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All Journal TABULARASA Bioedukasi: Jurnal Pendidikan Biologi Best Journal (Biology Education, Sains and Technology)
Tarigan, Wenny Pinta Litna
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Public Health

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DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY Pintalitna, Wenny; Sipahutar, Herbet; Harahap, Fauziyah
TABULARASA Vol 12, No 2 (2015): Jurnal TABULARASA
Publisher : TABULARASA

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Abstract

Interactive learning environment can substantially improve student learning and retention of key biology concepts. In this case report, we describe our approach for the design of interactive digital learning module to teach digestive system concepts in Grade 11 learners at SMAN 2 Balige with 180 subjects are selected according to total sampling method. The research method is the development with Dick and Carey model.  Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing, and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); 2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.
The Effect of Interactive Digital Learning Module on Student’s Learning Activity and Autonomy Wenny Pinta Litna Tarigan; Herbert Sipahutar; Fauziyah Harahap
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.v14i2.49366

Abstract

In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.
EXTRACTION OF FUNCTIONALLY ACTIVE COLLAGEN FROM SALMON FISH AS FORMULATION OF CLAY MASK CHRISTINE ULINA TARIGAN; WENNY PINTA LITNA TARIGAN
BEST Journal (Biology Education, Sains and Technology) Vol 5, No 1 (2022): Juni 2022
Publisher : Program Studi Pendidikan Biologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/best.v5i1.5296

Abstract

The skin of salmon (Oncorhynchus nerka), a by-product of the fillet process line, could serve as an excellent source of aquatic collagen. It was possible to apply active collagen from salmon fish as well as the formulation of clay mask material. Collagen helped in the regeneration and replacement of dead and old cells for improving skin texture and integrity to maintain young and healthy skin. The purpose of this study was to find out which formulations produced the superior physical properties of salmonid collagen clay masks. Extraction of salmon skin purity was conducted by conventional extraction process. Salmon rind was pretreated with 0.5 M acetic acid. The collagen subunits extracted were then analyzed on sodium dodecyl sulfate-polyacrylamide gel (SDSPAGE) to determine the peptide chains. The collagen yield of the conventional method was 35.6%. The soluble collagen was extracted as a raw material for cosmetic material such as clay masks. Clay mask formulations contained collagen as a key ingredient due to their significant advantages as natural moisturizers. The best formulation of salmonid collagen clay mask was an F3 preparation with a kaolin concentration of 25% and a bentonite concentration of 1%.  F3 preparation was more preferred by respondents with good resulting odor, color, and texture parameters.Keywords: Clay, Collagen, Cosmetics, Extract, Salmon, Mask
The Effect of Flipped Class with Project Based Learning Dimensions Assisted by Moodle Combined with Reading, Questioning and Answering (RQA) on 4C Skills Christine Ulina Tarigan; Wenny Pinta Litna Tarigan
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): 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.v15i2.61296

Abstract

This study was to find out the effects of flipped class with project-based learning (PjBL) dimensions assisted by Moodle combined with reading, questioning and answering (RQA) strategies on students’ 21st-century skills. The research was quasi-experimental with cluster random sampling technique. The sample was three classes of twelve graders at a private school. The first class applied flipped class with project-based learning assisted by Moodle combined with RQA. The second class applied flipped class learning assisted by Moodle without PjBL and RQA. And the control class applied conventional online learning using Moodle only. Each class consists of 25 students. The instrument was an essay test with 10 questions. The collaboration and communication skills were assessed using observation sheets. The average of these two values used as a reference to determine the predicate of students’ 4C ability. The normality and homogeneity tests found that the three classes were the same and normally distributed (sig.>0.05). The results of ANOVA test and student’s response observation showed significant differences in three classes S1, S2 and S3 (α = 0.05, sig.0.00). The first class shows the highest 4C skills results followed by the second and third treatment classes with average scores respectively 91.25; 91.52 (very competent), 83.32; 83.04 (very competent) and 73.74; 73.64 (competent). These findings were expected to be a recommendation for educators to integrate the 4C skills through flipped class to improve students’ skills.
Co-Authors Christine Ulina Tarigan Fauziyah Harahap Fauziyah Harahap Herbert Sipahutar Herbet Sipahutar, Herbet