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Anwari Adi Nugroho
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Journal of Biology Learning
Published by Universitas Veteran Bangun Nusantara
ISSN : 26232243     EISSN : 26231476     DOI : https://doi.org/10.32585/.v2i1.559
Core Subject : Education,
Education
Journal of Biology Learning with registered number ISSN 2623-2243 (Print), 2623 – 1476 (Online), managed by Biology Education of Faculty of Teacher Training and Education, Universitas Veteran Bangun Nusantara Sukoharjo, published by Universitas Veteran Bangun Nusantara Sukoharjo. This journal focuses on the publication of the results of scientific research related to the field of biology education. This journal published two issues per year in March and September. Journal of Biology Learning focuses on the publication of the results of scientific research related to the field of Biology Education. The article published on the internal and external academic community Univet especially in Biology Education. Journal of Biology Learning publishes scholarly articles in biology education scope covering: 1. Learning Biology in Higher Education 2. Learning Biology in SMA / SMP / SD 3. Biology Laboratory Management 4. Curriculum for Biology Learning 5. Media Innovation / Biological Demonstration 6. Biology Teacher Professional Education
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 6 No 1 (2024): March 2024" : 6 Documents clear
Application of Learning Cycle 7e on Environmental Pollution Material Toward Students' Interest and Learning Outcomes in Class X Fauzy, Rahmad; Nirmalasari, Ridha; Rohmadi , Mukhlis
Journal of Biology Learning Vol 6 No 1 (2024): March 2024
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v6i1.2912

Abstract

This study aims to describe the learning interest and cognitive learning outcomes of students with the Learning Cycle 7E learning model on environmental pollution material. This research uses a quantitative approach with the type of Pre-Experimental Design and One Group Pretest-Posttest design. The research sample was all students of class X SMA Negeri 1 Antang Kalang. The research instruments included learning interest questionnaire, cognitive learning outcomes test, and learning applicability observation sheet. Questionnaires and tests were given before and after the implementation of the Learning Cycle 7E model, while observations were made during the learning process. Data analysis shows that interest in learning based on the calculation of N-gain testing using excel shows there is an increase but still low. While the cognitive learning outcomes between pretest and postest experienced changes but classically said to be incomplete. This model also shows a high level of applicability, indicating its suitability for the context of biology learning at the high school level.
PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH SISWA PADA MATERI PERUBAHAN LINGKUNGAN Cicilia Angelina Priska; Yokhebed, Yokhebed
Journal of Biology Learning Vol 6 No 1 (2024): March 2024
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v6i1.4593

Abstract

This research aims to determine the application of problem-based learning to improve problem-solving skills in environmental change material. The type of research used is classroom action, which consists of 2 cycles. Each cycle consists of planning, action, observation, and reflection. The subjects in this research were 30 students in class X MIPA 1 SMA Negeri 3 Bengkayang. The research instrument used was a problem-solving skills observation sheet. The results showed that problem-solving skills increased from quite skilled to skilled. The percentage of each indicator of problem-solving skills has increased. Increase indicators identifying information gaps and the need for action by 18.97%, processing information to understand problems and making decisions by 19.83%, reaching solutions by 23.27%, and communicating decisions by 18.98%. Thus, problem-based learning can improve problem-solving skills.
Effectiveness Stimulus Environment Problem Solving Learning Model for Increase High-level Thinking Skills Kusumadani, Annur Indra; Rahmadani, Salsabila Nur; Halim, Ilham Surya
Journal of Biology Learning Vol 6 No 1 (2024): March 2024
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v6i1.5359

Abstract

Learning with Stimulus Environment Problem Solving (SEPS) is an involved learning process student in a way active good in network nor outside network in reading, writing, doing experiment, and analyze, as well look for solution to the problem social related science environment public.  This study aims to know the effectiveness of the Stimulus Environment Problem Solving (SEPS) learning model so that can increase ability think level high among students biology education Universitas Muhammadiyah Surakarta. Method in study this is correlate ability think critical and solving problem 2 groups student a total of 40 students where is one group totaling 20 students use learning model of Stimulus Environment Problem Solving (SEPS) and other groups with Project based Learning. Analysis hypothesis using the t test and effect size. Based on application of the Stimulus Environment Problem Solving (SEPS) model in the classroom experiment experience increase in t test results significant in cycle I and cycle II. Based on the effect size test, the effectiveness of the Stimulus Environment Problem Solving (SEPS) model is included in category tall with value 3.244 so effectiveness of the Stimulus Environment Problem Solving (SEPS) model on Skills think level tall own category tall.
The Influence of Reading Habit on The Science Learning Outcomes of Class VII Even Semester Students at MTS Negeri 2 Surakarta Febrian, Anggi Setyani; Kusumadani, Annur Indra
Journal of Biology Learning Vol 6 No 1 (2024): March 2024
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v6i1.5378

Abstract

Literacy skills especially reading in Indonesia are still low. To improve reading literacy, literacy training can be done before learning. Literacy reading habits can be done with 15 minutes of reading material before learning begins. The aim of this research is to determine the effect of reading habits on the science learning outcomes of class VII students in the even semester at MTs Negeri 2 Surakarta for the 2023/2024 academic year. This research method is a quantitative descriptive method. The type of research is quasi-experimental research with purposive sampling technique. The data collection techniques used were observation, interviews, tests, questionnaires and documentation. Based on the results of data analysis that has been carried out using the linearity test, it gets a significant value of 0.734 > 0.05, so there is a linear relationship between the two research variables and the results of the Mann Whitney test, a significant value of 0.0007 < 0.05, meaning there is a difference in the average of the samples. second. So it can be concluded that there is a significant influence between the habit of reading on the science learning outcomes of class VII students at MTs. Negeri 2 Surakarta Academic Year 2023/2024
Kelayakan LKPD berbasis PBL disertai KPS pada Materi Perubahan Lingkungan Kelas X: Kelayakan LKPD Berbasis PBL disertai KPS Pada Materi Perubahan Lingkungan Kelas X Dewi Portuna Suwanda; Wahyuni , Eko Sri; Yuniarti, Anisyah
Journal of Biology Learning Vol 6 No 1 (2024): March 2024
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v6i1.5409

Abstract

The change in the Merdeka Curriculum has made learning tools in various subjects including biology in class X inadequate. This study aims to determine the feasibility of Problem-Based Learning (PBL) based LKPD (student worksheet) accompanied by Science Process Skills (KPS) on the material of environmental changes in class X. The development model refers to the research and development (R&D) method with 5 stages. The stages are potential and problems, data collection, product design, design validation, and design revision. The research instruments used were instrument validation questionnaires and validation sheet questionnaires. The validated aspects are the format, content, language, and benefits/usability of LKPD. Validation was carried out by 5 validators. Analysis of validation results using face validity Aiken's V with criteria V = 0.87. The results showed that the LKPD met the valid criteria with a total average of 0.947. It can be concluded that problem-based learning-based LKPD accompanied by science process skills is declared valid and ready to proceed to the trial stage.
The Relationship Between Student Learning Motivation and Student Perceptions on Teacher Learning and Science Learning Outcomes at MTS Negeri 2 Surakarta Kusuma, Annisa Nandia; Kusumadani, Annur Indra
Journal of Biology Learning Vol 6 No 1 (2024): March 2024
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v6i1.5377

Abstract

The purpose of this research is to determine the relationship between student learning motivation and student perceptions of teacher learning with student learning outcomes. The research method used is a survey method with correlational analysis. The population used was students in class VIII of the Special Science Class Program at MTs Negeri 2 Surakarta. The sampling technique is a sample population with a sample of 83 students, data collection techniques are carried out using questionnaires, interviews and documentation. The results of this study show that there is no significant relationship between student learning motivation and learning outcomes and a correlation of 0.000 (0%). There is also no significant relationship between student perceptions of teacher learning and student learning outcomes and the correlation is -0.124 (1.5%). And there is no significant relationship between learning motivation and student perceptions of teacher learning on learning outcomes and the correlation is 0.136. The contribution of learning motivation and student perceptions of teacher learning to student learning outcomes was 1.84% and 98.16% influenced by other factors not researched. The results of this research indicate that student learning motivation and student perceptions of teacher learning do not improve student learning outcomes.

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