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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Psychology, Evaluation, and Technology in Educational Research Jurnal Ilmu Kehutanan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
I Gusti Putu Suryadarma
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Journal : Jurnal Bioedukatika

 1 
The impacts of instructional media on the concept mastery of Merapi ecosystem succession Rio Christy Handziko; I Gusti Putu Suryadarma
JURNAL BIOEDUKATIKA Vol 9, No 3 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i3.20790

Abstract

This research is focused on the use of different instructional media in learning activities. The aims of this research were to determine the impacts of different instructional media on students learning achievements, to investigate the values of significant difference among the used instructional media, and to investigate the equity distribution of learning outcomes in each class, with experimental research class design. The data collected from class with photographs and with videos as the instructional media, each class consists of 30 students. Then, the data were compared with three classes that used real objects as the instructional media. These classes consist of 29, 39, and 46 students. The research instruments to measure students learning achievements were tested for their validity and reliability with Quest Program. Normality test was carried out using Shapiro-Wilk, and homogeneity test used ANOVA. Then the analysis data of learning outcomes was administered using Kruskal-Wallis. The results show that the three classes which used real objects lead to better learning outcomes and smaller standard deviation value which shows the evenness of students learning achievements. Therefore, real objects have positive effects on student learning achievements in the ecosystem succession learning materials. The implication of this research is biology learning outcomes will be better if you use biology objects directly.
The relationship between students' science process skills and awareness in environmental issues using outdoor learning Luluk Hamidah; I Gusti Putu Suryadarma
JURNAL BIOEDUKATIKA Vol 9, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i1.17329

Abstract

Outdoor Learning has been recognized as a learning strategy to be learned and applied in enhancing students science process skills and awareness. However, the problem of waste management is the biggest challenge because it has not been realized in vocational high schools. Students science process skills and awareness are needed to develop the student's potential insight, attitude, and employability skills. This study aimed to analyze the relationship between science process skills and awareness using the outdoor learning process. The research type is a quasi-experiment. Samples were obtained from students and used purposive sampling. The essay instrument consists of 10 items developed of science process skills. Awareness is measured using a test questionnaire consisting of 19 items. The collected data were analyzed through prerequisite, Independent Sample test T-Test, Gain Score, multivariate analysis of Variance (MANOVA), and Pearson correlation tests. The result showed that the outdoor learning application enables to increase between science process skills and awareness aspects. The test results of each class Showed that the difference significant. It means there was a positive relation, shown by a significant score of 0.042 with 0.05 standard. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship, but the average response value of awareness after learning increased compared before learning in the two treatment groups.
Co-Authors Asmar, Andi Diah Ayuretnani Handayani Handziko, Rio Christy Insih Wilujeng Khatriya Tiffani Tamimiya Luluk Hamidah Muhammad Hafizh Syaukani Normalia Sandy Palumpun Nurul Hekmah Robertus Arifin Nugroho Rovi Susanto Suyanta Suyanta