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All Journal Pendidikan Biologi Prosiding Seminar Biologi Bioedukasi Bio-Pedagogi : Jurnal Pembelajaran Biologi EDUSAINS Biosfer: Jurnal Tadris Biologi Jurnal Pendidikan Biologi Indonesia Biology, Medicine, & Natural Product Chemistry QUANTUM: Jurnal Inovasi Pendidikan Sains Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran BIOMA : Jurnal Biologi Makassar Unnes Science Education Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi International Journal of Pedagogy and Teacher Education Bioedukasi: Jurnal Pendidikan Biologi Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Sains dan Edukasi Sains Akrab Juara : Jurnal Ilmu-ilmu Sosial Bioscientist : Jurnal Ilmiah Biologi Proceeding Biology Education Conference Jurnal Pendidikan Sains dan Komputer Journal of Educational Sciences Molekul: Jurnal Ilmiah Kimia Jurnal Penelitian dan Pengkajian Ilmiah
Harlita Harlita
Universitas Sebelas Maret
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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PENGEMBANGAN BAHAN AJAR ILMU KESEHATAN DAN GIZI PROGRAM SBI PENDIDIKAN BIOLOGI DAN IMPLEMENTASINYA MELALUI LESSON STUDY Indrowati, Meti; Rosyidi, Alvi; Aryanto, Joko; Harlita, Harlita
Prosiding Seminar Biologi Vol 8, No 1 (2011): Seminar Nasional VIII Pendidikan Biologi
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

ABSTRAK Tujuan dari penelitian ini adalah mengembangkan bahan ajar ilmu kesehatan dan gizi (Health and Nutrition) dan mengaplikasikannya dalam pembelajaran melalui lesson study guna meningkatkan kualitas belajar dari aspek interaksi mahasiswa serta hasil belajar mahasiswa.Penelitian dilakukan dengan kegiatan penyusunan buku ajar Ilmu Kesehatan dan Gizi (Health and Nutrition) serta diimplementasikan melalui lesson study.  Proses lesson study melalui tahapan  pembentukan tim, perumusan tim apa yang akan dibelajarkan pada mahasiswa, penyusunan disain pembelajaran, pelaksanaan pembelajaran, analisa pembelajaran dan pengulangan tahap pembelajaran dengan perbaikan.   Efektivitas adanya buku ajar diketahui melalui aspek pengamatan interaksi mahasiswa  dalam proses pembelajaran serta hasil belajar.Berdasar hasil penelitian dapat disimpulkan bahwa pada akhir penelitian telah dihasilkan luaran buku ajar IKG (Health and Nutrition) yang telah diimplementasikan dalam pembelajaran melalui lesson study dan diketahui efektif meningkatkan kualitas pembelajaran dari aspek interaksi mahasiswa (mahasiswa antar mahasiswa, mahasiswa dengan dosen, mahasiswa dengan media) serta peningkatan hasil belajar (100% mahasiswa tuntas mencapai hasil belajar di atas 70) Kata kunci : bahan ajar, lesson study, Ilmu Kesehatan dan Gizi, Health and Nutrition 
PENGGUNAAN JURNAL BELAJAR DALAM GRUP BERBASIS LMS UNTUK MEMONITOR BELAJAR MAHASISWA DAN MENINGKATKAN PEMAHAMAN MAHASISWA PADA MATA KULIAH ANIMAL EMBRYOLOGY (SBI PROGRAM) DI P. BIOLOGI FKIP UNS Harlita, Harlita; Probosari, Riezky Maya
Prosiding Seminar Biologi Vol 9, No 1 (2012): Seminar Nasional IX Pendidikan Biologi
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

ABSTRAK   Penelitian ini bertujuan untuk untuk mengetahui: 1.  Penggunaan jurnal belajar berbasis LMS untuk memonitor kemajuan belajar mahasiswa secara efektif, 2. Efektivitas jurnal belajar berbasis LMS pada mata kuliah Animal  Embryology dalam meningkatkan pemahaman konsep mahasiswa dan  3. Kesan dan tanggapan mahasiswa terhadap penggunaan jurnal belajar berbasis LMS pada mata kuliah Animal  Embryology. Penelitian yang dilakukan  merupakan penelitian penelitian eksperimental semu dengan populasi mahasiswa  pendidikan Biologi. Subyek penelitian adalah mahasiswa Prodi Pendidikan Biologi FKIP UNS Surakarta Semester VI tahun 2010 program SBI sebanyak 21 mahasiswa  Produk penelitian ini adalah jurnal belajar dalam grup berbasis  LMS. Desain penelitian dengan menggunakan quasi eksperimen, dengan rancangan post test only design. Mahasiswa mengirimkan hasil jurnal belajarnya lewat LMS dengan moodle.Diberikan batas waktu pengiriman jurnal belajar sebagai indikator untuk memonitor belajar mahasiswa. Sedangkan untuk pemahaman mahasiswa pada materi Animal  Embryology didapat dari nilai tes kognitif. Berdasarkan hasil penelitian yang telah dilaksanakan dapat ditarik kesimpulan bahwa Penggunaan jurnal belajar berbasis LMS : (1) efektif untuk memonitor    kemajuan belajar mahasiswa, (2). efektif meningkatkan Pemahaman mahasiswa pada Mata kuliah Animal Embryology dan (3) penilaian performansi dosen dalam pembelajaran meningkat.   Keywords: jurnal belajar, LMS, animal embryology.
THE INFLUENCE OF PROBLEM BASED LEARNING MODEL TOWARDS STUDENT’S CREATIVE THINKING SKILL IN BIOLOGY GRADE X AT SMA NEGERI 2 SURAKARTA IN ACADEMIC YEAR 2011/2012 Puspitasari, Laksmi; Santosa, Slamet; Harlita, Harlita
BIOEDUKASI Vol 5, No 2 (2012): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

ABSTRACT- This research aimed to ascertain the application of Problem Based Learning model towards student?s creative thinking skill in Biology at student of X grade of SMA Negeri 2 Surakarta in academic year 2011/2012. This research was a quasi experiment research. The research was designed using posttest only control group design using Problem Based Learning as model towards the experimental group, as compared to the conventional model. The conventional model was complemented with discussion, classical course and question-answer method. The population of this research was all of  X degree students at SMA Negeri 2 Surakarta in academic year 2011/2012.  The sample of this research was taken using cluster random sampling. The data was collected by using  essays test, document and through observation. The stated hypotheses was tested using t-test. The conclusion of this research showed that the application of  Problem Based Learning model has given significant effect towards student?s creative thinking skill in Biology at student of X grade of SMA Negeri 2 Surakarta in academic year 2011/2012.   Keywords: Problem Based Learning Model, Creative Thinking Skill
KEANEKARAGAMAN RIIODOPHYCEAE DI PANTAI SUNDAK SEBAGAI SUMBER BELAJAR BIOLOGI ALGAE PRAPTINAH, PRAPTINAH; MUZAYYINAH, MUZAYYINAH; HARLITA, HARLITA
BIOEDUKASI Vol 1, No 1 (2004): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

The objectives of this research were to invent the red-algae diversity, its distribution, and the contribution of physical environment to the algae it self and their habitat. Transect method was used with plot area of I X I m. Study area, 289 m in length, was divided into 3 station with 7 transects and 49 plots. Species diversity, abundance, physical and chemical environmental factors and the pattern of distribution were the focused on. The result showed that 7 species of red-algae were founded, consist of: Corallina sp, Gellidium sp, Laurentia sp, Gigartina sp, Eucheuma sp, Gracilaria sp, and Gymnogongrus sp. The frequency and coverage from the best to the least were as follows: Corallina sp 0,43% and 2,42%; Geilidium sp 0,83% and l9%, Laurentia sp 1% and 10,04%; Gigartina sp 0,83% and 11,8%; Eucheuma sp l% and 2,16%; Gracilaria sp l% and 9% and Gymnogongrus sp 0,28% and 0,95%. The distribution of each species of red algae was clumped. Physical and chemical environmental factor were driving the distribution of the red- algae. Thus, the habitat was determined on the rocky substrate with some growth orientation toward the sea. Key words: Rhodophyceae diversity, Alternative learning resources
EFEKTIF'ITAS PENGAJARAN METODE EKSPERIMEN TAK TERINTEGRASI DIDAHULUI PEMBERIAN PETA KONSEP TERHADAP PRESTASI BELAJAR SISWA KELAS II SEMESTER III SMU BATIK 2 SURAKARTA ARINI, ARYANTI; OETOMO, DWI; HARLITA, HARLITA
BIOEDUKASI Vol 1, No 1 (2004): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

The purpose of this research is to compare the un-integrated experimental and lecture teaching methods. In the un-integrated experimental teaching method, the students are given a concept chart first. The subject matter of this research is the movement on plants. This research used experimental method with randomized control-group only design. The populations are the second grade students of SMU Batik 2 Surakarta, year 2002/2003. The sample is 86 students that taken using cluster random sampling technique. The first data are taken from the value of once grade students of a quarter monthly III. They are used to test the early ability of students. The second data are gotten from post test. Data are analyzed using t-test. The conclusion of this research is that the teaching using un-integrated experimental methods is more effective to increase the achievement of students than lecture method. Key words: un-integrated experimental method, Iecture method, student achievement.
KORELASI ANTARA VITALITAS PSIKIS DAN KOMPETENSI PSIKOMOTOR DENGAN KOMPETENSI KOGNITIF MATA PELAJARAN BIOLOGI SMA NEGERI 2 SRAGEN MARLINA, ROHMI; Rosyidi, Alvi; Harlita, Harlita
BIOEDUKASI Vol 3, No 1 (2006): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

AbstractThis research was carried out upon the X grade student of SMA Negeri 2 Sragen. This research wereaimed to find the correlation between psychic vitality and cognitive, correlation between psychologicalcompetence and psychomotor competence with cognitive competence on biological learning and the dominantcontribution for each independent variable to cognitive competence on biological learning.This is a descriptive-quantitative research with ex post facto. The population of the study is the Xgrade of SMA Negeri 2 Sragen in academic year of 2004/2005. The sampling technique used is Simple RandomSampling. Sample was taken on 40 students within 8 classes. The data was then analyzed by using MultipleLinear Regretions.The result of research showed that there is positive correlation between psychologicat vitality andcognitive competence on biological learning of the X grade students of SMA Negeri 2 Sragen (r,ty = 0.424 withFstqtistic = 8'325 ) Ftabte (1,38; 0.0, = 4.10). Positive correlation was obtqin betyveen psychomotor competence andcognitivecompetenceonbiologicallearning(r,zy=0.346withF,so,;,,ir=5.163)Ftabte(1,38;0.0s)=4.10. Thereispositive correlation between psychological vitality and psychomotor competence with cogniti.ve competence onbiological learning (R = 0.5036 with F,r,;,,i, = 6.285 ) Ftabte (2,37;0.05) = 3.25). psychic vititity is the iidependentvariable giving a dominant cantribution to cognitive competence on biological with contribution of O2.St Vo.Keywords: Psychological vitality, psychomotor competence, cognitive competence
PENGARUH PEMBELAJARAN KOOPERATIF STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) DISERTAI LKS TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VII SMP NEGERI 21 SURAKARTA Nur W, Ari Adi; Maridi, Maridi; Harlita, Harlita
BIO-PEDAGOGI Vol 4, No 2 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i2.5378

Abstract

This research aims to find out the effect of the implementation of cooperative learning type Student Team Achievement Divisions (STAD) with LKS towards students’ learning achievement of the class  VII  at SMP N 21 Surakarta.This study is a quasi-experimental studies which use Posstest Only Control Group Design. The independent variable in this research is the application of cooperative learning, the Student Team Achievement Divisions (STAD) whereas the dependent variable is students’ achievement in learning biology at 3 levels’, namely: cognitive, affective, and psychomotor. The population of the study is the entire class  VII  at SMP N 21 Surakarta in academic year 2012/2013. The samples are taken towards control and treatment group. The sample is taken by using Purposive Sampling method. The data are collected by using test (for cognitive achievement) whereas for the affective and psychomotor aspects the data are taken by using observation methods. The obtained data are analyzed by using t-test.The result shows that the implementation of Student Team Achievement Divisions (STAD) with LKS has taken good effect towards students’ achievement in affective and psychomotor aspects, but has not on the cognitive achievement students in class  VII  at SMP N 21 Surakarta. Keywords: Cooperative Learning, Student Team Achievement Divisions (STAD), Learning Achievement, LKS.
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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Abstract

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.
Penerapan Guided Inquiry Learning untuk Memperbaiki Pertanyaan Siswa Kelas XI MIA pada Pembelajaran Biologi Nuriyana, Dana; Harlita, Harlita; Prayitno, Baskoro Adi
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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Abstract

The study aimed to improve students' question through the implementation of Guided Inquiry Learning at class XI MIA in biology learning. This study is a Classroom Action Research (CAR) completed in two cycles and each cycle consists of the following steps: planning, action, observation and reflection. Student’s question can be measured through the quantity and quality of questions. Data of student’s questions obtained through observation, interviews and documentation. Data analysis using descriptive qualitative technique. The research procedure used a spiral model. The result of research is the increase of quantity of question number significantly in the end of cycle, while quantity of student which asking question more than 50% from total 40 students overall. Quality of questions spread to all level dimensions of cognitive processes in the end of cycle with the percentage in each level are C1 level 4,46%, C2 38,39%, C3 4,46%, C4 19,64%, C5 17,85%, and C6 15,17%. Question levels C2, C4, C5 and C6 reach the target of research, while the level of questions C1 and C3 can not reach the target research. Types of questions identified based on the dimensions of the cognitive process and the knowledge dimension in cycle II are 17 types of question.guided inquiry learning, student’s question, quantity of questions, quality of questions
IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL ON THE TOPIC OF INVERTEBRATE TO ENHANCE STUDENT CURIOSITY AT GRADE X MIA Ertando, Alfi; Prayitno, Baskoro Adi; Harlita, Harlita
Unnes Science Education Journal Vol 8 No 2 (2019): July 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v8i2.37270

Abstract

The research aimed to enhance student’s curiosity at grade X MIA by implementation of guided inquiry learning model on the topic of invertebrate. Research method was a Classroom Action Research based on the model developed by Lewin (1992). This research was performed within 3 cycles with implementation of guided inquiry learning model based on Kuhlthau (2010). The subject is grade X MIA consist of 17 men students and 22 women students. Data were obtained by questionnaire, interviews, documentation, and observation sheets of four aspects of curiosity developed by Daniel Berlyne (1960) consisted of epistemic curiosity, perceptual curiosity, specific curiosity, diversive curiosity. The result showed that the student’s curiosity in precycle: epistemic curiosity at 21% with very low category, perceptual curiosity at 8% with very low category, specific curiosity at 12% with very low category, diversive curiosity at 23% with very low category. The student’s curiosity in cycle I: epistemic curiosity at 22% with very low category, perceptual curiosity at 21% with very low category, specific curiosity at 28% with very low category, diversive curiosity at 28% with very low category. The student’s curiosity in cycle II: epistemic curiosity at 32% with low category, perceptual curiosity at 24% with very low category, specific curiosity at 35% with low category, diversive curiosity at 39% with low category. The student’s curiosity in cycle III: epistemic curiosity at 46% with medium category, perceptual curiosity at 42% with low category, specific curiosity at 42% with low category, diversive curiosity at 44% with medium category. The student’s curiosity increased from very low category (16%) in precycle becomes low category (43,5%) in cycle III and meet the target research. Based on the results of research can be concluded that guided inquiry learning model can improve students' curiosity.
Co-Authors Alanindra Saputra Alvi Rosyidi Alyuni Wulantika Anak Agung Istri Sri Wiadnyani Andi Wahyudi Anggraini, Meisi Aninda Ayu Kartina Ardanicha Mauliyana Ariadi, Agus ARYANTI ARINI Azizah Nur Halimah Badrisyiyani Eko Wulandari Baskoro Adi Prayitno Baskoro Adi Prayitno Bowo Sugiharto Chandra Adi Prabowo Danik Wahyuningsih Desi Purwaningsih Dewi Puspita Sari Dewi Puspita Sari Dina Dyah Saputri Dwi Ayu Lestari Dwi Ayu Lestari dwi ayu lestari, dwi ayu Dwi Indah Lestari DWI OETOMO Ertando, Alfi Evita Rosilia Dewi Fauziyah Almaas, Ainanur Fikri, Hasnul Gustiana Gustiana, Gustiana Hartono, Hasim Joko Ariyanto Joko Ariyanto Joko Ariyanto Joko Aryanto Khairunnisa', Maulidina Lahadi, Jaya Satria Laksmi Puspitasari Lestari, Frida Nur Lestari, Suwarti Mardi, Melia Maridi Maridi Marjono Marjono Marsis, Marsis Maryati, Roni Meti Indrowati Misnar, Siti Murni Ramli Murni Ramli Murni Ramli Muzayyinah Muzayyinah Natalia Ravista Nining Setyowati Nova, Tetri Alia Novita, Yumelta Nur W, Ari Adi Nuriyana, Dana Nurmaini Nurmaini Nurmiyati Nurmiyati Permatasari, Vera Pitorini, Dewi Ekaputri Pranoto Pranoto PRAPTINAH PRAPTINAH Prasetyo, Opik Prastya, Muhamad Eka Primahana, Gian Puguh Karyanto Puguh Karyanto Putri Sartika Agustin Putri, Desmimi Eka Rahmaizar, Rahmaizar Ramayeni, Sri Riezky Maya Probosari Risqi Irvani Wulandari Riyan Melani Rizki, Husna Rohmi, Rohmi Roni Ardiansyah Rosita, Lisa Roza, Welya Sajidan Sajidan Saranani, Abdul Mutalib Satwika, Quinne Eannatum Shafila Sahnaz Silva Ayu Indah Permata Siti Rokhmatika Slamet Santosa Slamet Santosa Soebroto, Difa Hasna Sri Dwiastuti Sri Dwiastuti Suciati Suciati Suciati Suciati Suparmi Suparmi Suryani, Dyah Retnaning Sutarno Sutarno Sutarno Sutarno Syofiani, Syofiani UMI FATMAWATI Widha Sunarno Widyastuti, Anie Yuni Wijayanti, Widha Wulan Aprilia Utami Yasmanelly, Yasmanelly yati, indri Yayuk Widyastuti Yuliana Yuliana Zienitha, Anggie Meilinda