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Bioedukasi: Jurnal Pendidikan Biologi
Published by Universitas Sebelas Maret
ISSN : 1693265X     EISSN : 25490605     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology
BIOEDUKASI-Jurnal Pendidikan Biologi FKIP UNS merupakan peer review journal, memuat artikel hasil penelitian, review, dan pemikiran terkait dengan biologi, lingkungan, pembelajaran dan pendidikannya. Terbit dua kali dalam setahun, pada bulan Februari dan Agustus.
Arjuna Subject : -
Articles 190 Documents
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Development of Biology Learning Devices With Problem Based Learning In Biodiversity Materials In The Middle School Of The State 1 Batudaa Pantai Yusuf, Frida Maryati; Mardin, Herinda; Latjompoh, Masra
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 1 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i1.58763

Abstract

This study aims to produce problem-based learning biology learning devices on biodiversity material in class X. This research is research and development to adapt the 4-D development model by Thiagarajan and Semmel (1973), which consisted of the defining stage, the design stage The development stage, and the dissemination stage. This development research includes the development of learning devices consisting of Lesson Plans (RPP), Student Worksheets (LKPD), and Learning Outcomes Test (THB) on Biodiversity class X material in high schools. The data collected through non-test techniques and test techniques and data analyzed through descriptive statistical analysis, which consists of: (1) validity data analysis (2) practical data analysis (3) effectiveness data analysis (4) Analysis of student response data (5) Analysis of learning outcome test data. The results of validation and testing indicate that the developed learning tools meet the criteria of validity, practicality and effectiveness.
Discovery Learning Model for Enhancing Oral Activities of High School Student WINARNI, WINARNI; SANTOSA, SLAMET; RAMLI, MURNI
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 2 (2016): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v9i2.4220

Abstract

Improving students' participation in the classroom is challenging, particularly in the oral activities. Learning strategy have to be arranged appropriately in order to provide as much as possible chance for students to do oral activities. The objective of this research is to improve oral activities of high school student by applying discovery learning model. There were 36 high school students of one public high school in Karanganyar, Indonesia purposively selected as participants. The discovery learning model was applied within 3 cycles and each cycle consists of 4 phases, namely planning, action, observation, and reflection. Data were obtained by observation, interview, and documentation, and triangulation method was conducted for validation of the data. Data were analysed based on VICS Flanders wooksheet. The result shows that student oral activities had been enhanced. The oral activities from pre-cycle to the last cycle respectively were 2.21%, 41.60%, 60.34%, and 78.75%. It can be concluded that discovery learning positively enhance student’s oral activities.
Validity of Ecosystem Material StoryBook Learning Media In Class V Elementary School Lopuo, Ilan; Nusantari, Elya; Katili, Abubakar Sidik
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 1 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i1.55744

Abstract

A storybook is a book that contains stories about a situation or phenomenon. These circumstances or phenomena can be fact or fiction. In learning activities in elementary school story books can be used as a medium of learning for students. One of storybook utilization is in science learning. Storybooks can help the students at elementary school in learning activities as well as in school. In Science learning there is material that is absolutely contextually motivated, one of which is about the ecosystem. Ecosystem material can be the content of a story in a storybook for elementary students. The quality of a storybook that is used as a medium of learning in elementary school is determined by its validities. The aims of this study to describe the validity of learning media. The learning media is storybooks for grade V at elementary school students, in material of science especially. The subject in the study is a storybook that has been developed as a products in previous study.  This study is qualitative research with data analysis used is quantitative descriptive. Data collection using storybook learning media validation sheets. The results of this study that the analysis of Storybook Learning Media Products that have been validated has a validation score > 75% with valid criteria It means that the storybook products that have been produced can be utilized as a learning medium in ecosystem materials in grade V elementary school.
Validity of Project-Based Electronic Worksheets to Improve Students' Critical Thinking Ability Ilana, Nadia; Cintamulya, Imas
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 1 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i1.56462

Abstract

Project-Based Learning is one of the learning approaches that can improve students' critical thinking skills. The aims of this study are to 1) design a Project-based e-worksheet in Biology to improve students' critical thinking skills, and 2) describe a Project-based e-worksheet in Biology to improve students' critical thinking skills. The model used in this study is a 4-D development model which has 4 stages, namely: 1) the definition stage, 2) the design stage, 3) the development stage, and 4) the disseminate stage. However, this research only reached the development stage, namely the expert validation stage due to limitations in the study. Validity assessment criteria include the appropriateness of content, systematics, graphics, and language. The data on the validity of the e-worksheet were obtained from the results of the assessments of three expert validators, namely one biologist and two biology subject teachers. The results showed that the average obtained in the aspect of content feasibility was 79.6%, systematic feasibility was 88.1%, graphic feasibility was 98.3%, and language feasibility was 83.3%. The overall average percentage of Project-based e-worksheets on Biology subjects to improve students' critical thinking skills is 87.3%. with very valid categories based on the eligibility criteria of content, systematics, graphics, and language. because the percentage score is above 70%. Thus, it can be concluded that the Project-based e-worksheet on Biology subjects to improve students' critical thinking skills has been designed to meet the validity criteria
The Relationship between Motivation to Learn Biology and Discipline with Students’ Cognitive Learning Outcomes during Online Learning Heryanti, Erna; Azrai, Eka Putri; Melvinasari, Mega Widia
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i2.53849

Abstract

Biology learning and teaching process become more challenging during the Covid-19 pandemic since it is done online. The learning outcomes of the biology lesson during online learning are important for students’ academic achievement. Motivation to learn biology and discipline of students are factors that can influence students’ learning outcomes during online learning. This study aims to determine the correlation between motivation to learn biology and discipline with students’ cognitive learning outcomes during online learning. The research was conducted in February to June 2021 using a descriptive quantitative method with correlational study technique. The sample used was 179 students of grade X MIPA who were selected through simple random sampling technique. The data was collected by survey technique using motivation to learn biology questionnaire, discipline in learning biology during online learning questionnaire, and multiple-choice tests of cognitive learning outcomes. The research results showed that there is a positive correlation between motivation to learn biology with students’ cognitive learning outcomes, a positive correlation between discipline in learning biology during online learning with students’ cognitive learning outcomes, and a positive correlation between motivation to learn biology and discipline in learning biology during online learning with students’ cognitive learning outcomes.
Analysis of Students’ Perception toward Online Biology Learning using e-learning Madrasah at Islamic Senior High School (MAN) Penajam Paser Utara Nigmah, Choirun; Masitah, Masitah; Purwati, Sri; Jailani, Jailani
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i2.62817

Abstract

Online learning is extremely common during the Covid-19 pandemic. That sudden alteration, from offline to online learning affect the learning process including the perception of students and teachers using online learning platform. The aims of this study are to determine the students’ perceptions of class XI MIA on online biology learning by using Madrasah E-Learning at MAN Penajam Paser Utara. The data was collected by conducting the observations, interviews and questionnaires. The questionnaire was in Likert scale form that has been valid and reliable (ralpha= 0, 836) with a very strong category. The indicators that were studied include the indicators of student activity, indicators of student perceptions of Madrasah E-Learning and the indicators of factors that affect learning in network (online). Descriptive statistical techniques were the data analysis technique that was used in the form of descriptive, frequency distribution and percentage. The results showed that the activity based on the attendance and collection of student assignments during online biology learning was in the good category. Students' perceptions of Madrasah E-Learning are in very positive category with 63.89%. However, the use of Madrasah E-Learning is still not effective due to network constraints and the lack of teacher skills and knowledge regarding the use of Madrasah E-Learning features. The factors that influence learning in the network include learning support facilities such as cellphones and laptops, network factors and internet quotas, motivational factors, learning interest factors, family factors, home atmosphere factors, environmental factors, and economic factors
The Effect of Flipped Class with Project Based Learning Dimensions Assisted by Moodle Combined with Reading, Questioning and Answering (RQA) on 4C Skills Tarigan, Christine Ulina; Tarigan, Wenny Pinta Litna
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i2.61296

Abstract

This study was to find out the effects of flipped class with project-based learning (PjBL) dimensions assisted by Moodle combined with reading, questioning and answering (RQA) strategies on students’ 21st-century skills. The research was quasi-experimental with cluster random sampling technique. The sample was three classes of twelve graders at a private school. The first class applied flipped class with project-based learning assisted by Moodle combined with RQA. The second class applied flipped class learning assisted by Moodle without PjBL and RQA. And the control class applied conventional online learning using Moodle only. Each class consists of 25 students. The instrument was an essay test with 10 questions. The collaboration and communication skills were assessed using observation sheets. The average of these two values used as a reference to determine the predicate of students’ 4C ability. The normality and homogeneity tests found that the three classes were the same and normally distributed (sig.>0.05). The results of ANOVA test and student’s response observation showed significant differences in three classes S1, S2 and S3 (α = 0.05, sig.0.00). The first class shows the highest 4C skills results followed by the second and third treatment classes with average scores respectively 91.25; 91.52 (very competent), 83.32; 83.04 (very competent) and 73.74; 73.64 (competent). These findings were expected to be a recommendation for educators to integrate the 4C skills through flipped class to improve students’ skills.
Inovasi Pembelajaran Model PBL dengan Desain FILA Chart Berbantuan Mindmaple Terhadap Keterampilan Metakognitif Utami, Kurnia; Inayah, Ghina Nur; Supriatno, Bambang; Riandi, Riandi
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i2.60779

Abstract

This study aims to determine the effect of applying the Problem Based Learning (PBL) model with the FILA chart design with the aid of MindMaple on the metacognitive skills of class XI high school students on the excretory system material. This research was conducted at SMA Negeri 1 Palembang. The research method used is Quasi Experimental Design with the research design of Nonequivalent Control Group Design. Determination of the research sample using the Simple Random Sampling technique so that class XI IPA 6 was selected as the control class, XI IPA 7 as the experimental class, and XI IPA 8 as the placebo class with a total of 36 students in each class. Metacognitive skills are measured through a pre-test and a post-test with the instrument 3 essay questions with cognitive levels C4 to C6 which has been tested for validity and reliability. Data were analyzed using SPSS 25 program, hypothesis testing using ANCOVA test. The results of the ANCOVA test analysis showed that the application of the Problem Based Learning (PBL) model with the FILA chart design assisted by Mind Maple had a significant effect on the metacognitive skills of students at SMA Negeri 1 Palembang. Next The average results of the metacognitive skills final test scores sequentially show that the application of the PBL model with the FILA chart design with the aid of MindMaple is better than the application of the conventional learning model with the FILA chart design with the aid of MindMaple and conventional classes in improving students' metacognitive skills
Hydroponics Virtual Laboratory as An Innovation in Online Learning Media During a Pandemic Swestyani, Sondra; Ramadhani, Ayu Novita
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i2.62158

Abstract

The Covid-19 pandemic has limited the role of laboratories in learning. Innovation in learning needs to be done, one of which is by using a virtual laboratory as a learning medium. This descriptive mix-method research aims to describe students’ activeness in online learning and the practicality of virtual laboratory learning media developed as learning media. This research was a dissemination stage of the 4-D development research. The instrument was observation sheets on the students’ activeness in online learning when using the hydroponic virtual laboratory. The results concluded that students’ activeness increased by an average of 22.2% after using a hydroponic virtual laboratory. The virtual laboratory was practical as shown by 73.9% of respondents agreeing and 22.9% of them strongly agree.
Relationship of Metacognitive Awareness and Family Support to Online Learning Khoirunnisa, Khoirunnisa; Huzaifah, Siti; Madang, Kodri; Tibrani, Masagus Muhammad
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 1 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i1.55460

Abstract

Many factors are related to student learning outcomes in bold learning, including metacognitive awareness and family support. This correlational study aims to determine the relationship between metacognitive awareness and family support on the learning outcomes of students of class XI MIA (Mathematics and Natural Sciences) SMA Negeri 3 Martapura on the digestive system material in 2021/2022. The population in this study were all class XI MIA  SMA Negeri 3 Martapura which consisted of 91 students with the number of samples tested amounting to 73 samples of this study were determined randomly. Method of data collection using a questionnaire and distributed via google form. The instrument used is developed by the author and has been validated by expert lecturer. Questionnaires were given to determine metacognitive and family relationships and were given multiple choices to determine learning outcomes. The results showed that there was a positive but low correlation (r = 0.228) between metacognitive awareness and courageous learning outcomes. There is a negative correlation (r = -0.053) between family support and courageous learning outcomes (Y = 12.917+0.152 X1 - 0.108 X2) which indicates a low relationship between metacognitive awareness and family support on courageous learning outcomes. The implication of this research is that metacognitive awareness and family support are not closely related to learning outcomes and there are many other factors that have a closer relationship

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