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DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi
Published by Universitas Muhammadiyah Palembang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Didaktika Biologi (Biology Didactics, in english) is a journal that contains scientific articles of research results in the field of biological education. Didaktika Biologi is for teachers, lecturers, students, researchers, and practitioners who concentrate and contribute in the field of biological education.
Arjuna Subject : -
Articles 14 Documents
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Search results for , issue " Vol 1, No 1 (2017): Maret 2017" : 14 Documents clear
PENGEMBANGAN MODUL BERBASIS BOUNDED INQUIRY LAB UNTUK MENINGKATKAN LITERASI SAINS DIMENSI KONTEN PADA MATERI SISTEM PENCERNAAN KELAS XI Sanjaya, Renny Widya Kusuma; Maridi, Maridi; Suciati, Suciati
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
Publisher : Universitas Muhammadiyah Palembang

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Penelitian bertujuan untuk: 1) mengetahui karakteristik; 2) menguji kelayakan dan; 3) menguji keefektifan penggunaan, pada modul berbasis bounded inquiry lab untuk meningkatkan literasi sains dimensi konten pada materi sistem pencernaan kelas XI. Penelitian dan pengembangan modul menggunakan prosedur Borg & Gall (1983) yang telah dimodifikasi. Data kemampuan literasi sains dimensi konten dianalisis dengan N-Gain ternormalisasi untuk mengetahui keefektifan modul berbasis bounded inquiry lab. Hasil penelitian dan pengembangan menunjukkan: 1) modul berbasis bounded inquiry lab untuk meningkatkan literasi sains dimensi konten pada materi sistem pencernaan dikembangkan sesuai dengan tahapan bounded inquiry lab; 2) kelayakan modul berbasis bounded inquiry lab dikategorikan sangat baik; 3) keefektifan modul yang dikembangkan dibuktikan dengan uji Wilcoxon menunjukkan ada perbedaan dalam literasi sains dimensi konten sebelum dan sesudah perlakuan dengan memiliki probabilitas (p) sebesar 0,000 (p<0,05), Ho ditolak. This research aimed: 1) to find out the characteristics; 2) to test the feasibility and; 3) to investigate the effectiveness of module based on bounded inquiry lab to improve students’ scientific literacy of content dimension on digestive system material of grade XI. This research used procedure of research and development (R&D) by Borg & Gall (1983) that was modified. Data of students’ scientific literacy of content dimension were analyzed by using normalized N- Gain to investigate the effectiveness of module-based on bounded inquiry lab. The research results showed: 1) the module-based on bounded inquiry lab to improve students’ scientific literacy of content dimension on digestive system material was developed in accordance with the syntax of bounded inquiry lab; 2) the feasibility of module-based on bounded inquiry lab was at very good category; 3) the effectiveness of the developed module-based on bounded inquiry lab was proved by Wilcoxon test that showed the differences in students’s scientific literacy of content dimension between before and after learning by using module-based on bounded inquiry lab with probability (p) of 0.000 (p <0.05), Ho was rejected.
Lampiran 2: Template Didaktika Biologi Biologi, Didaktika
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
Publisher : Universitas Muhammadiyah Palembang

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PENERAPAN JURNAL BELAJAR DALAM STUDENT TEAM ACHIEVEMENT DIVISION (STAD) UNTUK MENINGKATKAN PEMAHAMAN KONSEP BIOLOGI SEL Irmanasari, Pipit; Lukitasari, Marheny; Primiani, Cicilia Novi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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Hasil belajar mahasiswa pada matakuliah Biologi Sel masih relatif rendah karena proses pelaksanaan pembelajaran berpusat pada pendidik dan mahasiswa merasa sulit untuk memahami materi yang disampaikan oleh dosen. Penelitian ini bertujuan untuk mengetahui penerapan jurnal belajar sebagai alat dalam upaya meningkatkan pemahaman konsep mahasiswa pada matakuliah Biologi Sel. Penelitian dilakukan pada mahasiswa semester II Prodi Pendidikan Biologi IKIP PGRI Madiun sebanyak 53 mahasiswa (26 mahasiswa untuk kelas 2A) dan (27 mahasiswa untuk kelas 2B). Pelaksanaan penelitian dilakukan selama tiga kali tatap muka dari matakuliah Biologi sel KD 1-3. Data yang dikumpulkan dalam penelitian ini berupa data keterlaksanaan STAD, data jurnal belajar dan data pemahaman konsep. Data pemahaman konsep didapatkan dengan pemberian pertanyaan kuis di akhir pembelajaran. Hasil penelitian menunjukkan pelaksanaan pembelajaran dengan menggunakan jurnal belajar mengalami peningkatan dari pertemuan I sebesar 13,32 meningkat menjadi 13,42 pada pertemuan II dan III, dan terdapat peningkatan nilai kuis dari tiap KD pada kategori sedang dan rendah. Students’ learning outcomes were still relatively low at Celluler Biology Subject because the implementation process of learning was centered on lecturer and stundents found it difficult to understand the subject material. This study aimed to determine the application of learning journal as a tool in the effort to increase students understanding of Celluler Biology concept. The study was conducted at 53 second semester stundents (26 students for class 2A and 27 students for class 2B) of Biology Education Program Study of PGRI Teachers Training College, Madiun. The study was conducted during three meetings for KD 1-3 (Kompetensi Dasar=Basic Competence) of Celluler Biology Subject. The collected data were the implemented STAD data, the learning journal data and the concept understanding data. The concept understanding data were obtained by giving the quiz questions at the end of learning. The study result showed that the learning with implementation of learning journal increased from first meeting at 13.32 became 13.42 at meeting II and III, and there was the increase of quiz value from each KD on both medium and low categories.
Tim Redaksi Didaktika Biologi Biologi, Didaktika
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
Publisher : Universitas Muhammadiyah Palembang

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Cover Belakang Didaktika Biologi Vol 1 No 1 Maret 2017 Biologi, Didaktika
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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PENGEMBANGAN MODUL BERBASIS REACT PADA MATERI JAMUR UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA Nugroho, Ervan Setya Bakti; Prayitno, Baskoro Adi; Maridi, Maridi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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Tujuan penelitian adalah menyusun karakteristik, menguji validitas dan menguji efektivitas modul berbasis Relating, Experiencing, Applying, Cooperating dan Transferring (REACT) pada materi Jamur untuk meningkatkan kemampuan berpikir kritis siswa kelas X SMA. Pengembangan modul berbasis REACT mengacu pada 9 langkah model research and development (R&D) dari Borg and Gall meliputi: penelitian dan pengumpulan data, perencanaan, pengembangan produk, uji coba produk awal, revisi produk I, uji coba lapangan, revisi produk II, uji coba lapangan operasional, dan revisi produk akhir. Analisis hasil penelitian menggunakan deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan: karakteristik modul dikembangkan berdasarkan sintaks model pembelajaran REACT yang bermuatan indikator-indikator kemampuan berpikir kritis; validitas modul siswa dinilai oleh penilaian ahli materi dengan 88,75%, ahli penyajian modul 93,44%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 92,40%; untuk modul guru dinilai oleh ahli materi dengan 94,40%, ahli penyajian modul 97,66%, ahli keterbacaan 93,75%, dan ahli perangkat pembelajaran 86,46%; rata-rata penilaian praktisi pendidikan 98,69%; serta rata-rata penilaian siswa 81,88%; modul berbasis REACT pada materi jamur efektif dalam memberdayakan kemampuan berpikir kritis siswa karena adanya perbedaan hasil posttest antara kelas modul dan kelas kontrol (Sig.=0,020 < α=0,05). This research aimed to publish the characteristics and to test the validity and the effectiveness of module based on REACT to improve students’ critical thinking skills on fungal material at grade X. The development of module based on REACT referred to nine modified steps of Research and Development (R&D) model from Borg & Gall that included: research and information collection, planning, development of initial design of product, initial field test, first product revision, limited field test, second product revision, operational field test, and final product revision. The data analysis used qualitative and quantitative descriptive method. The research results showed that the characteristics of module based on REACT were developed according to syntax of REACT model that was included by indicators of critical thinking; the validity of student module was assessed by material expert at 88.75%, by module presentation expert at 93.44%, by readability expert at 93.75%, and by learning device expert at 92.40% and for the validity of teacher module was assessed by material expert at 94.40%, by module presentation expert at 97.66%, by readability expert at 93.75%, and by learning device expert at 86.46%; scoring average at 98.69% by practitioner and at 81.88% by students; and module based on REACT on fungal material was effective to improve students’ critical thinking skills because there was difference of posttest results between module class and control class (Sig.=0.020 < α=0.05).
PENGARUH METODE PETA KONSEP (Menggunakan Macromedia Flash) UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA Isnaini, Muhammad; Syarifah, Syarifah; Apriyansah, Apriyansah
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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Faktor utama yang menentukan keberhasilan proses pembelajaran adalah metode pembelajaran. Penelitian ini membahas tentang penerapan metode peta konsep dengan menggunakan macromedia flash untuk meningkatkan hasil belajar kognitif siswa MTs Patra Mandiri Plaju Kelas VII. Desain penelitian yang digunakan adalah The pretest-posttest non-equivalent group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII sebanyak 4 kelas. Sampel yang digunakan untuk penelitian 2 kelas, pengambilan sampel ini dengan teknik cluster sampling. Uji hipotesis yang digunakan adalah uji t. Hasil penelitian menunjukkan bahwa terdapat pengaruh hasil belajar kognitif dengan metode peta konsep dengan menggunakan macromedia flash pada materi Gejala Biotik dan Abiotik di MTs Patra Mandiri Plaju. Hasil ini juga menunjukkan bahwa hipotesis Ha diterima dan H0 ditolak. Selain itu, peningkatan hasil belajar kognitif ini dapat dilihat dari rata-rata gain score Kelas Eksperimen sebesar 2,73, lebih besar dari rata-rata gain score Kelas Kontrol, yaitu 2,34. The main factor that determined the succesful of learning process was learning method. This research aimed to find out the effect of applaying of concept map method by using macromedia flash to improve students’ learning outcomes at class VII of Madrasah Tsanawiyah Patra Mandiri Plaju. The research design was the pretest-postest non equivalent group design. The population of this research were all students at class VII of Madrasah Tsanawiyah Patra Mandiri Plaju as many as 4 classes, and for the sample were only two classes using cluster sampling technique. T-test was used to test the hyphotesis of this research. The research result showed that there was a significant improvement on students’ cognitive learning outcomes by using concept map method with macromedia flash on Biotic and Abiotic material. It was showed by Ha acceptance and H0 rejection. Beside, the improvement on students’ cognitive learning outcomes also could be showed by gain score average of Experimental Class at 2.73, it was better than gain score average of Control Class at 2.34.
Daftar Isi Didaktika Biologi Vol 1 No 1 Maret 2017 Biologi, Didaktika
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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KOMPARASI ANTARA MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALLY DILENGKAPI MICROSOFT OFFICE POWER POINT DENGAN MEDIA COMIC TERHADAP HASIL BELAJAR Prihatin, Prihatin
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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Penelitian ini bertujuan membandingkan hasil belajar antara model TAI dengan Power Point dan model TAI dengan komik di SMP Negeri 3 Kartasura 2011/2012. Metode penelitian menggunakan The Static Group Pretest-Posttest Design dengan tambahan kelas kontrol. Teknik sampling menggunakan Cluster Random Sampling yang meliputi VIIIG kelas eksperimen I (TAI dengan Power Point), VIIIA kelas eksperimen II (TAI dengan media komik), dan VIIIE kelas kontrol. Teknik analisis data menggunakan uji validitas, reliabilitas, uji normalitas, homogenitas, dan ANAVA. Hasil pengujian hipotesis menggunakan α 5% menunjukkan Fhitung 7,191 sedangkan Ftabel sebesar 3,082. Karena Fhitung 7,191>3,082 Ftabel maka H0 ditolak. Hal ini berarti terdapat perbedaan yang signifikan antara ketiga kelompok pembelajaran. Berdasarkan hasil uji beda disimpulkan hasil belajar biologi menggunakan model TAI dengan Power Point (87) lebih baik daripada hasil belajar biologi menggunakan model TAI dengan Komik (81) dan kelas kontrol (80). Hasil afektif dilihat dari perolehan skor angket setiap siswa. Hasil afektif menunjukkan sebanyak 91,10% siswa mendapat nilai A, dan 8,10% siswa mendapat nilai B untuk kelas Power Point. This study aimed to compare the learning outcomes between TAI model with Power Point and TAI model with comic at SMP Negeri 3 Kartasura 2011/2012. The method used in this study was "The Static group pretest-posttest design" with additional control class. Sampling technique used cluster random sampling includes VIIIG experiment class I (TAI with Power Point), VIIIA experimental class II (TAI with media comics), and VIIIE control class. Data analysis technique used the validity, reliability, normality test, homogeneity, and ANOVA. The results of hypothesis examination by using alpha (5%) showed Fcalculation =7.191 while Ftable=3,082. If Fcalculation 7.191> 3.082 Ftable then H0 was rejected. This meant there were significant differences among three study groups. Based on results of post hoc it could be concluded that biology learning outcomes using TAI model with Power Point (87) was better than TAI model with comic (81) and control class (80). Affective results were based on questionnaire score of each student. Affective outcomes showed as much as 91.10% of students got A, and 8.10% of students got B for the class of Power Point.
PENGEMBANGAN MODUL BERBASIS INQUIRY LAB PADA MATERI SISTEM GERAK UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI SMAN 1 MEJAYAN Pranoto, Andrias Marstanto Setyo; Sajidan, Sajidan; Prayitno, Baskoro Adi
DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Vol 1, No 1 (2017): Maret 2017
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Tujuan penelitian adalah: 1) mengembangkan modul berbasis Inquiry Lab, 2) menguji kelayakan modul berbasis Inquiry Lab, dan 3) menguji efektivitas modul berbasis Inquiry Lab untuk meningkatkan hasil belajar siswa pada materi sistem gerak di SMA Negeri 1 Mejayan. Pengembangan modul berbasis Inquiry Lab mengacu pada 9 langkah model Research and Development (R&D) dari Borg & Gall (1983) meliputi: 1) penelitian dan pengumpulan data, 2) perencanaan, 3) pengembangan produk, 4) uji coba produk awal, 5) revisi produk I, 6) uji coba lapangan, 7) revisi produk II, 8) uji coba lapangan operasional, 9) revisi produk akhir. Hasil penelitian menunjukkan: 1) modul biologi Inquiry Lab pada materi sistem gerak yang dikembangkan menggunakan sintak Inquiry Lab (observasi, manipulasi, generalisasi, verifikasi, dan aplikasi); 2) kelayakan modul berbasis Inquiry Lab sebagai berikut: a) uji validasi ahli materi 93,00%, b) validasi ahli pengembangan desain 82,90%, c) validasi ahli perangkat 95,70%, d) validator praktisi (guru) 94,00%, dan e) uji kelompok kecil 83,82%; dan 3) modul berbasis Inquiry Lab pada materi sistem gerak efektif dalam meningkatkan hasil belajar siswa (Sig.=0,000 < α=0,05). This research aimed: 1) to develop an inquiry-based laboratory module, 2) to test the feasibility of an inquiry-based laboratory module, and 3) to test the effectiveness of an inquiry-based laboratory module to improve students’ outcomes on motion system material at class XI of State Senior High School (SMAN) 1 of Mejayan. The development of an inquiry-based laboratory module referred to nine steps of Research and Development (R&D) model from Borg & Gall (1983) that included: 1) research and data collection, 2) planning, 3) product development, 4) initial product test, 5) product revision I, 6) field test, 7) product revision II, 8) operational field test, 9) final product revision. The research results showed: 1) the developed inquiry-based laboratory module on motion system material used the Inquiry Lab syntax (observation, manipulation, generalization, verification, and application), 2) the feasibility of an inquiry-based laboratory module as followed: a) the validation test of material expert at 93.00%, b) the validation of design development expert at 82.90%, c) the validation of tool expert at 95.70%, d) the validation of practitioners (teachers) at 94.00%, and e) the test of small group at 83.82%; and 3) an inquiry-based laboratory module on motion system material was effective to improve students’ outcomes (Sig.=0.000 < α=0.05).

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