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All Journal Bio-Pedagogi : Jurnal Pembelajaran Biologi Bioedukasi: Jurnal Pendidikan Biologi
Joko Ariyanto
Pendidikan Biologi FKIP UNS
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Other

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The Implementation of Think Talk Write Learning Strategy to Improve Student’s Learn Activities in Biology Learning Class X-1 SMA Al Islam 1 Surakarta of 2009/2010 Academic Year Dwitya Nadia Fatmawati; Slamet Santosa; Joko Ariyanto
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.v2i1.5264

Abstract

The purpose of the research to improve student learning activities in teaching and learnig activities with the implementation of Biology learning strategy Think Talk Write on Environmental Pollution material. This research is a classroom action research. The experiment was conducted in two cycles, with each cycle  consisting of the  planning, observation, evaluation, analysis,  and reflection. Subjects  were  students  of class  XI  SMA  Al  Islam  1 Surakarta  academic  year 2009/2010. Source  of data  derived from  teacher  and  student  information,  observation,  and documentation. Techniques and tools of data collection is a questionnaire, observation, and interviews. Validate  data  using  triangulation techniques  of data  sources. Data  analysis techniques used are qualitative analysis. Research procedure is a spiral model of inter-related. The results showed that the application of learning strategies can improve  student  activities  in biology  learning  in class  X-1 SMA  Al  Islam  1 Surakarta 2009/2010 academic  year. Improved student  learning  activities  can be  viewed through a questionnaire and observation sheet. The average percentage based on observation of student activity  sheets  for 41.90% of pre  cycle, a  cycle  of 73.07% and 87.23%  for  cycle  2.Questionnaire  pre-cycle  calculation results  indicate  student  activity  at  70.49%, a  cycle  of 73.83%, and the second cycle result indicate that student activity of 77.96%. Key Words: Think talk write learning strategy, student activity, biology learning.
The Result Of Study Biology Observed From Preview, Question, Read, Reflect, Recite, Review (PQ4R) Learning Method and learning Interest Of Student’s on X Grade Of Sma Negeri 1 Kebakkramat In Academic Year 2011/2012 Arum Yulistiati; Alvi Rosyidi; Joko Ariyanto
BIO-PEDAGOGI Vol 1, No 1 (2012): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v1i1.5244

Abstract

The purposes of this research were to know: 1) the influence of Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod to the result of study biology; 2) the influence of student’s learning interest to the result of study biology; 3) the interaction between learning metod and learning interest to the result of study biology: and 4) the influence of better learning metod to the result of study biology. This research was quasi experiment research using Randomized Control Only design. Learning metod and learning interest were independent variables and student’s achievement of study biology was the dependent variable. The population of this research was all of  X grade of natural science students of SMA Negeri 1 Kebakkramat. The samples of this research were the students of class X-5 as the control group and students of class X-4 as the experimental group.  The sample of this research was established by cluster random sampling. The data about the result of study biology collected by use test and observation. Learning interest meansured by using questionnaires. The analisis of this research was anava two away in different cell and the advance test used Bunfferoni test. The conclusion of this research were: 1) Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod had significant influence to the result of study biology in cognitive domain on X grade of SMA Negeri 1 Kebakkramat; 2) Learning interest had significant influence to the result of study biology on X grade of SMA Negeri 1 Kebakkramat; 3) There wasn’t interaction between learning metod and learning interest to the result of study biology on X grade of SMA Negeri 1 Kebakkramat: and 4) Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod was better than conventional to the result of study biology in cognitive domain on X grade of SMA Negeri 1 Kebakkramat. 
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA Pada Materi Pencemaran Lingkungan di Surakarta Ikhlasun Dwi Masitoh; Marjono Marjono; Joko Ariyanto
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 1 (2017): 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.v10i1.11276

Abstract

ABSTRAK-Penelitian bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis siswa kelas X MIA pada materi pencemaran lingkungan di SMA A Surakarta.Penelitian ini merupakan penelitian eksperimen semu (quasi experimental research) dengan desain penelitian posttest only nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA SMA A Surakarta Tahun Pelajaran 2013/2014. Teknik pengambilan sampel yang digunakan dalam penelitian adalah cluster sampling. Teknik pengumpulan data menggunakan metode tes dan non tes. Metode tes meliputi soal uraian kemampuan berpikir kritis sedangkan metode non tes meliputi observasi dan dokumentasi. Uji hipotesis dengan menggunakan uji-t (t-test) dibantu SPSS versi 16.Hasil uji hipotesis pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis diperoleh nilai sig.<a yaitu 0,013 < 0,05 dan nilai thitung>ttabel(a,df) yaitu 2,563 > 1,670 sehingga H0 ditolak. Hal ini berarti perolehan rata-rata kemampuan berpikir kritis antara eksperimen kelas dan kelas kontrol berbeda nyata. Perbedaan tersebut juga didukung secara deskriptif yaitu dari nilai rata-rata kemampuan berpikir kritis kelas eksperimen (81,44) lebih tinggi dari kelas kontrol (75,97). Hasil capaian aspek berpikir kritis pada kelas eksperimen yaitu interpretation 90 %, analysis 53 %, inference 76 %, explanation 95 %, evaluation 82% dan self-regulation 93 %, sedangkan pada kelas kontrol yaitu interpretation 84 %, analysis 45 %, inference 84 %, explanation 91 %, evaluation 61 % dan self-regulation 91 %. Capaian tiap aspek berpikir kritis pada kelas ekperimen lebih tinggi dari kelas kontrol pada semua aspek kemampuan berpikir kritis kecuali aspek inference.Berdasarkan hasil uji hipotesis dan analisis data dapat disimpulkan bahwa ada pengaruh signifikan model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis dalam pembelajaran biologi pada aspek interpretation, analysis, explanation, evaluation, dan self-regulation namun tidak signifikan pada aspek inference. Kata kunci: Model Pembelajaran Inkuiri Terbimbing, Kemampuan Berpikir KritisABSTRACT- The objective of this research was to find out the influence of guided inquiry learning toward the critical thinking skills of X MIA students on environmental pollution material in SMA A Surakarta. This research was a quasi experimental research with posttest only nonequivalent control group design. The population of the research is all of the X MIA students of SMA A Surakarta in the academic year of 2013/2014. The sample was selected through cluster sampling. The data were collected using test and non-test method. The test applied test method is critical thinking essay, while the applied non-test method is observation and documentation. The hypothesis testing is done by applying t-test with SPSS version 16. From the hypothesis result of the influence of guided inquiry learning toward critical thinking skill, the obtained result of the significance value is 0.013 (a< 0.05) and t = 2.563 > ttable(a,df) = 1.670. There is a significant difference in the mean score of critical thinking skill between experimental group and control group. The mean score of experimental group (81.44) is higher than control group (75.97). The achievement of each critical thinking skills aspects of experimental group on interpretation is 90 %, analysis is 53 %, inference is 76 %, explanation is 95 %, evaluation is 82% dan self-regulation is 93 %, while the achievement of each critical thinking skills aspects of control group on interpretation is 84 %, analysis is 45 %, inference is 84 %, explanation is 91 %, evaluation is 61 % dan self-regulation is 91 %. The achievement of each critical thinking skills aspects of experimental group is higher than control group in all of critical thinking skills aspects except inference. Based on hypothesis testing and data analysis it can be concluded that guided inquiry learning gives significant effect toward the critical thinking skill in biology learning on interpretation, analysis, explanation, evaluation, and self-regulation aspect but not significant on inference aspect.
Co-Authors Alvi Rosyidi Arum Yulistiati Dwitya Nadia Fatmawati Ikhlasun Dwi Masitoh Marjono Marjono Slamet Santosa