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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.
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Articles 190 Documents
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Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA Pada Materi Pencemaran Lingkungan di Surakarta Masitoh, Ikhlasun Dwi; Marjono, Marjono; Ariyanto, Joko
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 1 (2017): 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.v10i1.11276

Abstract

ABSTRAK-Penelitian bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis siswa kelas X MIA pada materi pencemaran lingkungan di SMA A Surakarta.Penelitian ini merupakan penelitian eksperimen semu (quasi experimental research) dengan desain penelitian posttest only nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA SMA A Surakarta Tahun Pelajaran 2013/2014. Teknik pengambilan sampel yang digunakan dalam penelitian adalah cluster sampling. Teknik pengumpulan data menggunakan metode tes dan non tes. Metode tes meliputi soal uraian kemampuan berpikir kritis sedangkan metode non tes meliputi observasi dan dokumentasi. Uji hipotesis dengan menggunakan uji-t (t-test) dibantu SPSS versi 16.Hasil uji hipotesis pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis diperoleh nilai sig.<a yaitu 0,013 < 0,05 dan nilai thitung>ttabel(a,df) yaitu 2,563 > 1,670 sehingga H0 ditolak. Hal ini berarti perolehan rata-rata kemampuan berpikir kritis antara eksperimen kelas dan kelas kontrol berbeda nyata. Perbedaan tersebut juga didukung secara deskriptif yaitu dari nilai rata-rata kemampuan berpikir kritis kelas eksperimen (81,44) lebih tinggi dari kelas kontrol (75,97). Hasil capaian aspek berpikir kritis pada kelas eksperimen yaitu interpretation 90 %, analysis 53 %, inference 76 %, explanation 95 %, evaluation 82% dan self-regulation 93 %, sedangkan pada kelas kontrol yaitu interpretation 84 %, analysis 45 %, inference 84 %, explanation 91 %, evaluation 61 % dan self-regulation 91 %. Capaian tiap aspek berpikir kritis pada kelas ekperimen lebih tinggi dari kelas kontrol pada semua aspek kemampuan berpikir kritis kecuali aspek inference.Berdasarkan hasil uji hipotesis dan analisis data dapat disimpulkan bahwa ada pengaruh signifikan model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis dalam pembelajaran biologi pada aspek interpretation, analysis, explanation, evaluation, dan self-regulation namun tidak signifikan pada aspek inference. Kata kunci: Model Pembelajaran Inkuiri Terbimbing, Kemampuan Berpikir KritisABSTRACT- The objective of this research was to find out the influence of guided inquiry learning toward the critical thinking skills of X MIA students on environmental pollution material in SMA A Surakarta. This research was a quasi experimental research with posttest only nonequivalent control group design. The population of the research is all of the X MIA students of SMA A Surakarta in the academic year of 2013/2014. The sample was selected through cluster sampling. The data were collected using test and non-test method. The test applied test method is critical thinking essay, while the applied non-test method is observation and documentation. The hypothesis testing is done by applying t-test with SPSS version 16. From the hypothesis result of the influence of guided inquiry learning toward critical thinking skill, the obtained result of the significance value is 0.013 (a< 0.05) and t = 2.563 > ttable(a,df) = 1.670. There is a significant difference in the mean score of critical thinking skill between experimental group and control group. The mean score of experimental group (81.44) is higher than control group (75.97). The achievement of each critical thinking skills aspects of experimental group on interpretation is 90 %, analysis is 53 %, inference is 76 %, explanation is 95 %, evaluation is 82% dan self-regulation is 93 %, while the achievement of each critical thinking skills aspects of control group on interpretation is 84 %, analysis is 45 %, inference is 84 %, explanation is 91 %, evaluation is 61 % dan self-regulation is 91 %. The achievement of each critical thinking skills aspects of experimental group is higher than control group in all of critical thinking skills aspects except inference. Based on hypothesis testing and data analysis it can be concluded that guided inquiry learning gives significant effect toward the critical thinking skill in biology learning on interpretation, analysis, explanation, evaluation, and self-regulation aspect but not significant on inference aspect.
Model Pengelolaan Kelas Rangkap (PKR) untuk Sekolah Dasar yang Mengalami Kekurangan Guru di Daerah Perbatasan atau Terpencil di Provinsi Kalimantan Timur MAASAWET, ELSJE THEODORA
Bioedukasi: Jurnal Pendidikan Biologi Vol 8, No 1 (2015): 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.v8i1.2944

Abstract

On the issue of distribution of teachers, for example, we have not been able to spread evenly elementary teachers in remote homeland. In fact, the number of primary school teachers as a whole are not including less. As a result, there was a shortage of teachers locally everywhere, especially in the small, difficult and remote. On the issue of disparity in quality, basil learn the average elementary school student in the big cities are generally much higher than their counterparts in remote areas. Perhaps a more appropriate blamed is because we have not found the proper techniques to perform Duplicate Classroom Management (PKR). Understanding the nature or essence of PKR, PKR is expected to no longer regard as a difficult problem to overcome. In contrast, the self will grow understanding that PKR is a definite challenge to overcome. The purpose of this study was to determine how the management class for Elementary School Teachers Experiencing Shortage of the Frontier or Remote province of East Kalimantan that occurred during this time, to find out what happened to the problem of learning patterns that have been implemented in elementary schools Experiencing Shortage Teachers in the Frontier or Remote East Kalimantan Province and develop a model to solve the problems that occurred in the study that had been conducted at the Primary School Teachers Experiencing Shortage of the Frontier or Remote Kalimantan Timur.Model development modeled after Dick & Carey with steps to identify learning objectives, learning analysis, analysis of student characteristics, formulate learning indicators, developing test items, develop learning strategies, developing and selecting materials, designing formative evaluation and revise teaching materials. Classroom management model appropriate to deal with problems in elementary Sebatik Island due to shortage of teachers is classroom management model in the sense that 221 teachers teach two classes, two subjects in the same room. This model is considered to be appropriate to the circumstances on the island of Sebatik who have never applied for duplicate classroom management model management model 221 is a model of the simplest of the three models in the management of dual class.
Pengembangan Modul Plantae berbasis Guided Discovery Learning Terintegrasi Potensi Lokal untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA Lombok Timur Marzuki, M .; Ramli, Murni; Sugiyarto, Sugiyarto
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 2 (2017): 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 | Full PDF (216.788 KB) | DOI: 10.20961/bioedukasi-uns.v10i2.15276

Abstract

Tujuan penelitian dan pengembangan ini adalah: 1) Mengembangkan modul berbasis Guided Discovery Learning (GDL) Terintegrasikan potensi lokal sebagai sumber belajar, 2) menguji kelayakan modul berbasis GDL, 3) Mengukur efektivitas modul berbasis GDL Terhadap kemampuan berpikir kritis siswa pada Plantae. Penelitian ini menggunakan prosedur menurut Gall dalam Borg & Gall dengan sembilan tahapan: 1) Tahap penelitian dan pengumpulan informasi, 2) tahap perencanaan, 3) tahap pengembangan rancangan awal produk, 4) tahap uji coba lapangan permulaan, 5) tahap revisi produk tahap pertama, 6) tahap uji lapangan terbatas, 7) tahap revisi produk tahap kedua, 8) tahap uji lapangan operasional, 9) tahap revisi produk akhir. Uji lapangan awal dilakukan di SMAN 2 Pringgasela. Uji lapangan operasional dilakukan di SMAN 1 Pringgasela dan SMAN 3 Selong. Teknik pengumpulan data melalui angket, observasi dan tes yang mengukur kemampuan berpikir kritis. Jenis data yang diperoleh adalah data kualitatif dan kuantitatif. Uji lapangan operasional dalam seting kuasi eksperimen dengan menggunakan modul biologi berbasis GDL dan yang menggunakan buku ajar sekolah. Hasil penelitian menunjukkan: (1) hasil setiap langkah pengembangan modul Plantae berbasis GDL terintegrasi potensi lokal yang telah di validasi dan telah di revisi berdasarkan saran dari para ahli modul dan telah diuji cobakan kepada calon pengguna, (2) kelayakan modul Plantae berbasis GDL terintegrasi potensi lokal berdasarkan penilaian ahli materi ahli kegerafikan, ahli pembelajaran dan praktisi pendidikan diperoleh V ≥ 0,76 yang menunjukkan bahwa modul layak untuk digunakan; rata-rata angket respon siswa dan guru pada semua uji diperoleh penilaian dengan kategori “Baik”. (3) modul berbasis Plantae berbasis GDL terintegrasi potensi lokal efektif meningkatkan kemampuan berpikir kritis siswa.
Daya Antimikrobia Sarang Lebah Madu Trigona spp terhadap Mikrobia Patogen YULIANA, RENITA; SUTARININGSIH, ENDANG; SANTOSO, HARRY BUDI; RIENDRASARI, SEPTIANTINA DYAH
Bioedukasi: Jurnal Pendidikan Biologi Vol 8, No 1 (2015): 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.v8i1.3546

Abstract

Potensi sarang lebah madu Trigona spp untuk menghasilkan antimikrobia sangat tinggi, tidak hanya pada bagian propolis, melainkan keseluruhan bagian dari sarang yang terdiri dari kantong madu, kantong polen, kantong telur, dan penutup sarang. Sarang lebah madu Trigona spp berfungsi sebagai tempat perlindungan lebah dari predator maupun parasit seperti fungi, jamur dan virus. Sarang lebah madu Trigona spp dapat dijadikan alternatif sumber antimikrobia alami sehingga diperlukan penelitian untuk mendeteksi aktivitas tersebut. Tujuan dari penelitian ini meneliti daya antimikrobia yang dilepaskan sarang lebah madu Trigona spp terhadap pertumbuhan mikrobia dan meneliti komponen kimia utama yang terkandung dalam sarang lebah madu Trigona spp. Metode untuk ekstraksi sarang menggunakan ethanol 70% secara maserasi dan uji antimikrobia yang terdiri dari antibakteri dan antifungi dilakukan dengan metode difusi sumur. Rancangan penelitian yang digunakan dalam bentuk rancangan acak lengkap (RAL). Data yang diperoleh dari hasil pengamatan di laboratorium dianalisis dengan menggunakan statistik parametrik yaitu One way  ANOVA. Hasil penelitian menunjukkan aktivitas antimikrobia sarang lebah madu Trigona spp berpengaruh menghambat pertumbuhan mikrobia patogen uji dengan konsentrasi hambat minimal 1% (v/v). Senyawa kimia utama sebagai antimikrobia berasal dari asam lemak dan fenol.
Aplikasi Teknologi Budidaya Kelengkeng Super Sleman di Padukuhan Gejayan DARYONO, BUDI SETIADI; RABBANI, ANNAS; PURNOMO, PURNOMO
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 1 (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.v9i1.3890

Abstract

Longan (Dimocarpus longan L.) is not an indigenous fruit from Indonesia. Thus, the demands for this fruit were supplied by importing them from nearby countries such as Vietnam, Thailand, and China. Longan has been cultivated and developed in Indonesia in order to supply the local needs and to reduce the rapid flows of importing Longan. Recently, a brand new breed of local Longan has been engineered from Sleman District of D.I.Yogyakarta Province, known as Kelengkeng Super Sleman (KSS). The KSS well adapted to medium-high above sea level- terrain, the most typical terrain in Sleman. Some prosperous features of this Longan cultivar were had a short harvesting time (2 years), thicky flesh, low water content, and able to be induced twice per year for flowering (to produce fruits). All of this goodness thus been introduced to rural communities of Padukuhan Gejayan, Desa Condongcatur, Depok, Sleman, D.I.Yogyakarta by a well designed community service programme. The kind of activites that was going on in this programme were workshop, training, and assistance. Workshop was emphasized on the prospectous consequences of planting Longan trees (KSS) for a long term until could be developed into local industrial product (One Village One Product/OVOP concept), basic knowledge on Longan diversity, KSS cultivation technology, basic knowledge on plant physiology, environmental development based on Education for Sustainable Development (EfSD), and potential local market for KSS. Training was mainly focused on KSS seedling production by both apical stem grafting method and medium preparation method, KSS plantation in some villager houses for a pilot project on how to maintain KSS such as health evaluation, health recovery for infested or unhealthy plant, method on lateral branching development, method on hormone-induced flowering, and application of resting period for after-harvesting plant. Assistance has been actively conducted during training to motivates villager to be get involved. Some positive indicators for implementation of this programme are both the great enthusiasm on KSS Longan plantation in communities and “the shifting paradigm” on KSS Longan maintenance for which has been long considered to be both impractical and arduous.
IDENTIFIKASI JENIS, KERAPATAN DAN DIVERSITAS PLANKTON BENTOS SEBAGAI BIOINDIKATOR PERAIRAN SUNGAI PEPE SURAKARTA (IDENTIFICATION, DENSITY AND DIVERSITY OF PLANKTON AND BENTOS AS BIOINDICATOR AT PEPE RIVER SURAKARTA) INDROWATI, METI; PURWOKO, TJAHJADI; RETNANINGTYAS, ESTU; YULIANTI, RARAS IKA; NURJANAH, SITI; PURNOMO, DWITO; WIBOWO, PANDU HARYO
Bioedukasi: Jurnal Pendidikan Biologi Vol 5, No 2 (2012): 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.v5i2.3938

Abstract

Plankton and benthos are two communities of organisms that can be used as bioindicator of aquatic environment. The purpose of this research were to determine kinds, density and diversity of plankton and benthos in Pepe river Surakarta as bioindicator.Study site was devided into 3 station as sampling location. Data sampling of identifying the type, density and calculating the value of diversity index (ID) according to Shannon Wiener for-mula. Investigations carried out measurements of environmental parameters, namely tempera-ture, pH and Dissolved OxygenThe result showed that 1) identified 20 kinds of plankton in Pepe river Surakarta namely Spirogy- ra, Eustbidentat, Pleurosigma, Oscilatoria, Euglena, Aungilospora, Gonatozygon, Dendrospora, Amoeba, Blepharisma sp, Hapalosiphon, Skeletonema, Synura, Stentor, Worochinia, Leptomitus, Peridinium, Paramecium, Volvox, Rhizosolenia, and Lyngbia with the composition and density vary between each sampling site, 2) Identified 3 kinds of benthos in Pepe river Surakarta namely Melanoides sp, Lymnaea sp and Fimbria fimbriata with the composition and density vary between each sampling site and 3 ) the Shannon Wiener Diversity Index (ID) of plankton and benthos in Pepe river Surakarta ranged from 0.98 to 1.98, showing the condition of polluted waters from mild to severe, varied between sampling sites.
Effectiveness of Scientific Approach in Science Learning with PBL Setting to Empower Science Process Skills PRASASTI, PINKAN AMITA TRI
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.v9i2.4002

Abstract

The purpose of this study was to determine the effectiveness of Scientific Approach to learning science by setting Problem Based Learning (PBL) to empower Science Process Skill (SPS). This study is a quasi-experimental research with Posttest Only Control Group Design which divided into two groups: an experimental group using a Scientific Approach to setting PBL and control groups using expository method and experiment. The population are 124 second semester students of the 2015/2016 academic year. Sample was selected randomly from classess, and two classes was selected, i.e II/F class consisted of 38 students was selected as experimental class, and 36 students of the II/D class was determined as control class. Data of Science Process Skills tested by t-test. Results of analysis of test of hypothesis with a significance level of 5%, shows that the result of significance at p = 0.000 with t-test = 0.016. It means the students' SPS in the experimental class was 83.64, or higher than the control class (73.32). It can be concluded that the Scientific Approach on learning science by setting Problem Based Learning as the method had revealed as an approach to improve Science Process Skill of students.
PEMBELAJARAN BIOLOGI MENGGUNAKAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING ) MELALUI MEDIA FLIPCHART DAN VIDEO DITINJAU DARI KEMAMPUAN VERBAL DAN GAYA BELAJAR Andarini, Tri; Masykuri, M.; Sudarisman, Suciati
Bioedukasi: Jurnal Pendidikan Biologi Vol 6, No 2 (2013): 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.v6i2.2658

Abstract

ABSTRAK-Tujuan penelitian ini adalah untuk mengetahui pengaruh pendekatan pembelajaran CTL melalui media flipchart dan media video, kemampuan verbal, gaya belajar dan interaksinya terhadap prestasi belajar siswa. Penelitian ini dilaksanakan pada bulan Agustus 2011 - Juni 2012 dengan menggunakan metode kuasi eksperimen. Populasi penelitian adalah siswa kelas X SMA Negeri 1 Pacitan tahun pelajaran 2011/2012. Sampel penelitian terdiri atas 4 kelas terbagi menjadi dua kelompok yang diambil secara cluster random sampling. Kelompok I terdiri kelas X3 dan X8 menggunakan media flipchart dan kelompok II terdiri kelas X2 dan X9 menggunakan media video. Data gaya belajar, prestasi afektif, dan psikomotor dikumpulkan dengan metode angket, serta data prestasi kognitif, dan kemampuan verbal dengan metode tes. Data dianalisis dengan ANAVA tiga jalan dengan desain faktorial 2x2x2 dengan menggunakan software SPSS 18. Berdasarkan analisis data disimpulkan bahwa: 1) ada pengaruh pembelajaran pendekatan CTL melalui media flipchart dengan video terhadap prestasi belajar; 2) ada pengaruh kemampuan verbal terhadap prestasi belajar; 3) ada pengaruh gaya belajar terhadap prestasi belajar; 4) tidak ada interaksi antara pembelajaran pendekatan CTL melalui media flipchart dengan video dengan kemampuan verbal terhadap prestasi belajar; 5) tidak ada interaksi antara pembelajaran pendekatan CTL melalui media flipchart dengan video dengan gaya belajar terhadap prestasi belajar; 6) terdapat interaksi antara kemampuan verbal dengan gaya belajar terhadap prestasi belajar; dan 7) tidak ada interaksi antara pembelajaran pendekatan CTL melalui media flipchart dengan video, dengan kemampuan verbal, dan gaya belajar terhadap prestasi belajar.
Penerapan Pembelajaran Aktif Berbasis Tugas Proyek untuk Meningkatkan Hasil Belajar IPA Siswa Kelas VII B SMP Kristen 2 Salatiga Tahun Pelajaran 2016/2017 Active Learning Application Based on Project Assignment in Improving Science Learning Results of Stu Kurniawan, Muhammad Kharis; Keliat, Natalia Rosa; Krave, Agna S.; Hutagaol, Daud Ronal
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 1 (2017): 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.v10i1.10140

Abstract

ABSTRACT                 The purpose of this study is to find out the active learning application based on project assignment in improving science learning results of students in VII B class of SMP Kristen 2 Salatiga and to find out the improvement of the science learning results of students in VII B class of SMP Kristen 2 Salatiga throuh applying the active learning based on the project assignment. This study was done in SMP Kristen 2 Salatiga by using 21 students in this school as the subjects. The method applied in this study is the descriptive analysis method with the data collection instruments such as questionnaires, pbservation sheets and interview. The results of this study show that the active learning model based on the project assignment could improve students’ cognitive, psychomotor and affective learning results. Based on the students’ cognitive learning results, the students’ percentage fulfilling the minimum criteria (KKM) in cycle 1 is 66.67% and it improves into 90.47% in cycle 2. Based on the students’ psychomotor learning results, the students’ percentage fulfilling the minimum criteria (KKM) with a good criterion (≥ 25) in cycle 1 is 76.19% and it improves into 100% in cycle 2. Based on the students’ affective learning results, the students’ percentage fulfilling the minimum criteria (KKM) with a good criterion (≥ 25) in cycle 1 is 80.95% and it improves into 100% in cycle 2.Keywords : Active Learning Based on Project Assignment, Learning Results
Pengembangan Modul Biologi berbasis Reasoning and Problem Solving disertai Concept Mapping Tipe Network Tree pada Materi Pencemaran Lingkungan untuk Memberdayakan Keterampilan Proses Sains dan Kemampuan Mengevaluas ALQURIYAH, YUSROH; SUDARISMAN, SUCIATI; PRAYITNO, BASKORO ADI
Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 2 (2014): 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.v7i2.2934

Abstract

The objectives of this research and development are to investigate: 1) characteristic of biology module based on reasoning and problem solving (RPS) with network tree concept mapping (CM); 2) feasibility of biology module based on RPS with network tree CM to empower science process skills and evaluation abilities; 3) effectiveness of biology module based on RPS with network tree CM toward science process skills; and 4) effectiveness of biology module based on RPS with network tree CM toward evaluation abilities. This research used the Research and Development (R&D) which referred to the model claimed by Borg & Gall (1983) with some modifications. The samples of the research included those of preliminary field testing which involved 7 validators, those of main field testing that involved 10 students, and those of operational field testing which involved 32 students. The operational field testing used the one group pretest and posstest design. The data of research were gathered through questionnaire, observation, interview, and test. The data of science process skills and evaluation abilities were tested by means of paired sample t-test and calculated by using normalized gain score. The results of research showed that: 1) the characteristics of biology module based on RPS with network tree CM are as follows: (a) the development uses the model claimed by Borg & Gall with some modifications (research and information collecting, planning, development of preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field, final product revision, and dissemination and implementation); (b) module developed by RPSsyntax(read and think, explore and plan, select strategy, find and answer, dan reflect and extend);(c) module with network treeCM as a techniques  of expansion and strengthening concept; (d) the learning activities in the module can empower science process skills and evaluation abilities; 2) the score of feasibility of biology module based on RPS with network tree CM is 3.27, which is in the very good category; 3) the biology module based on RPS with network tree CM is effective to empower science process skills as indicated by the N-gain score of 0.58, which is in the moderate category; and 4) the biology module based on RPS with network tree CM is effective to empower evaluation abilities as signified by the N-gain score of 0.30, which is in the moderate category.

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