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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
Arwin Achmad
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Agriculture, Biological Sciences & Forestry

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KAJIAN KEMAMPUAN GURU IPA DALAM MERENCANAKAN DAN MELAKSANAKAN PENILAIAN AUTENTIK Sujono Dwi Putra; Arwin Achmad; Dina Maulina
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aimed to determine the teachers ability to plan and implementation an authentic assessment in Junior High School in Palas South Lampung. This research was descriptive simple. Research sampling method was purposive sampling, thus obtained 10 science teachers. The research data were qualitative data the form of a picture of a teachers ability to plan and implementation an authentic assessment in science subject were analysis with simple descriptive. The result showed that teachers planning ability on authentic assesment have score 87 in good criteria and teachers implementation ability on authentic assesment have score 38 in adequate criteria. Thus, it can be concluded the teachers planning ability in good criteria and the teachers implementation ability in adequate criteria on Junior High School in Palas.Penelitian ini bertujuan untuk mengetahui kemampuan guru dalam merencanakan dan melaksanakan penilaian autentik pada mata pelajaran IPA di SMP se-kecamatan Palas kabupaten Lampung Selatan. Penelitian ini merupakan penelitian deskriptif sederhana. Metode sampling yang digunakan adalah purposive sampling sehingga diperoleh 10 guru IPA. Data penelitian adalah data kualitatif, berupa gambaran tentang kemampuan guru dalam merencanakan dan melaksanakan penilaian autentik pada mata pelajaran IPA yang dianalisis secara deskriptif sederhana. Dari hasil penelitian diketahui bahwa kemampuan guru dalam merencanakan penilaian autentik memperoleh skor 87 dengan kriteria baik dan kemampuan guru dalam melaksanakan penilaian auutentik memperoleh skor 38 dengan kriteria cukup. Dengan demikian dapat disimpulkan bahwa kemampuan guru IPA SMP dan MTs se-kecamatan Palas dalam merencanakan penilaian autentik berkriteria baik dan pelaksanaannya berkriteria cukup.Kata kunci : IPA, kemampuan guru, penilaian autentik
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI IPA KELAS VII SMPN 2 MARGA SEKAMPUNG Sayuti Sri Lestari; Arwin Achmad; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 5, No 2 (2017): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The research was aim to identify students misconceptions of science concept on seventh grade in second. Descriptive research. Samples were taken by simple random sampling that was 64 students. The quantitative data were from the test results of UN (2014-2015), pissa (2006) and TIMS (1999-2011). The qualitative data interviews of students' responses to science material of. The data analysis was conducted by CRI.The identification results misconceptions at 16, 76% 25 questions, 20 multiple choice and 5 reasoned essays. The results identification of students misconception was 26, 19% lower criteria. Material Science of the most common misconceptions ecosystem materi sub concept of interdependence between biotic components with highest. Percentage among other is 37.5% in the low criteria. It can be concluded that students who do not know the concept and had misconception was low criteria.Penelitian bertujuan mengidentifikasi miskonsepsi materi IPA semester genap pada siswa kelas VII. Penelitian deskriptif sederhana. Sampel diambil dengan simple Random Sampling jumlah 64 siswa. Data kuantitatif di peroleh dari hasil tes soal UN(2014-2015), PISSA (2006) dan TIMS (1999-2011). Data kualitatif dari wawancara tanggapan siswa terhadap materi IPA semester genap kelas VII. Analisis data dilakukan dengan metode CRI. Hasil identifikasi miskonsepsi yaitu 16,76% 25 soal, 20 pilihan jamak beralasan dan 5 esay. Hasil identifikasi miskonsepsi siswa 26,19% kriteria rendah. Materi IPA paling banyak terjadi miskonsepsi pada siswa ekosistem sub konsep saling ketergantungan antara komponen biotik. Persentase paling tinggi adalah 37,50% dalam kriteria rendah. Demikian dapat disimpulkan siswa yang tidak tahu konsep, mengalami miskonsepsi berkriteria rendah. Kata kunci: Certainly of Response Index (CRI), materi IPA, miskonsepsi
PENGARUH JOYFUL LEARNING MELALUI PROBLEM BASED LEARNING TERHADAP KETERAMPILAN PROSES SAINS Robbin Yama Shita; Arwin Achmad; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The aims of this research was to figure out the effect of using JFL through PBL on Science Process Skill. The design was pretest-posttest non-equivalent group. The samples were X MIA3 and X MIA5 SHS 1 Gadingrejo, chosen by purposive sampling. The quantitative data were obtained from the average score of the test analyzed by t-test and U-test. The qualitative data were Science Process Skill data obtained from the observation sheet and the students questionnaire responses which were analyzed descriptively. The results showed that JFL through PBL could increased the studentss science process skill. It could be seen from the average of N-gain (62.06) in the experiment class which was higher and different significantly than control class (49.99). The result of the average percentage of Science Process Skill observation had a high criteria (79.79%) and most of the students (98%) responded positively to the use JFL through PBL.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan JFL melalui PBL terhadap KPS. Desain penelitian pretest-postest kelompok tak ekuivalen. Sampel penelitian siswa kelas X MIA3 dan X MIA5 SMA N 1 Gadingrejo dipilih secara purposive sampling. Data penelitian berupa data kuantitatif yang diperoleh dari nilai rata-rata tes yang dianalisis dengan uji-t dan uji-U. Data kualitatif berupa data KPS yang diperoleh dari lembar observasi dan angket yang dianalisis secara deskriptif. Hasil penelitian menunjukkan penggunaan JFL melalui PBL dapat meningkatkan KPS siswa. Terlihat pada rata-rata N-gain kelas eksperimen lebih tinggi (62,06) berbeda signifikan dengan kontrol (49,99). Hasil rata-rata persentase observasi KPS memiliki kriteria tinggi (79,79%) dan sebagian besar siswa (98%) memberikan tanggapan positif terhadap penggunaan JFL melalui PBL.Kata kunci : joyful learning, KPS, PBL, perubahan lingkungan
PROFIL GURU DALAM PELAKSANAAN PEMBELAJARAN IPA BERDASARKAN KURIKULUM 2013 Junaidi Junaidi; 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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This study was aimed to describe the teachers profile in the implementation of science learning based on curriculum 2013 of Junior High School in Bandar Lampung. There were 6 teachers samples taken from purposive sampling. Qualitative data, consist of descriptions of implementation process of learning by the teachers. The observations sheets of the learning implementation were analyzed descriptively by comparing standard processes and scientific approach. The results showed that the implementation of science teaching by teachers at class VIII SMP in Bandar Lampung was in accordance with the standards process with average score of 52,13% in medium category. However it was not appropriate with the scientific approach with average score of 42% with low category. It can be concluded that the implementation of science learning was appropriate with the standards of the curriculum of 2013, however it was not appropriate with the scientific approach to the curriculum of 2013.Penelitian ini bertujuan untuk mendeskripsikan profil guru dalam pelaksanaan pembelajaran IPA berdasarkan kurikulum 2013 di SMP Negeri di Bandar Lampung. Metode sampling yang digunakan secara purposive sampling sehingga diperoleh 6 guru. Data kualitatif, berupa proses pelaksanaan pembelajaran yang diperoleh dari lembar instrumen pelaksanaan pembelajaran yang dianalisis secara deskriptif dengan membandingkan standar proses dengan pendekatan saintifik. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran IPA oleh guru kelas VIII SMP Negeri di Bandar Lampung telah sesuai dengan standar proses dengan skor rata-rata 52,13% berkategori sedang. Namun, masih kurang sesuai dengan pendekatan saintifik dengan skor rata-rata 42% dengan kategori rendah. Dapat disimpulkan bahwa pelaksanaan pembelajaran IPA sudah sesuai dengan standar proses kurikulum 2013, namun belum sesuai dengan pendekatan saintifik kurikulum 2013.Kata kunci: kurikulum 2013, pembelajaran IPA, pendekatan saintifik, standar proses
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TGT TERHADAP HASIL BELAJAR SISWA Eko Oganda Putra; Arwin Achmad; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 7 (2013): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of the research was determine the influence of TGT learning model application towards students’ achievement. The quantitative data is taken from the mean of pretest and posttest it was analyzed using T-test at 95% confidance level. The Qualitative data was students’ learning activity taken by observation sheet during learning process. This research shown that it was increasing the score of pre-test and post-test student achievment by the cooperatif learning TGT 37.54  to 88.26 with N-gain of 82.37.  The students’ learning activity the mean score of learning activity increases 78.40%. The highest aspect was asking question, it was 81.30%.Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan model pembelajaran TGT terhadap hasil belajar siswa. Data penelitian berupa data kuantitatif yaitu hasil belajar siswa yang diperoleh dari  rata-rata nilai pretes dan postes yang dianalisis dengan menggunakan uji-t pada taraf kepercayaan 95%. Data kualitatif  yaitu aktivitas belajar siswa yang diperoleh dari lembar observasi selama proses pembelajaran. Hasil penelitian ini menunjukkan bahwa terjadi peningkatan terhadap hasil belajar siswa pada kelas yang menggunakan model pembelajaran kooperatif tipe TGT dengan rata-rata pretes yaitu 37,54 meningkat menjadi rata-rata postes yaitu 88,26 dengan N-gain sebesar 82,37.  Aktivitas belajar siswa mengalami peningkatan dengan nilai rata-rata aktivitas belajar sebesar 78,40 %. Aspek aktivitas yang mengalami peningkatan tertinggi adalah aspek mengajukan pertanyaan yaitu sebesar 81,30 %.Kata kunci :  aktivitas siswa, hasil belajar, model pembelajaran tipe TGT, sistem pencernaan 
PENGARUH PENGGUNAAN MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA nurvita sari samwar; Arwin Achmad; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 2 (2013): bioterdidik
Publisher : Universitas Lampung

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Critical thinking skills in students XI Grade Science of Senior High School 7 Bandar Lampung not developed. This is because learning process dominated by teacher. One alternative that can be used to make students active in critical thinking is PBL models. The purpose of this study were to determine the effect of PBL models to the students' critical thinking skills. The design was a pretest-posttest non-equivalent. The samples in this study was students of XI Grade Science 2 and 3 where selected with clusster random sampling technique. The data of this study is in quantitative and qualitative data. Quantitative data obtained from the average value of the pretest, posttest, and N-gain statistically analyzed using t-test. Qualitative data taken from student learning activities observation sheet, and then analyzed descriptively.The results showed that the use of PBL models improve students' critical thinking skills with the average pretest score (24.11), posttest (68.95), and N-gain (59.86).Student learning activities that use the models PBL also increased from meeting I with an average of 55.09 to meeting II increased with an average of 69.91, and rise again on third meeting with the average of 80.32. Thus, application of the model PBL influential in improving critical thinking skills by students.Keywords: PBL Models, critical thinking skills, learning activities, and circulatory system.
PEMANFAATAN LINGKUNGAN SEKOLAH UNTUK MENINGKATKAN AKTIVITAS BELAJAR DAN PENGUASAAN KONSEP OLEH SISWA Hesti Yudhiastuti; Arwin Achmad; Rini Rita 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 examine the use of school environment as a learning resource to enhance students learning activities and conceptual understanding. The research design was pretest-posttest non equivalent. The samples were VIIB dan VIIC class that selected by purposive sampling. The quantitative data obtained from the average value of pretest, posttest, and N-gain. Quantitative data were activities description and student questionaire responses that analyzed using U test. The results showed that the use of school environment as a learning resource for improving student learning activities has with high interpretations. Student conceptual understanding also increased with average of  N-gain 57,90. Thus, school environment as learning resources was effective to improve students learning activity and conceptual understanding.Tujuan penelitian ini adalah untuk mengetahui pemanfaatan lingkungan sekolah sebagai sumber belajar untuk meningkatkan aktivitas belajar dan penguasaan konsep oleh siswa. Desain penelitian ini adalah pretes-postes non ekuivalen. Sampel penelitian ini adalah kelas VIIB dan VIIC yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain yang dianalisis menggunakan uji U. Data kualitatif berupa deskripsi aktivitas dan angket tanggapan siswa. Hasil penelitian dengan memanfaatan lingkungan sekolah sebagai sumber belajar untuk meningkatkan aktivitas belajar siswa menunjukkan  interpretasi tinggi. Penguasaan konsep oleh siswa juga mengalami peningkatan dengan rata-rata N-gain 57,90. Sehingga pembelajaran menggunakan pemanfaatan lingkungan sekolah sebagai sumber belajar efektif untuk meningkatkan aktivitas belajar dan penguasaan konsep oleh siswa.Kata kunci : aktivitas belajar, ekosistem, lingkungan sebagai, penguasaan konsep, sumber belajar
KUALITAS KERJASAMA DAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD ) Kusuma Wardany; Arwin Achmad; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 6 (2013): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose was to determine the quality of the collaboration and learning outcomes of students by using STAD in the Environmental Pollution matter. Research design was simple descriptive. Sample was VIIa students which selected with cluster random sampling. The data form in qualitative and quantitative data. Collaboration quality was analyzed with descriptive percentage. The results showed that student’s qualities is 50%  very good criteria, 35.95% good criteria, 14.06% less well criteria; student learning outcomes was increase, with a gain score 0.42 with the medium criteria individually, and 0.48 with medium criteria in the group by using STAD model. So, the quality of student is very good criteria and student learning outcomes are medium criteria by using STAD model. Tujuan penelitian ini untuk mengetahui kualitas kerjasama dan hasil belajar siswa menggunakan model STAD pada materi Pencemaran Lingkungan. Desain penelitian adalah deskriptif sederhana. Sampel penelitian adalah siswa kelas VIIA dipilih secara acak dengan teknik cluster random sampling. Data penelitian berupa data kualitatif dan kuantitatif. Data kualitas kerjasama dianalisis dengan deskriptif persentatif. Hasil penelitian menunjukkan bahwa model STAD kualitas kerjasama siswa 50 % siswa berkriteria sangat baik,  35,95% berkriteria baik, 14,06% berkriteria kurang baik; hasil belajar siswa mengalami peningkatan, dengan skor Gain sebesar 0,42 dengan kriteria sedang secara individu, dan 0,48 dengan kriteria sedang secara kelompok. Jadi, kualitas kerjasama siswa berkriteria sangat baik dan hasil belajar siswa berkriteria sedang menggunakan model STAD.Kata kunci  :  hasil belajar, kerjasama siswa, pembelajaran kooperatif,  pencemaran lingkungan, STAD.
PENGGUNAAN MEDIA GAMBAR TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Rela Kristiyawanti; Arwin Achmad; Pramudiyanti Pramudiyanti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 5 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This experiment aimed to find out the use of the media image toword students activity and students learning result. The research designs was non equivalent pretest – posttest. The research sample were students in X1 and X2 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, expression (64.96), asking question (65.05), they were teamwork (77.42), exchanging information (82.26) and observation result presentation/group (75.46). The students learning outcomes also develop, with N-gain average score was 58.00. It was mean, that the use of the media images impact the increased students activity and students learning result. Penelitian ini bertujuan untuk mengetahui penggunaan media gambar terhadap aktivitas dan hasil belajar siswa. Desain penelitian adalah pretes-postes tak ekuivalen. Sampel penelitian adalah siswa kelas X1 dan X2  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 mengemukakan pendapat/ide (64,96), bertanya (65,05), bekerjasama dengan teman (77,42), bertukar informasi (82,26), dan mempresentasikan hasil diskusi (75,46). Hasil belajar siswa juga mengalami peningkatan, dengan rata-rata nilai N-gain 58,00. Dengan demikian, penggunaan media gambar berpengaruh terhadap peningkatan aktivitas dan hasil belajar siswa pada materi keanekaragaman hayati.  Kata kunci : aktivitas belajar, hasil belajar, media gambar
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA Welly Mentari; Arwin Achmad; berti yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to find out the influence of discovery learning model to critical thinking skill and students result study on interactions between living things and environment subject matter. The design of this research was control group pretest-posttest. The qualitative data were critical thinking skill which obtained through perceptions of students and worksheet were analyzed by descriptive. The quantitative data were obtained pretest posttest were analyzed by t test with signification level of 5%. The result showed average of percentage critical thinking skill on experiment class (80,5%) was higher than control class (61,9%). Then, students result study were obtained from N-Gain score on experiment class (65) was higher than control class (50). Based on this research, it can be concluded that discovery learning model gave influence to critical thinking skill and students result study on interactions between living things and environment subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model Discovery Learning terhadap kemampuan berpikir kritis dan hasil belajar siswa pada materi interaksi antar makhluk hidup dan lingkungan. Desain penelitian ini berupa control group pretest postest. Data kualitatif berupa kemampuan berpikir kritis yang diperoleh melalui angket persepsi siswa dan LKS yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari pretest dan postest yang dianalisis menggunakan uji t dengan taraf signifikansi 5%. Hasil penelitian menunjukkan presentase kemampuan berpikir kritis kelas eksperimen (80,5%) lebih tinggi dibandingkan kelas kontrol (61,9%). Kemudian, hasil belajar yang diperoleh dari nilai N-Gain pada kelas eksperimen (65) juga lebih tinggi dibandingkan kelas kontrol (50). Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Discovery Learning berpengaruh terhadap kemampuan berpikir kritis dan hasil belajar siswa pada materi interaksi antar makhluk hidup dan lingkungan.Kata kunci: discovery learning, hasil belajar, kemampuan berpikir kritis
Co-Authors Adhitian Adhitian Ahmad Fitrah Ana Safitri Ana Septiana Fatmawati Andries Hidayad Annisa Shinta Devi Antun Sutarya Atikah Nur Azizah Aulia Novitasari Aulia Zakia Ave Suakanila Fauzisar Ayu Amalia Berti Yolida Betari Solihati Binti Nurhabibah Cinde Futriyah Darlen Sikumbang Dian Diana Putra Dina Maulina Dwi Agusliani Eka Fitrianingsih Eko Oganda Putra Elka Ayu Setianingsih Emilia Yuliani Emily Prihatina Yama Endang Lastriana Ensya Wisti Agniya Era Oktariani Yuningsih Erfina Triutami Erlis Miarti Ermayanti Sutiyo Erwan Feriyadi Eva Febriyanti R Fadlilah Fajar Lestari Farina Sari Febi Mulia Ibka Sari Febri Febri Ferry Ardianto Fiska Aulia Rahmah Florentina Krida Wijayanti Ginda Mutiara Subing Harum Diana Hendry Roris P. Sianturi Hesti Yudhiastuti Hutriazka Hutriazka I Gede Suliwan I Putu Arie Permana Ida Marlina Ihda Febriana Sari Iis Sumaesih Ika Rahmawati IKomang Sutawijaya Imatul Khoiriyah Intania Riska Putrie, Intania Riska Irna Yulyati Johan Subekti Junaidi Junaidi Khoirunnisa Khoirunnisa Kusuma Wardany laila kurniawati Lamudin Lamudin Linda Asrina made dewi lestari Made Oktavia Sri Rahayu Made Puja Satyawan Marista Nia Megasari - Megasari Meisyi Ardina Merry Agustina Mutiara Amalia Nanang Harun Rasid Neni Hasnunidah Ni Wayan Nila Sri Lestari Nora Pramartasari Novi Yulianingsih Nuris Mukhton Nurmala Nurmala Nurmala Nurmala nurvita sari samwar Pramudiyanti Pramudiyanti Putri Chris Yanto Rela Kristiyawanti Reza Tihardila rini marpaung Rini Rita Marpaung Rini Rita T Marpaung Rini Rita T. Marpaung Rini Rita T.Marpaung Rini Rita. T Marpaung Rini RitaT Marpaung Ririn Noviyanti Robbin Yama Shita Sayuti Sri Lestari Sefty Goestira Septi Woro Subekti Septia Dies Nurcahyani Septiana Puspita Sari Silfi Auliyanti Siska Septi Turmiati Sopa Diarti Sujono Dwi Putra Susi Ulfah Talenta Nauli Harianja Tri Jalmo Tri Jalmo Umi Nurkhasanah Vera Yuliana Vinika Asmarani Vivi Alvionita Wartini Okta Rina Welly Mentari Yeni Erikania Yulia Fitriyanti Yulita Sari