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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Evaluasi Pendidikan Bio-Pedagogi : Jurnal Pembelajaran Biologi Historia: Jurnal Pendidik dan Peneliti Sejarah Jurnal Pengajaran MIPA EDUSAINS Biota: Jurnal Ilmiah Ilmu-Ilmu Hayati Journal of Education and Learning (EduLearn) Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Phinisi Integration Review Bioedukasi: Jurnal Pendidikan Biologi Journal of Educational Research and Evaluation Bioedusiana: Jurnal Pendidikan Biologi Proceeding Biology Education Conference Literasi: Jurnal Pendidikan Guru Indonesia Proceeding of International Conference on Special Education in South East Asia Region Journal on Mathematics Education IJIS Edu : Indonesian Journal of Integrated Science Education

Murni Ramli

Program Studi Pendidikan Biologi FKIP Universitas Sebelas Maret, Jl. Ir. Sutami 36-A Surakarta, Indonesia

Author-ID : 357526

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Immunology & microbiology Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Modul ajar keanekaragaman hayati daerah karst berbasis project-based learning berbantu reflective journal untuk meningkatkan kemampuan mengevaluasi dan merefleksi siswa Wijaya, Maulana Panca; Ramli, Murni; Muzzazinah, Muzzazinah
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 14, No 2 (2025): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v14i2.101594

ENBiology learning is an effort to find scientific truth through a series of process skills. The demands of Biology learning are responsive learning to global issues and play an active role in providing problem solving. One of the learning models that is expected to train students' process skills is Project-Based Learning (PjBL). This study aims to analyze the effect of teaching modules for biodiversity of karst areas based on Project-Based Learning assisted by reflective journals on the ability to evaluate and reflect on class X students of SMA Wonogiri in the 2024/2025 academic year. This research is a quasi-experimental research with post-test only control group design. Sampling was done randomly, with 1 class as a control class and 1 class as an experimental class. The learning outcomes analyzed were the ability to evaluate and the ability to reflect on students and their correlations. Data analysis was carried out using the independent sample t test and Pearson correlation test. Based on the results of the research and data analysis that has been carried out, it can be concluded that there is a significant effect of the application of teaching modules for biodiversity of karst areas based on Project-Based Learning assisted by reflective journals on the ability to evaluate and reflect on studentsIDPembelajaran Biologi merupakan upaya menemukan kebenaran ilmiah melalui serangkaian keterampilan proses. Tuntutan pembelajaran Biologi adalah pembelajaran responsif terhadap isu-isu global dan berperan aktif dalam memberikan penyelesaian masalah. Salah satu model pembelajaran yang diharapkan dapat melatih keterampilan proses siswa adalah project-based learning (PjBL). Penelitian ini bertujuan untuk menganalisis pengaruh modul ajar keanekaragaman hayati daerah karst berbasis project-based learning berbantu reflective journal terhadap kemampuan mengevaluasi dan merefleksi siswa kelas X di SMA Wonogiri tahun pelajaran 2024/2025. Penelitian ini merupakan penelitian quasi-experimental dengan desain post-test only control group design. Pengambilan sampel dilakukan secara acak, dengan 1 kelas sebagai kelas kontrol dan 1 kelas sebagai kelas eksperimen. Hasil belajar yang dianalisis ada kemampuan mengevaluasi dan kemampuan merefeleksi siswa serta korelasinya. Analisis data dilakukan dengan menggunakan uji independent sample t test dan uji korelasi pearson. Berdasarkan hasil penelitian dan analisis data yang telah dilakukan, maka dapat disimpulkan bahwa terdapat pengaruh yang signifikan penerapan modul ajar keanekaragaman hayati daerah karst berbasis project-based learning berbantu reflective journal terhadap kemampuan mengevaluasi dan merefleksi siswa

A Meta Analysis of Inductive Learning-Based Modules to Improve Critical Thinking Skills in Science Nugroho, Anwari Adi; Wati, Widya; Ramli, Murni
Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 1 (2021): 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.v14i1.52078

Critical thinking skills in science learning can be improved by learning accompanied by learning model-based modules. Inductive learning is one of the lessons that can be integrated with the module as an alternative to empower critical thinking skills. This meta-analysis research aims to determine the effectiveness of learning with inductive learning-based modules to improve critical thinking skills, especially in the fields of science (biology, physics, and chemistry). This type of research was survey research and descriptive. Data were collected online and obtained 13 articles in the fields of biology, physics, and chemistry from 2014-2019 published in Indonesia and outside Indonesia. The calculation results show that the average effect size (ES) was 2.1 with the high category. These results indicate that science learning with inductive learning-based modules provides high effectiveness in improving critical thinking skills. Based on the relationship between variables, it was known that the variable in the field of study gives the greatest ES results (ES = 4.3) in the field of physics, while the variable for education level gives the largest ES result (ES = 2.14) at the high school level.

Pengembangan Modul Plantae berbasis Guided Discovery Learning Terintegrasi Potensi Lokal untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA Lombok Timur Marzuki, M .; Ramli, Murni; Sugiyarto, Sugiyarto
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 2 (2017): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Tujuan penelitian dan pengembangan ini adalah: 1) Mengembangkan modul berbasis Guided Discovery Learning (GDL) Terintegrasikan potensi lokal sebagai sumber belajar, 2) menguji kelayakan modul berbasis GDL, 3) Mengukur efektivitas modul berbasis GDL Terhadap kemampuan berpikir kritis siswa pada Plantae. Penelitian ini menggunakan prosedur menurut Gall dalam Borg & Gall dengan sembilan tahapan: 1) Tahap penelitian dan pengumpulan informasi, 2) tahap perencanaan, 3) tahap pengembangan rancangan awal produk, 4) tahap uji coba lapangan permulaan, 5) tahap revisi produk tahap pertama, 6) tahap uji lapangan terbatas, 7) tahap revisi produk tahap kedua, 8) tahap uji lapangan operasional, 9) tahap revisi produk akhir. Uji lapangan awal dilakukan di SMAN 2 Pringgasela. Uji lapangan operasional dilakukan di SMAN 1 Pringgasela dan SMAN 3 Selong. Teknik pengumpulan data melalui angket, observasi dan tes yang mengukur kemampuan berpikir kritis. Jenis data yang diperoleh adalah data kualitatif dan kuantitatif. Uji lapangan operasional dalam seting kuasi eksperimen dengan menggunakan modul biologi berbasis GDL dan yang menggunakan buku ajar sekolah. Hasil penelitian menunjukkan: (1) hasil setiap langkah pengembangan modul Plantae berbasis GDL terintegrasi potensi lokal yang telah di validasi dan telah di revisi berdasarkan saran dari para ahli modul dan telah diuji cobakan kepada calon pengguna, (2) kelayakan modul Plantae berbasis GDL terintegrasi potensi lokal berdasarkan penilaian ahli materi ahli kegerafikan, ahli pembelajaran dan praktisi pendidikan diperoleh V ≥ 0,76 yang menunjukkan bahwa modul layak untuk digunakan; rata-rata angket respon siswa dan guru pada semua uji diperoleh penilaian dengan kategori “Baik”. (3) modul berbasis Plantae berbasis GDL terintegrasi potensi lokal efektif meningkatkan kemampuan berpikir kritis siswa.

Discovery Learning Model for Enhancing Oral Activities of High School Student WINARNI, WINARNI; SANTOSA, SLAMET; RAMLI, MURNI
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 2 (2016): 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.v9i2.4220

Improving students' participation in the classroom is challenging, particularly in the oral activities. Learning strategy have to be arranged appropriately in order to provide as much as possible chance for students to do oral activities. The objective of this research is to improve oral activities of high school student by applying discovery learning model. There were 36 high school students of one public high school in Karanganyar, Indonesia purposively selected as participants. The discovery learning model was applied within 3 cycles and each cycle consists of 4 phases, namely planning, action, observation, and reflection. Data were obtained by observation, interview, and documentation, and triangulation method was conducted for validation of the data. Data were analysed based on VICS Flanders wooksheet. The result shows that student oral activities had been enhanced. The oral activities from pre-cycle to the last cycle respectively were 2.21%, 41.60%, 60.34%, and 78.75%. It can be concluded that discovery learning positively enhance student’s oral activities.

Penguasaan Fakta, konsep, Prosedur dan Metakognisi melalui Pertanyaan di Pembelajaran Problem Based Learning Biologi WIDORETNO, SRI; SAJIDAN, SAJIDAN; RAMLI, MURNI; ARIYANTO, JOKO; SANTOSA, SLAMET; AYU, ATIKA GURITNA
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 1 (2016): 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.v9i1.2626

Penelitian bertujuan mengetahui pengaruh pembelajaran problem based learning terhadap penguasan fakta, konsep, prosedur dan metakognisi pada pembelajaran problem based learning pada pelajaran biologi. Penelitian merupakan quasi eksperiment dengan populasi penelitian adalah peserta didik kelas 10 SMAN 4 Surakarta, dengan 2 kelas sebagai sampel penelitian kontrol dan perlakuan. Penentuan sampel menggunakan purposive random sampling untuk dua kelas yang mempunyai kesamaan kemampuan dengan uji F(32;0,05)=3,998. Analisis pertanyaan peserta didik sebelum dan sesudah menggunakan pembelajaran problem based learning menggunakan kualifikasi pertanyaan berdasarkan Taksonomi Bloom. Data dianalisis dengan anacova. Hasil penelitian menunjukan bahwa pembelajaran problem based learning mempengaruhi penguasaan pertanyaan ditinjou dari jumlah pertanyaan pada pengetahuan fakta, konsep, prosedur namun tidak untuk metakognisi.

Meningkatkan Scientific Writing Skill Siswa pada Pembelajaran Biologi Kelas X MIA 7 SMA N 4 Surakarta Menggunakan Guided Inquiry Learning Dipadu Reading Assignment DISPRIYANI, NOVITA; RAMLI, MURNI; Nurmiyati, Nurmiyati; SUMARJIYANA, TUTUT
Bioedukasi: Jurnal Pendidikan Biologi Vol 8, No 2 (2015): 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.v8i2.3864

This research aims to enhance Scientific Writing Skill (SWS) of students on biology through the application of guided inquiry learning with reading assignment. This research was a three cycles Classroom Action Research (CAR). Each cycle consisted of four phases, i.e. planning, acting, observing, and reflecting. The subjects of this research were 30 students of Grade X MIA 7 of SMA N 4 Surakarta, consists of 11 male and 19 female students. Lesson plan of ecosystem were designed for three sub topics, i.e. Component of ecosystem and its interaction; Food chain and food web; and the last sub topic was biogeochemical cycles. The assessment were analyzed using scientific writing skill’s rubric adapted from Toppen (2014), which will measure the ability to develop writing creatively, use spelling and grammar correctly, communicate knowledge which construct and connect science and technology with the real world. The result of this research was guided inquiry learning had effectively increased student’s SWS. The average percentage increased from 38,13 % in pre-cycle to 77,29 % in third cycle, and the skills of students increased about 12.87% after the treatment on each cycle.

The Trend of Critical Thinking Studies in Biology Education through Online Learning: A Systematic Review Nuri, Ayu Rahma Ulfa; Sajidan, Sajidan; Ramli, Murni
Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): 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.v14i2.52079

Biology teachers and students in society 5.0 are expected to show critical thinking skills (CTS) in solving problems or making decisions. Thus, it is important to know how the CTS are nurtured through online learning. The trend of studies on these issues needs to be explored. This research aims to map the trend of studies on nurturing the CTS through online learning by reviewing some articles published within 2018-2020, considering 1) the online learning, 3) topics in biology, 4) teaching methods, and 5) instruments of CTS. Following the systematic review of the PRISMA Method, articles were screened from Google Scholar. The keywords were "critical thinking", "biology education", "online learning", and "Indonesia", which resulted in 23 articles to be further reviewed. The findings show that CTS's research trends using online learning have increased due to the COVID-19 pandemic that requires students and teachers to distance studies. The most used online learning was digital learning. The researchers used various topics in biology to measure students' CTS using online learning but mainly genetics and cell biology. The most widely used teaching method is blended learning and online discussion which various learning models can combine learning methods or learning media. The test is mainly used as an instrument to measure CTS with various indicators presented by experts. Research on CTS using online learning needs to be further explored to increase the quality of the study

Implementation of Blended Learning to Improve Critical Thinking Skills and Motivation Dwiastuti, Sri; Widoretno, Sri; Ramli, Murni; Prabowo, Chandra Adi
Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 1 (2021): 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.v14i1.44223

The aims of this research are to 1) know the differences of Critical Thinking Skills from blended learning in Diversity dan Classification of Invertebrate course, 2) find out the result of the blended learning implementation concerning study motivation in Diversity dan Classification of Invertebrate course at Biology Education program, 3) know the effect of blended learning on critical thinking in solving problems. Blended learning-based learning is a combination of face-to-face and online learning. Online learning is learning through various learning facilities such as using material sharing via PowerPoint, WAG, email, recitation of downloading material from various journals without the need for a face-to-face meeting. The research subject were students of the second-semester Biology education program. Data collection on critical thinking skills was taken from test scores after learning eight times, learning motivation data was taken through a questionnaire. Different test analyses using One Way ANOVA with a prerequisite test consist of normality test (Saphiro-Wilk Test) and homogeneity with Levene Test. The questionnaire analysis uses Rasch analysis with the help of Winsteps version 4.6. From the results of the study, it can be concluded that 1) there is a significant difference in critical thinking skills in blended learning and online learning, 2) there is a difference in learning motivation from blended learning and online learning, 3) there is a positive effect on critical thinking skills in solving problems given in blended learning

Penggunaan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dalam Pembelajaran Biologi Siswa Kelas VII di Salah Satu SMP Negeri di Surakarta Sutanto, Wiji; Marjono, Marjono; Ramli, Murni
Bioedukasi: Jurnal Pendidikan Biologi Vol 11, No 1 (2018): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

This research was aimed to improve the student’s creative thinking skill in VII F of SMP Negeri 8 Surakarta academic years 2014/2015 about biology lesson through problem based learning application.This research was a class action research which consisted of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject was the 30 students of VII F of SMP N 8 Surakarta Academic Year 2014/2015. Data collecting techniques of this research used testing, observation, and interview then data validation was using triangulation method. Data analyzing technique of this research was descriptive qualitative analysis which was done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure used spiral mode which is interdependent.The research’s result showed that the implementation of problem based learning improves the student’s creative thinking skill that covers aspects of fluency, flexibility, originality,danelaboration. The percentages of fluency aspect was 45,00% in pre cycle, 51,79% in first cycle, 59,17% in second cycle, and 73,33% in third cycle. The percentages of flexibility was 31,67% in pre cycle, 33,93% in first cycle, 44,17% in second cycle, and 56,67% in third cycle. The percentages of originality aspect was 18,33% in pre cycle, 24,11% in first cycle, 30,00% in second cycle, and 39,17% in third cycle. The percentages of elaboration aspect was 35,00% in pre cycle, 41,96% in first cycle, 50,00% in second cycle, and 55,83% in third cycle.This research’s conclusion was the implementation of problem based learning can improve the student’s creative thinking skill in VII F of SMP N 8 Surakarta academic year 2014/2015 about biology lesson.

Pengaruh Perpanduan Media Statis dan Dinamis Terhadap Pemahaman Konsep Siswa pada Materi Transpor Membran Sel Yuliani, Dwi Sukmawati; Suranto, Suranto; Ramli, Murni
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 19, No 1 (2022): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar

The dynamics of cell structure and function is an important basic topic for understanding the more complex phenomena of living organisms. Cell-related learning requires means that can interpret the structures and mechanisms that occur in cells. The use of static and dynamic media is expected to increase students' understanding of concepts related to cellular material that cannot be studied directly. This study aims to determine the effect of the combination of static and dynamic media on students' understanding of the concept of cell membrane transport material. The background of the research is the unavailability of fun and interactive learning media for cell membrane transport materials. This study is a Quasi-Experimental design. The applied treatment was the use of a combination of static and dynamic media in the experimental class and the use of static media in the control class. The research was carried out on XI high school students who have studied cell membrane transport material. The instruments of this study were pre-test and post-test forms. The data analysis used is quantitative data analysis using independent t-test based on pre- and post-test scores. The results showed that in the independent t-test the significance value was 0.001; significance < 0.05, there are differences in the results of the concept comprehension tests of the control class and the experimental class, so it can be said that the use of a combination of static and dynamic media affects the students' conceptual understanding. The effectiveness of using a combination of static and dynamic media is 76.03 with an effective category.

Co-Authors Ade Intan Permata Ariyanti, Ade Intan Permata Al Fatihah, Inayah Aniq, Lailatun Nurul Anwari Adi Nugroho, Anwari Ariyanto J Asrowi Asrowi Astuti, Rahma Isnaini Puji Atika GA, Atika ATIKA GURITNA AYU, ATIKA GURITNA Baehaqi Baskoro Adi Prayitno Bowo Sugiharto Budi Utami BUDIYONO Chaerul Novitasari, Chaerul Chandra Adi Prabowo, Chandra Adi Dessy Puspitaningtyas, Dessy Desy Muchtar Sanusi, Desy Muchtar Dewi Rochsantiningsih Dwi Teguh Rahardjo Dwi, Yohanna Aresta Dyah Yuni Kurniawati, Dyah Yuni Ekawati, Febriani Fajar Eko Setyaningsih, Eko Fitriana Dwi Utari, Fitriana Dwi Fortuna, Viky Sabela Dewi Hapsari, Ananda Tri Harlita Harlita Haryani, Fairusy Fitria Insani, Mentari Suri Itsnaini, Susana Mega Joko Ariyanto Joko Nurkamto Khoiroh, Miya Nisaul Kistantia Elok Mumpuni Linda Dwi Astuti Majid, Alysa Nur Chasanah Alam Maridi Maridi Marjono Marjono Marzuki, M . Meti Indrowati Mohammad Masykuri Mr. Sajidan, Mr. Muninggar, Siti Muzayyinah Muzayyinah Muzazzinah, Muzazzinah Muzzazinah Muzzazinah Muzzazinah Nailil Masruroh, Nailil Novalya, Astrid Dyah Novia Novita Dispriyani, Novita Nur Arifah Drajati Nuri, Ayu Rahma Ulfa Nurma Yunita Indriyanti Nurmasari, Linda Nurmiyati Nurmiyati Nurrohmah, Desrini Prapti Prativi, Ramadanti Pratiwi, Desrini Prapti Pratiwi, Essy Dian Priscilia, Masayu Putri PUGUH KARYANTO Putri, Dwika Sarnia R, Novaristiana Raharjo, Defita Rahayu, Ratna Riezky Maya Probosari Sabila, Wahdania Nuris Sajidan Sajidan Santoso S Sapartiwi, Sapartiwi Saputri, Ani Betya Sarwanto Sarwendah, Sarwendah Setyorini, Anik Sholikhah, Salma Majid Fadhilatus Singgih Tri Sulistiyono Slamet Santosa Sri Dwiastuti Sri Haryati Sri Retno Dwi Ariani Sri Widoretno Suciati *, Suciati Sugiyarto Sugiyarto SUKAMTI . Suranto Suranto Susilowati Susilowati Sutanto, Wiji Sutarti, Titin Tina Nur Khasanah, Tina Nur TUTUT SUMARJIYANA, TUTUT Walid, Ahmad Wichaidit, Patcharee Rompayom Wichaidit, Sittichai Widya wati Wijaya, Maulana Panca Winarni Winarni Wiwi A, Eka Dias Yety Rochwulaningsih Yudi Rinanto Yudianto Sujana Yuliani, Dwi Sukmawati Yulianto Yulianto Zahro', Anisatuz Zahro, Ani Satun

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