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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 264 Documents
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Penerapan Instruksi pada Subfase Experimentation di Fase Investigation Pembelajaran Guided Inquiry untuk Meningkatkan Kemampuan Menemukan dan Menghubungkan Konsep Nurhusin Alaydrus; Sri Widoretno; Suwarno Suwarno
Bioedukasi: Jurnal Pendidikan Biologi Vol 11, No 1 (2018): 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 (525.546 KB) | DOI: 10.20961/bioedukasi-uns.v11i1.19728

Abstract

The research aims to improve the student’s ability to finding and relating the concepts by implementing instruction on experimentation sub-phase in the investigation phase of guided inquiry learning. The research was a classroom action research with two cycles. The research procedure includes 3 stages: plan, observation and action, and reflection. Research subjects were high school students consisting of 10 male students and 29 female students. Data were collected through observation, interview, documentation, and tests using concept maps. The validity of data used triangulation method. Data analysis used qualitative analysis techniques by data reduction, data display, and conclusions. The result of the research showed that the students’ concept map score on the pre-cycle has a range of 3,13%-21,69% and the mean of concept map score was 10,15% with 56,41% from all students above the mean, the first cycle has a range of 4,14% -69,98% and the mean of concept map score was 43,58% with 64,54% from all students above the mean, and the second cycle has a range of 33,09%-75,29% and the mean of concept map score was 48,55 with 41% from all students above the mean, thus instruction implementation of experimentation in the investigation phase of guided inquiry learning improves the ability to finding and relating concepts based on the increase of students’ concept map score from first cycle to second cycle.              
Penerapan E-Module Berbasis Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dan Mengurangi Miskonsepsi pada Materi Ekologi Siswa Kelas X MIPA 3 SMA Negeri 6 Surakarta Tahun Pelajaran 2014/2015 NUNING HIDAYATUN; PUGUH KARYANTO; UMI FATMAWATI
Bioedukasi: Jurnal Pendidikan Biologi Vol 8, No 2 (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.v8i2.3868

Abstract

This research aimed to improve creative thinking ability and to reduce misconception on ecology in the students of X MIPA 3 of SMA Negeri 6 Surakarta in the academic of 2014/2015 through the application of e-module based on Problem-Based Learning. This research was a Classroom Action Research conducted in two cycles. Each cycle consisted of four stages: planning, acting, observing, and reflecting. The subject of research was the X MIPA 3 graders of SMA Negeri 6 Surakarta in the academic of 2014/2015 consisting of 9 boys and 21 girls. Techniques of collecting data used were essay test to measured creative thinking ability, open ended reasoning of two-tier diagnostic test to measure misconception, observation and interview as the proponent data. The data were analyzed using descriptive qualitative technique consists of three components: data reduction, data presentation, and taking the conclusion. Data validation of this research was triangulation method. Target of the research is an increase 20% on creative thinking aspects and decrease misconception 20% on ecology concepts at the end of the cycle. The result of research showed that there was an increase in each aspect of creative thinking ability: 24.68% of fluency, 34.17% of flexibility, 50% of originality, and 21.67% of elaboration. On the other side, the  result of research also showed that there was a decrease in misconception in the important concepts of ecology including: 43.42% of population, 32.78% of community, 20.6% of food chain and web, and 47.92% of the ecology concept in science, environment, technology and community (salingtemas). The conclusion of this research described that the application of e-module based on Problem-Based Learning is able to improve the ability of creative thinking and reduce the students’ misconception in ecology.
PENINGKATAN KREATIFITAS DAN KEMAMPUAN KOGNITIF SISWA MELALUI OUTDOOR LEARNING ACTIVITY Yuni Wibowo; Asri Widowati; Kurnia Rusmawati
Bioedukasi: Jurnal Pendidikan Biologi Vol 6, No 1 (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.v6i1.3914

Abstract

Telah dilakukan penelitian dengan tujuan untuk meningkatkan kreativitas dan kemampuan kognitif siswa SMP N 2 Bambanglipuro Bantul melalui outdoor learning activity. Penelitian ini merupakan penelitian tindakan kelas dengan mengikuti model dari Kemmis and Taggart meliputi tahap-tahap: perencanaan, pelaksanaan/tindakan dan observasi, serta refleksi yang berlangsung dalam 2 siklus pada materi fotosintesis yaitu uji ingenghouz dan uji sachz. Subjek dalam penelitian ini yaitu 30 siswa kelas VII E. Instrumen dalam penelitian terdiri dari instrumen pelaksanaan penelitian yaitu RPP, LKS, serta media pembelajaran melalui outdoor learning activity dengan model PBL dan instrumen pengambilan data berupa lembar observasi kegiatan pembelajaran, lembar observasi kemampuan kreativitas dan soal tes kemampuan kognitif siswa. Data kualitas proses pembelajaran dan kemampuan kreativitas siswa dianalisis secara deskriptif. Sementara itu, data kemampuan kognitif siswa dianalisis dengan menggunakan gain score. Hasil penelitian menunjukkan bahwa terdapat peningkatan kreativitas siswa dari kreativitas kurang sebanyak 42,38%, sedang 45,71% dan baik 11,91% pada siklus 1 menjadi kemampuan kreativitas kurang 27,14%, sedang 43,33% dan baik 29,53% pada siklus 2. Kemampuan kognitif juga terdapat peningkatan dari 54,67 pada pra siklus menjadi 80,67 pada siklus 1 dan 96,67 pada siklus 2 dengan gain score pada kriteria sedang.
PENERAPAN METODE PEMBELAJARAN KOOPERATIF DALAM MENYONGSONG KURIKULUM 2004 PADA SISWA KELAS 1 SEMESTER II SMP NEGERI10 SURAKARTA TAHUN PELAJARAN 2004/2005 (IMPLEMENTATION OF COOPERATIVE LEARNING METHOD ON FACING THE COMPETENCE BASED CURICULUM (CURICULUM 2004) UPON THE 1st GRADE STUDENT of 2nd SEMESTER OF SMP NEGERI II SURAKARTA IN ACADEMIC YEAR OF 2004/2005) RUNTUT PRIH UTAMI; ALVI ROSYIDI; SUMANTO SUMANTO
Bioedukasi: Jurnal Pendidikan Biologi Vol 3, No 1 (2006): 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.v3i1.3948

Abstract

The aims of this research are to know the effectiveness of STAD method as one of the cooperative teaching method and compared it with the conventional one. The effectiveness parameters used was the sudent achievement on biology. This research held upon the student of the first grade and of the 2nd semester of SMP Negeri 10 Surakarta in academic year of 2004/2005. Clustered random sampling technique was used upon two classes’ i.e the treatment class (using STAD method) and conventional one. Data obtained was then analyzed by t-test.The research concluded that application STAD on facing the curriculum 2004 is a good teaching method. It raised the student’s achievement on biology, statistically showed by tobserved> t tabel = 2.039 > 1.670 with significance of 5%.
Integrasi Pendekatan Konstruktivisme dalam Model Problem Based Learning Berbasis Kooperatif untuk Meningkatkan Kompetensi Mahasiswa Pada Mata Kuliah Strategi Pembelajaran Biologi Tahun Akademik 2009/2010 Bowo Sugiharto; Baskoro Adi Prayitno; Suciati Suciati
Bioedukasi: Jurnal Pendidikan Biologi Vol 4, No 2 (2011): 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.v4i2.2634

Abstract

ABSTRACT- This research aims to raise student competence trough the application of constructivism approach. A cooperative Problem Based Learning is used to achieve the aforesaid goal. This is a classroom action research that performed towards 48 university student at the fourth semester in Faculty of Teacher Training and Education. The          dependent variable in this research was student’s competence whereas the independent variable is the application of the aforementioned approach and model. By the application of Cooperative Problem Based Learning, the cognitive score has been raised and hence, its application towards is considered as effective.
Improving Students’ Science Process Skills on Biology Using Bounded Inquiry Lab Model SIN SYIN LU’LU’ HANDAYANI; SUCIATI SUCIATI; MARJONO MARJONO
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.v9i2.4218

Abstract

This research is to improve the students’ science process skills include four aspects: 1) formulating problem; 2)formulating hypotheses; 3) constructing experimental design; 4) apply concept in Senses System,by applying boundedinquiry lab model for second grade students at SMA Al Islam 1 Surakarta. This research is a classroom action research(CAR), conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. The research subjectwas 35 students of science 3 at SMA Al Islam 1 Surakarta.Data collection techniques used: 1) non-test technique(observation, interviews, and documentations); 2) test for science process skills. Data was analysed using descriptivequalitative. The results show that there is an improvement of each aspect of science process skillsfrom Pre-Cycle to Cycle2, i.e. formulating problem (39,46%; 50%;82,35%); formulating hypotheses (34,05%; 49,12%; 81,48%); experimentaldesign 34,05%; 49,12%; 81,48%); application concept (36,76%; 38%; 64,75%).Itcanbe concluded that the application ofbounded inquiry lab model can improve students’ science process skills.
Peningkatkan Keterampilan Sosial melalui Penerapan TGT-GI Berbasis Lesson Study KISTANTIA ELOK MUMPUNI; HERAWATI SUSILO; SUSRIYATI MAHANAL; YAYUK PRIHATNAWATI
Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 1 (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.v7i1.2834

Abstract

Trend of Learning of XXI century  is full of skills, one of skills is social skill. In fact, learning by rote is the most applicated in junior high school in Indonesia. One example of junior high school happened in VIIIB class of UM laboratory  school. Module system has been applying there. It causes individual learning so that reduces the social interaction and social skill. One of the solutions for this problem is TGT-GI strategy, it is included to cooperation model of learning.  This research is conducted based on lesson study class action. Aim of the research is to improve student’s social skill by application of TGT-GI strategy in VIIIB Class of UM Laboratory Junior High School. The results of this research shows the average of student’s social skills was 19,34 % increased. In wich 32,44 in the I cycle and 38,71 in the II cycle. Based on this result, it was clocluded that TGT-GI strategy able to improve student’s social skills in VIIIB Class of UM Laboratory Junior High School.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA Pada Materi Pencemaran Lingkungan di Surakarta Ikhlasun Dwi Masitoh; Marjono Marjono; Joko Ariyanto
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 ELSJE THEODORA MAASAWET
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 M . Marzuki; Murni Ramli; 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.

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