Articles
<![CDATA[Project-based learning using a laboratory approach on learning outcomes and critical thinking in marine biology ]]>
<![CDATA[Hasan Tuaputty]]>;
<![CDATA[Saiful Alimudi]]>;
<![CDATA[Ine Arini]]>;
<![CDATA[Louvenska Nona Latupeirissa]]>;
<![CDATA[Anthony Kudjo Donkor]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 1 (2023): MARCH ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v9i1.24551
<![CDATA[The learning process must actively involve students and provide opportunities for them to study and prove the theories they learn. This study determined the influence of the application of Project-Besad Learning (PjBL) using a laboratory approach on learning outcomes and critical thinking in marine biology. This study used a descriptive quantitative method, with the independent variable being the implementation of PjBL with a laboratory approach and involved 32 students in the sixth semester of Biology Education at Pattimura University Indonesia enrolled in marine biology courses. The dependent variables were students' learning outcomes and critical thinking, and the data were collected by tests (knowledge and critical thinking) and observations (attitude and skill). The analysis revealed that the integration of the PjBL with a laboratory approach had a weak effect on knowledge (0.003 <p 0.005), a moderate effect on attitude and skill (0.000 <p 0.005), and a strong effect on critical thinking. The regression analysis showed that there was a correlation between the independent variable and student knowledge (R2 = 0.257 or 25%), attitude (R2 = 0.471 or 47.1%), psychomotor/skill (R2 = 0.470 or 47%), and critical thinking (R2 = 0.934 or 93.4%). In conclusion, the implementation of PjBL using a laboratory approach can improve student learning outcomes and critical thinking in marine biology.]]>
<![CDATA[The effect of application of learning start with a question concept photosynthesis on students' cognitive learning outcomes, critical thinking and scientific work IPA SMP ]]>
<![CDATA[Riyanty Lololuan]]>;
<![CDATA[Hasan Tuaputty]]>;
<![CDATA[Pamella Mercy Papilaya]]>
<![CDATA[ BIOEDUPAT: Pattimura Journal of Biology and Learning Vol 3 No 1 (2023): Bioedupat : Pattimura Journal of Biology and Learning ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Pascasarjana, Universitas Pattimura ]]>
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DOI: 10.30598/bioedupat.v3.i1.pp80-89
<![CDATA[One of the roles of the teacher in implementing an education is by using a learning starts with a question method. The learning starts with a question method is a method in which students are directed to learn independently by making questions based on the reading provided by the teacher. This study aims to see the effect of applying learning starts with a question on photosynthesis material on students' cognitive learning outcomes, critical thinking, and scientific work in class VIII SMP Negeri 15, SMP Negeri 7, SMP Kristen Kusu-Kusu, SMP Negeri 11, and SMP Negeri 4. Research data was analyzed quantitatively using descriptive and inferential statistics in the form of anacova analysis to see the effect of applying learning starts with a question on students' cognitive learning outcomes, critical thinking, and scientific work. The results of this study indicate that there is an effect of the application of the learning starts with photosynthesis material on students' cognitive learning outcomes, critical thinking, and scientific work.]]>
<![CDATA[Penerapan Model Pembelajaran Cooperative Integrated Reading and Compocition (CIRC) untuk Meningkatkan Hasil Belajar Biologi ]]>
<![CDATA[Anisa Wakang]]>;
<![CDATA[Hasan Tuaputty]]>;
<![CDATA[Farida Bahalwan]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 1 No. 1 (2022): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v1i1.56
<![CDATA[Understanding and student learning outcomes have become a major problem in education today. There are various learning models that can be used by teachers, including the Cooperative Integrated Reading and Compocition (CIRC) learning model. This study aims to determine the application of the CIRC learning model in improving Biology learning outcomes. The type of research used in this study was descriptive quantitative with a sample of 29 students. The sampling technique uses cluster random sampling. The instruments of this study are observations and tests. Observation guidelines are carried out to determine the objective learning conditions carried out by teachers and students. The test used in this study is in the form of student learning results obtained in the implementation of the test. The results showed that the application of the CIRC learning model can improve student learning outcomes.]]>
<![CDATA[Penerapan Model Pembelajaran Cooperative Integrated Reading and Compocition (CIRC) untuk Meningkatkan Hasil Belajar Biologi ]]>
<![CDATA[Wakang, Anisa]]>;
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Bahalwan, Farida]]>
<![CDATA[ PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 1 No. 1 (2021): PEDAGOGIC: Indonesian Journal of Science Education and Technology ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/ijset.v1i1.56
<![CDATA[Understanding and student learning outcomes have become a major problem in education today. There are various learning models that can be used by teachers, including the Cooperative Integrated Reading and Compocition (CIRC) learning model. This study aims to determine the application of the CIRC learning model in improving Biology learning outcomes. The type of research used in this study was descriptive quantitative with a sample of 29 students. The sampling technique uses cluster random sampling. The instruments of this study are observations and tests. Observation guidelines are carried out to determine the objective learning conditions carried out by teachers and students. The test used in this study is in the form of student learning results obtained in the implementation of the test. The results showed that the application of the CIRC learning model can improve student learning outcomes.]]>
<![CDATA[Macroalgae As a Source of Food And Health For Coastal Communities in Moluccas Province ]]>
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Papilaya, Pamela Mercy]]>;
<![CDATA[Tuapattinaya, Prelly]]>;
<![CDATA[Parry, Cornelia]]>;
<![CDATA[Alimudi, Saiful]]>
<![CDATA[ BIOEDUPAT: Pattimura Journal of Biology and Learning Vol 4 No 1 (2024): Bioedupat : Pattimura Journal of Biology and Learning ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Pascasarjana, Universitas Pattimura ]]>
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DOI: 10.30598/bioedupat.v4.i1.pp153-164
<![CDATA[These various types of macroalgae have an important role in the lives of coastal communities as a source of nutritious food and also have ecological and biological functions in maintaining the stability of marine ecosystems and as a place to live and protect other biota. This group of macroalgae has economic potential, namely as food, raw materials in industry and health. To find out macroalgae as a source of food and health, a study was carried out using a collaborative experimental research approach in the F-MIPA Laboratory at Pattimura University and field surveys in various districts of Moluccas Province.Types of macroalgae consumed by people in Maluku Province include: Eucheuma conttonii, Gracilaria salicornia, Caulerpa lentillifera, Kappaphycus alvarezii, Gracilaria arcuate species. Of these 5 types of macroalgae, 4 species are red macroalgae class Rhodophycea and 1 species is green macroalgae class Chrorophycea. The results of proximate analysis show that macroalgae are consumed by the public. The highest carbohydrate content in the macrolaga Gracilaria arcuata was 2.1370%, the highest proteins content in the macroalgae Eucheuma conttonii was 0.9161%, the fat content in the macrogaze was highest in the Kappaphycus alvarezii type at 0.4053%, the highest ash content in the macroalgae was in the Eucheuma conttonii type at 5.8155%. The highest water content contained in various types of macroalgae in the macroalgae Caulerpa lentillifera was 93.5485%. There is a linear correlation between the knowledge of coastal communities in several districts of Maluku Province who consume macroalgae as a source of food and health, and the attitude of coastal communities towards cooking menus made from macroalgae. This is proven by the analysis results showing an R value of 2 = 0.779, which means there is a significant correlation between knowledge. and public attitudes about macroalgae as a source of food and health. The existence of this significant relationship is due to the influence of knowledge of 77.9% on the attitudes of people who consume macrolaga, and only 22.1% is influenced by other factors. The results of the analysis show that there is an influence of knowledge on people's attitudes about macrolags as a source of food and health. According to the results of the analysis, it shows a value of df = 44-43 = 1 with a value of F = 221,690 with a significance level of 000, <p 0.05, this means that there is The significant influence between people's knowledge and attitudes towards the food menu comes from various types of macroalgae.]]>
<![CDATA[Differences in Students' Scientific Literacy Abilities in Solving Story Questions on Environmental Change Material in Class X of SMA in Ambon City ]]>
<![CDATA[Nanda, Dea Ariska]]>;
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Smith, Alwi]]>
<![CDATA[ BIOEDUPAT: Pattimura Journal of Biology and Learning Vol 4 No 1 (2024): Bioedupat : Pattimura Journal of Biology and Learning ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Pascasarjana, Universitas Pattimura ]]>
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DOI: 10.30598/bioedupat.v4.i1.pp172-177
<![CDATA[Scientific literacy began to emerge since the implementation of the Program for International Student Assessment (PISA) in Indonesia. Since Indonesia's participation in the Program for International Student Assessment (PISA) in 2000, Indonesia has always been at the bottom of the rankings..This research aims toanalyzestudents' scientific literacy abilities in solving story questions on environmental change material in class X SMA in Ambon City andto knowdifferences in students' scientific literacy abilities in solving story questions on environmental change material in class X SMA in Ambon City. This type of research ismix method. The research population, namelySMA Negeri 3 Ambon, SMA Negeri 5 Ambon and SMA Negeri 11 Ambonwith a total sample of 103 students. The research instruments used were tests and interview instruments. Data analysis techniques using Independent Sample T Test with SPSS Version 27 software.The research results show that Students' scientific literacy abilities are quite good at SMAN 11 Ambon, and there is a difference in students' scientific literacy abilities in solving story questions on environmental change material in class is 0.000 < 0.05 and group SMAN 5 with SMAN 11 0.003 < 0.05]]>
<![CDATA[The Influence of an Integrated STS Learning Approach to The Cognitive Learning Outcomes And Metacognitive Abilities of Ecosystem Materials in Class X Students of West Seram Vocational School ]]>
<![CDATA[Kilay, Netty Charla]]>;
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Smith, Alwi]]>
<![CDATA[ BIOEDUPAT: Pattimura Journal of Biology and Learning Vol 4 No 1 (2024): Bioedupat : Pattimura Journal of Biology and Learning ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Pascasarjana, Universitas Pattimura ]]>
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DOI: 10.30598/bioedupat.v4.i1.pp178-186
<![CDATA[West Seram Regency is one of the areas that has quite low quality educationThere needs to be innovation in using several learning approaches. Learning approacheswhich can be used to solve problems in the surrounding environment and is technology-based, namely Science Technology and Society (STS) andTechnological Pedagogical Content Knowledge (TPACK).This research aims to determine the effectlearning approachesTPACK integrated STS on cognitive learning outcomes and metacognitive abilities on ecosystem material in Class X students of West Seram Vocational School. This type of research isquasi-experiment. The research population was State Vocational School 2 West Seram, State Vocational School 9 West Seram and West Seram State Vocational School 12 with a total sample of 33 students. The research instruments used were metacognitive ability tests and questionnaires and analyzed using Ancova. The research results show thatthere is an influence of the TPACK integrated STS learning approach on cognitive learning outcomes, there is an influence of the TPACK integrated STS learning approach on metacognitive abilities, and there is an influence of the TPACK integrated STS learning approach on cognitive learning outcomes and metacognitive abilities]]>
<![CDATA[ANALISIS PROKSIMAT KEPITING PASIR (Ocypode Cursor) SEBAGAI SUMBER MAKANAN BERGIZI BAGI MASYARAKAT PESISIR DI KECAMATAN SALAHUTU PULAU AMBON ]]>
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Leiwakabessy, Fredy]]>;
<![CDATA[Arini, Ine]]>;
<![CDATA[Kubangun, Muhammad Tarmizi]]>;
<![CDATA[Latupeirissa, Louvenska]]>
<![CDATA[ BIOPENDIX: Jurnal Biologi, Pendidikan dan Terapan Vol 10 No 1 (2023): Biopendix: Jurnal Biologi, Pendidikan & Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Unpatti ]]>
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DOI: 10.30598/biopendixvol10issue1page117-130
<![CDATA[Background: The use of the Ocypode Cursor sand crab as a source of nutritious food for coastal communities in the Salahutu District area is because this marine animal is found living in sandy substrates along the coast and can be used as a source of nutritious food for coastal communities. Methods: Water content measurement was carried out using the oven method. Determination of ash content is carried out using the dry ashing method. Determination of fat content was carried out using the Soxhlet method. Analysis of protein levels using the Kjeldahl micro method. Results: The results of proximate analysis of sand crab for 100 grams of meat showed a water content of 79.72%, ash content of 6.82%, fat content of 7.5%, protein content of 15.7%. Conclusion: The results of the analysis show that there is a significant regression according to the regression provisions y = a + bx= 3,266 + 0.016, and the value of R2 = 0.802, even the analysis also shows that there is a significant influence according to the value of df = 24-22 = 2 with the value of F = 44,588 with a significance level of 000, < p 0.05, this means that there is a significant influence between the availability of the Ocypode cursor sand crab population in its habitat and Ocypode cursor as a source of nutritious food for the community (OcMGz).]]>
<![CDATA[PENERAPAN PENDEKATAN TPACK YANG DIINTEGRASIKAN DENGAN MODEL PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF MAHASISWA PADA MATA KULIAH PENGEMBANGAN PROFESI GURU ]]>
<![CDATA[Muskitta, Marike]]>;
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Latupeirissa, Louvenska]]>
<![CDATA[ BIOPENDIX: Jurnal Biologi, Pendidikan dan Terapan Vol 10 No 1 (2023): Biopendix: Jurnal Biologi, Pendidikan & Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Unpatti ]]>
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DOI: 10.30598/biopendixvol10issue1page141-147
<![CDATA[Background: This research aims to improve critical and creative thinking skills in teacher professional development courses through the application of the TPACK approach which is integrated with the Project Based Learning (PjBL) model. Method: This research uses an exploratory research model. Qualitative data was obtained after the pretest, during learning, after the posttest through interviews and questionnaires. Quantitative data was obtained through pretest and posttest data. The research subjects were Biology students at FKIP Pattimura University who offered teacher professional development courses. The research instrument used was a test. Quantitative data analysis uses descriptive statistics and test scores, while qualitative data analysis uses data collection procedures, data reduction, data presentation, and building a conclusion. Results: The results of calculating the implementation of the TPACK approach integrated with the Project Based Learning (PjBL) model to improve students' critical and creative thinking skills in teacher professional development courses show an average value of 89.90 with a significant value of 0.000, which is smaller than 0. 05 (0.000<0.05) so the hypothesis can be accepted. Conclusion: The application of the TPACK approach integrated with the Project Based Learning (PjBL) model is very effective in improving the critical and creative thinking skills of prospective biology teacher students. Keywords: TPACK, PjBL, critical thinking, creative thinking. teacher professional development.]]>
<![CDATA[ANALISIS KADAR PROTEIN DAN LEMAK BIVALVIA (Atrina vexillum) DI PERAIRAN PANTAI DESA WAAI KECAMATAN SALAHUTU KABUPATEN MALUKU TENGAH ]]>
<![CDATA[Alhamid, Jaffira Salma]]>;
<![CDATA[Tuaputty, Hasan]]>;
<![CDATA[Arini, Ine]]>;
<![CDATA[Rehena, Johanis Fritzgal]]>
<![CDATA[ BIOPENDIX: Jurnal Biologi, Pendidikan dan Terapan Vol 11 No 1 (2024): Biopendix: Jurnal Biologi, Pendidikan & Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Unpatti ]]>
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DOI: 10.30598/biopendixvol11issue1page97-101
<![CDATA[bivalves are a group of invertebrate organism that are often found and live in the coastal waters of waai village. This animal has special adaptations that enable it to survive in areas that experience physical and chemical in intertidal waters. This organism also has adaptations to survive against currents and waves. However, bivalves do bnot have the ability to change location quickly so they are catch. Bivalves are marine biological resource that have high diversity. Therefore, the current level of exploitation continues to increase, so that from an ecological perspective it can threaten the sustainability of bivalves populations. Protein comes from the Greek word protos which means “most important”. Protein is one of a group of macronutrients (nutrients needed in large quantities), unlike other macronutrients, for fast, protein has a more important role in biomolecular formation than energy sources (building blocks of body shape). Fat is a molecule consisting of oxygen, hydrogen, carbon and phosphorus. Fat does not easily dissolve fat, a special fat solvent such as Choloform is needed.]]>
