Articles
<![CDATA[Analysis of Students’ Knowledge Mastery and Oral Communication Skills Through the Implementation of Think-Pair-Share Model ]]>
<![CDATA[Mustikawati, Mustikawati]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>;
<![CDATA[Iswari, Retno Sri]]>
<![CDATA[ Journal of Biology Education Vol 7 No 2 (2018): August 2018 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v7i2.24270
<![CDATA[This research aims to analyze the influence of the model Think-Pair-Share (TPS) implementation to knowledge mastery capabilities and oral communication skills of high school students. This is an experimental quasi research with nonequivalent control group design. Population include all students of class X MIPA High School 1 Subah with sample classes X MIPA 1 as experiment class and X MIPA 2 as control class determined by purposive sampling that teacher suggested. The result of t-test shows the significant difference of average posttest grade between experiment and control classes. The increase of learning result experimental class 0,39 (mean), ie from 71,76 become 82,54 while control class 0,18 (low), ie from 70,25 become 75,34. The t-test result also shows a significant difference grade of oral communication skill between the experimental and control classes. The average score of oral communication skill of experiment 78,33, better than control 67,15. This shows that the TPS model has a positive influence on the ability of mastery knowledge and students' oral communication skills. This is supported by the good responses from students and teacher toward model TPS implementation in environmental change learning.]]>
<![CDATA[The Environmental Caring Character through Biology Learning in Senior and Junior High School ]]>
<![CDATA[Sari, Nur Hidayati Puspita]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>;
<![CDATA[Rudyatmi, Ely]]>
<![CDATA[ Journal of Biology Education Vol 10 No 1 (2021): April 2021 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v10i1.24459
<![CDATA[This study aims to describe the role of teachers in the planting of environmental cares through biological learning. The study was designed using case study of descriptive-qualitative approach. Research respondents were principals, science and biology teachers, and students in SMP Negeri 1 Batang and SMA Negeri 1 Gringsing. The results show that biology teachers inculcate environmental caring characters that are explicitly present in the syllabus and RPP. Master modeled care for the environment by maintaining the cleanliness of the teachers 'and bathrooms' room. Teachers give response in the form of reprimand / punishment and appreciation (gratitude and praise) to the students related to environmental care. Students carry out cleanliness pickets, conserve electrical energy, and make skills assignments from used goods. It is concluded that teachers play a very important role in the planting of environmental cares. The planting of environmental cares has not been fully integrated in biology learning at SMP Negeri 1 Batang and SMA Negeri 1 Gringsing. Dumpster has not been effectively functionalized. Teachers have not done classroom and drawer hygiene monitoring. The character of environmental care owned by junior high and high school students has not been maximized. There are still some students who throw garbage in drawers, play water, and buy bottled drinks. Based on the conclusions, it is recommended that teachers should instill an environmentally careful character education, streamline waste disposal, teachers conduct classroom cleaners and drawers, and require sanctions for non-compliant students.]]>
<![CDATA[The Implementation of Using Role playing Method to Improve Cognitive Aktivities and Learning Outcomes Students' on Excretion System Material in SMPN 1 Batang ]]>
<![CDATA[Adiba, Daniar Arof]]>;
<![CDATA[Endang Susilowati, Sri Mulyani]]>;
<![CDATA[Yuniastuti, Ari]]>
<![CDATA[ Journal of Biology Education Vol 7 No 3 (2018): December 2018 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v7i3.25551
<![CDATA[One of the main learning problems in school today is the low absorptive capacity of students as evidenced by the average of the student’s learning outcomes is always still under KKM. The reason is that the learning conditions are still conventional and is still teacher centered learning so it does not touch the dimensional realm of the students themselves. The learning method implemented by the teacher is more dominated by teachers, so students tend to be passive and not given access to develop independently. This illustrates that the process of learning that takes place is not optimal. Efforts to achieve a high absorption students is realized by applying an active learning and fun. Appropriate learning method is a method of role playing. Learning to use the method of role playing is learning that requires students to actively participate in the learning and mastery learning materials development of imagination. The purpose of this study to apply the method of role playing in order to enhance the activity and the cognitive achievement of students on the material excretory system in SMPN 1 Batang. The study population was half of second class VIII SMP N 1 Batang and sample used is class VIII A and VIII E. Design study used is a quasi-experimental design from of pretest-posttest control group design. The results showed that the implementation of the method of role playing on learning excretory system can increase the activity and cognitive learning outcomes. The result of the increase was gotten in using N-Gain. Results obtained from the data that there is signifiant difference between the results before and after treatment (pretest-posttest). Based on the test results of N-gain, increased cognitive achievement experimental class (VIII A) amounted to 0.633 (moderate) and grade control (VIII E) 0.32 (moderate). Based on t test, showed that the value probability (sig.) <0.05 then Ho is rejected and Ha accepted. It means that there are differences in cognitive learning outcomes significantly between the control and the experimental class. The activity of students in class VIII A of 82.27% (very active) and VIII E amounted to 75.50% (Active). This indicates that the use of role playing method can increase the activity and cognitive learning outcomes of students.]]>
<![CDATA[Quality of Instrument Assessment of Learning Outcomes Based Curriculum 2013 Class X SMAN in Kendal ]]>
<![CDATA[Nurjanah, Ayu Ika]]>;
<![CDATA[Rudyatmi, Ely]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>
<![CDATA[ Journal of Biology Education Vol 8 No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v8i1.26243
<![CDATA[One important component of the curriculum in 2013 is a competency-based assessment. This assessment is not only seen from the final result, but also how the processes that occur during learning. Assessment is done using instruments varies. Instruments' knowledge, attitudes, and skills that exist have not analyzed the quality but it is used by teachers in conducting the evaluation. The purpose of this study was to analyze the quality of assessment instruments UKK, attitude observation sheets, and assessment sheets used in practice test Class X SMAN biology teacher in Kendal. The quantitative data in the form of the level of difficulty, distinguishing, distractor effectiveness, and reliability matter UKK. Qualitative data in the form of conformity UKK, observation sheets attitude, and practice tests assessment sheet in terms of material, construction, and language. The results showed that the quality of qualitative UKK is 45% good and 55% about the problem should be corrected. Qualitatively UKK quality is good and 75% about 25% is not good. Observation sheet quality is pretty good 83% and 17% unfavorable. Sheet quality assessment practice test is 83% good and 17% poor.]]>
<![CDATA[The Effectiveness of Problem Based Learning Model on Virus Material of Senior High School on Science Process Skills and Student Learning Outcomes ]]>
<![CDATA[Pradasti, Kania Zulafa]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>;
<![CDATA[Bodijantoro, F. Putut Martin Herry]]>
<![CDATA[ Journal of Biology Education Vol 8 No 3 (2019): December 2019 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v8i3.30084
<![CDATA[Student learning outcomes at Pemalang 2 High School are still low students are less actively involved in learning activities. This is because Biology learning applied by the teacher still uses the lecture model. In this learning model, the teacher has not developed science process skills (SPS). One learning model that can be applied to improve SPS and student learning outcomes is problem-based learning. The purposes of this study are to determine the differences in student learning outcomes in virus material, to determine the effect of the application of problem-based learning models to student SPS, and to test the effectiveness of problem-based learning. This research is a quasi-experiment with nonequivalent control group design. The research sample is determined by purposive sampling. Data collection is done by test, observation, and questionnaire methods. The results show that the percentage of students classical completeness in the experimental class reach 88% while the control class is 72%. The results of the ttest show tcount = 2.80> ttable = 1.99 so that there is a difference in learning outcomes increase in the experimental class. The N-gain test shows the N-gain value of the experimental class 0.62 and the control class 0.52. The improvement of students' understanding in the experimental class was better than the control class. Student's SPS increase is directly proportional to student learning outcomes. Based on the results of the study, it is concluded that there are significant differences from the learning outcomes of the control class and experimental class. The application of problem-based learning has a positive influence on student SPS and problem-based learning is effective in student learning outcomes.]]>
<![CDATA[The Implementation of Cambridge Curriculum on Biological Learning in Gandhi Memorial Intercontinental School (GMIS) Semarang ]]>
<![CDATA[Wijayanti, Jihan Sela]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>;
<![CDATA[Isnaeni, Wiwi]]>
<![CDATA[ Journal of Biology Education Vol 8 No 2 (2019): August 2019 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v8i2.31192
<![CDATA[The aim to describe the implementation of biology learning and analyze the positive aspects of the curriculum in Gandhi Memorial Intercontinental School (GMIS) Semarang .The evaluation of this CIPP model used descriptive-qualitative approach. The variables were the Cambridge Curriculum with context, input, process, and product aspects. The data collection techniques used documentation, observation, and interviews. The data analysis method used triangulation. The research results showed that in context, the profile of GMIS Semarang has a background as an international school in accordance with government regulations. The input consists of students, curriculum, teachers, facilities and infrastructure, and teaching materials that fulfill the standards. The process consists of the implementation of biology learning had a very good criteria which is 90% in the classroom and 92% practicum, the media was used as a support for learning, laboratories and library was used well. The assignments and teacher administration had been given well. The product in the form of student learning outcomes were good but it needed to be improved and the achievements that had been achieved by students at national and international levels were good. And there were positive aspects that can be applied to the national schools in improving the education quality.]]>
<![CDATA[MEDIA PEMBELAJARAN BERBENTUK KOMIK BERPENDEKATAN PENGEMBANGAN KONTEKSTUAL PADA TEMA BUNYI UNTUK SISWA SMP/MTs ]]>
<![CDATA[Yatno, Rohadi]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>;
<![CDATA[Dewi, Novi Ratna]]>
<![CDATA[ Unnes Science Education Journal Vol 4 No 2 (2015): July 2015 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v4i2.7727
<![CDATA[Penelitian ini bertujuan menghasilkan sebuah media pembelajaran IPA Terpadu yang menarik yang layak dan efektif digunakan dalam pembelajaran berupa komik. Latar belakang penelitian ini adalah adanya tuntutan pelaksanaan pembelajaran terpadu pada mata pelajaran IPA di tingkat SMP/MTs. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development). Produk yang telah dikembangkan divalidasi oleh dua dua pakar kemudian dilakukan pengujian skala kecil dan skala besar. Data yang dianalisis dalam penelitian ini adalah data validasi produk oleh pakar, angket tanggapan guru dan siswa terhadap komik, motivasi belajar siswa serta data pemahaman konsep siswa. Untuk mengimplementasikan pembelajaran terpadu di SMPN 2 Moga terdapat beberapa permasalahan yaitu guru yang mengajar IPA pada saat ini berlatarbelakang bidang fisika, kimia dan biologi. Selain itu belum adanya media pembelajaran IPA Terpadu dan variasi bahan ajar yang digunakan dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa penilaian penilaian komik IPA Terpadu oleh pakar menunjukkan kriteria sangat layak dengan rata-rata perolehan skor sebesar 89,74% dan komik yang dikembangkan dikatakan efektif karena dapat meningkatkan motivasi belajar siswa sehingga hasil belajar pun menjadi maksimal, terbukti dengan 100% siswa tuntas belajar. Berdasarkan hasil penelitian di SMPN 2 Moga dapat disimpulkan bahwa komik IPA Terpadu pada tema bunyi dan sistem koordinasi dan alat indra pada manusia layak dan efektif digunakan dalam pembelajaran kelas VIII di SMPN 2 Moga.  This research aims to create an integrated science teaching materials that attact qualified and effective learning that is used in comics. Background of this study is that there is the demand for integrated learning in subjects floor science SMP/MTs. Research methods used are research and development (R and D). In this study, a product that has been developed is validated by two experts then perfotmed testing of small scale and large scale. The data analyzed in this study is the data product validation by experts, a survey of teachers and students perception of comics science integrated teaching materials, data, learning motivation of students and students conceptual understanding of data. Existing problems in the field to imploment integrated learning are teachers in the current science background fields of physics, chemistry and biology. Additionally because of the lack of theaching materials and variations science integrated teaching materials used in the learning process. The results showed that the evaluation of theaching materials comics science integrated by highly qualified experts suggest criteria with the average turnover of a score of 89.74% and comics said developed effective because if can increase students learning motivation to learn even be maximal yield, as evidenced by 100% of students finished. Based on the research results it can be concluded that the integrated science comic teaching materials on the theme of sound and system coordination and tool sense organ on human with qualifield and effective use in learning class VII in SMPN 2 Moga. ]]>
<![CDATA[THE EFFECTIVENESS OF HEURISTIK VEE LEARNING MODEL ASSISTED WITH PERDU/EDUCATIVE GAMES (EG) WORKSHEET TOWARDS THE STUDENTS’ LEARNING RESULT ON PLANT MOVEMENT MATERIAL ]]>
<![CDATA[Rohmawati, Mei Dewi]]>;
<![CDATA[Setiati, Ning]]>;
<![CDATA[Susilowati, Sri Mulyani Endang]]>
<![CDATA[ Unnes Science Education Journal Vol 6 No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
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DOI: 10.15294/usej.v6i1.13840
<![CDATA[Abstract ___________________________________________________________________ This study aims to determine student learning outcomes in learning to use the Heuristic Vee-assisted learning model with LKS PERDU. Material of Motion on Plants in MTs Muhammadiyah 3 Masaran Sragen was employed for the study. This study uses a quasi-experimental design. The sample used is a class VIII A (experimental group) and VIII C (control group). Sampling technique was the purposive sampling. The results showed> 75% of student learning outcomes exceed the minimum completeness criteria (KKM) is 75. Cognitively, the average grade student mastery learning experiment was 90% while the control group 77%. In psychomotor aspect in the experimental class 79.2% of students qualify as very good, and the rest on both criteria. On the affective aspects in the experimental class 75% of students qualify as very good, and the rest on both criteria. In general, teachers and students also respond very well to be applied learning. Conclusions from this research is learning by learning model Heuristic Vee student learning outcomes, student psychomotor, and affective student in plant material Motion class VIII MTs Muhammadiyah 3 Masaran Sragen.]]>
<![CDATA[The Effectiveness of Problem-Based Learning Model and Role Playing Assisted by Audio-Visual Media in Learning Outcomes of Social Studies at Fifth-grade Elementary School ]]>
<![CDATA[Dwi Putra, Indrajaya]]>;
<![CDATA[Endang Susilowati, Sri Mulyani]]>;
<![CDATA[Purwanto, Edy]]>
<![CDATA[ Journal of Primary Education Vol 10 No 2 (2021): June 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i2.48793
<![CDATA[Social learning is necessary in daily life to meet human needs through identifiable problem solving. However, what happened was students did not have learning experience that connects the theories with real life, learning was focused on giving materials to the students. This study aims to determine the effectiveness of problem-based learning (PBL) model and role playing assisted by audio-visual media in learning outcomes of social studies at fifth grade state elementary school Sulang 2. The research method was used a quasi- experimental design with a non-equivalent group design. The sample for experiment 1 was thought by usingPBL model assisted by audio-visual media, while the sample for experiment 2 was used role playing assisted by audio-visual media. Data analysis was performed by using kolmogorov-smirnov test with SPSS 23 aids. The mean score of post-tests in experiment class 1 increased with 77.4 point and experiment 2 with 68.4 point. The results of the t-test analysis were homogeneous, with sig value = 0.130, so that p> 0.05, so as Ho was rejected, and Ha was accepted. The results showed that 21 students in the experiment 1 and 14 students in the experiment 2 reached minimum completeness criteriaat social science in the fifth grade by 75. The results of the N-gain analysis for the experimental class 1 showed a result of 0.965 and the experimental class 2 of 0.525. Based on these findings, it was shown that learning in the experimental class 1 which experience PBL assisted by audio-visual media was more effective and could improve learning outcomes than that of the experimental class 2 which experience role playing assisted by audio-visual media.]]>
<![CDATA[Enhancing Students’ Communication Skills through Problem Posing and Presentation ]]>
<![CDATA[Sugito Sugito]]>;
<![CDATA[Sri Mulyani Endang Susilowati]]>;
<![CDATA[Hartono Hartono]]>;
<![CDATA[Supartono Supartono]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 1: March 2017 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v6i1.6342
<![CDATA[This study was to explore how enhance communication skill through problem posing and presentation method. The subjects of this research were the seven grade students Junior High School, including 20 male and 14 female. This research was conducted in two cycles and each cycle consisted of four steps, they were: planning, action, observation, and reflection. This study use interview, observation, and questionnaire to measure most widely used data gathering in communication skill students, and daily test (pre-test and post-test) to measure enhance achievement the students’. The data was analyzed comparing initial and final score. If the final score is better than initial score had been enhanced. Results of this study indicated that teaching and learning science used problem posing and presentation method can enhance ability communication skill, confidence, courage and responsibility on themselves disciples. Researcher is suggestion to use another method to enhance communication skill.]]>
