Bioedukasi: Jurnal Pendidikan Biologi
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.
Articles
264 Documents
<![CDATA[A Meta Analysis of Inductive Learning-Based Modules to Improve Critical Thinking Skills in Science ]]>
<![CDATA[Anwari Adi Nugroho]]>;
<![CDATA[Widya Wati]]>;
<![CDATA[Murni Ramli]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 1 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i1.52078
<![CDATA[Critical thinking skills in science learning can be improved by learning accompanied by learning model-based modules. Inductive learning is one of the lessons that can be integrated with the module as an alternative to empower critical thinking skills. This meta-analysis research aims to determine the effectiveness of learning with inductive learning-based modules to improve critical thinking skills, especially in the fields of science (biology, physics, and chemistry). This type of research was survey research and descriptive. Data were collected online and obtained 13 articles in the fields of biology, physics, and chemistry from 2014-2019 published in Indonesia and outside Indonesia. The calculation results show that the average effect size (ES) was 2.1 with the high category. These results indicate that science learning with inductive learning-based modules provides high effectiveness in improving critical thinking skills. Based on the relationship between variables, it was known that the variable in the field of study gives the greatest ES results (ES = 4.3) in the field of physics, while the variable for education level gives the largest ES result (ES = 2.14) at the high school level.]]>
<![CDATA[Profile of Science Literacy of Grade 10 Students Using Computer-Supported Collaborative Learning (CSCL) Model ]]>
<![CDATA[Wita Wulan Januaresty]]>;
<![CDATA[Sistiana Windyariani]]>;
<![CDATA[Jujun Ratnasari]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.51528
<![CDATA[This study aims to determine the effect of the CSCL model on science literacy (SL). SL is considered as the abilities to use science knowledge to solve the science problem by utilizing the critical thinking skills. The quasi-experimental with a non-equivalent group design was applied as the research method. Subjects of this research were grade 10 students (N=50). Different tests were carried out to determine the existence of science literacy. There are 3 aspects of knowledge assessed in SL skills, i.e., content, procedural, and epistemic knowledge. The instruments used was a 15 questions of science literacy consisting of 5 content knowledge, 5 procedural, 5 epistemic questions, and an assessment of interest in SL. The results showed the average of content knowledge of experimental class was 76.92% or in a high category, and control class was 73.33% or in moderate category. The average of procedural knowledge of the experimental class was 66.92% and the control class was 64.99%, or both were moderate. And the average of epistemic knowledge of the experimental class was 64.61% and the control class was 60.99% or both moderate. The assessment of attitudes towards SL aims to give an idea that students have an interest in the components of SL attitudes.]]>
<![CDATA[Students’ Learning Outcomes and Activities: The Use of Video Conference during COVID-19 Pandemic ]]>
<![CDATA[Mutiara Arieny]]>;
<![CDATA[Mgs. Muhammad Tibrani]]>;
<![CDATA[Didi Jaya Santri]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.53947
<![CDATA[This research was motivated by problems during the covid-19 pandemic, it showed that the students’ activity and learning outcomes of the topic of Ecosystem at Public High School 10 Palembang remain low. Based on observations of the electronic learning process carried out at the school, the teacher mostly applies asynchronous learning, thus the interactivity between teacher and students is not performed well. This study aimed to find out the effect of using video conferencing on the topic of Ecosystem toward the activities and learning outcomes of students. This study was set up as a quasi-experiment, using a nonequivalent control group design with two groups. The experimental group (Grade 10 of MIA 2) which do e-learning using video conference and the control group (Grade 10 of MIA 4) where e-learning without using video conference. Both groups were selected randomly. Data collection instruments were learning activity observation sheets and biology learning outcomes tests. Learning activity was analyzed quantitatively, while the learning outcomes data were also run quantitatively on a prerequisite test, hypothesis testing and the N-gain test. The results show the average percentage of experimental class learning activities increased from 39.5% to 42.5% while the control class did not increase. The Ancova test showed a significance value of 0.000 or less than = 0.05 and the N-gain test was 0.36. Based on the results, the use of video conferencing on the topic of Ecosystem significantly affected the learning outcomes improvement.]]>
<![CDATA[Literature Study: Effect of Jigsaw Assisted with Mind Map on Students Learning Competencies ]]>
<![CDATA[Monhartini Monhartini]]>;
<![CDATA[Helendra Helendra]]>;
<![CDATA[Syamsurizal Syamsurizal]]>;
<![CDATA[Heffi Alberida]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 1 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i1.43749
<![CDATA[This article review aims to look at the effect of applying the jigsaw type cooperative learning model assisted with mind map recitation on students' learning competencies. The method used is a systematic review by reviewing articles that are relevant to the author's research. The data used is obtained from relevant journals that are relevant to the problem the authors discuss. Data is taken from databases such as SINTA, Google Scholar and other relevant journal websites. The variables used in this study are the type of jigsaw cooperative learning model (independent variable) and the students' learning competency (dependent variable). Starting from elementary school level, junior high school, high school, to college can also feel the positive influence of the application of this type of cooperative learning model jigsaw. Because of the positive influence of the application of this type of jigsaw cooperative learning model, it is expected that the teacher will apply the material that is both theoretical and practical. This type of jigsaw cooperative learning method can improve student learning outcomes and activeness so that problems that occur in the learning process can be overcome.]]>
<![CDATA[Metacognitive, Critical Thinking, and Concept Understanding of Motion Systems: A Correlational Study ]]>
<![CDATA[Rania Az-Zahra]]>;
<![CDATA[Rusdi Rusdi]]>;
<![CDATA[Rizhal Hendi Ristanto]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.52972
<![CDATA[Metacognition skills (MS) is an individual's ability to evaluate and regulate his own thinking. Critical thinking skills (CTS) is the ability to apply the knowledge to solve problems, evaluate information, and make solutions. Conceptual understanding (CU) refers to an integrated and functional understanding of scientific knowledge. This study aims to analyze the correlation between MS and CU on motion system; CTS and CU; and MS and CTS. This research was conducted at Public High School (PHS) 3 Bekasi in February – March 2021 by involving a sample of 110 students of Grade 11 Mathematics and Science Class, who were selected through simple random sampling technique. The instrument used were the essay test, and a multiple-choice test distributed online. The research method is descriptive method with correlational studies. The results show that there is a positive relationship between MS and CU on Motion System with a correlation of 0.967; CTS and CU with a correlation of 0.431; and MS and CTS with a correlation of 0.978.]]>
<![CDATA[The Trend of Critical Thinking Studies in Biology Education through Online Learning: A Systematic Review ]]>
<![CDATA[Ayu Rahma Ulfa Nuri]]>;
<![CDATA[Sajidan Sajidan]]>;
<![CDATA[Murni Ramli]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.52079
<![CDATA[Biology teachers and students in society 5.0 are expected to show critical thinking skills (CTS) in solving problems or making decisions. Thus, it is important to know how the CTS are nurtured through online learning. The trend of studies on these issues needs to be explored. This research aims to map the trend of studies on nurturing the CTS through online learning by reviewing some articles published within 2018-2020, considering 1) the online learning, 3) topics in biology, 4) teaching methods, and 5) instruments of CTS. Following the systematic review of the PRISMA Method, articles were screened from Google Scholar. The keywords were "critical thinking", "biology education", "online learning", and "Indonesia", which resulted in 23 articles to be further reviewed. The findings show that CTS's research trends using online learning have increased due to the COVID-19 pandemic that requires students and teachers to distance studies. The most used online learning was digital learning. The researchers used various topics in biology to measure students' CTS using online learning but mainly genetics and cell biology. The most widely used teaching method is blended learning and online discussion which various learning models can combine learning methods or learning media. The test is mainly used as an instrument to measure CTS with various indicators presented by experts. Research on CTS using online learning needs to be further explored to increase the quality of the study]]>
<![CDATA[Online Learning Design for Animalia Classification Materials With Discovery Learning-Based Learning Videos and Vee . Diagrams ]]>
<![CDATA[Harendra, Astried Pascafitri]]>;
<![CDATA[Karyanto, Puguh]]>;
<![CDATA[Muzzazinah, Muzzazinah]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 1 (2021): BIOEDUKASI: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i1.45481
<![CDATA[Preliminary study was done by giving a cognitive test using a two-tier diagnostic test to 147 students of 10 high schools from 5 districts. It showed that the questions that a respondent can accomplished was only 56%. This research aims to 1) know the characteristics of online learning using video for animalia classification materials based on discovery learning and vee diagrams 2) determine the feasibility of learning videos for animal classification based on discovery learning and Vee diagrams. This research is a qualitative descriptive research. The research subjects were biology teachers and grade X students of public senior high school in Wonogiri. The respondents were purposively selected. Data was collected from observation, interview, and documentation. Data collection instrument were questionnaire for teachers on learning models and animal classification materials, students' questionnaires on learning video. The findings are 1) The video for animalia classification made the learning more interesting, help the students to build concepts and make learning more meaningful 2) learning video is suitable for use in online learning animal classification based on the results of teacher questionnaires at four aspects: (1) selection of learning resources and media teaching 87,50% (2) learning approaches and methods 87,50% (3) learning model syntax 90,63% (4) Evaluation 83,3% and the average result for material content 91,11%. Students also gave positive responses on learning video: (1) display 82,47% (2) materials 81,24% (3) learning model 81,9%.]]>
<![CDATA[The Effect of Google Classroom-Based Learning on Written Skills of 10th Graders ]]>
<![CDATA[Fitri Choirul Muttaqin]]>;
<![CDATA[Bowo Sugiharto]]>;
<![CDATA[Harlita Harlita]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 1 (2021): BIOEDUKASI: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i1.52112
<![CDATA[Communication skills are one of the skills that students must have in the Industrial Revolution 4.0. Based on the preliminary study at a public senior high school in Karanganyar, Central Java, students' written skills are still low due to the inaccurate method used by teachers. The applied knowledge that utilizes information and communication technology is needed to improve students' written communication skills. This study aimed to determine the effect of Google classroom-based e-learning on students' written communication skills. This research was a quantitative descriptive study. Students' written skills were measured using the written communication skills assessment instrument developed by Sonseca et al. (2015), which contains ten indicators. The data analysis technique used in this study was the paired sample t-test to compare the results of the pretest and post-test and the N-gain test. The results showed that the correlation value between indicators on the instrument was between 0.388 to 0.567, which means that all indicators used in the research instrument were valid. Besides, Cronbach's alpha value is 0.625, which means that the research instrument is reliable. The pretest means the score was 1.30, and the post-test means the score was 2.85. The results of the paired sample t-test showed a significant value of 0.000, and the results of the N-gain test showed a result of 0.41. Based on the tests' results, there are differences in students' written communication skills between before and after the application of Google classroom-based e-learning.]]>
<![CDATA[Profile of David Kolb's Learning Style of Students on Biology Learning in the Distance Learning ]]>
<![CDATA[Siti Azzkah Nurhasanah]]>;
<![CDATA[Suharsono Suharsono]]>;
<![CDATA[Dea Diella]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): BIOEDUKASI: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.53072
<![CDATA[Distance learning in biology subject at Public Islamic High School (MAN) 1 Tasikmalaya City is considered less effective. Using the approaches based on students' learning styles can consider more effective. This research was conducted to determine the distribution of the learning styles of students of class XI MIPA about Biology with the methods of distance learning in MAN 1 Kota Tasikmalaya based on the theory of David Kolb. This research was conducted with a survey, and data analysis techniques using descriptive quantitative and qualitative following the Miles and Huberman. The sample used whole class XI MIPA (N=119 students). The instrument used is KLSI (Kolb Learning Style Inventory). The findings are students of MIPA in MAN 1 Kota Tasikmalaya has four learning styles, namely diverger, assimilator, converger, and accommodator. The most learning styles owned by the learners is the assimilator (31%), followed learning style accommodator 28%, learning style diverger 23% and learning styles converger 18%.]]>
<![CDATA[ANALISIS RAGAM PLATFORM E-LEARNING DALAM PEMBELAJARAN BIOLOGI KELAS XI SMA DAN MA NEGERI DI KOTA SEMARANG ]]>
<![CDATA[Anisatuz Zahro']]>;
<![CDATA[Nur Khoiri]]>;
<![CDATA[Erna Wijayanti]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): BIOEDUKASI: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.51956
<![CDATA[The emergence of Coronavirus-19 disease has caused all educational institutions to switch the face-to-face learning mode to distance learning with an online system. Online learning requires teachers and students to use a tool to help teaching and learning activities, namely the e-learning platform. The purpose of this study is to analyze the various e-learning platforms used by biology teachers in grade 11 of public senior high schools (SMA) and Islamic public high schools (MA) in Semarang City. This research is a qualitative descriptive study using the analysis of the Miles and Huberman model. The purposive sampling technique was used by considering the geographical location of the school and the diversity of platforms used. The samples were 5 schools: 3 high schools (SMA) and 2 Islamic Public high School of Madrasah Aliyah. Data collection techniques used semi-structured interviews and documentation studies. The results show that the e-learning platforms used by biology teachers are very diverse, ranging from instant messaging platforms such as WhatsApp, video conferencing platforms such as Google Meet and Microsoft Team, and Learning Management System (LMS) platforms such as Moodle, Google Classroom, Microsoft Office 365, and Madrasah e-learning. Each school uses a different type of platform and is adapted to school policies and student needs. Some schools develop their own e-learning platforms for online learning so that their use is mandatory, but this does not limit teachers from integrating other platforms so that learning objectives can be achieved perfectly.]]>
