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<![CDATA[Learning Ownership PBL Approach Enhancing Concept Understanding on Student ]]>
<![CDATA[Prabaningtyas, Sitoresmi]]>;
<![CDATA[Risqillah, Ulfi]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.51944
<![CDATA[Through a process known as "Learning Ownership," students actively engage in the educational process and gain an understanding of the context, goal, and application of the material they have studied. The abilities and routines needed to acquire ownership are quite adaptable and can be used in any type of learning setting. Aim of this study was to unveil the effect of learning ownership-PBL model on students' concept understanding. The sampling technique used on this research was the random sampling technique that consisted of 2 group: the control group use PBL model and the experimental group uses learning ownership-PBL model. For learning ownership parameter we use a questionnaire consisting of 33 questions and for critical thinking parameter use multiple choice consisting of 10 questions. The test used is an independent sample T-test and Spearman test to see correlation between learning ownership and critical thinking skill. The analysist revealed that student in experimental group have learning ownership and concept understanding score improvement higher than PBL model alone in all indicators. The learning ownership-PBL is moderately correlated and significantly increase students concept understandings. Thus, we conclude that learning ownership-PBL can increase student concept understandings.]]>
<![CDATA[Analysis of the Improvement of Students' Cognitive Ability in Science Subjects Using the Think-Pair-Share Learning Model at SMP Negeri 2 Gunungsitoli ]]>
<![CDATA[Hulu, Debi Rebeka]]>;
<![CDATA[Lase, Natalia Kristiani]]>;
<![CDATA[Zega, Novelina Andriani]]>;
<![CDATA[Gulo, Hardikupatu]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.52182
<![CDATA[The ability to understand science concepts is very important for everyone to have a greater opportunity to adapt in life, especially in terms of mastering reading skills to improve the development of a country. The purpose of this study was to determine the effectiveness of the think-pair-share learning model in improving students' cognitive abilities during the science learning process. This research is a quasi-experimental research with matching pretest-posttest control group design conducted at SMP Negeri 2 Gunungsitoli. The average result of cognitive ability in the experimental class was 82.20 which was in the very good category, while the average cognitive ability of students in the experimental class was 68.80 which only increased to a sufficient category. The N-gain result in the control group was 0.36 which was in the moderate category, while the N-gain in the control group was 0.79 which was in the moderate category. After the application of the think-pair-share learning model, it was concluded that the cognitive level of students increased to the C4-analyze level. This research provides an alternative science learning model that is more varied so that science teachers can apply it to the classroom.]]>
<![CDATA[Ultrasound Assisted Extraction (UAE) of Macroalgae Padina australis From Tidung Island, Indonesia and Testing Its Antibacterial Activity ]]>
<![CDATA[Yosepin, Elpina]]>;
<![CDATA[Panjaitan, Riong Seulina]]>;
<![CDATA[Purwati, Purwati]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.50081
<![CDATA[Padina australis is one of brown macroalgae that grows in Indonesian ocean. This study aimed to determine the optimum of time extraction of Padina australis ethanolic extract extracted by Ultrasound Assisted Extraction (UAE) method, its phytochemical compounds and the antibacterial activity of Padina australis ethanolic extract against on four different pathogenic bacteria (Salmonella typhii, Shigella sonnei, Escherichia coli dan Bacillus cereus). Padina australis were extracted by Ultrasound Assisted Extraction (UAE) method using ethanol solvent (70%) with three different times (10, 20 and 30 minutes). The ethanolic extract of Padina australis were evaluated its antibacterial activity and its minimal inhibitory concentration (MIC) by using disc diffusion method. The results showed that the optimum UAE time of Padina australis was 20 minutes which yielded 0.4%. Moreover, the ethanolic extract of Padina australis contained alkaloids, saponins, flavonoids, tannins, steroids, and terpenoids. Furthermore, this study indicates that Padina australis ethanolic extract demonstrated its antibacterial activity against all bacteria tested. MICs of Padina australis ethanolic extract determined for S. typhi and B. cereus were at 6.25 ppm and for S. sonnei was at 12,5 ppm. Whereas, this extract showed the MIC at 25 ppm on E. coli.]]>
<![CDATA[Development of Microbiology Module “Antibacterial Effect of Ginger Rhizome Extract to Inhibit the Growth of Propionibacterium acnes Bacteria” as a Teaching Material to Improve Students’ Problem Solving Skill ]]>
<![CDATA[Mahesti, Tika]]>;
<![CDATA[Hastuti, Utami Sri]]>;
<![CDATA[Sari, Murni Sapta]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.47971
<![CDATA[This research is a research and development of module on the topic "Antibacterial Effect of Ginger Rhizome Extract to Inhibit the Growth of P. acnes Bacteria" as a teaching material in the learning process to improve students' problem solving skills. The aim of developing the module is to produce a valid, practical and effective teaching materials. The development of module used ADDIE model. Validation of the Microbiology Module was conducted by Microbiology material expert, learning media and teaching material experts, and Microbiology learning practitioner expert. The effectiveness of Microbiology Module in improving problem solving skills can be known through pretest and posttest scores analyzed through One Way Ancova test. The research and development results show that validation scores by learning media and teaching materials experts were 99.72%, Microbiology material experts were 87.56%, biology education practitioner experts were 99.33%, student practical response results were 87.05%. The efficiency results were 0.00 < 0.05 so it proved that the use of module is effective in the learning process, it can be concluded that the Microbiology Module category as very valid, very practical and effective as teaching material, so it can be used by students in Microbiology courses especially in improving problem solving skills.]]>
<![CDATA[The Effect of Mahogany Leaf Litter (Swietenia Mahagoni (L.) Jacq.) on The Quality of Organic Fertilizer Through Vermicomposting ]]>
<![CDATA[Wilda, Nur]]>;
<![CDATA[Mudakir, Imam]]>;
<![CDATA[Asyiah, Iis Nur]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.46977
<![CDATA[Mahogany leaf litter (Swietenia mahagoni (L.) Jacq.) has high levels of lignin and C/N ratio, sothe decomposition speed is longer and can cause accumulation of litter waste. The purpose of this research was to determine the effect of applying different amounts of mahogany (Swietenia mahagoni (L.) Jacq.) leaf litter on the quality of organic fertilizer through vermicomposting. This study used acompletely randomized design (CRD) with the amount of mahogany leaf litter in each treatment was 0 g, 100 g, and200 g. Vermicomposting was carried out for 4 weeks, then the results were compared with SNI 7763:2018 and analyzed using LSD. The results showed that the addition of different amounts of mahogany leaf litter had nosignificant effect on the levels of total-N, P2O5 , C-organic, and C/N ratio but had a significant effect on the levels of K2O, and weight produced through vermicomposting. The p3 treatment with a total of 200 gof mahogany leaf litter was the most significant composition in meeting the chemical and physical quality parameters of vermicompost. This is due to the ideal balance of the C/N ratio in the material, so that vermicomposting runs optimally.]]>
<![CDATA[Formulation, Stability Test and Antibacterial Activity of Banana Leaf Extract Liquid Soap (Musa sp.) against the Growth of Escherichia coli ]]>
<![CDATA[Wahyuningsih, Erpika Ambar]]>;
<![CDATA[Khumaira, Annisa]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.47850
<![CDATA[Liquid soap is an important component in maintaining skin cleanliness. Good liquid soap is soap that contains natural antioxidants because it can protect the body from free radicals and prevent cell damage and is also antibacterial because it can prevent and kill pathogens. One source of easily available phytochemical compounds with antioxidant and antibacterial activity is banana leaves (Musa sp.). The aim of this research was to formulate physically and chemically stable banana leaf extract liquid soap and test the antibacterial effectiveness of banana leaf extract liquid soap with formulations of 0%, 1%, 3%, 5% and 7% against the growth of Escherichia coli. This research was carried out using Completely Randomized Design which included making extracts, phytochemical screening tests, organoleptic tests, hedonic tests, pH tests, homogeneity tests, foam stability tests, and antibacterial tests on Escherichia coli using the diffusion method (paper disc). Then statistical analysis of variance (ANOVA) was carried out to determine the differences in the five formulas. Integrating banana leaf phytochemical compounds into soap formulas produces products that are antioxidant and antibacterial. The best formula is at an extract concentration of 7% because it provides optimal antibacterial test results and meets SNI standards for foam stability.]]>
<![CDATA[The Analysis of Formative Assessment Needs in the Form of a Biology Comic Based on Problem-Based Learning to Train Critical Thinking Skills and Improve the Learning Outcome for Senior High School Students ]]>
<![CDATA[Rucitra, Bidari Intan]]>;
<![CDATA[Sari, Murni Sapta]]>;
<![CDATA[Rahayu, Sofia Eri]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.50539
<![CDATA[The objective of this research is to comprehend the need for formative assessment in the form of Biology comics based on the PBL learning model. This comic intends to train critical thinking skills and improve students’ learning outcomes. A needs analysis was carried out by distributing questionnaires to senior high school students at MAN 2 Kota Malang, SMAN 5 Malang, and SMAN 7 Malang. Questionnaires were also distributed to students freely via social media. Moreover, interviews were also conducted with Biology teachers in MAN 2 Kota Malang. Another supporting data was the critical thinking skill test. The questionnaire results indicated that 70% of students needed these comics. Besides, Biology teachers also had a positive response to the variety of formative assessments in the form of Biology comics. The supporting data for the critical thinking test also showed the low category of 49.01 out of a maximum score of 100. Thus, it can be concluded that senior high school students need a variety of formative assessments in the form of Biology comics to train their critical thinking skills and improve their learning outcomes.]]>
<![CDATA[Implications of Local Potential-Based STEM Learning Model on Student Creativity ]]>
<![CDATA[Sulaeman, Wiska Hera Sagita]]>;
<![CDATA[Windyariani, Sistiana]]>;
<![CDATA[Nurlathifah, Zulfa]]>;
<![CDATA[Setiono, Setiono]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.52567
<![CDATA[This research is motivated by the low creativity of students in learning biology at school. The purpose of this study was to determine how the implications of ethnoscience-based STEM learning models on student creativity on excretory system material. This study used a quantitative approach, quasi-experimental method with non-equivalient control group design, in the selection of samples by purposive sampling. The instruments used were verbal and figural creativity tests, product creativity assessment and student response questionnaires to ethnoscience-based STEM learning models. The research subjects were junior high school students in grade VIII with 27 experimental class students and 27 control class students. The results showed that the ethnoscience-based STEM learning model implies student creativity, this is known from the results of hypothesis testing showing H₀ is rejected and Hₗ is accepted with the results of Sig (2-tailed) verbal creativity 0.000 and figural creativity 0.001 so that the data can be said to be significantly different. The implications of the learning model can also be seen from the N-Gain value of verbal creativity of the experimental class which is 0.65 and the control class is 0.48 while the N-Gain value of figural creativity of the experimental class is 0.63 and the control class is 0.45. The average student response questionnaire is 81.79% or in the very good category. The conclusion of this research is that there is an implication of ethnoscience-based STEM learning model on the creativity of students of one of the Sukabumi District State Junior High School.]]>
<![CDATA[Improving Critical Thinking Skills through Discovery Learning: Case Study at SMP Negeri 2 Central Kupang ]]>
<![CDATA[Djalo, Aloysius]]>;
<![CDATA[Missa, Hildegradis]]>;
<![CDATA[Ndukang, Sardina]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.49138
<![CDATA[Critical thinking skills, especially in science subjects, are insufficient because teachers only provide direct knowledge to students without giving students the opportunity to actively participate in learning. The aim of this research is to determine the influence of the Discovery Learning model towards the critical thinking skills of grade VII students at SMP Negeri 2 Kupang Tengah. This type of quantitative research uses a quasi experimental method. The research results show that the score of critical thinking skills of the students in experimental classes with an average posttest score of 80.46 higher than the pretest which is 50.04. Meanwhile, in the control class, the average pretest score was 45.21 and the average posttest score was 67.14. The results of the anacova test using the one-way anacova statistical analysis technique (one way-anacova) with the help of SPSS Version 23 obtained a probability value (sig) of 0.000 <from the set significant value of 0.05. Thus the null hypothesis (H 0 ) which states that there is no influence of the Discovery Learning model on students' critical thinking skills is rejected and the alternative hypothesis (Ha) which states that there is an influence of the Discovery Learning model on students' critical thinking skills is accepted. The conclusion of this research is that the Discovery Learning model influences the critical thinking skills of grade VII students at UPTD SMP Negeri 2 Kupang.]]>
<![CDATA[Profile of Concept Understanding and Scientific Argumentation Skills on Genetic Material of Grade XII MIPA Students of SMA Laboratorium UM ]]>
<![CDATA[Biruni, Iqbal Bilgrami]]>;
<![CDATA[Suwono, Hadi]]>;
<![CDATA[Muntholib, Muntholib]]>
<![CDATA[ BIOEDUKASI Vol 22 No. 3 (2024) ]]>
Publisher : <![CDATA[PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER ]]>
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DOI: 10.19184/bioedu.v22i3.52064
<![CDATA[Scientific argumentation skills as an intellectual practice can involve students in constructing and criticizing scientific ideas related to science literacy. The purpose of this study is to find out the scientific argumentation ability of high school students with different conceptual understandings. This study was designed as a survey involving students in grade XII of MIPA SMA Laboratorium UM. The results show that the highest average value of understanding the concept of genetic material was 87,22 and the lowest average value was 69,00. Indicator of scientific argumentation "claims and warrants" have an average value of 67.33; the "counterargument" indicator is 84.89; the "supportive arguments" indicator is 63.75; the "evidence" indicator is 83.19. The most appropriate solution to improve students' scientific argumentation skills is to apply an innovative learning model that involves argumentative dialogue in the classroom. Argumentation Driven Inquiry (ADI) is an argumentation and inquiry-based learning model that can be used as an alternative to empower students' scientific argumentation skills. On the other hand, students with low conceptual understanding scores managed to achieve the category of excellent scientific argumentation: good, enough, less, very little. This condition shows the importance of implementing innovative and argument-inquiry-based learning.]]>
