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INDONESIA
BIOEDUKASI
Published by Universitas Jember
ISSN : 16933931     EISSN : 25800094     DOI : -
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Library & Information Science
Arjuna Subject : -
Articles 12 Documents
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Search results for , issue "Vol 19 No 1 (2021)" : 12 Documents clear
TEACHING GENETICS THROUGH DIFFERENTIATED SCIENCE INQUIRY BASED ON RESEARCH RESULTS OF GENE VARIATION ANALYSIS TO INCREASE COGNITIVE LEARNING OUTCOMES UNDERGRADUATE BIOLOGY STUDENT M Amien Rais; Mohamad Amin; Betty Lukiati
BIOEDUKASI Vol 19 No 1 (2021)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v19i1.20722

Abstract

Paradigm change in 21st century poses a challange for higher education in teaching science as inquiry. In another side, teaching science as inquiry meet some problem because of every student in the classroom was different. This research is aimed to know effectiveness of differentiated science inquiry based on research results of gene variation analysis in genetics course to increase students cognitive learning outcome. This research used pre-experimental research design on one class that consist of 26 biology students. Statistical analysis used in this study is paired sample t-test on pre-test and post-test to measure students cognitive learning outcomes. If there are significances between the pretest and posttest, data analysis was continue to N-Gain score to determine the increasing category of students cognitive learning outcome. The average pretest score was 64,3 and posttest score was 77,2. The statistical analysis result showed there was a significant difference between students cognitive learning outcome (p<0,005), meanwhile the N-Gain score between pretest and postest is 36,2 and categorized a medium criteria. That result mean although there are difference students learning outcome before and after learning by using differentiated science inquiry model based on research result of gene variation analysis, that learning is not too recommended to increase students cognitive learning outcome.
ANALYSIS OF THE USE OF VARIATION OF MEDIA IN INQUIRY LEARNING AND LEARNING STYLES ON PHYSICS LEARNING OUTCOMES IN CLASS X HIGH SCHOOL MOH. EDI SUYANTO
BIOEDUKASI Vol 19 No 1 (2021)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v19i1.38756

Abstract

Technology and media have always been an integral part of many strategies. Comparative studies over the years have shown that it is learning strategies that facilitate learning, not technology and media. The purpose of this study was to analyze the interaction of the use of various media in inquiry learning and learning styles on physics learning outcomes. This study used a quasi-experimental design with a factorial design (3x3) which involved three groups of subjects, taking into account the existence of a moderator variable which was thought to influence the experiment on the results obtained. Research data were collected using: (1) a visual-auditorial-kinesthetic learning style questionnaire; (2) pre-test and post-test learning outcomes. The three research hypotheses were tested using a two-way analysis of variance (ANAVA) technique. All statistical analyzes used the SPSS statistical program and all null hypothesis testing was performed at the 5% significance level. The results showed that there was an interaction between the use of various media in inquiry learning and learning styles towards the physics learning outcomes of class X high school students

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