cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
Jurnal Bioedukatika
Published by Universitas Ahmad Dahlan
ISSN : 23386630     EISSN : 25415646     DOI : 10.26555
Core Subject : Education,
Education
"JURNAL BIOEDUKATIKA" focuses on the publication of the results of scientific research related to the field of Biology Education. The article published on the internal and external academic community UAD especially in Biology Education. "JURNAL BIOEDUKATIKA" publishes scholarly articles in biology education scope covering: biology curriculum, teaching biology, instructional media, and evaluation. Published article published is the article the results of research, studies or critical and comprehensive scientific study on important issues and current job descriptions included in the journal.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 10, No 2 (2022)" : 5 Documents clear
Relationship of metacognitive skills, critical thinking, and students' knowledge of ecosystem concepts Ary Indaryanti Prihatin; Ratna Komala; Rizhal Hendi Ristanto; Much Fuad Saifuddin
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.23397

Abstract

Metacognition and knowledge of ecosystem concepts with critical thinking is a self-learning process of critical learning toward certain objects, which are ecosystem components. The research analyzes the relationship between metacognitive skills, knowledge of ecosystem concepts, and critical thinking skills. The research is carried out at MAN 1 Tangerang from May to August 2021, involving 65 Class XI IPA-1 and XI IPA-2 students. The students are selected using a simple random sampling technique. The instrument consists of variables of metacognitive ability (X1), knowledge of ecosystem concepts (X2), and critical thinking (Y), each of which consists of 15 description questions. Thus, the total number of research samples is 195.  The instrument used is an essay test that is distributed online and offline. The research method is a correlation study. The results indicate that there is no positive relationship between metacognitive skills and critical thinking with a correlation of 0.016, there is a positive relationship between knowledge of ecosystem concepts and critical thinking with a correlation of 0.490, and there is a positive and simultaneous relationship between metacognitive skills and knowledge of ecosystem concepts and critical thinking.
Effects of online learning on digital literacy during the covid-19 pandemic Astuti Muh Amin; Fitriyah Karmila; Romi Adiansyah; Noor Hujjatusnaini; Ahmad Yani; Lilin Ika Nur Indahsari
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.23718

Abstract

Misconceptions are important to know so that future learning can be Digital literacy is one of the skills needed in preparing students to face the challenges of the 21st century. During the Covid-19 pandemic, digital activities have expanded and are increasing because many people have to turn to online alternatives, including teaching and learning activities in schools. The purpose of this study is to identify the effects of online learning on digital literacy during the Covid-19 pandemic. This research is quantitative. The study population was all students at the Senior High School of Ternate City, North Maluku, Indonesia. The research sample was 56 students at State Senior High School 4 of Ternate and State Senior High School 6 of Ternate, North Maluku, Indonesia. The research instruments used in this study were digital literacy instruments, questionnaires on student responses to online learning, questionnaires on learning motivation, and student activity observation sheets. All previous research instruments have been validated by experts and empirically validated. All research instruments have been declared valid and reliable. The results showed that the average score of digital literacy was in the medium category. The hypertext direction guide dimension has the lowest mean score compared to the three dimensions of digital literacy measurement. Digital literacy skills still need to be improved through the empowerment of active and innovative learning models integrated with IT.
Assessment of student concept maps on environmental pollution subjects during the pandemic covid-19 Sunarni Sunarni; Sri Widoretno; Puguh Karyanto; Bowo Sugiharto; Sri Dwiastuti; Chandra Adi Prabowo
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.23782

Abstract

The ability to compile concept maps is strongly influenced by the knowledge possessed. This research aims to describe students' Concept Maps scores on environmental pollution during the Covid-19 pandemic. This research includes a quantitative descriptive using a survey method with a population of 210 high school students. Data collection uses a Google form that asks students to make Concept Maps at the end of learning environmental pollution material. The researcher then assesses and determines the score of each student. Student scores are then combined and an average is obtained. The results showed that the largest percentage was owned by a valid relationship component of 9.75%, followed by a hierarchical component with a percentage of 7.34% and a branching component with a percentage of 3.42%. The pattern component is the fourth component with a percentage of 1.31%, followed by an example component with a percentage of 1.30% and the last component is a crosslink with a percentage of 0%. Acquired student concept map scores can be used to assess student learning outcomes so it is hoped that this research can be an evaluation material for students and teachers.
Misconceptions on biodiversity and protist using Three-Tier multiple-choice diagnostic tests Nurul Amrina Rosada; Herawati Susilo; Abdul Gofur
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.22102

Abstract

Misconceptions are important to know, so that future learning can be improved. This study aims to identify students' misconceptions on the subject of Biodiversity and Protists. This type of research is descriptive quantitative. The sampling technique used in this study was purposive sampling, considering that students who had studied the material on Biological Diversity and Protists had not identified misconceptions and the geographical location of the research site. The research subjects were students of class X SMA Negeri in Kampar Regency, each in two classes, with a total sample of 405 students. The instrument used in the study was a Three-Tier Multiple Choice Diagnostic Test. The study results concluded that the average Percentage of students who had misconceptions about the material on Biodiversity was 32.44% (medium category), and the material Protista was 31.56% (medium category). In the material on Biological Diversity and Protists, many students experience false-negative misconceptions, which means that the information possessed by students is little or incomplete.
Effects of team-teaching on senior school students’ achievement in adaptation in Ilorin, Nigeria Mulkah Adebisi Ahmed; Ganiyu Bello; Hafsat I. Alabi; Musa M. Sulaiman; Aduke R. Ahmed
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.22235

Abstract

This study analyzed the effects of Team Teaching on Senior School Students’ Achievement in Adaptation. A 20-item multiple-choice question entitled Adaptation Achievement Test (AAT) was validated and distributed to 99 students that participated in the study. The equivalent of the groups was determined before the commencement of the study through pretest administration. A quasi-experimental design was adopted, hypotheses one and two were tested using paired sample t-test, while three were tested using ANCOVA. The result showed no statistically significant difference in students' achievement in adaptation when exposed to team teaching. The study also discovered a non-statistically significant difference in the achievement of males and females; and in the achievement of the low, medium, and high-scoring students when exposed to the team-teaching method. Based on the findings, the study concluded that team teaching did not enhance students’ learning; also, male and female students did not differ in achievement when the team-teaching learning strategy was used. One recommendation for the study is that teachers should use combined teaching methods as an effective strategy in teaching senior school students’ adaptation to biology.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025) Vol. 13 No. 1 (2025) Vol. 12 No. 3 (2024) Vol. 12 No. 2 (2024) Vol 12, No 1 (2024) Vol. 12 No. 1 (2024) Vol. 11 No. 3 (2023) Vol. 11 No. 2 (2023) Vol. 11 No. 1 (2023) Vol 11, No 1 (2023) Vol. 10 No. 3 (2022) Vol 10, No 3 (2022) Vol 10, No 2 (2022) Vol 10, No 1 (2022) Vol 9, No 3 (2021) Vol 9, No 2 (2021) Vol 9, No 1 (2021) Vol 8, No 3 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2020) Vol 7, No 2 (2019) Vol 7, No 1 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 2 (2016) Vol 4, No 1 (2016) Vol 4, No 1 (2016) Vol 3, No 2 (2015) Vol 3, No 2 (2015) Vol 3, No 1 (2015) Vol 3, No 1 (2015) Vol 2, No 2 (2014) Vol 2, No 2 (2014) Vol 2, No 1 (2014) Vol 2, No 1 (2014) Vol 1, No 2 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2013) Vol 1, No 1 (2013) More Issue