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All Journal Pendidikan Biologi Prosiding Seminar Biologi Bioedukasi Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal Pendidikan Sains Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah INFERENSI PIONIR: Jurnal Pendidikan BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan BIOLINK (Jurnal Biologi Lingkungan, Industri, Kesehatan) AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Jurnal PAJAR (Pendidikan dan Pengajaran) Cetta: Jurnal Ilmu Pendidikan Bioedukasi: Jurnal Pendidikan Biologi AGROSCIENCE Jurnal Pendidikan Fisika dan Teknologi ABSYARA: Jurnal Pengabdian Pada Masyarakat Bioscientist : Jurnal Ilmiah Biologi Proceeding Biology Education Conference Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Biosaintifika: Journal of Biology & Biology Education
Bowo Sugiharto
Pendidikan Biologi FKIP UNS, Surakarta, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Profil Kemampuan Berpikir Kreatif Siswa pada Materi Perubahan Lingkungan Wijayanti, Widha; Harlita, Harlita; Sugiharto, Bowo
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 2 (2025): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v13i2.16273

Abstract

This study aims to determine the initial profile of students' creative thinking on environmental change material in class X SMA Negeri I Purwantoro. This research is a descriptive qualitative research. The research sample was class X4 students totaling 33 students who were determined by purposive sampling technique. The research instrument used was a creative thinking ability test in the form of essay questions. Data analysis used descriptive quantitative. The results showed that the average creative thinking ability of students with a percentage of 38.75% and the category was less creative. The percentage for each aspect of students' creative thinking skills is in the fluency aspect of 41% with a fairly creative category, flexibility of 38% with a less creative category, originality of 39% with a less creative category, and elaboration of 36% with a less creative category. Thus, it can be concluded that the creative thinking skills of students in class X SMAN 1 Purwantoro are generally in the less creative category.
Integrating a blended discovery learning model with a bioenial website to empower science process skills and scientific attitude Fauziyah Almaas, Ainanur; Harlita, Harlita; Sugiharto, Bowo
Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.37293

Abstract

This study aims to determine; 1) the effect of integrating blended discovery learning with a bioenial website to empower Science Process Skills (SPS) of grade X students on the material of environmental change and preservation and 2) the effect of integrating blended discovery learning with a bioenial website to empower the scientific attitude of grade X students on the material of environmental change. The research method used a quasi experiment with a quantitative approach. The research design used posttest only control group design to measure SPS and pretest-posttest nonequivalent control group design to measure scientific attitudes. The population in this study were X grade students of SMA Negeri A Sukoharjon the 2022/2023 academic year. The samples of this study were X2 class as experimental class 1 as many as 36 students, X4 as experimental class 2 as many as 36 students, and X5 as control class as many as 36 students. The sampling technique used was cluster random sampling. Data collection questionnaire (scientific attitude), observation (SPS, scientific attitude, syntax implementation), and documentation. Data analysis technique used ANOVA hypothesis test for SPS and ANCOVA for scientific attitude. The ANOVA test results showed the effect of integrating blended discovery learning with the bioenial website to empower SPS. The results of further testing with LSD show that Blended Discovery Learning is a treatment that is significantly different among the three class groups. The ANCOVA test results show that there is no effect of integrating blended discovery learning with the bioenial website to empower scientific attitudes
Pengembangan Blended Learning di Pendidikan Biologi FKIP UMS: Prospek dan Tantangannya Sugiharto, Bowo; Aloysius, Duran Corebima; Susilo, Herawati; Ibrohim, I
Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2016: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.699 KB)

Abstract

Keterampilan abad-21 merupakan keterampilan yang dibutuhkan oleh manusia untuk dapat hidup layak di abad-21. Salah satu keterampilan abad-21 adalah penguasaan Teknologi Infomasi dan Komunikasi (TIK). Implikasi strategis TIK di dunia pendidikan adalah pada proses pembelajaran baik sebagai wahana maupun model pembelajaran. Penelitian ini bertujuan untuk mendeskripsi-kan peluang pengembangan blended learning sebagai salah satu implementasi TIK dalam pem-belajaran di Pendidikan Biologi FKIP UMS. Penelitian survey dilakukan terhadap mahasiswa Pendidikan Biologi UMS sebanyak 116 mahasiswa. Analisis dilakukan secara deskriptif yaitu menggambarkan keadaan sesungguhnya baik secara kualitatif maupun kuantitatif. Penelitian ini menyimpulkan bahwa blended learning (BL) berpotensi untuk dikembangkan di Pendidikan Biologi FKIP UMS. Pengembangan BL didukung oleh kondisi bahwa sebagian besar mahasiswa sudah terbiasa berinteraksi dengan internet khususnya dalam penggunaan media sosial serta sebagian mata kuliah sudah memanfaatkan internet sebagai wahana perkuliahan. Tantangan yang dihadapi dalam rangka pengembangan ini adalah penyediaan server yang memadai serta penguasaan teknis bagi dosen.
Teknik Instruksional Concept Map di Tahap Deciding - Project Based Learning terhadap Keterampilan Argumentasi Siswa Rakhmatdi, Rakhmatdi; Widoretno, Sri; Ariyanto, Joko; Sugiharto, Bowo; Dwiastuti, Sri; Prabowo, Chandra Adi
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3157

Abstract

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations
Improving Students’ Scientific Writing Skills through Discovery Learning in Science Learning: A Systematic Review Prasetyo, Opik; Sugiharto, Bowo; Harlita, Harlita
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.6789

Abstract

Scientific writing skills are essential for students to express ideas or thoughts in various media such as practicum reports. This skills can be trained through the implementation of learning models that can empower science process skills, namely discovery learning. This study aims to analyse various articles related to the implementation of discovery learning models in science learning to improve students' scientific writing skills. This research is a systematic review with the PRISMA method using the keywords "discovery learning" and "writing skills" during the last 10 years. There are 7 articles via Scopus reviewed from 2013 – 2023. The results of the systematic review analysis showed that the implementation of the discovery learning model in science learning can improve students' scientific writing skills that consist of various aspect and criteria.  Students' learning activities in each syntax of discovery learning are suitable to empower each aspect of this skills. The systematic review of various articles on the implementation of the discovery learning model is expected to be a reference for science teachers, especially in learning biology to improve students' scientific writing skills.
Profil Penjelasan Ilmiah Siswa SMA pada Materi Sistem Peredaran Darah Manusia Widiana, Lilya Vany Wisma; Prayitno, Baskoro Adi; Sugiharto, Bowo
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.7390

Abstract

This study aims to determine the profile of scientific explanation ability of high school students, especially on the material of the human circulatory system. The type of research used is quantitative research with survey methods shared through google forms. The subjects of the study were high school students who had received human circulation system material in one of several schools in Central Java, the research sample was selected through random sampling techniques from the population.  The research instrument used was adapted from McNeill, Lizotte, Krajcik, and Marx (2016) which consisted of 9 long answer questions to be able to determine the success of aspects of claim, evidence, and reasoning in scientific explanation. The instrument has been declared valid and reliable through Rasch Model testing. The research data is in the form of scores from student answers which are then processed through the Rasch Model to determine the level of difficulty and wright map person (students) to find out the profile of each student's scientific explanation ability. The results showed that 78% of students were still at the lower middle level in compiling the three aspects of scientific explanation, and only 12% of students were able to achieve maximum scores in the preparation of claims, evidence, and reasoning.
Validity of Science Module Based on Problem Based Learning Multiple Representations to Improve Students' Higher Level Thinking Skills on the Topic of Acid-Base Sholikhah, Siti; Rahardjo, Sentot Budi; Sugiharto, Bowo
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10837

Abstract

The background of this research is the use of learning resources that have not been effective in improving students' higher-order thinking skills. This study aims to develop a science module, analyze its validity, feasibility, and effectiveness on higher order thinking skills. This research type of research and development (R&D) uses the 4D development model according to Thiagarajan (Define, Design, Develop, Disseminate). The science module was validated by six validators. The effectiveness of the module is seen from the increase in the students' higher order thinking skills test scores from 36 student. Validity was analyzed using Aiken's V, while effectiveness was analyzed with N-Gain. In the validation level, the learning material expert validator obtained a score of 0.91 with the category “valid”, the presentation expert validator obtained a score of 0.88 with the category “valid”, the linguist validation obtained a score of 0.91 with the category “valid”, and the graphic expert validation obtained a score of 0.88 with the category “valid”. A feasibility value of 79.8 by teachers with a feasible category. The effectiveness results show that the module has an effect on students' higher order thinking skills  as evidenced by the N-Gain score of the experimental class of 0,63 with a fairly effective category while the N-Gain score of the control class is 0,55 with a less effective category. Thus, the developed e-module is declared valid, feasible, and effective.
COMPARING CLASSICAL TEST THEORY AND ITEM RESPONSE THEORY FOR RESPIRATORY SYSTEM QUESTION INSTRUMENTS Nisfatulsanah, Adha; Sugiharto, Bowo
PIONIR: JURNAL PENDIDIKAN Vol. 13 No. 3 (2024): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v13i3.25435

Abstract

This study aims to compare the results of instrument testing methods between applying classical test theory and item response theory using the Rasch model in question instruments on respiratory system material. This study employed descriptive quantitative methodology, with a sample involving 36 students. The analyzed instrument consisted of 40 multiple-choice questions on respiratory system material. Instrument analysis utilized classical test theory with Microsoft Excel and item response theory with Winstep Rasch ver 4.5.2.0. The data analysis from classical test theory and item response theory offers slightly different interpretations but is mutually complementary. Both classical test theory and item response theory may assess the validity, reliability, distractor effectiveness, difficulty level, and discriminating power of questions. Item response theory provides a comprehensive analysis of test results through the use of the Wright map as a bar which helps determine a student's ability about the difficulty level of the question. Scalogram is used to identify patterns in students’ responses, allowing for the detection of cheating and inaccuracies in answering questions. Additionally, DIF items are employed to identify item bias. This study concludes that any developed instrument must possess the characteristics that meet the requirements to measure competency effectively. The requirements for an instrument can be analyzed using item response theory with the Rasch model, which provides in-depth interpretation.Keywords: Classical test theory, item response theory, Rasch model, instrument
Co-Authors Aloysius, Duran Corebima Annur Indra Kusumadani Arafah, Maretania Baskoro Adi Prayitno Chandra Adi Prabowo, Chandra Adi Desi Purwaningsih Dwi Untari Ningsih Evendi, Rahmat Evi Noor Hidayah Fauziyah Almaas, Ainanur Firdausi, Nurul Harlita Harlita Herawati Susilo Ibrohim, I Isnaini Maratus Sholihah Isnaini, Nuri Joko Ariyanto Kistantia Elok Mumpuni Majid, Alysa Nur Chasanah Alam Meti Indrowati Mu'alimah, Novia Kharisatul Murni Ramli Muslikatin, Siti Mustaqim, Salwa Nazhifah Nisfatulsanah, Adha Nurhamudin Nur’aini, Fajar Palupi, Endang Pandu Haryo Wibowo Prameselly, Qorisha Lutfia Prasetyo, Opik PUGUH KARYANTO Puspitasari, Rizki Putri Putri, Dwika Sarnia Rahayu, Ratna Rakhmatdi, Rakhmatdi Ramadhani*, Suci Hatru Retno Susanti Riezky Maya Probosari Riyan Melani Rosyadi, Ihrom Safrina, Mega Sajidan Sajidan Sari, Rezqi Rohmatika Sarwanto Sarwanto Sentot Budi Rahardjo Shelli Febriyanti Sholikhah, Siti Slamet Santosa Sri Dwiastuti Sri Widoretno Suciati Suciati Sunarni Sunarni UMI FATMAWATI Wahyu Harjanti Wahyu Wahyu Wahyudi Wahyudi Widiana, Lilya Vany Wisma Wijayanti, Widha Yasir Sidiq Yekti Nur Utami