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All Journal International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia
B Supriatno
Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Mathematics Physics

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How to improve the science process skills of biology education students on photosynthesis topic? A Yuniarti; B Supriatno; E Nureni
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (913.105 KB)

Abstract

The DP4 learning strategy in this research is the acronym of Demonstration method, Practical work-discussion1 method, Presentation-discussion1 method, Practical work-discussion2 method, and Presentation-discussion2 method. This study aims to describe the effect of applying DP4 learning strategy to Science Process Skills (SPS) of biology education students on photosynthesis topic. The research method is a weak experiment, with the research design “The One-Group Pretest-Posttest Design”. The implementation of the study involved 36 biology education students at one of the universities in Pontianak. The research instrument used is in the form of test equipment, assessment rubric, and questionnaire. Data were analyzed using Microsoft Excel and SPSS 24 Program. The statistical results show that DP4 leraning strategy has an effect on improving biology education students science process skills on photosynthesis topic. This due to the topic of photosynthesis that is learned through demonstration, practical work-discussion, and presentation-discussion activities to direct the students to observe the facts that appear in experiment, to formulate hypotheses, to determine the independent variables, bound variables and control variables in the experiment, to experiment, create data tables and write experiment data, interpreting and analyzing experimental data, connecting experimental variables, and make a conclusions from experimental results. This DP4 learning strategy can be utilized by educators in learning photosynthesis topic.
Undergraduate students ability to process information and its relation with visual and verbal representation in plant morphology laboratory activity S Ladisa; A Rahmat; B Supriatno
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.548 KB)

Abstract

Laboratory activity of plant morphology requires students to process the information of specimen in their working memory and then represent it both visually and verbally. The aim of the study is to describe the relation between the student’s ability of information processing and their visual and verbal representation in plant morphology laboratory activity. This study was conducted in one of the state univercities in Bandung Indonesia, in the class of pant morphology course with 31 students. Student’s ability of information processing was assessed by using task complecity which consist of component of information, integration of information, and application of information. The visual representation was analyzed based on authenticity and the detail of picture, propotional of picture, and suitability of the picture with the concept. The verbal representation was analyzed by the suitability of the description with the concept, completeness of the description, clarity of the description, terminology, and binominal nomenclature. The result shows that the student’s information processing ability has low correlation with visual and verbal representation ability. Based on the result, we can say that student’s with a good information processing ability can’t always show that they have a good visual and verbal representation ability as well
V-Lab vs Real Lab in Protein Content Test Experiments E Ervina; B Supriatno; R Riandi
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (221.473 KB)

Abstract

This study aims to compared virtual lab with real lab. The experimental research design was used in this study. Compared two different treatments in the experiment testing the protein content in food materials. This study resulted in differences in results between laboratory trials by virtual lab procedures with virtual labs. This research was also conducted on real laboratories that produce differences (1) facts showed in virtual laboratories and real laboratories, (2) the process of changes that occur in experiments. The virtual lab can’t present all objects/event that appears in the real lab. In conclusion the real lab more potential to appeared concrete and relevant facts than virtual lab.
Co-Authors A Rahmat A Yuniarti E Ervina E Nureni R. Riandi, R. S Ladisa