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Implementation of Active Learning Student Created Case Studies with Flip Chart to Increase Self Directed Biology Learning in XI IPA 4 Class of SMA Negeri 4 Surakarta in Academic Year 2009/2010 Suci Kusuma Dewi; Slamet Santosa; Muzayyinah Muzayyinah
BIO-PEDAGOGI Vol 2, No 1 (2013): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v2i1.5282

This research own the target to increase self directed learning the student in biological study with applying active learning of Student-Created Case Studies accompanied by Flip Chart in class of XI IPA 4 SMA Country 4 Surakarta of teaching year 2009/2010. This research represent the research of claas action (Classroom Action Research) consited of two cysle. Every cycle consisted of 4 phase taht is planning, acting, observing, and reflecting. Subject research is student of class XI IPA 4 SMA Contry 4 Surakarta of teaching year 2009/2010. Technique of data complier used cover the enquette, observation, and interview. Data analysis used in this research is technique analisyse consited of the data reduction, data presetation, an withdrawal of conclusion or verivication. Result of research indicate taht the applying active larning of Student-Created Case Studies accompanied by Flip Chart can improve the self directed learning the student in biologycal study. Make-up of self directed learning the visible student passing result of enquette and observation. Mean assess the performance percentase every indicator from self directed learning obsevation the student at pre cycle is 14,68%, cycle I equal to 41,57%, and cycle II equal to 77,73. Mean assess the performance percentase every indicator from self directed learning enquette the student at pre cycle equal to 74,40%, cycle I equal to 79,74%, and cycle II equal to 80,29%. Its conclusion that applying active larning of Student-Created Case Studies accompanied by Flip Chart can improve the self directed learning. Key Words: Student-Created Case Studies, Flip Chart, Self Directed Learning

PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KEAKTIFAN BERTANYA DAN BERDISKUSI SISWA KELAS X MIA 3 SMA NEGERI 7 SURAKARTA TAHUN PELAJARAN 2014/2015 Lilis Yuli Pramesti; Slamet Santosa; Suwarno Suwarno
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.v4i2.5382

The objective of research was to improve the questioning and discussion activeness through applying inquiry learning model in X MIA 3 graders of State Senior High School 7 Surakarta in the school year of 2014/2015. This study was a Classroom Action Research (CAR), each of which consisted of four stages: planning, acting, observing and reflecting. The data consisted of student questioning and discussion activeness collected through observation, interview and supporting data from documentation. The data validation was tested using triangulation technique. The data analysis was conducted using a descriptive qualitative technique. The research procedure employed spiral model. The result of research with improvement of questioning activeness was indicated by the improved contribution of students based on knowledge dimension in which 13 students posed factual questions, 19 students posed conceptual questions, and 16 students posed procedural questions in cycle I; 26 students posed factual questions, 21 students posed conceptual questions, 2 students posed metacognitive questions, and 11 students posed procedural questions in cycle II. In addition, it was also indicated by knowledge dimension based on thinking process dimension in which 18 students posed C1 questions, 23 students posed C2 questions, 9 students posed C4 questions, and 3 students posed C6 questions in cycle I. 16 students posed C1 questions, 24 students posed C2 questions, 4 students posed in C3 questions, 15 students posed C4 questions, 3 students posed C5 questions, and 10 students posed C6 questions in cycle II. The improvement of discussion activeness was indicated by the increased gain of mean percentage from 63.86% in cycle I and increased to 78.19% in cycle II.The conclusion of research was that the application of inquiry learning model could improve the questioning and discussion activeness through applying inquiry learning model in the 10th MIA 3 graders of SMA Negeri 7 Surakarta in the school year of 2014/2015. Keywords: Inquiry learning model, questioning activeness, discussion activeness

Study Komparasi Hasil Belajar Biologi dengan Penerapan Model Pembelajaran Inquiry Based Learning (IBL) dan Problem Based Learning (PBL) pada Siswa Kelas X SMA Negeri 5 Surakarta Tahun Pelajaran 2013/2014 Tyas Nyonita; Slamet Santosa; Joko Ariyanto
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5332

This study aimed to find out the difference of Biology learning outcome in the applications of Inquiry Based Learning (IBL) and Problem Based Learning (PBL) models in the X graders of SMA Negeri 5 Surakarta in the school year of 2013/2014. This study was a quasi experimental research with posttest only with nonequivalent control group design. This study employed Inquiry Based Learning model in the experiment-1 group and Problem Based Learning in the experiment-2 group. The population of research was all of the X MIPA graders of SMA Negeri Surakarta in the school year of 2013/2014. The sampling technique used was cluster sampling one, so that the X MIPA 2 grade was obtained as experiment 1 and X MIPA 5 grade as experiment 2 groups. Techniques of collecting data used were multiple choice test, observation sheet, and school document. The hypothesis testing was conducted using t-test. From the result of research, it could be concluded that there was a difference of biology learning outcome in the applications of Inquiry Based Learning (IBL) and Problem Based Learning (PBL) models in the X graders of SMA Negeri 5 Surakarta in the school year of 2013/2014. Key Words: Inquiry Based Learning model, Problem Based Learning model, biology learning outcome

PENERAPAN MODEL PEMBELAJARAN INKUIRI DIPADU DENGAN MIND MAPPING UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF SISWA KELAS XI MIPA 2 SMA N 6 SURAKARTA SEMESTER 2 TAHUN PELAJARAN 2014/2015 Windy Purwati; Slamet Santosa; Yudi Rinanto
BIO-PEDAGOGI Vol 5, No 1 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i1.5396

This research was aimed to improve cognitive ability of student class XI MIPA 2 SMA Negeri 6 Surakarta academic year 2014/2015 through the implementation of inquiry learning model that is combined with mind mapping. This research was classroom action research that divided into two cycles. The subject of this research is the student of XI MIPA 2 SMA Negeri 6 Surakarta academic year 2014/2015. The method of data collection through tes, observation, interviews, and documentation. The data is analyzed with descriptive analytical technique and validated by triangulation technique.The result show that student cognitive ability is increased in pre-cycle, cycle I, cycle II. The average of students cognitive ability increase from pre-cycle 35,01 % to 55,21 % at cycle I, and 78,02 % at cycle II. Remembering aspect increase from 40,40 % to 88,88 %. Understanding aspect increase from 37,87 % to 82,31 %. Applying aspect increase from 46,46% to 82,82 %. Analyzing aspect increase from 29,29 % to 73,73 %. Evaluating aspect increase from 26,76 % to 71,20 %. Creating aspect increase from 29,29 % to 69,18 %. This research’s conclutions is the implementation of inquiry learning model that combined with mind mapping can improve cognitive ability of the student class XI MIPA 2 SMA Negeri 6 Surakarta. Keywords : Inquiry, Mind Mapping, Cognitive Ability

The Implementation of Group Investigation Cooperative Learning to Improve Students Affective Ability of VIIA Class SMP Negeri 16 Surakarta Class Year 2010/2011 Yuliana Yuliana; Slamet Santosa; Harlita Harlita
BIO-PEDAGOGI Vol 2, No 1 (2013): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v2i1.5276

The purpose of the research is to increase students affective ability of class VII A SMP Negeri 16 Surakarta through the implementation of Cooperative Learning by Group Investigation method on Environmental pollution material. This research is a Classroom Action Research with two cycles of action. Each cycle consisting of four phases which is planning, acting, observing, and reflecting. Observational data obtained from the questionaire, observation, and interview. Subjects were students of class VII A SMP Negeri 16 Surakarta. Data validation is use triangulation methods. Technical analysis of data is technical descriptive. The result of this research showed that averagely assesses percentage each indicator of students affective responses questionnaire on pre cycle is 66,39 %, first cycle is 76,95 % and second cycle is 84,01 % (worked up 7,06 %). Meanwhile on a percentage point each indicator which is gotten from observation result students affective responses for pre cycle is 48,52%, first cycle is 72,22 % and second cycle is 82,35 % (worked up 10,13% ). The students interview result are 97,22% students interested in implementation on Group Investigation method, 80,56% students asking question, 83,33% students respond the idea from another student, and 83,33% students find out a problem solving. The result showed that Cooperative Learning by Group Investigation could increase students affective ability of class VII A SMP Negeri 16 Surakarta class year 2010/2011 in Biological learning. Key Words: Cooperative learning, Group Investigation, Students Affective Ability

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Joyful Learning (Inter-joy) terhadap Keterampilan Proses Sains Siswa Kelas X SMA Negeri 2 Surakarta Tahun Pelajaran 2012/2013 Alfian Chrisna Aji; Slamet Santosa; Riezky Maya Probosari
BIO-PEDAGOGI Vol 3, No 1 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i1.5312

The aim of this research is to ascertain the influence of guided inquiry based joyful learning (interjoy) learning models toward science process skills of X grade students at SMA Negeri 2 Surakarta in academic year 2012/2013. This research was quasi experiment research which used posttest only nonequivalent control group design. This research applied guided inquiry based joyful learning (interjoy) learning models in experimental group and direct instruction learning models in control group. The population of this research was all of X grade students at SMA Negeri 2 Surakarta in academic year 2012/2013. Sampling techniques used cluster sampling that choosed X.10 as experiment group and X.8 as control group. Data was collected using KPS test, observation sheet, and document. The hypotheses analyzed by t-test. This research concluded that application of guided inquiry based joyful learning (interjoy) learning models has real influential toward science process skills of X grade students at SMA Negeri 2 Surakarta. Key Words: guided inquiry based joyful learning (interjoy) learning models, science process skills

PENERAPAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X MIPA 2 SMA NEGERI 6 SURAKARTA TAHUN PELAJARAN 2014/2015 Ana Hariani Salim; Slamet Santosa; Umi Fatmawati
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.v4i2.5376

This study was aimed to improve critical thinking ability of the student in X MIPA 2 class of SMA Negeri 6 Surakarta in learning biology through the implementation of Problem Based Learning (PBL).This research was a Classroom Action Research which consists of three cycles. Each cycle consists of four stages: planning, action, observation, and reflection. The subject of this research were the students in X MIPA 2 of SMA Negeri 6 Surakarta academic year 2014/2015. The data were collected using critical thinking test, observation sheet, interview, and documentation. The data were validated using triangulation method. The data of test, observation, interview, and documentation were analyzed using qualitative analysis which was done in three components, they were: data reduction, data presentation, and drawing the conclusion or verification. The research procedure was using spiral method. The results show that students critical thinking ability was increased in Pre-cycle, Cycle I, Cycle II and Cycle III. The average of students critical thinking ability increase from 35,22% to 64,92%. Aspect of interpretation rise from 41,13% to 68,55%. Aspect of analysis rise from 28,23% to 58,06%. Aspect of inference increase from 38,71% to 67,74%.Aspect of evaluation increase from 43,55% to 66,94%. Aspect of explanation rise from 27,42% to 62,10%. Aspect of self-regulation rise from 32,26% to 66,13%. This research’s conclusion was the implementation of Problem Based Learning can improve critical thinking ability of the student in X MIPA 2 class at SMA Negeri 6 Surakarta academic year 2014/2015. Keywords : Problem Based Learning, Critical Thinking

Studi Komparasi Penerapan Model Pembelajaran Problem Based Learning dan Inkuiri Terbimbing terhadap Keterampilan Proses Sains Siswa Kelas X SMA Negeri 3 Boyolali Tahun Pelajaran 2013/2014 Muhamad Yutam Soleh; Slamet Santosa; Meti Indrowati
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5328

The purpose of this research are to determine the differences result in Sciences Process Skills (SPS) with using Problem Based Learning and guided inquiry of X grade students at SMA Negeri 3 Boyolali in 2013/2014 academic year. This research was quasi experiment research which used Posttest Only With Nonequivalent Control Group design by using the experimental 1 class (application of Problem Based Learning) and experimental 2 class (application of guided inquiry). The population studies are all X class students of SMA Negeri 3 Boyolali in academic year 2013/2014. Sampling technique is using cluster sampling, the classroom that is chosen are X.1 as the experiment 1 class and X.3 as the experimental 2 class. The techique of collecting data is using essay test for measuring of SPS classifying, using tool and material, hypothesizing, formulate ways of working, predicting and communicating. Non-test technique is using methods of documentation and observation methods for measuring of SPS using the tool and material, observing and experimenting. The data were analyzed by t-test assisted SPSS 16. The result of this research concluded that there are differences results between Problem Based Learning and guided inquiry toward student’s sciences process skills of X grade students at SMA Negeri 3 Boyolali. Key Words: Problem Based Learning, Guided Inquiry, Science Process Skills

Perbandingan Hasil Belajar Biologi Strategi Pembelajaran Aktif Tipe Make A Match dan Card Sort Nurul Aini; Slamet Santosa; Bowo Sugiharto
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 3, No 1 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i1.5324

The purpose of the research is ascertain the differences result learning achievement in biology on active learning strategies Make a Match and Card Sort Class X SMA Negeri 5 Surakarta academic year 2012/2013. The research method was quasy experiment using quantitative approach. The populations was all students of class X SMA Negeri 5 Surakarta academic year 2012/2013 with 297 students. The sample of this research was established by cluster sampling, so chosen X3 as the experiment 1 class with 29 students and X4 as the experiment 2 with 30 students. Data was collected using multiple choice test, observation sheet, and document. The data were analyzed by t-test. The results of the study showed that Make a Match strategy has 67.37 for the cognitive side, 81.46 the psychomotor side, and 77.58 for the affective side; while Card Sort strategy has 63.42 for the cognitive side, 73.92 for the psychomotor side, and 78.53 for the affective side. Decision take hypothesis with level of significance (α : 0,05). Ho rejected if probability significance less than 0.05 and accepted if more than 0.05. In the cognitive domain showed 0.039 > 0.05, the shows psychomotor domain 0.049 <0.05, and the affective domain, showed 0.69> 0.05. The conclusion of this research were have differences results of biological studies on the cognitive and psychomotor from the application of active learning strategies Make a Match and application of active learning strategies Card Sort Class X students of SMA Negeri 5 Surakarta academic year 2012/2013. Key Words: Active Learning Strategies Make a Match, Active Learning Strategy Card Sort, Learning Achievement in Biology

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