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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Bioedukatika
Rini Rita T Marpaung
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Agriculture, Biological Sciences & Forestry Education

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Journal : Jurnal Bioterdidik: Wahana Ekspresi Ilmiah

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PENGARUH PENERAPAN MODEL PEMBELAJARAN GROUP INVESTIGATION TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Septa Trismanita; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 1 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The objective of this research was knowing the influence of  using group investigation learning model toword students activity and students learning result. The research designs were non equivalent pretest – posttest. The research sample were students in X1 and X3 class that was selected by purposive sampling technique. Data of the research were qualitative and quantitative. The qualitative data was gotten by students learning activity and questionnaire that was analyzed descriptively. The quantitative data were the average score of test, that was analyzed by t-test and U-test. The result showed that the students learning activity improve, they were teamwork (78.16), observation result presentation/group discussing (80.46), asking question (65.52), and creating conclusion (77.01). The students learning outcomes also develop, with N-gain average score was 56.91. It was mean, that using group investigation as the learning model influenced the improvement of students learning activity and students learning result in contamination and preservation of environment material.Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran group investigation terhadap aktivitas dan hasil belajar siswa. Desain penelitian adalah pretes-postes tak ekuivalen. Sampel penelitian adalah siswa kelas X1 dan X3  yang dipilih secara purposive sampling. Data penelitian berupa data kualitatif dan kuantitatif. Data kualitatif diperoleh dari aktivitas belajar siswa dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Hasil penelitian menunjukkan aktivitas belajar siswa mengalami peningkatan yaitu bekerjasama dengan teman (78,16), mempresentasikan hasil penyelidikan/diskusi kelompok (80,46), mengajukan pertanyaan (65,52), dan membuat kesimpulan (77,01). Hasil belajar siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain 56,91. Dengan demikian, penerapan model pembelajaran group investigation berpengaruh terhadap peningkatan aktivitas dan hasil belajar siswa pada materi pencemaran dan pelestarian lingkungan.Kata kunci : aktivitas belajar, group investigation, hasil belajar
PERTUMBUHAN AKAR KECAMBAH KACANG HIJAU (Phaseolus radiatus L.) DI BAWAH PENGARUH MEDAN MAGNET Taufik Ardiyanto; Rochmah Agustrina; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 9 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this study was to determine the effect of long exposure of 0.1 mT magnetic field to root length of mung bean sprouts and the results of the research are used as material for making student’s worksheets. Research compiled in acompletely randomized design (CRD) with one factor that is a long exposure of 0.1mT magnetic field consisting of control (0 min), 7'48", 11'44" and 15'36". The mung beans used in the research were variety of Arta Ijo. The parameters measured were seedling root length. Data were analyzed variance followed by LSD test at level α = 5%. The results showed that 0.1 mT magnetic field exposure affects root length of mung bean sprouts. Treatment led to the highest root growth is 15'36". Experts test results on the student’s worksheet show that it  can be used as a source of learning material.Tujuan penelitian ini adalah untuk mengetahui pengaruh lama pemaparan medan magnet 0,1 mT terhadap panjang akar kecambah kacang hijau dan hasilnya dijadikan bahan untuk membuat LKS. Penelitian disusun dalam Rancangan Acak Lengkap (RAL) dengan satu faktor yaitu lama pemaparan medan magnet 0,1 mT yang terdiri atas kontrol (0 menit), 7'48", 11'44" dan 15'36". Kacang hijau yang digunakan adalah varietas Arta Ijo. Parameter yang diukur adalah panjang akar kecambah. Data dianalisis ragam dilanjutkan dengan uji BNT pada taraf α=5%. Hasil penelitian menunjukkan bahwa pemaparan medan magnet 0,1 mT memengaruhi panjang akar kecambah kacang hijau.  Perlakuan yang menyebabkan pertumbuhan akar tertinggi adalah 15'36". Hasil uji ahli terhadap LKS yang disusun menunjukkan bahwa LKS tersebut layak dijadikan sumber belajar. Kata kunci :  kacang hijau, LKS, medan magnet, panjang akar kecambah
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Ria Mustika; Pramudiyanti Pramudiyanti; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 8 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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 This research was aimed to know the effect of  problem based learning (PBL) teaching model towards student critical thinking skills and student responses about PBL teaching model. This research design was pretest-posttest non-equivalent. Samples were VIID and VIIE that was chosen by cluster random sampling. The quantitative data was obtained from student critical thinking skills (pretest, posttest, N-gain) and analyzed by using t-test and U-test. The qualitative data was obtained from questionnaire of student responses were analyzed descriptively. The results showed that PBL teaching model increased the average of  student critical thinking skills significantly (39,4 increased to 68,9 with N-gain 48,6). Majority of students (95,83%) feel happy to use PBL teaching model in environmental management material. Thus,  PBL teaching model was influenced significantly towards student critical thinking skills and influenced towards student responses about PBL teaching model. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah (PBM) terhadap kemampuan berpikir kritis dan tanggapan siswa tentang penggunaan model pembelajaran PBM. Desain penelitian adalah pretes-postes non-equivalent. Sampel yaitu siswa kelas VIID dan VIIE yang dipilih secara  cluster random sampling. Data kuantitatif berupa kemampuan berpikir kritis siswa (pretes, postes, N-gain) yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan model pembelajaran PBM dapat  meningkatkan rata-rata kemampuan berpikir kritis siswa secara signifikan (39,4 meningkat menjadi 68,9, dengan N-gain 48,6). Sedangkan, sebagian besar siswa (95,83%)  merasa senang terhadap penggunaan model pembelajaran PBM pada materi pengelolaan lingkungan. Dengan demikian, model pembelajaran PBM berpengaruh signifikan terhadap kemampuan berpikir kritis siswa dan berpengaruh terhadap tanggapan siswa tentang penggunaan model pembelajaran PBM.Kata kunci : kemampuan berpikir kritis, pembelajaran berbasis masalah,  pengelolaan lingkungan
PERBANDINGAN MODEL GUIDED DISCOVERY LEARNING DENGAN GUIDED INQUIRY TERHADAP HASIL BELAJAR SISWA Dwi Agusliani; Arwin Achmad; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 2 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to know the differences in learning outcomes of students cognitive and affective aspects between Guided Discovery Learning and Guided Inquiry Learning. The design was the randomized pretest-posttest control group design. The quantitative data were obtained from pretest, posttest, N-gain which were analyzed by t test and U test. The qualitative data were obtained from observation sheet affective. The result showed that N-gain average of students experiment class II (75.40) with high criteria was better than the experiment class I (57.46) with medium criteria. The result of students affective aspect in experiment class II was 71.69 with good criteria, while the experiment class I was 3.27 with enough criteria. Thus, Guided Inquiry model is better than Guided Discovery Learning in improving student learning outcomes.Penelitian ini bertujuan mengetahui perbedaan hasil belajar aspek kognitif dan afektif siswa antara pembelajaran yang menggunakan model Guided Discovery Learning dengan Guided Inquiry Learning. Desain penelitian ini menggunakan the randomized pretest-posttest control group design. Data kuantitatif, diperoleh dari pretest, posttest, N-gain yang dianalisis menggunakan Uji-t dan Uji U. Data kualitatif berupa hasil belajar aspek afektif siswa yang diperoleh dari lembar observasi afektif dan dianalisis secara deskriptif. Hasil penelitian ini yaitu rata-rata N-gain siswa kelas eksperimen II (75.40) dengan kriteria sedang lebih baik dibandingkan kelas eksperimen I (57.46) dengan kriteria rendah.Rata-rata hasil belajar aspek afektif siswa kelas eksperimen II (71,69) berkriteria baik, sedangkan kelas eksperimen I (63,27) berkriteria cukup. Dengan demikian, model pembelajaran Guided Inquiry lebih baik dibandingkan Guided Discovery Learning dalam meningkatkan hasil belajar siswa. Kata kunci: guided discovery, guided inquiry, hasil belajar, model pembelajaran
THE APPLICATION OF STAD COOPERATIVE LEARNING MODEL TYPE TO MASTERY OF STUDENTS CONCEPTS Desmalina Sagita; Pramudiyanti Pramudiyanti; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 1 (2013): bioterdidik
Publisher : Universitas Lampung

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The problems in the learning process at Junior High School 13 Bandar Lampung is still dominating the teacher in the classroom. This results in low student concept mastery. cooperative learning model of STAD type to enable the students to learn so that students can increase mastery of concepts. The purpose of this study was to determine (1) the use of cooperative learning model type STAD significantly affect students mastery of concepts in the subject matter of the respiratory system in humans. (2) the average students mastery concepts using cooperative learning model STAD type of subject matter in the human respiratory system is higher.  (3) students learning activities using cooperative learning model STAD type of subject matter in the human respiratory system is higher. The sample in this study was VIIIC and VIIIE graders who were randomly selected by cluster random sampling technique. The results showed an average N-gain of the experiment class is 50.74 higher than the control class is 32.05. Test t1 to N-gains obtained on the tcount(-5.224) ttable(2.000) so that H0 is rejected. That is an average of N-gain in the experimental class significantly different from the average N-gain the control class. Then t2 test results show that tcount(19.343) ttable(2.042) so that H0 is rejected. That is an average of N-gain in the experimental class higher than the average N-gain the control class, so that students mastery of concepts can be expressed on the subject matter of the respiratory system in humans using cooperative learning model of STAD type is higher than the model of learning directly. Keywords: STAD, students mastery of concepts, the respiratory system. 
PENGARUH PENGGUNAAN MULTIMEDIA INTERAKTIFTERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Rahman Azizi; Rini Rita T Marpaung; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research purpose wasto know the influence of interactive multimedia towards the learning activityand learning outcomes. The samples were students ofVIIIa and VIIIbat SMPBudayaBandar Lampung that waychosen by Purposive Sampling technique. The research used pretest-posttest non equivalent design.Qualitative data werelearning activities and students responses were analyzed descriptively. The quantitative data were obtained from the students' learning outcomesthat were pretest, posttest, and N-gain whichwere analyzed by using t-Test. The average of students learning activities percentage in all aspects in experiment class were higher than control (experiment= 75,35; control= 58,59).The increasing oflearning outcomeswith N-gain average was68,00that significantly different with control class was 60,00.Furthermore,most of the students (93%) gave positive responses to the using ofinteractive multimedia. Therefore, interactive multimedia improvedthe activity and learning outcomes students on material of the human circulatory. Penelitian ini bertujuan mengetahui pengaruh multimedia interaktif terhadap peningkatan aktivitas dan hasilbelajar siswa. Sampel penelitian adalah siswa kelas VIIIa dan VIIIbSMP BudayaBandar Lampung, dipilih dengan teknik purposive sampling. Desain penelitian menggunakan pretest-posttest tak ekuivalen. Data kualitatif berupa aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Datakuantitatif hasil belajar siswa diperoleh daripretest, posttest dan N-Gain yangdianalisis menggunakan uji t. Rata rata persentase aktivitas siswa pada semua aspek yang diamati pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol (eksperimen= 75,35; kontrol= 58,59).Peningkatan hasil belajarsiwa kelas eksperimen dengan rata-rata N-gain68,00 berbeda signifikan dengan kelas kontrol 60,00.Selain itu sebagian besar siswa (92%) memberikan tanggapan positif terhadap penggunan multimedia interaktif. Dengan demikian, penggunaan multimedia interaktif dapat meningkatkan penguasaan materi dan aktivitas belajar siswa pada materi pokok peredaran darah manusia. Kata kunci : aktivitas belajar,hasil belajar, multimedia interaktif, peredaran darah manusia
pengaruh model TGT dengan media kartu bergambar terhadap aktivitas belajar dan penguasaan materi oleh siswa ENJELINA - HUTASOIT; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 3 (2013): jurnal bioterdidik
Publisher : Universitas Lampung

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The results of observation with X grades’ biology teacher of Persada Senior High School Bandar Lampung, there’s note that in the learning process students receive most information from teacher (teacher centered), so the effect forward to student learning activity and material mastery are still not optimal yet. One of the efforts to maximize it are using TGT models learning and  Flash Card media. The study aimed at inflence of TGT models with Flash Card media towards learning students’ activity and material mastery. This study uses design pretest-posttest not equivalent model with X3as experiments’ class (27 students) and X1 as controls’ class (30 students) was elected in cluster random sampling technique. The data of this study was obtained from the pretest and posttest, observation sheet and questionnaire of students respon about this study. Data analyzed using a t-test on the SPSS17 program.The results showed that average percentage of students learning activities in all aspect that observed in experiment class (77,62 %) was higher than control class (62,78 %), with an average N-Gain of material mastery on 65,89 % in experimental and control class on 38,65 %. In addition, 27 students was pleased to learn the matter of virus by using TGT models and Flash Card media. Thus, the used of TGT models and Flash Cards have influation toward students learning activities and material mastery of Virus as significantly.Keywords: TGT, Flash Card, material mastery, student learning activity, Virus. 
PENGARUH PENGGUNAAN LKS BERBASIS INKUIRI TERBIMBING TERHADAP KETERAMPILAN PROSES SAINS SISWA Fajar Lestari; Arwin Achmad; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 8 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aimed to determine the effect of Student Work Sheet based on Guided Inquiry of students Science Process Skill. Study design was pretest-posttest non-equivalent group. Samples were VII3 and VII4 SMPN 1 Pagelaran which were chosen by Purposive Sampling. Quantitative data which obtained from the average value of test were analyzed by t-test and U-test. The qualitative data was observation of Science Process Skill and questionnaire responses that analyzed descriptively. The results showed that the average value of N-gain (69,99) in experiment class was higher than control class (46,69), significantly. Observation result of Science Process Skill has high criteria (79,16%), and most of the students gave positive respond to Student Work Sheet based on Guided Inquiry. Therefore, using Student Work Sheet based on Guided Inquiry could increase Science Process Skill.Penelitian ini bertujuan mengetahui pengaruh penggunaan Lembar Kerja Siswa (LKS) berbasis Inkuiri Terbimbing terhadap Keterampilan Proses Sains (KPS) siswa. Desain penelitian pretes-postes kelompok tak ekuivalen. Sampel penelitian kelas VII3 dan VII4 SMPN 1 Pagelaran, dipilih secara Purposive Sampling. Data kuantitatif diperoleh dari nilai rata-rata tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa data observasi KPS dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata N-gain kelas eksperimen lebih tinggi (69,99) berbeda signifikan dengan kelas kontrol (49,69). Hasil rata-rata persentase observasi KPS memiliki kriteria tinggi (79,16%) dan sebagian besar siswa memberikan tanggapan positif terhadap penggunaan LKS berbasis Inkuiri Terbimbing. Dengan demikian penggunaan LKS berbasis inkuiri terbimbing dapat meningkatkan keterampilan proses sains.Kata kunci : interaksi antar makhluk hidup, keterampilan proses sains, LKS berbasis inkuiri terbimbing
PENGARUH MODEL PEMBELAJARAN JIGSAW TERHADAP KEMAMPUAN KOMUNIKASI LISAN DAN HASIL BELAJAR SISWA Mila Vanalita; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 9 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research was aimed at determining the effect of Jigsaw learning model to students' verbal communication skills and learning outcomes which the design was pretest posttest for non equivalent groups. The samples were students of class VII A and VII B which were selected by purposive sampling. The qualitative data such as the average score of students' oral communication skills and students' responses questionnaire were analyzed descriptively. The quantitative data were obtained from the average score of pretest, posttest, and gain then statistically analyzed using t-test and U test. The results showed that the students of experimental class had an average score of verbal communication skills with good criterion (81.48). Students’ learning outcomes had increased, with an average gain (0.57). Most of the students (96.30%) gave  positive responses to the implementation of Jigsaw cooperative learning. Thus, Jigsaw cooperative learning model was influential in improving students’ oral communication skills and learning outcomes. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran tipe Jigsaw terhadap kemampuan komunikasi lisan dan hasil belajar siswa dengan desain pretes-postes kelompok tak  ekuivalen. Sampel penelitian adalah siswa kelas VII A dan VII B yang dipilih secara purposive sampling. Data kualitatif berupa rata-rata nilai kemampuan komunikasi lisan siswa dan angket tanggapan siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes dan gain, kemudian dianalisis secara statistik menggunakan uji-t dan uji U. Hasil penelitian menunjukkan rata-rata siswa kelas eksperimen memiliki kemampuan komunikasi lisan dengan kriteria baik (81,48). Hasil belajar siswa mengalami peningkatan, dengan rata-rata gain (0,57).  Sebagian besar siswa (96,30 %) memberikan tanggapan positif terhadap penerapan model pembelajaran kooperatif tipe Jigsaw. Dengan demikian, model pembelajaran kooperatif tipe Jigsaw berpengaruh dalam meningkatkan kemampuan komunikasi lisan dan hasil belajar siswa. Kata kunci : hasil belajar, komunikasi lisan, pembelajaran kooperatif Jigsaw
PENGARUH PENGGUNAAN MODEL JIGSAW TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Rohmaniar Jamaluddin; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 3 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research was aimed to find the effectiveness of Jigsaw learning model to students learning outcomes and activities.This research was conducted in SMPN 5 Bandar Lampung with research design was pretest- posttest non equivalent. The research sample were students in V11h andV11i class that were selected by purposive sampling method. The research data were quantitative obtained from the average value of test that were analyzed by using t-test and U-test and the qualitative data were obtained from the observation sheet of learning activities and questionnaire of students response that were analyzed descriptively.The results showed that the average of learning outcomes in experimental class was higher than N-gain average (eksperiment = 54,90 and control = 22,41). The average of students learning activities percentage in all class aspects in experiment class shown higher environment than control (class 73,61 and 60,14). The students gave positive responses to the using of Jigsaw learning model.Penelitian ini bertujuan mengetahui efektivitas model pembelajaran Jigsaw terhadap aktivitas dan hasil belajar siswa. Penelitian ini dilaksanakan di SMP N 5 Bandar Lampung dengan desain penelitian pretes-postes tak ekuivalen. Sampel penelitian siswa kelasV11h dan V11i dipilih menggunakan metode Purposive Sampling. Data penelitian berupa data kuantitatif diperoleh dari rata-rata nilai tes dianalisis menggunakan uji-t dan uji-U dan data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar kelas eksperimen lebihtinggi dengan rata-rata N-gain (eksperimen=54,90; kontrol =22,41).Rata-rata persentase aktivitas siswa semua aspek kelas eksperimen juga menunjukkan peningkatan yang lebih tinggi (eksperimen = 73,61; kontrol = 60,14). Semua siswa memberikan tanggapan positif terhadap penggunaan model pembelajaran Jigsaw.Kata kunci : aktivitas belajar, hasil belajar, jigsaw, metode diskusi, pengelolaan lingkungan
Co-Authors A Halim Aditya Prayoga Ajeng Pratiwi Andriana Khisbul Fanani Antun Sutarya Arfiyana Destaria Tarmizi Arwin Achmad Arwin Surbakti Aryani Dwi Kesumawardani Ayu Amalia Berti Yolida Cicilia Rina Fitriani Cinde Futriyah Darlen Sikumbang Desmalina Sagita Destra Mutia Destya Norrahmah Dian Hermawan Dira Tiara Dwi Agusliani Dwi Nur Indah Sari Eka Rahmawati Eli Komariah Eli Suryani ENJELINA - HUTASOIT Enjelina Enjelina Erlis Miarti Ervin Hidayat Eva Febriyanti R Fajar Lestari Fatmala Ajeng Pekerti Febri Febri Fitri Wulandari Fauzi Hotmauli Situmorang I Gede Suliwan I Putu Yudiarta Iska Widia Renny Jaka Wijaya Janggan Asmoro Adhi Putranto Juariah Fitri Junaidi Junaidi Kinasih Cahyono laila kurniawati M.Robidinsyah M.Robidinsyah Made Puja Satyawan Maulina, Dina Mei Triani Melda Yanti Mila Vanalita Nadia Anandina Arta Nani Nani Nindy Profithasari Novi Yolanda Novy Kusuma Wardani Nurlida Tri Apria Putri nurvita sari samwar Padilah Fitriana Sari Pebriani Pebriani Pramudiyanti Pramudiyanti Puji Yanti R. Sapto Hendri Boedi Soesatyo Rahman Azizi Raisa Ramadhani Rapenda Esantino Renita Prahastiani Reza Tihardila Ria Mustika Rika Permatasari Rini Hardiyanti Afifah Rizki Sevtyn Pratiwi Rochmah Agustrina Rohmaniar Jamaluddin Sasmita Erzana Sefty Goestira Septa Trismanita Septina Usman Singgih Primantoro Santoso Siska Meitasari SITI FATIMAH Sri Andriyani Dewi Larasati Taufik Ardiyanto Tika Wulandari Tri Jalmo Via Aini Vidya Artha Savitrie Wartini Okta Rina Wasilatul - Hikmah Whiendy Mutiara Astari Wulan Aprilia Utami Yeni Erikania