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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 274 Documents
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Blended-problem based learning: critical thinking skills and information literacy in cell learning Vitta Yaumul Hikmawati; Yeni Surya Ningsih
JURNAL BIOEDUKATIKA Vol 8, No 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i2.14315

Abstract

Critical thinking skills and information literacy are two competencies that students need to have in the millennial era that is loaded with a wide range of types and sources of information. This research was conducted to investigate the effectiveness of blended-problem based learning through Google Classroom application to increase students critical thinking and information literacy in material about cell. This research was a quasi-experimental with pretest-posttest control group design. Two classes were selected randomly from eight Mathematics and Natural Science (MIPA) grade XI classes in state high school of SMA Negeri 1 Majalengka. The experiment group experienced blended-problem based learning and the control group received a conventional-problem based learning (PBL). Critical thinking skills were measured through a test consisting of essay questions with a reliability of 0.73. Information literacy competency was measured through a questionnaire using 26 items that had been tested for validity and reliability, resulting in an alpha coefficient of 0.896. Data were analyzed quantitatively using independent t-test and produced p-value of 0.021 and 0.018 for critical thinking skills and information literacy respectively. This shows that statistically there are significant differences in students critical thinking skills and information literacy between blended-PBL and conventional-PBL. This research indicates that the blended-PBL strategy can be implemented as a learning strategy, especially in Biology to prepare students for the 21st century challenges.
Students science process skills under structured and guided inquiry learning condition Wasis Wuyung Wisnu Brata; Cicik Suriani
JURNAL BIOEDUKATIKA Vol 8, No 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i1.11429

Abstract

Inquiry learning has been known as a popular approach to be studied and applied in science learning. However, the effect of different levels of inquiry on science process skills has not received much attention. This study aims to see the effect of the implementation of guided and structured inquiry on students' Science Process Skills. The quasi-experimental method was carried out with the posttest-only control group Randomized design in two classes of Biology's first-year students. Data were collected with a process skill observation sheet for one semester of lectures. The results showed that both types of inquiry learning showed similar achievement patterns for the types of process skills observed, but generally guided inquiry showed better results. The average score of science process skills in structured inquiry classes was 71.67, while in guided inquiry classes was 78.06. Another interesting finding is that the two types of inquiry learning produce similar performance patterns for the type of process skills observed. The sequence of the type of process skills that are most mastered in both classes is to observe, conclude, classify, and communicate. Inquiry learning is able to develop science process skills well, but differences in learning experiences that are more open to guided inquiry are thought to be an explanation of the difference in achievement of process skills between the two types of inquiry.
Satwa Negeriku: STEM-based encyclopedia as literacy media for elementary student Mukhsin Alfian; Ika Maryani
JURNAL BIOEDUKATIKA Vol 8, No 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (921.527 KB) | DOI: 10.26555/bioedukatika.v8i1.15072

Abstract

This research aims to develop, measures the feasibility, and implements STEM-based Encyclopedia to train the literacy of elementary school students. This study uses a 4D development model from Thiagarajan. The subjects were students in grades 4, 5, and 6 of the teachers at Muhammadiyah Pepe Elementary School, Yogyakarta. Encyclopedias were tested on students and teachers after proper approval by material experts, linguists, and media experts. Data obtained through questionnaires, interviews, field notes and observations. The validation results show that the Encyclopedia is worth using to support the literacy program. The results of the small group trial received a value of 95 (very good), the large group trial received a score of 92 (very good), and also the good application received a score of 91.5 (very good). Students find encyclopedias very interesting, easy to understand, and increase students' understanding of endangered species in Indonesia. The observations also show the use of STEM-based encyclopedias leading to the realization of competency literacy indicators. The teacher also appreciates that the encyclopedia is suitable to be used as teaching material that supports the literacy program.
Laboratory module design for Biology Students: A Systematic review Wahyu Kusumawardani; Muzzazinah Muzzazinah; Murni Ramli
JURNAL BIOEDUKATIKA Vol 8, No 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i2.14160

Abstract

Module design for students laboratory activities plays an important role in the effective implementation of scientific investigation in the laboratory. The purpose of this review is to examine the types, topics, competencies, and approaches to develop laboratory module for biology students. The review of the literature was conducted systematically. Eighteen research articles were selected from 41 articles published within 2009 and 2019. The systematic review followed 5 steps. The research articles were searched using Google Scholar's online database and then traced back from the relevant international and national journals. The articles collected were selected by two reviewers who rated the quality. The results of the analysis showed that the laboratory modules are designed using the following basis: online, research, quantitative skills, inquiry, and traditional. The biology topics focused are Genetics, Ecology, Phylogenetics, Biochemistry, Molecular Biology, Evolution, Biotechnology, and Tissue Culture. The methods used for laboratory module development by Indonesian researchers are 4D, ADDIE, R & D, Dick & Carey, and Borg & Gall, while international researchers generally do not specify the name of the method used. Generally, the need analysis which focuses on the novelty of the developed concept is conducted in the beginning. It continues with module designing, validation, implementation, and response survey from the students as the module users.
The development of a three tier diagnostic test to identify misconception on food chain feeding relationships Kurnia Fadila; Nahadi Nahadi; Taufik Rahman
JURNAL BIOEDUKATIKA Vol 9, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i1.19666

Abstract

This study was aimed to develop a Three-Tier Diagnostic Test instrument to identify students' alternative conceptions about Food Chain Feeding Relationships. This instrument was developed based on stages of development proposed by Treagust. This study involved 102 students of grade VII. There were 4 students included in the interview, 28 students answered the open-ended questions, and 70 students were involved in the implementation of instrument developed. The instrument items' content was then validated by five expert judgment. The analysis showed that the Content Validity Ratio and Content Validity Index value for nine items was 1, while an item acquired 0.6 value. This indicated that Food Chain Feeding Relationships Diagnostic Instrument (FCFRDI) is valid and feasible to be tested on students. The test result data were analyzed using the Rasch Model to determine the item fit and reliability. The difference between item reliability value and the person reliability demonstrated a significant result, which means that the instrument developed has good item quality. Overall, it can be concluded that the FCFRDI developed has met the content and empirical validity so that it can be used to identify students misconceptions.
The effect of problem-solving learning models on creative thinking skills in science subjects Emelia Debora; Heffi Alberida; Ardi Ardi; Siska Alicia Farma
JURNAL BIOEDUKATIKA Vol 8, No 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i3.15858

Abstract

The purpose of this study was to analyze the effect of applying the Problem Solving learning model to the creative thinking abilities of grade VII students at one of the SMPN in Padang in 2019/2020. This type of research is a quasi-experimental study using the Randomized Control Group Posttest Only Design. This study's population was all students of class VII at one of the SMPN in Padang in 2019/2020; there were six classes. The research sample is class VII 3 (experimental class) and class VII 5 (control class). Sampling uses a purposive sampling technique. The instrument used was an observation sheet of students' creative thinking abilities and a posttest creative thinking sheet. Based on the study results, it can be concluded that the students' creative thinking ability in the experimental class is higher than the control class with the average value of the experimental class creative thinking test (52.45) and the control class (39.39). Data analysis using t-test showed that t count (3.66)> t table (1.67). So the conclusion is the Problem Solving learning model has a positive effect on the creative thinking ability of grade VII students at one of the SMPN in Padang.
Construction of biology critical thinking test of high school students Taufiq Satria Mukti; Melly Elvira; Fantika Febry Puspitasari
JURNAL BIOEDUKATIKA Vol 9, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i1.16887

Abstract

Students must have various abilities, one of which is critical thinking skills. Critical thinking is an ability that is an indicator of successful learning and is directly related to real life. Should carry out the development of critical thinking skills effectively and efficiently in education. Critical thinking skills of students, accurate measurement tools are needed. The measuring instrument is in the form of a test instrument developed through research. Conduct the researched with a quantitative approach by describing the characteristics of the critical thinking test instrument. The research method was the development of a test with the research subjects of class X MIPA students from seven public high schools in Kendal Regency with the criteria of high, medium, and low ranking schools. Developed the test in the form of multiple-choice reasoned with three scoring categories for each item according to the scoring of the polytomous items in the PCM 1-PL model (Partial Credit Model 1 Parameter Logistic). The feasibility test of the critical thinking test instrument was carried out with experts in measurement, assessment, and Biology Learning and was tested empirically on 1118 students. The research data were analyzed using the EXCEL, SPSS 16, QUEST and PARSCALE applications. The results showed that: (1) The test instrument with four categories of scores fit the PCM 1-PL model; (2) the test instrument has a high-reliability value; (3) The test instrument has a right level of difficulty; (4) The test instrument can be used to measure the ability of students in the range of -3.7 to 2.9. The test instrument developed was feasible to be used to measure students' critical thinking skills with three categories of polytomous scoring with the PCM 1-PL model.
The influence of the frequency of biology practical classes and biology teachers qualification on senior school students’ knowledge of biological drawings David Akinjide Akintola; Gabriel Olawumi Ayanlola; Musa Mohammed Sulaiman
JURNAL BIOEDUKATIKA Vol 9, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i1.19797

Abstract

Despite the importance of Biology in several arears of human endeavors, teaching of practical has been handled with levity both by the teachers and the students. Studies indicated that teachers factors, ways and manners related to the teaching of the subject and qualification of Biology teachers are among numerous factors causing students poor achievements in Biology. Results from studies suggest that biological drawings could be used to facilitate students learning. This study assessed the knowledge of biological drawings possessed by senior school (SS) students based on frequency of Biology practical classes taught by teachers and teachers qualification in Oyo State, Nigeria. Descriptive research was employed. A total of 657 Biology students were randomly sampled for the study. Students Biological Drawings Achievement Test (SBDAT) was the instrument used with the reliability coefficient of 0.70 using test-retest method. Two hypotheses were generated and tested. Data were analyzed using t-test and ANOVA. Findings of the study showed that; the frequency of Biology practical classes students are exposed to and teachers qualification significantly influenced the knowledge of biological drawings possessed by students in Oyo state, Nigeria. It was recommended among others that students should be exposed to high frequency of practical classes. Also, qualified teachers should teach biological drawings in schools.
The credibility analysis of the microteaching assessment instrument based on the responses of biology education students using the Rasch model Bowo Sugiharto; Murni Ramli
JURNAL BIOEDUKATIKA Vol 8, No 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i3.15930

Abstract

The credibility analysis of the microteaching assessment instrument based on the responses of biology education students using the Rasch model. This study aims to reveal the credibility of the microteaching (MT) assessment instrument by analyzing the responses of biology education students using the Rasch model. The biology education students as participants played roles as assessors and practitioners of MT. The instrument used was the Instrument of Assessing the Learning Implementation (IPPP) in Book 4 of the 2013 In-Service Teacher Training Program (PLPG) Guidelines issued by the Human Resources Development Agency (BPSDM) of the Ministry of Education and Culture. The data obtained were analyzed by multirater analysis of Many-Facet Rasch Measurement (MFRM) version 3.83.2. Based on the results and discussion, this study concluded that the MT assessment instrument in biology education using IPPP was quite credible, which was revealed from the following three points: 1) The responses of students practicing MT are based on the results of peer ratings on a logit scale ranging from -0.82 to 0.80, which means that students practicing were quite diverse and can be distinguished by the instruments; 2) Student responses as assessor to the MT assessment instrument in logit scale units ranged -1.99 to 0.94 which means that as an assessor, student were able to assess diversely. The student as assessor was also able to understand the different rating scales used; and 3) The results of the calibration of the instruments showed that 24 instrument items can provide accurate information about the performance of the practitioner with logit values ranged from a scale of -0.72 to 0.66.
The relationship between students' science process skills and awareness in environmental issues using outdoor learning Luluk Hamidah; I Gusti Putu Suryadarma
JURNAL BIOEDUKATIKA Vol 9, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i1.17329

Abstract

Outdoor Learning has been recognized as a learning strategy to be learned and applied in enhancing students science process skills and awareness. However, the problem of waste management is the biggest challenge because it has not been realized in vocational high schools. Students science process skills and awareness are needed to develop the student's potential insight, attitude, and employability skills. This study aimed to analyze the relationship between science process skills and awareness using the outdoor learning process. The research type is a quasi-experiment. Samples were obtained from students and used purposive sampling. The essay instrument consists of 10 items developed of science process skills. Awareness is measured using a test questionnaire consisting of 19 items. The collected data were analyzed through prerequisite, Independent Sample test T-Test, Gain Score, multivariate analysis of Variance (MANOVA), and Pearson correlation tests. The result showed that the outdoor learning application enables to increase between science process skills and awareness aspects. The test results of each class Showed that the difference significant. It means there was a positive relation, shown by a significant score of 0.042 with 0.05 standard. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship, but the average response value of awareness after learning increased compared before learning in the two treatment groups.

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