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Penelitian ini dilaksanakan di kelas Tauhid VII SMP Laboratorium Percontohan UPI Bandung pada tahun pelajaran 2022/2023. Tujuannya adalah mengatasi masalah kurangnya motivasi belajar peserta didik terhadap IPA, khususnya materi Ekologi dan Keanekaragaman Hayati Indonesia. Media ajar gambar dua dimensi digunakan untuk memperbaiki dan meningkatkan masalah tersebut. Penelitian ini bertujuan untuk mengetahui apakah penggunaan media ajar gambar dapat meningkatkan motivasi belajar dalam materi ekologi dan keanekaragaman hayati pada peserta didik kelas Tauhid VII. Prosedur penelitian terdiri dari dua siklus dengan langkah-langkah perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Pengumpulan data dilakukan melalui pengamatan terhadap aktivitas peserta didik dan guru selama proses pembelajaran. Hasil penelitian menunjukkan adanya peningkatan motivasi belajar IPA pada peserta didik kelas Tauhid VII dengan penggunaan media ajar gambar dua dimensi. Angket motivasi belajar peserta didik mengindikasikan peningkatan yang signifikan setiap siklusnya. Rata-rata motivasi peserta didik awalnya 3,55 meningkat menjadi 3,68 setelah perlakuan pada siklus I, dan kembali meningkat dari 3,68 menjadi 3,89 setelah perlakuan perbaikan pada siklus II, dengan rentang nilai maksimal 5.

The ability to observe, apply concepts, and draw conclusions is an important aspect of science learning. However, there are still students who have low proficiency in these skills. This can hinder their understanding of concepts and their ability to learn scientific knowledge. This research aims to enhance students' abilities in observing, applying concepts, and drawing conclusions in the subject of ecology and biodiversity through practical-based learning in Class VII B of SMP Laboratorium Percontohan UPI. The research conducted is a Classroom Action Research (CAR). The procedural design of this CAR consists of two cycles, each cycle comprising four steps: planning, action implementation, observation, and reflection. The results indicate that practical-based learning effectively improves students' abilities in observing, applying concepts, and drawing conclusions. There was a significant improvement in observation skills from the pre-cycle to Cycle 2, with the average score increasing from 55 to 84. 87% of the students achieved a high category in observation skills. There was also a good improvement in the ability to apply concepts, with the average score increasing from 55 to 77, and 60% of the students achieving a high category. Similarly, there was a significant improvement in the ability to draw conclusions, with the average score increasing from 47 to 72, and 60% of the students achieving a high category. Based on the research findings, it can be concluded that practical-based learning effectively enhances students' abilities in observing, applying concepts, and drawing conclusions.

Affective dimension is one that must be assessed. Unfortunately, there is no learning that teaches students specifically how to recognize and control affective. Therefore, this study provides training to students on meta-affective strategies during science learning. The Static-group pretest-posttest design was chosen as the research method because it compares integrated training (facilitated by the teacher) and separate training (independent by students). MATS (Meta-Affective Trait Scale) questionnaire was adapted by adding 34 statements so that the total number is 51 statements. There were two experimental groups, each consisting of 50 students. Statistical tests show that there is no difference in students' meta-affective in integrated training and separate training. However, analysis per statement showed that separate training were better at recognizing and regulating meta-affective. In addition, in both integrated training and separate training, it is equally difficult to reduce negative emotions. This result implies that science learning should also focus on the affective and teacher should not give negative labels to students.