakarta : Gava Media.
15. Pratiwi, al,. 2019. Pengembangan media pembelajaran fisika menggunakan sparkol videoscribe. Indonesian Journal of Science and Mathematics Education. 02 (3): 303-309.
16. Sadiman, Arief S., Raharjo., Anung, haryono., Rahardjito. (2009). Media Pendidikan. Jakarta: Raja Grafindo Persada.
17. Sakat, A. A., Mohd Zin, M. Z., Muhamad, R., Ahmad, A., Ahmad, H. A., dan Karno, M. A. 2012. “Educational Technologi Media Method in Teaching and Learning Progress”. American Journal of Applied Sciences, 874-888.
18. 2011. Interaksi dan motivasi belajar mengajar. Jakarta: Rajawali Press.
19. Smaldino, S. E., et al. 2015. Instructional Technology and Media for Learning 11th Pearson: USA.
20. Tendrita, M. and Sari, A.P.P. 2020. Penerapan model pembelajaran kooperatif tipe Student Team Achievement Divisions (STAD) dipadu RQA berbasis lesson study untuk meningkatkan motivasi belajar dan kemampuan komunikasi mahasiswa pendidikan biologi universitas negeri malang. Bioedusiana. 5(1).1-10. http://jurnal.unsil.ac.id/index.php/bioed/index
21. Wibowo, Edy dan Matona, M.F. 2019. Pengembangan media pembelajaran berbasis whiteboard animation pada matakuliah trigonometri program studi pendidikan matematikan universitas Tompotika Luwuk. Jurnal Phytagoras. 8(2): 60-71.