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<![CDATA[PROSES REGENERASI SIRIP EKOR PADA IKAN ZEBRA ]]>
<![CDATA[Nila Kartika Sari]]>;
<![CDATA[Dwi Listyorini]]>;
<![CDATA[Abdul Gofur]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 1 No 01 (2016): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[The caudal fin of Zebra fish as a model for studies regeneration both in terms of process and study of molecular analysis. This research is a descriptive exploratory. A sample of zebra fish (Danio rerio) 4-6 months of age as much as 30 individuals. The regeneration caudal fin of zebrafish observed by microscope with cutting vertically. The parameters observed were: 1) the time required for the regeneration process, 2) The regeneration process in details covering and, 3) Type of regeneration. Data in the form of the regeneration process ranging from wound healing to the original length obtained are collected in the form of digital photos. The results showed that the time required to regenerate the caudal fin to recover to normal at a temperature of 22-31° C was 22.25 ± 1.63 days for a model of vertical cuts. The regeneration process begins with the events of wound healing (H1) followed by the formation of blastema and will radius (H2) and continued differentiation characterized by the process of angiogenesis (H2). Regenerative development begins with the formation of the fingers and the growth of the peripheral areas tail fins faster than the medial region (H3-H8). End process regeneration in caudal fin of zebrafish are included in the development is the formation of regenerative segment radius starting from the proximal to the distal portion regenerat regenerat (H9 - ± H21). From the results of this research note that caudal fin of zebrafish to regenerate in epimorphosis.]]>
<![CDATA[PERBAIKAN STATUS Hb (HEMOGLOBIN) PADA IBU HAMIL TRIMESTER PERTAMA DENGAN JUS DAUN BAYAM (Amaranthus tricolor. L) ]]>
<![CDATA[Titik Wijayanti]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 1 No 01 (2016): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[Anemia is a patologies condition which the hemoglobin concentration under the normal. Anemia ferrum (Fe) deficience usually attacts to womens pragnance, that is corelated with highly abortion, mother and baby born mortality, baby borned with low weight and IQ level defences. Spinach (Amaranthus tricolor. L) are rich vegetable ferrum that is 3,9 mg/100 g. Aim the research are known the effects of spinach leaf juice to increasing hemoglobin on womens pragnance (first trimester). Result of normality, homogenity and paired-t test shown that spinach leaf juice effected increasing hemoglobin on womens pragnance at first trimester. Ability of ferrum (Fe) on spinach to increasing hemoglobin that is caused by some factors. One of it’s estimated caused by a component that effect the ferrum absorbtion in the women pragnance blood’s namely ascorbic acid. It’s compound estimated to accelerate the ferrum absorbtion in the woman pragnance blood’s.]]>
<![CDATA[PEMBERDAYAAN KETERAMPILAN METAKOGNITIF MELALUI PEMBELAJARAN REFLEKTIF ]]>
<![CDATA[Deny Setiawan]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 1 No 01 (2016): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[Thinking skills already begun to be applied and developed to improvestudents ready to compete in the 21st Century. One of thinking skills needed to be developed are metacognitive skills. Empowerment metacognitive skills can be done by reflective learning. Reflective learning activities that could accommodate the concept, reflection, and the questionsare learning journals. The aims of this study is to 1) determine metacognitive skills through the application of learning journals, and 2) to analyze students needs through the reflective learning journal to empower metacognitive skills. The study of this experimental research is the one shot case study design. The study population was all students of Biology. Samples are 23 General Biology course students at odd semester of 2014/2015. Data was obtained by observation, analysis learning journal and rubric asessment of metacognitive skills. The data has been analyzed through descriptive analysis. The results showed that the classical metacognitive skills score is 78,18.Learning journal is a tool that can be used to empower metacognitive skills.]]>
<![CDATA[REGENERASI SIRIP KAUDAL IKAN GATUL (Poecilia sp.) YANG MENGALAMI MALFORMASI ]]>
<![CDATA[Nikmatul Iza]]>;
<![CDATA[Dwi Listyorini]]>;
<![CDATA[Abdul Gofur]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 1 No 01 (2016): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[Gatul fish in included in the family Poecilidae which is a small fresh water, male is smaller and more colorfull than female. This fish is easy to be taken care in laboratory and has a short reproduction cycle, thus allowing these fish to be one animal model development in the field of biology. Yet, in Indonesia the biological study upon Gatul fish is very limited. The aim of this study is to understand the process of caudal fin regeneration of Gatul fish are malformation (abnormal growth). Caudal fin of Gatul fish were vertically cut in a half of its length. Observation was done using 400x magnification. Picture with taken by camera with digital zooming. The subject of this study with a body length of 2-3 cm. The result shows that regeneration of Gatul caudal fin is started with wound healing in day-1 (D1= 24 hours after amputation) and blastema formation, then stump regeneration begin to grow in D2. Regenerative outgrowth begin in D3 characterized by the formation Blood island and fin rays. Differentiation begin in D6 and extended up to D18. From this research we can conclude that the process is going step by step through wound healing, stump growth, and tissue differentiation, and respectively]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBASIS MODEL LATIHAN INKUIRI UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF ]]>
<![CDATA[Primadya Anantyarta]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 1 No 01 (2016): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[Pre-research learning observations in SMP Satu Atap Merjosari, VII Class C indicates that students have low cognitive learning outcomes. 17 students have cognitive value meets the Criteria Complete Minimal value of the number of 38 students on the 1st midterm. One reason is the application of learning models are lacking. Low concentration of students in the study can hinder the process of understanding a concept. Students don’t have the opportunity to build their own knowledge, thus causing students get low cognitive learning outcomes. Application of learning model Think Pair Share trains students to work independently and in pairs, which can help improve the learning process. Inquiry Training Model are also needed to help students build their own knowledge, so the application of harmony between the Think Pair Sharelearning model and inquiry training model learning is expected to increase students' cognitive learning outcomes. Class Action Research is composed of two cycles and has a phase Planning, Implementation, observation, and reflection. The experiment was conducted in May to June 2010. The research instrument used held observation sheet learning and test questions each end of the cycle in the study. The results showed that the average score of classical students in the first cycle of 77.5 increased in the second cycle becomes 82.4. Classical completeness increased from 79 became 94.7. This indicates that the application of the Think Pair Sharelearning model based inquiry training model can improve cognitive learning outcomes of students.]]>
<![CDATA[INVENTARISASI BASIDIOMYCOTA DI WANA WISATA UBALAN KEDIRI ]]>
<![CDATA[Klarisa Dewi Julita]]>;
<![CDATA[Devi Lestari]]>;
<![CDATA[Farida Nurlaila Zunaidah]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 1 No 01 (2016): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[Tourist attractions Ubalan source is a favorite tourist spot for kediri’s people besides Simpang Lima Gumul (SLG) and waterfall Dholo. Protected forests in ecotourism Ubalan a habitat for many species of animals, plants and fungi. Different types of fungi can be found in protected forests, and most fungi are found is a group of the phylum Basidiomycota. Various references are made when there are many species of the phylum Basidiomycota which can be exploited but some are classified as dangerous fungi. This study aims to determine the diversity of the phylum Basidiomycota in Ubalan. The research method to determine the location of diversity is observed in the growth of fungi. The study was conducted by dividing into three plots with different temperature and humidity. Of the three most common locations are Clitocybe nebulars with the number 40 which is a species of the phylum Basidiomycota nontoxic. While the least discovered is Lepiota sp with the number one which is a fungus bercaun.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR KOGNITIF MAHASISWA MELALUI MODEL PEMBELAJARAN GROUP DISCOVERY LEARNING (GDL) PADA MATAKULIAH PENGETAHUAN LABORATORIUM DI IKIP BUDI UTOMO MALANG ]]>
<![CDATA[Septina Dwi Prasetyana]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 2 No 01 (2017): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[The paradigm of national education develops along with the demand of human resource improvement through the learning characteristic which centered on the human. The observation result shows that using the conventional method and giving the assignment were still implemented in the learning activity. In this way, the students became less active during the lesson, and got low outcomes on the subject matter of laboratory knowledge. Based on this problem, the learning activity can use an alternative learning model. One of them is Group Discovery Learning (GDL). The research conducted Classroom Action Research (CAR) which used the descriptive approach. This research was conducted in two cycles. Each cycle consisted of planning, implementing, observing, and reflecting. The subject of the research was 43 university students. The conclusion of the research shows that the use of GDL model improves the students’ learning outcomes.]]>
<![CDATA[ANALISIS PROTEIN PADA INSANG UDANG Macrobranchium sintangense (de Man) AKIBAT PERLAKUAN SALINITAS YANG BERBEDA ]]>
<![CDATA[Anita Munawwaroh]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 2 No 01 (2017): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[The study aimed to know the effect of different salinity on shrimp of protein content and protein profiles. The animal in this study was Macrobranchium sintangense shrimp with average length ± 50 mm which has acclimation for three days. The shrimp was treated at different salinity, the salinity 0 0/00, 5 0/00, 100/00,15 0/00 and 20 0/00 for seven days. Protein content and protein profiles by taking shrimp gill. Shrimp gill test showed that has a different protein content, protein profiles due to treatment of different salinity. The result was conclude that salinity 0 0/00, 5 0/00, 100/00,15 0/00 and 20 0/00 affect protein content and protein profiles of M. sintangense.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN BIOLOGI BERBASIS REMAP-STAD UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR KOGNITIF MAHASISWA IKIP BUDI UTOMO MALANG ]]>
<![CDATA[Ardian Anjar Pangestuti]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 2 No 01 (2017): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[The results of PISA, PIRLS and reports from other sources mentioned that Indonesian student achievement is not better when compared with the achievements of students from other countries. It can caused by learning proccesses in Indonesia is less empowering students’s reading skills. These conditions need to be changed because of the low literacy reading students will be able to have an impact on thinking skills and student learning outcomes. One attempt to solve this problem is to implement a model of learning in which there are reading, construct a concept map, and applying cooperative learning in classroom or it can called Remap Coople (Reading + Concept Mapping + Cooperative Learning). Cooperative learning that used in this research is Student Teams Achievement Divisions (STAD), so that this model is called Remap-STAD. This type of research is the Classroom Action Research (CAR). Subjects were students of class B and class 2016 General Biology course participants. The number of students in the classroom as much as 35 people. This study was conducted on 24 September – 24 December 2016. The results showed that the Remap-STAD can improve students's critical thinking skills in General Biology courses at Budi Utomo College. It is known from the results of the analysis of the final test cycle showed an increase in scores from the first cycle to the second cycle. The average score of critical thinking skills first cycle was 65.0, while in the second cycle is 72.2. The learning models can also improve cognitive achievement that is the first cycle of 56.4 rose to 69.4 in the second cycle.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DIPADUKAN DENGAN MIND MAPPING TERHADAP PENINGKATAN MOTIVASI DAN HASIL BELAJAR BIOLOGI SISWA KELAS VII SMP 2 YPK MALANG ]]>
<![CDATA[Astriani Rengu Lori]]>;
<![CDATA[Purwaning Budi Lestari]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 2 No 01 (2017): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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<![CDATA[The purpose of this study is to improve the student’s motivation and learning outcomes through the application of guided inquiry learning models combined with mind mapping. This type of research is a Classroom Action Research that conducted in two cycles, each cycle consist of planning, action, observation and reflection. The subjects were firsth grade students of Junior High School YPK inJava. The data analysis in this studyusing descriptive statistical analysis. The results showed that the application of guided inquiry learning model combined with mind mapping can improve the student’s motivation and learning outcomes. That was showed by the increasing in the first cycle of classical learning completeness of 11.1% and an average value of 63.18 increase in cycle II 76.20% for mastery learning and average value of student learning at 80. In addition to improved learning outcomes as well increased motivation to learn as well as increased activity of the students. The conclusion is the application of guided inquirycombined with mind mapping can increase student’ motivation and learning outcomes.]]>
