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<![CDATA[Pengaruh Problem Based Instruction (PBI) Pada Siswa dengan Tingkat Motivasi Belajar Terhadap Penguasaan Konsep Biologi Siswa SMA Batik 1 Surakarta ]]>
<![CDATA[Hindrasti, Nur Eka Kusuma]]>;
<![CDATA[Karyanto, Puguh]]>;
<![CDATA[P., Riezky Maya]]>
<![CDATA[ Pedagogi Hayati Vol 1 No 1 (2016): Jurnal Pedagogi Hayati ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji ]]>
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<![CDATA[Abstrak:Tujuan penelitian adalah mengetahui: 1) pengaruh PBI terhadap penguasaan konsep pokok bahasan pencemaran lingkungan biologi siswa kelas X SMA Batik 1 Surakarta , 2) pengaruh motivasi belajar siswa terhadap penguasaan konsep biologi pokok bahasan pencemaran lingkungan siswa kelas X SMA Batik 1 Surakarta, dan 3) interaksi antara model pembelajaran dan motivasi belajar siswa terhadap penguasaan konsep biologi pokok bahasan pencemaran lingkungan siswa kelas X SMA Batik 1 Surakarta. Penelitian ini merupakan penelitian eksperimen semu (Quasi Experimental Research) menggunakan Randomized Control Only Design. Model pembelajaran dan motivasi belajar siswa sebagai variabel bebas dan penguasaan konsep biologi sebagai variabel terikat. Populasi penelitian ini adalah seluruh siswa kelas X semester genap SMA Batik 1 Surakarta tahun pelajaran 2010/2011, dengan sampel siswa kelas X-5sebagai kelas kontrol dan siswa kelas X-4sebagai kelas eksperimen. Teknik pengambilan sampel dengan Cluster Random Sampling. Teknik pengumpulan data penguasaan konsep biologi digunakan teknik tes dan lembar observasi. Pengukuran motivasi belajar biologi menggunakan angket. Pengukuran penguasaan konsep menggunakan tes hasil belajar ranah kognitif berupa tes obyektif yang berbentuk pilihan ganda. Teknik analisis data menggunakan Analisis Varians (ANAVA) Dua Jalan dan tes uji lanjut menggunakan Bonferroni.Berdasarkan hasil penelitian dapat disimpulkan : 1) Model pembelajaran PBIberpengaruh nyata terhadap penguasaan konsep biologi siswa SMA Batik 1 Surakarta (sig. 0,0089), 2) Motivasi belajar berpengaruh nyata terhadap penguasaan konsep biologi siswa kelas X SMA Batik 1 Surakarta(sig. 0,063; 0,00; 0,002), dan 3) Tidak ada interaksi antara model pembelajaran dan motivasi belajar terhadap penguasaan konsep biologi siswa kelas X SMA Batik 1 Surakarta(sig. 0,26).]]>
<![CDATA[PEMBELAJARAN BIOLOGI MODEL POE (PREDICTION, OBSERVATION, EXPLANATION) MELALUI LABORATORIUM RIIL DAN LABORATORIUM VIRTUIL DITINJAU DARI AKTIVITAS BELAJAR DAN KEMAMPUAN BERPIKIR ABSTRAK ]]>
<![CDATA[Wahyuni, Sawitri Epi]]>;
<![CDATA[SUDARISMAN, SUCIATI]]>;
<![CDATA[Karyanto, Puguh]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 6, No 1 (2013): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v6i1.3916
<![CDATA[Tujuan penelitian ini untuk mengetahui pengaruh pembelajaran model POE melalui laboratorium riil dan laboratorium virtuil ditinjau dari aktivitas belajar dan kemampuan berpikir abstrak terhadap hasil belajar. Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2x2x2. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Plupuh Sragen. Sampel penelitian ditentukan secara acak dengan teknik cluster random sampling terdiri dari dua kelas. Kelas eksperimen I diberi perlakuan menggunakan laboratorium riil terdiri dari 32 siswa dan kelas eksperimen II diberi perlakuan menggunakan laboratorium virtuil terdiri dari 32 siswa. Pengumpulan data menggunakan teknik tes untuk data hasil belajar kognitif, psikomotor dan kemampuan berpikir abstrak, angket untuk data aktivitas dan hasil belajar afektif, lembar observasi untuk data psikomotor dan afektif. Uji hipotesis penelitian menggunakan anava tiga jalan sel tak sama dengan bantuan software SPSS 17. Hasil penelitian didapatkan bahwa: (1) hasil belajar pembelajaran POE melalui laboratorium riil lebih tinggi daripada laboratorium virtuil, baik aspek kognitif, psikomotor, maupun afektif; (2) siswa dengan aktivitas belajar tinggi memiliki hasil belajar yang lebih baik daripada siswa dengan aktivitas belajar rendah; (3) siswa dengan kemampuan berpikir abstrak tinggi memiliki hasil belajar yang lebih baik daripada siswa dengan kemampuan berpikir abstrak rendah; (4) terdapat interaksi antara pembelajaran model POE melalui laboratorium riil dan laboratorium virtuil dengan aktivitas belajar terhadap hasil belajar; (5) tidak terdapat interaksi antara pembelajaran model POE melalui laboratorium riil dan laboratorium virtuil dengan kemampuan berpikir abstrak terhadap hasil belajar; (6) terdapat interaksi antara aktivitas belajar dan kemampuan berpikir abstrak terhadap hasil belajar; (7) tidak terdapat interaksi antara pembelajaran model POE melalui laboratorium riil dan laboratorium virtuil, aktivitas belajar, dan kemampuan berpikir abstrak terhadap hasil belajar.]]>
<![CDATA[Pengembangan Modul Berbasis POE (Predict, Observe, and Explain) Disertai Roundhouse Diagram untuk Memberdayakan Keterampilan Proses Sains dan Kemampuan Menjelaskan Siswa Kelas X SMA Negeri 5 Surakarta (Penelitian dan Pengembangan Materi Pencemaran Lingkungan Tahun Pelajaran 2013/2014) ]]>
<![CDATA[NURAINI, NITA]]>;
<![CDATA[KARYANTO, PUGUH]]>;
<![CDATA[Sudarisman, Suciati]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 1 (2014): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v7i1.2836
<![CDATA[The objective of this development research was to know: 1) a product- learning module based POE (Prediction, Observation and Explanation) with Roundhouse Diagram (RD) to empowering 10th grade student’s science process skills and student’s explaining abilities of State Senior High School 5 Surakarta; 2) the feasibility of module based POE with RD to empowering 10th grade student’s science process skills and student’s explaining abilities of State Senior High School 5 Surakarta; 3) the effectiveness of module based POE with RD to empowering 10th Grade student’s science process skills and student’s explaining abilities of State Senior High School 5 Surakarta. This research used Research and Development (R&D) method which refers to the development of Borg and Gall modification. The sample used in the research development are early: 1) field trial sample consisting of 6 validators; 2) The main field trial sample consisting 10 students and 1 teacher; 3) operational field trial sample consisting of 32 students. The intsrumen used in the research are questionnaire, observation, interview and test. The operational field trial used one group pretest-posttest design. Science process skills and explaining abilities data are tested by paired t-test and counted by normalized N-gain. Based on the results of research it can be concluded that: 1) the development of module based on POE with RD using a modified Borg and Gall’s development model through some steps that are research and collecting information, planning, develop a preliminary form of the product, preliminary field testing, the main product revision, playing field testing, product revision operations, field operations, final product revition, dissemination and implementation; 2) the feasibility of module based on POE with RD which is developed at the trial is categorized as good by the expert, very good by the practitioners and good by the students as well; 3) the effectiveness of module based on POE with RD is significantly increased as medium categorized in empowering science process skills and high categorized in empowering the ability to explain.]]>
<![CDATA[Developing mobile learning as ecology practical tool using three-layer observation framework ]]>
<![CDATA[Sambodo, Rizki Agung]]>;
<![CDATA[Prayitno, Baskoro Adi]]>;
<![CDATA[Karyanto, Puguh]]>;
<![CDATA[Sulistyowati, Eka]]>
<![CDATA[ Jurnal Pendidikan Biologi Indonesia Vol 4, No 3 (2018): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v4i3.6810
<![CDATA[Developing a practical tool in ecology that addresses the challenge of transferring the ecologicalconcept systematically has become an essential factor in achieving a better understanding of the teaching process. Three-layer Observation Framework (TlOF) is one of the best methods that can be adopted in designing practical work in ecology since its power in providing a step-by-step concept reconstruction. This research aimed to develop a sample of practical work in ecological teaching and learning based on the TlOF. This research followed the ADDIE method in developing the product with some modifications. The research focus was set to gain productâs appropriateness from validators and users. The developed product was tested in Biology Education Department at the State Islamic University of Sunan Kalijaga, Yogyakarta in order to collect responses for further product improvement. The results of the appropriateness test from three validators showed that the developed product is âvery goodâ with an average score of 81.8. During the performed preliminary test by users, as high as 82.5 was achieved. It means that the developed product gained a good perception from the respondents. According to the results, TlOF-based mobile learning the practical tool is the potential to become an alternative media in improving practical work in term of encompassing ecological concepts. ]]>
<![CDATA[Facts and proofs diagnostic test and structural communication grid test on the topic of bacteria: A quantitative analysis ]]>
<![CDATA[Novitasari, Chaerul]]>;
<![CDATA[Ramli, Murni]]>;
<![CDATA[Karyanto, Puguh]]>
<![CDATA[ Jurnal Pendidikan Biologi Indonesia Vol 4, No 3 (2018): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v4i3.6166
<![CDATA[Facts and Proofs Diagnostic Test and Structural Communication Grid Test are the tests to train, improve, and assess the level of studentsâ conceptual understanding and argumentation skills. This research was aimed to analyze the test item of the Facts and Proofs Diagnostic Test and Structural Communication Grid Test about bacteria, constructed as the columnar structured essay. The aspects of the validity, reliability, distinguishing power, and difficulty levels were analyzed using SPSS v.2.0 and Microsoft Excel 2010. Three-hundred and fifty-one students in Sragen Indonesia were chosen as the participants, selected using proportionate stratified random sampling. The schools were selected using cluster sampling. The results showed that two items were eliminated (Q3 and Q6). Revisions for 50 columnar items and five essays have been done. About 35.48% of the items were revised and the rest (64.52%) was accepted. The revised items were six of Facts and Proof Diagnostic test items, and one of SCG item, with 82 columnar items and 18 structural essay items. The finalized instrument can be used to detect studentsâ conceptual understanding, misconceptions, and argumentation skill.]]>
<![CDATA[Enhancing Students’ Logical-Thinking Ability in Natural Science Learning with Generative Learning Model ]]>
<![CDATA[Riyanti, Henni]]>;
<![CDATA[Suciati, Suciati]]>;
<![CDATA[Karyanto, Puguh]]>
<![CDATA[ Biosaintifika: Journal of Biology & Biology Education Vol 10, No 3 (2018): December 2018 ]]>
Publisher : <![CDATA[Department of Biology, Faculty of Mathematics and Sciences, Semarang State University . Ro ]]>
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DOI: 10.15294/biosaintifika.v10i3.16612
<![CDATA[The logical-thinking ability is one of the important competencies of 21st century that should be empowered. It is one of the aspects in a cognitive science domain that has not been implemented effectively in teaching and learning in the class. Then, this study aimed to analyzed the influence of generative learning model to enhance students' logical-thinking ability. This study was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was chosen by using simple random sampling technique. This study involved two classes which had 67 participants consisting of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instrument of logical-thinking ability formulated in the form of multiple choice tests with five alternative answers that had been tested for its validity and reliability. The analysis of data employed t-test using SPSS 21. The result indicated that the t-count > t-table (2.44 > 1.99) and p-value = 0.017 (p <0.05). It could be concluded that the application of generative learning model resulted in a significant influence on students' logical-thinking ability. The result of the analysis could be used by the schools for evaluating the quality of natural science learning in order to encourage students’ logical-thinking ability.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK PADA SEKOLAH MENENGAH PERTAMA DI SURAKARTA ]]>
<![CDATA[Rahayu, Suryani Jati]]>;
<![CDATA[Sukarmin, Sukarmin]]>;
<![CDATA[Karyanto, Puguh]]>
<![CDATA[ EDUSAINS Vol 11, No 2 (2019): EDUSAINS ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul ]]>
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DOI: 10.15408/es.v11i2.11355
<![CDATA[PROJECT BASED LEARNING IMPLEMENTATION IN JUNIOR HIGH SCHOOL IN SURAKARTAAbstractProject-based learning needs to be implemented in junior high schools because by applying this model it will enhance student creativity. Project-based learning is a learning model that makes students active and innovative, completing a project in a certain period. This study aims to analyze the learning process at the junior high school in several schools in Surakarta to implement project-based learning. The design of this study is qualitative descriptive. Data analysis using Milles Huberman by observation, in-depth interviews, and student cognitive achievement. The results show that the learning that has been done in several Junior High School in Surakarta has not used project-based learning. This lack of using Project-Based learning is because the teacher has no direction or is still limited to learning using the Project-Based Learning model, so the teacher prefers to teach with lecture and discussion methods in the classroom. Even though in the 2013 curriculum, the application of a student-centered learning model is highly recommended. The researcher hopes that the results of this study will help design a curriculum that uses a project-based learning model. AbstrakPembelajaran berbasis proyek perlu diterapkan di sekolah menengah pertama, karena dengan penerapan model ini akan meningkatkan kreativitas siswa. Pembelajaran berbasis proyek merupakan model pembelajaran yang membuat siswa aktif dan inovatif, menyelesaikan suatu proyek dalam kurun waktu tertentu. Studi ini bertujuan untuk menganalisis proses pembelajaran tingkat SMP pada beberapa sekolah di Surakarta untuk menerapkan pembelajaran berbasis proyek. Desain penelitian ini deskriptif kualitatif. Analisis data menggunakan Milles Huberman dengan cara observasi, wawancara mendalam dan hasil belajar kognitif siswa. Hasil nya menunjukkkan bahwa pembelajaran yang telah dilakukan di beberapa SMP Negeri di Surakarta belum menggunakan pembelajaran berbasis proyek. Hal ini dikarenakan guru tidak memiliki arahan atau masih terbatas untuk pembelajaran menggunakan model Project Based Learning, sehingga guru lebih memilih mengajar dengan metode ceramah dan diskusi di kelas. Padahal di kurikulum 2013, penerapan model pembelajaran yang berpusat pada siswa sangat dianjurkan. Peneliti berharap dengan hasil penelitian ini akan membantu perancang kurikulum membuat perubahan yang berkaitan dengan pembelajaran dengan menerapkan model Project Based Learning. ]]>
<![CDATA[Plant Diversity in Tanen Home Gardens, Kemuning, Ngargoyoso, Central Java, and Their Potential in Keris Culture ]]>
<![CDATA[Ariyanto, Joko]]>;
<![CDATA[Muzayyinah, Muzayyinah]]>;
<![CDATA[Karyanto, Puguh]]>;
<![CDATA[Rinanto, Yudhi]]>;
<![CDATA[Nurmiyati, Nurmiyati]]>;
<![CDATA[Saputra, Alanindra]]>;
<![CDATA[Diharjo, Dewi]]>;
<![CDATA[Chusnunia, Chusnunia]]>
<![CDATA[ Journal of Tropical Ethnobiology Vol. 7 No. 2 (2024): July 2024 ]]>
Publisher : <![CDATA[The Ethnobiological Society of Indonesia ]]>
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DOI: 10.46359/jte.v7i2.180
<![CDATA[The study was conducted in the home garden of Tanen hamlet in Ngargoyoso, Karanganyar, Central Java, Indonesia, which is situated at an elevation of 772 meters above sea level. The existence of Sukuh Temple near Tanen with Keris reliefs shows Keris culture in this region since ancient times. This study aims to identify plant species in the Tanen home garden suitable for Keris culture and understand their potential roles in Keris culture. Sampling was carried out using the cruising method, following the village road. Data on the plants on-site were collected through surveys conducted in the home garden. The plant species were classified with the assistance of The Mountain Flora of Java and www.theplantlist.com. The plants found were determined to be related to the Keris culture. The data were qualitatively analyzed to determine the role of each plant species in Keris culture and quantitatively assessed using the species richness index. The home garden in Tanen comprises a variety of species, with a species richness of 26 belonging to 19 families. Herbs make up 38% of the plant habitus in Tanen's home garden, which also has shrubs (31%), trees (23%), and bushes (8%). The most commonly used plant organs are leaves (24%) and flowers (24%). The potency of plants in the Tanen home garden for Keris culture is: for the name of the plant called in the blade of the Keris; for warangka (sheath) and deder (hilt); for equipment in Keris making; for cleansing agents; for fragrances (fragrant agents); and offering (food ingredients, spices). The primary potential use of plants in Tanen's home garden is for offering.]]>
<![CDATA[Students’ Concept Maps Profile on Environmental Pollution Material During the COVID-19 Pandemic ]]>
<![CDATA[Sunarni, Sunarni]]>;
<![CDATA[Widoretno, Sri]]>;
<![CDATA[Karyanto, Puguh]]>;
<![CDATA[Sugiharto, Bowo]]>;
<![CDATA[Dwiastuti, Sri]]>;
<![CDATA[Prabowo, Chandra Adi]]>
<![CDATA[ Jurnal Pendidikan Sains Vol 12, No 4: December 2024 ]]>
Publisher : <![CDATA[Sekolah Pascasarjana Universitas Negeri Malang (UM) ]]>
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<![CDATA[The study investigates the performance of students in constructing Concept Maps (CM) related to environmental pollution material during the COVID-19 pandemic. The data reveals that the overall achievement in CM construction was suboptimal, with no component reaching more than half of its maximum potential. The highest achievement was recorded in the valid relationship component, which attained 9.75% of its maximum possible score. This was followed by the hierarchy component, achieving 7.34%, and the branching component at 3.42%. The pattern component ranked fourth with 1.31%, closely followed by the example component at 1.30%. The lowest performance was observed in the crosslink component, with an achievement of 0.00%. The analysis suggests that students struggled significantly with constructing comprehensive and complex CM, indicating a need for further instructional support. The low scores, particularly in critical components such as crosslinks and examples, highlight gaps in students’ ability to synthesize and analyze information, which are vital for developing more advanced CM. These findings point to the importance of enhancing students’ conceptual understanding and analytical skills to improve their learning outcomes, especially in the context of environmental pollution education during the challenges posed by the pandemic.DOI: 10.17977/jps.v12i42024p141]]>
<![CDATA[A Systematic Literature Review: Project-Based Learning to Empower Students' Science Process Skills ]]>
<![CDATA[Firdausi, Nurul]]>;
<![CDATA[Sugiharto, Bowo]]>;
<![CDATA[Karyanto, Puguh]]>
<![CDATA[ Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 9 No. 3 (2025): May ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/pjr.v9i3.112
<![CDATA[Science process skills are an essential aspect that supports critical, creative, collaborative, and communicative thinking skills. The reality reveals that science learning in schools is still dominated by traditional methods focusing on memorising concepts. Project-Based Learning (PjBL) offers a promising approach to improving KPS. PjBL is a student-centred learning model, where students work collaboratively to design, implement, and evaluate projects that are relevant to real life. This study determines the effect of the project-based learning model on empowering students' science process skills by using a systematic literature review (SLR). Systematic Literature Review involves searching and analysing relevant literature from various sources published from 2016 to 2024. A systematic method could identify relevant literature studies to the pre-determined criteria. The applied content analysis ensured the model, method, focus, and results achieved from the study. The results indicate that (a) project-based learning improves students' science process skills, (b) project-based learning is feasible to use for teaching and learning activities, and (c) project-based learning is effective in science learning, especially for improving science process skills. Educators are advised to consider using the project-based learning model in learning strategies to support students' science skills development comprehensively.]]>
