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All Journal Pendidikan Biologi Prosiding Seminar Biologi Bio-Pedagogi : Jurnal Pembelajaran Biologi EDUSAINS Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Biosfer: Jurnal Pendidikan Biologi Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua INTERACTION: Jurnal Pendidikan Bahasa Journal of Tropical Ethnobiology Community Development Journal: Jurnal Pengabdian Masyarakat Journal Coaching Education Sports Proceeding Biology Education Conference Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Tanfidziya: Journal of Arabic Education Edukasia: Jurnal Pendidikan dan Pembelajaran Sajak: Jurnal Penelitian dan Pengabdian Sastra, Bahasa, dan Pendidikan Fleksibel: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Bangsa Sanaamul Quran : Jurnal Wawasan Keislaman
Joko Ariyanto
Pendidikan Biologi FKIP Universitas Sebelas Maret Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Journal : Proceeding Biology Education Conference

 1 
PENINGKATAN KUALITAS PROSES BELAJAR MELALUI PENGGUNAAN SUPLEMEN HASIL PENELITIAN PADA TOPIK YANG DIAJARKAN PADA SMA TAHUN AJARAN 2009 Widoretno, Sri; Ariyanto, Joko
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 7, No 1 (2010): Seminar Nasional VII Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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ABSTRAK Penelitian ini bertujuan untuk mengetahui:  1) Penggunaan suplemen yang merupakan pengembangan topik sebagai hasil penelitian dalam pokok bahasan Limbah dapat meningkatkan keaktifan  berdiskusi siswa dalam proses pembelajaran Biologi. 2) Penggunaan suplemen yang merupakan pengembangan topik sebagai hasil penelitian dalam pokok bahasan Limbah dapat meningkatkan respon  siswa dalam proses pembelajaran Biologi. di kelas X SMA Al Islam 1, SMA Batik 1 dan SMA N 7 Surakarta dalam pembelajaran Biologi pada materi pelajaran Ekosistem 2008/2009.Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Setiap siklus terdiri dari 4 tahap yaitu perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian adalah siswa kelas X 8 dari tiga SMA di Surakarta,Data penelitian diperoleh melalui penyebaran angket, observasi, dan wawancara. Teknik analisis data adalah dengan teknik analisis deskriptif kualitatif. Validasi data dengan menggunakan teknik triangulasi.            Hasil penelitian membuktikan bahwa dengan penggunaan suplemen hasil penelitian pada topik yang diajarkan pada SMA dapat meningkatkan 1) Aktivitas bertanya 2) Aktivitas berdiskus 3) Kerjasama siswa pada proses pembelajaran di kelas X SMA Al Islam 1, SMA Batik 1 dan SMA N 7 Surakarta dalam pembelajaran Biologi pada materi pelajaran Ekosistem. Key Word: kualitas proses, hasil penelitian, performance
Perbandingan Keterampilan Berpikir Kritis Siswa Model Problem Based Learning dan Numbered Heads Together Berbasis Student Created Case Studies Lestari, Dwi Ayu; Ariyanto, Joko; Harlita, Harlita
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 16, No 1 (2019): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Tujuan penelitian adalah untuk mengetahui perbedaan keterampilan berpikir kritis siswa antara model pembelajaran problem based learning dengan numbered heads together berbasis student created case studies pada mata pelajaran biologi kelas X SMA Negeri 2 Karanganyar tahun pelajaran 2018/2019. Penelitian ini merupakan penelitian eksperimen semu (quasy experiment). Desain penelitian yang digunakan adalah posttest only with non-equivalent group. Teknik pengambilan sampel dengan cluster sampling. Sampel yang diambil yaitu 2 kelas sebagai kelas eksperimen 1 adalah X IPA 3 dan kelas eksperimen 2 adalah X IPA 1 dengan kedua kelas berjumlah 72 siswa. Teknik pengumpulan data menggunakan tes essay, lembar observasi, dan dokumentasi. Analisis data yang digunakan yaitu uji independent t-test. Hasil perhitungan perbedaan rata-rata posttest kedua kelompok untuk keterampilan berpikir kritis menunjukkan nilai hitung sebesar 2,243 dan ttabel dengan signifikansi (α=0,05). Hasil perhitungan menunjukkan bahwa thitung > ttabel, sehingga terdapat perbedaan signifikan keterampilan berpikir kritis siswa yang diajarkan menggunakan model problem based learning dengan numbered heads together berbasis student created case studies.
Studi Komparasi Antara Penerapan Model Learning Cycle 5E dan Discovery Learning terhadap Capaian Keterampilan Proses Sains dan Hasil Belajar Kognitif Pada Siswa Kelas X SMA Negeri 3 Boyolali Susilaningrum, Dian Fajarwati; Santosa, Slamet; Ariyanto, Joko
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 14, No 1 (2017): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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The purpose of this research is to determine the difference between the application of learning cycle 5E and discovery learning to the achievement of science process skills and cognitive outcomes and knowing a good model in trained the science process skills and improve cognitive outcomes of students class X SMA Negeri 3 Boyolali. The research is comparative with quantitative approach. Sample of class selected by cluster random sampling. Learning is carried out in two classes by applying the learning cycle 5E and discovery learning. Data collection techniques use tests, observations, and documentation. Normality and homogeneity test are performed as a requirement of hypothesis test. Hypothesis test used is t test with 5% significance level. Descriptive statistical test is conducted to know the average achievement of student cognitive outcomes. The research procedure includes planning, implementation and data analysis. The results showed a significant difference in the skills of the science process between the implementation of the learning cycle 5E with the discovery learning. Significant differences exist in the skills of observing, interpreting, experimenting and communicating. Scientific process skills on the aspects of grouping, formulating problems, preparing hypotheses do not show any significant differences. The insignificant differences were also shown in the students cognitive outcomes. The skills of observing, grouping, composing hypotheses, interpreting, experimenting, communicating, and cognitive outcomes have a higher achievement in the learning cycle 5E. The skill of formulating the problem has a higher achievement in the discovery learning. The conclusion is there is difference between the application of learning cycle 5E with discovery learning to the achievement of science process skill and cognitive outcomes of grade X students of SMA Negeri 3 Boyolali. Learning cycle 5E and discovery learning have their respective sensitivity in trained the science process skills and improve students cognitive outcomes.science process skill, cognitive outcomes, learning cycle 5E, discovery learning
Increasing Quantity and Quality of Student’s Question through Problem Based Learning in Biology at Grade X IIS 4 of SMA Negeri 5 Surakarta Sabila, Wahdania Nuris; Widoretno, Sri; Nurmiyati, Nurmiyati; Sajidan, Sajidan; Ramli, Murni; Ariyanto, Joko
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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Abstract

The purpose of this research is to improve quantity and quality of student’s question through problem based learning in biology at grade X IIS 4 of SMA Negeri 5 Surakarta. The research was 4 cycles action research that conducted in academic year 2014/2015. Data were collected through observation, interview and video recording, and validated using triangulation method. Quantity of question collected by counting the number of questions during the learning process. Quality of question categorized based on revised Bloom’s Taxonomy. The result of this research shows: 1) PBL effectively increased the quantity and quality of questions; 2) the quality of student’s question in each cycle at factual, conceptual, procedural dimension. Metacognitiv dimension was identified in the last cycles; 3) the increasing of quantity student’s question from first cycles to the fourth cycles is 156 question at first cycles, 130 question at second cycles, 136 question at fthird cycles and 226 question at fourth cycles.Keywords: quantity and quality of student’s question, problem based learning
Increasing Student’s Question as Indicator Higher Order Thinking Through Problem Based Learning at Conceptual Dimension in Biology Learning at SMAN 5 Surakarta Setyaningsih, Eko; Sabila, Wahdania Nuris; Sajidan, Sajidan; Widoretno, Sri; Ramli, Murni; Ariyanto, Joko
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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The purpose of this research is to increase higher order of student’s question through problem based learning at conceptual dimension in biology learning. Population of this research was students at grade X IIS 4 of SMA Negeri 5 Surakarta. The research was four-cycles action research that conducted in academic year 2014/2015. Data were collected through observation, interview and video recording. Student’s question collected by counting the number of questions during the learning process and categorized based on revised Bloom’s Taxonomy. Higher order question include C4, C5 and C6 question. The result of this research shows: 1) C4 and C6 of conceptual question was identified in each cycles. C5 of conceptual question was identified in the first and  third cycles; 2) the number of C4 conceptual question is 0% at pra cyles, 2.52% at first cycles, 6.06% at second cycles, 3.53% at third cycles, 6.57% at fourth cycles. The number of C5 conceptual question is 0% at pra cycles and 0.5% at first and third cycles. The number of C6 conceptual question is 0% at first cycles, 17.68% at first cycles, 8.08% at second cycles, 19.19% at third cycles and 35.35% at fourth cycles; 3) The higherest number of HOT’s question that identified was C6 question. The conclusion of this research is PBL effectively increased the higher order of student’s questions at conceptual dimension. Keywords: higher order of student’s question, problem based learning
Penguasaan Fakta, konsep, Prosedur dan Metakognisi melalui Pertanyaan di Pembelajaran Problem Based Learning Biologi Widoretno, Sri; Sajidan, Sajidan; Ramli, Murni; Ariyanto, Joko; Santosa, Slamet; Ayu, Atika Guritna
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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Abstract

Penelitian bertujuan mengetahui pengaruh pembelajaran problem based learning terhadap penguasan fakta, konsep, prosedur dan metakognisi pada pembelajaran problem based learning pada pelajaran biologi. Penelitian merupakan quasi eksperiment dengan populasi penelitian adalah peserta didik kelas 10 SMAN 4 Surakarta, dengan 2 kelas sebagai sampel penelitian kontrol dan perlakuan. Penentuan sampel menggunakan purposive random sampling untuk dua kelas yang mempunyai kesamaan kemampuan dengan uji F(32;0,05)=3,998. Analisis pertanyaan peserta didik sebelum dan sesudah menggunakan pembelajaran problem based learning menggunakan kualifikasi pertanyaan berdasarkan Taksonomi Bloom. Data dianalisis dengan anacova. Hasil penelitian menunjukan bahwa pembelajaran problem based learning mempengaruhi penguasaan pertanyaan ditinjou dari jumlah pertanyaan pada pengetahuan fakta, konsep, prosedur  namun tidak untuk metakognisi.Keywords: problem based learning, pertanyaaan, fakta, konsep, prosedur, metakognisi
Co-Authors A.A. Ketut Agung Cahyawan W Abidin, Royan Nur Agnesia Dewi, Dwita Agnesia, Dwita Agung Jatmiko Aini, Zaidatul Hidayah Nur Alanindra Saputra Alisadikin, Muhammad Alvi Puspita, Alvi Alyuni Wulantika Amalia Chasanah Anggrahini, Mardiayu Anjani, Fullaikhah ATIKA GURITNA AYU, ATIKA GURITNA Aurlena, Weny Puput Azka, Taib Baskoro Adi Prayitno Bowo Sugiharto Chandra Adi Prabowo, Chandra Adi Chrisnia Octovi Christine Noverima Prasasti Hujianti Chusnunia, Chusnunia Danik Wahyuningsih Dewanto Harjunowibowo Diharjo, Dewi Diyah Ayu Lestari, Diyah Ayu Dupri dwi ayu lestari, dwi ayu Dyah Erlina Sulistyaningrum Eko Setyaningsih, Eko Elia, Fitra ESTU RETNANINGTYAS N Evin Yofitawulansari Evita Rosilia Dewi Feriana Solikati MP Hamidi, Azila Anida Nur Haqi, Shaila Radhiyya Harlita Harlita Harlita Hermaliza, Hermaliza Hermanysah, Hermanysah Irenta, Astrid Ita Widya Yanti Juswandi Juswandi Karimah, Mufidah Nur Maridi Maridi Meti Indrowati Murni Ramli Muzayyinah Muzayyinah Nur Hamidi, Asila Annida Nurhidayah Nurhidayah Nurisra, Hafara Nurmiyati Nurmiyati Oki Candra, Oki Parulian, Toktong Piliang, Wilda Srihastuty Handayani Prasetya, Fajar Pratama, Dwi Noviasih PUGUH KARYANTO Raja Syamsidar, Raja Rakhmatdi, Rakhmatdi Rinanto, Yudhi Ririk Kusuma Handari Rofa Nurochma Rohman, Jundi Fathur Roziah, Roziah Rugaiyah Sabila, Wahdania Nuris Sajidan Sajidan Saparina, Riska Sapartiwi, Sapartiwi Sari, Mutiara Arum Shalawati, Shalawati Slamet Santosa Sri Dwiastuti Sri Widoretno Suciati Suciati Suciati Sudarisman SUKAMTI . Sum, T.M. Susilaningrum, Dian Fajarwati Swastika, Brilian Tengku Riza Zarzani N UMI FATMAWATI Umi Nurhayati, Umi Umi Nurjannah Widura, Hakim Surya Yesie Erma Yunita Yudi Rinanto Yulianto Yulianto Zul Herman