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PENERAPAN BOUNDED INQUIRY LABORATORY UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS PESERTA DIDIK KELAS XI MIA 2 SMA N 1 SUKOHARJO Alfiani Viki Sutanto; Suciati Sudarisman; Nurmiyati Nurmiyati
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.v4i2.5372

The research aimed to improve students’ science process skills through bounded inquiry laboratory model in biological learning process on 2nd grade of science 2 at SMA N 1 Sukoharjo in Academic Year 2014/2015. The research belongs to classroom action research consist of two cycle and each have four phases, namely: planning, actuating, observing, and reflecting. Research was carried out on four aspects of the students’ science process skills that includes aspects of measuring, formulating the problem, formulating hypotheses and experimental plan to achieve an increase of 20%. The Subject of this research is 2nd grade 38 students of science 2 at SMA N 1 Sukoharjo. Sources of data obtained from the teacher and students. Test and non test technics were used to collect the data. It was carried out by using question test science process skills, observation, and interview. The obtained data were analyzed using descriptive qualitative method consist of three components , namely: data reduction, data presentation, and conclusion or verification. Validated through using triangulation method. The method of research was spiral method. The result showed that bounded inquiry laboratory able to improve four aspects of student’s science process skills from Pre-Cycle, 1st Cycle and 2nd Cycle, such as: 1) in aspect measuring (32,00%, 74,48%, 86,57%) achieve an increase of 54,57%; 2) formulating the problem (25,72%, 73,42%, 91,58%) achieve an increase of 65,86%; 3) formulating hypotheses (24,00%, 83,69%, 94,31%) achieve an increase of 70,31%; 4) experimental plan (13,72%, 74,00%, 85,31%) achieve an increase of 71,59%. Therefore, it can be concluded that Bounded Inquiry Laboratory in biological learning process could improved students’ science process skills more than 20% on 2nd grade students of science 2 at SMA N 1 Sukoharjo in Academic Year 2014/2015. Keywords: bounded inquiry laboratory model, science process skills

Penerapan Model Pembelajaran Blended-Problem Solving melalui Aplikasi Moodle untuk Meningkatkan Kemampuan Berpikir Kreatif Kelas XI IPA 4 SMA N 3 Surakata Tahun Pelajaran 2012/2013 Vebriana Irandasari K W; Riezky Maya Probosari; Suciati Sudarisman
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.v3i1.5320

This study is aimed to improve creative thinking ability of XI IPA4 class of SMA N 3 Surakarta through the implementation of Blended-Problem Solving through moodle application. This research was a classroom action research held in 3 cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research is the students of XI IPA4 class at SMA N 3 Surakarta in academic year of 2012/2013. The data is obtained through the test (essay test) and non-test (observation, interviews and questionnaires). The data is analyzed with descriptive analytical techniques and validated by triangulation techniques. The results showed that students creative thinking ability is increased in Pre-cycle, Cycle I, Cycle II and Cycle III. Creative thinking consist of four aspects are fluency, flexibility, originality and elaboration. Fluency aspect has increased was 52,5%, flexibility aspect was 54,17%, the originality aspect was 61,66% and elaboration aspect was 55,83%. The research conclouded that the implementation of Blended-Problem Solving through moodle application can improve creative thinking ability of XI IPA4 class at SMA N 3 Surakarta in academic year of 2012/2013. Key Words: Blended-Problem Solving, Moodle, Creative Thinking

Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa Kelas VII-A Melalui Penerapan Model Guided Inquiry dengan Bantuan Social Network Facebook di SMPN 1 Kartasura Fildza Hilfi Fanani; Riezky Maya Probosari; Suciati Sudarisman
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.v3i1.5310

This study is aimed at improving the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura through the implementation of guided inquiry model assisted by the use of facebook. This research is a classroom action research involving several cycles in which each cycle includes four stages those are planning, action, observation, and reflection. The subject of this research is the students of VII A class at SMPN 1 Kartasura in academic year of 2012/2013. The data are obtained through the test (essay and multiple-choice) and non-test (observation, interviews and questionnaires). The data are analyzed through descriptive analytical techniques and validated through triangulation techniques. Critical thinking ability consists of six aspects those are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The average improvement percentage of critical thinking ability test in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (41,36%; 52,66%; 65,32%; 77,26%). Students’ achievement is viewed from the increase of student learning completeness consisting of cognitive, psychomotor, and affective. The result of percentage attainment average from cognitive aspects in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (36,11%; 47,22%; 72,22%; 100%). Psychomotor students’ achievement consists of three aspects, those are stringing experimental tool, observing the object changes that occur in the experiment, and communicating the results of experiments and worksheets in the presentation. The result of percentage attainment average from psychomotor aspects in Cycle I, Cycle II, and Cycle III sequently are (64,12%; 81,25%; 90,66%). Affective students’ achievement includes three aspect which are being meticulous in observing object from results of the experiment, being discipline in collecting worksheets, and being cooperative in a group discussion. The result of percentage attainment average from affective aspects in Cycle I, Cycle II, and Cycle III sequently are (61,81%; 77,31%; 91,92%). Based on the results of the research it can be concluded that the implementation of guided inquiry model assisted by the use of facebook can improve the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura. Key Words: Guided Inquiry, Facebook, Biology Critical Thinking Ability, Students’ Achievement in Biology

Penerapan Model Problem Based Learning (PBL) disertai Artikel Ilmiah untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas X3 SMAN 2 Boyolali Tahun Pelajaran 2012/2013 Adhi Nurcholis; Suciati Sudarisman; Meti Indrowati
BIO-PEDAGOGI Vol 2, No 2 (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.v2i2.5300

This study was aimed to improve creative thinking ability student in X3 class of SMAN 2 Boyolali through the implementation of problem based learning model accompanied by scientific articles. This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research is the students of X3 class at SMAN 2 Boyolali in academic year of 2012/2013. Data is obtained through the test (esay) and non-test (observation and documentation). Data is analyzed with descriptive analytical techniques and validated by triangulation techniques. The results show that students creative thinking ability is increased in Pre-cycle, Cycle I, Cycle II and Cycle III. There are four aspect in creative thinking ability. The aspect are fluency, flexibility, originality and elaboration. The improvement in fluency aspect increase from 54,55% to 87,27%. Flexibility aspect increase from 37,05% to 84,09%. Originality aspect increase from 48,86% to 86,82%. Elaboration aspect increase from 56,25% to 97,27%. Based on the results of this study the researcher draws a conclusion that the implementation of problem based learning model accompanied by scientifiec articles can improve creative thinking ability student in X3 class at SMAN 2 Boyolali. Key Words: Problem Based Learning, Scientific articles, creative thinking.

PENERAPAN INTEGRASI MODEL PROBLEM SOLVING DAN STAD (PROSTAD) BERBASIS POTENSI LOKAL PADA MATERI MANUSIA DAN LINGKUNGAN UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS SISWA KELAS X2 SMAN 1 CEPOGO Dhian Utami; Suciati Sudarisman; Baskoro Adi Prayitno
BIO-PEDAGOGI Vol 4, No 1 (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.v4i1.5354

The purpose of the research is to improve student’s scientific literacy on Human and Environment concepts in class X2 SMAN 1 Cepogo by applying integration between Problem Solving Model and STAD (PROSTAD) based on local potential.This research is a class action research which consist of three cycles. Each cycle consist of four phases, i.e. planning, implementation, observation and reflection. The research subject is the students in X2 of SMAN 1 Cepogo Academic Year 2013/2014. The data was collected from the cognitive test used to measure student’s scientific literacy skills, observation of student’s skills and attitude, and interview with students and teacher. The data was validated using triangulation technique. Data analysis was a qualitative descriptive analysis conducted in three components: data reduction, data display, and conclusion drawing. Research achievement target is increase ≥15% for each aspect. Research procedures were mutually continuous spiral model of Kemmis and McTaggart. The results showed that the treatment of integration Problem Solving Model and STAD (PROSTAD) based on local potential improved the student’s scientific literacy skills. The aspect of identifying scientific issues on Pre-Cycle, Cycle I, Cycle II, and Cycle III in a row is 3,21%, 9,59%, 24,11%, 36,15%. Aspect explaining phenomena scientifically on Pre-Cycle, Cycle I, Cycle II, and Cycle III in a row is 21,36%, 14,83%, 30,00%, 40,45%. Aspect using scientific evidence on Pre-Cycle, Cycle I, Cycle II, and Cycle III in a row is 43,50%, 51,58%, 54,00%, 59,17%. The Conclusions of research is the implementation of integration between Problem Solving and STAD (PROSTAD) based on local potential on Human and Environment concept can improve student’s scientific literacy skills of grade X2 SMAN 1 Cepogo. Keywords: problem solving, Student Team Achievement Division, local potential, scientific literacy

PENINGKATAN KPS PESERTA DIDIK MELALUI PENERAPAN MODEL PEMBELAJARAN BIL KELAS X MIA 2 SMA N 1 SURAKARTA TAHUN PELAJARAN 2014/ 2015 Serli Ayu Pramudita; Sri Dwiastuti; Suciati Sudarisman
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.v4i2.5386

The research aimed to improve students’ KPS through BIL model in biological learning process on 1st grade of science 2 at SMA Negeri 1 Surakarta in Academic Year of 2014/ 2015. The research belongs to classroom action research consist of two cycle and each have four phases, namely: planning, actuating, observing, and reflecting. Research was carried out on four aspects of the students’ KPS that includes aspects of measuring, formulating the problem, formulating hypotheses and experimental plan to achieve an increase of 20%. The Subject of this research is 1st grade 31 students of science 2 at SMA N 1 Surakarta. Sources of data obtained from the teacher and students. Test and non test technics were used to collect the data. It was carried out by using KPS question test, observation, and interview. The obtained data were analyzed using descriptive qualitative method consist of three components , namely: data reduction, data presentation, and conclusion or verification. Validated through using triangulation method. The method of research was spiral method. The result showed that BIL able to improve four aspects of student’s KPS from Pre-Cycle, 1st Cycle and 2nd Cycle, such as: 1) in aspect measuring (24,74%, 82,28%, 86,57%) achieve an increase of 61,83%; 2) formulating the problem (22,80%, 88,71%, 91,58%) achieve an increase of 68,78%; 3) formulating hypotheses (24,60%, 86,78%, 94,31%) achieve an increase of 69,71%; 4) experimental plan (17,40%, 76,90%, 85,31%) achieve an increase of 67,91%. Therefore, it can be concluded that BIL in biological learning process could improved students’ KPS more than 20% on 1st grade students of science 2 at SMA N 1 Surakarta in Academic Year of 2014/2015. Keywords: BIL model, KPS

Pengaruh Model Problem Based Learning Berbasis Potensi Lokal pada Pembelajaran Biologi terhadap Kemampuan Literasi Sains Siswa Kelas X SMA Negeri 1 Cepogo Amytia Putri; Suciati Sudarisman; Murni Ramli
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.v3i2.5344

Purpose of this research is to know the influence of of Problem Based Learning based on localities models toward scientific literacy of students of grade X. The research was a quasy experimental research used posttest only non-equvalent control groups. Population of the reserach was the students of grade X in the second semester of SMA N 1 Cepogo in the academic year 2013/2014. Sampling technique was cluster sampling method. Collected data was connucted by test and non test method. The test for measuring scientific literacy was a five essay test, which consist of three aspects, namely: to identify scientific issues, to explain phenomena scientifically, and to use scientific evidence. The non test method were observation, and documentation. Hypothesis test were analysed by t-test using SPSS version 16. The results of the research were received H1 and rejected H0. It means there was a difference of scientific literacy between control class (conventional models) and experiment class using Problem Based Learning based on localities. The average score of scientific literacy in experimental class was 48,47 and score of control class was 26,95. It was also found that the highetst average of scintific literacy in the experimental class was aspect to use scientific evidence, while the lowest one was to identify scientific issues. The conclusion of the research was Problem Based Learning based on localities models significantly influenced the scientific literacy of grade X students SMA N 1 Cepogo. Key Words: Problem Based Learning, scientific literacy, based on localities

Efektivitas Implementasi Model Problem Based Learning (PBL), Blended Learning (BL), Serta Integrasinya Terhadap Hasil Belajar Ditinjau Dari Kemampuan Mengevaluasi Dan Kreativitas Siswa EDI PRANOTO; SUCIATI SUDARISMAN; WIDHA SUNARNO
Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 1 (2014): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v7i1.2838

The purpose of this study was to determine the effect of Problem Based Learning (PBL), Blended Learning (BL) models, and the Integration of BL-PBL, capability of evaluating and creativity toward student’s achievement. This experimental research was carried out in September to December 2013. The populations of research were all students in grade XI of SMA Negeri l Pati Academic Year 2013/2014 that consists of 262 students divided into eight study groups. The sample of research was consisted of three study groups; they were XI-IPA2, XI-IPA4 and XI-IPA6 determined by random cluster sampling technique. XI-IPA2 study group used BL model, XI-IPA4 study group used PBL model, and XI-IPA6 study group used the Integration of BL-PBL models. The data was collected by using the instrument of cognitive test, and questionnaires of affective, psychomotor, capability of evaluating and creativity. The data then was analyzed by using three-ways ANAVA with 3x2x2 factorial design with signification 5%, and it then was continued by using Scheffe test if there was interaction. Based on the data analysis, it can be concluded that: 1) There was no difference of effect of BL, PBL, and the Integration of BL-PBL models toward student’s cognitive, affective and psychomotor achievements; 2) There was difference of effect of capability of evaluating toward student’s cognitive, affective and psychomotor achievements; 3) There was effect of creativity toward student’s cognitive, affective and psychomotor achievements; 4) There was no interaction between BL, PBL, and the Integration of BL-PBL models with the capability of evaluating toward student’s cognitive, affective and psychomotor achievements; 5) There was interaction between BL, PBL models, and the Integration of BL-PBL with the creativity toward student’s cognitive, affective and psychomotor achievements; 6) There was interaction between capability of evaluating and creativity toward student’s cognitive, affective and psychomotor achievements; 7) There was no interaction between BL, PBL models, and the Integration of BL-PBL, capability of evaluating and creativity toward student’s cognitive, affective and psychomotor achievements.

Pengembangan LKM Model PBLberbasis Potensi Lokal pada Mata Kuliah Bioteknologi untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Di Universitas Muhammadiyah Kupang NURDIYAH LESTARI; SUCIATI SUDARISMAN; SUGIYARTO SUGIYARTO
Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 2 (2014): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v7i2.2930

The purposes of this research were: 1) development of students worksheet Problem Based Learning (PBL) based on Local Potential; 2) test feasibility of the PBL model; 3) determine the effectiveness of PBL model. Analysis of the data used for research and development are qualitative and quantitative descriptive analysis, as well as the percentage techniques. Research and development of PBL models based on local potential uses 4-D model. The results of research and development showed: 1) product of PBL-based models are developed based on the stages of the Local Potential PBL syntax that uses indicators of critical thinking skills, 2) feasibility of the model PBL-based Local Potential according to experts is very well qualified with average of 92,1 %, qualified by education practition is very well with average of 94,5 %, whereas according to qualified students an excellent with average of 88,2 %; 3) student’s worksheet PBL-based Local Potential effectively improve critical thinking skills and learning results with gain value 9 and N-gain value 0.28 at low category. Based on result of t scores obtainable gain value 9.06 and N-gain value 0.420 at medium category.

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