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Proceeding Biology Education Conference
Published by Universitas Sebelas Maret
ISSN : 25285742     EISSN : -     DOI : https://scholar.google.co.id/citations?user=u58wPE
Core Subject : Health, Science,
Biochemistry, Genetics & Molecular Biology Materials Science & Nanotechnology Medicine & Pharmacology Public Health
Proceeding Biology Education Conference was published since 2003, with title Prosiding Seminar Nasional Biologi. The early number of the journal were published offline
Arjuna Subject : Umum - Umum
Articles 1,234 Documents
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PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING/CTL MELALUI MODEL KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKANAKTIVITAS DAN HASIL BELAJAR BIOLOGI SISWA KELAS VIIIE SMPN 17 KOTA BENGKULU Irawati, Sri; Pasaribu, Julita Lestarida
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
Publisher : Universitas Sebelas Maret

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Abstract

This research aimed to obtain a description of activities and improved student learning outcomes classSMPN 17 Bengkulu city implementation a contextuall teaching and learning (CTL) through a cooperative model of Jigsaw on HumanCirculatory System material. The type of this research is a classroom action research (CAR), wich is implemented in two cycles, phases of each cycle contained steps: action planning, action, observation and reflection. Research subyects in this research were students and biology teacher of class VIII E SMPN 17 of Bengkulu city. The research instrument used in this research were exercise sheets and observation sheets. The observation sheets consist of teacher and students observation sheet. In the first cycle, the average score is 32,5 student observations were included in both criteria. While there was an increase in 2nd cycle, known to the average score was 35,5 with a teacher observation both criteria and average  score was 33 with a student observation criteria good. Furthermore, the data in the first cycle study results were analyzed based on mastery learning classical criteria and obtained an average score 68,05 students with 68,57 percentage of mastery learning with incomplete criteria. IN the second cycle an average score increased to 82,42 with a percentage of 88,50% with a completeness criterion completely. The results showed that the implementation of CTL approach through a model of cooperative Jigsaw on the subject of Human Cicculatory System can increase the teacher and students activities, it also can improve the student learning outcomes in the class VIIIE SMPN 17 Bengkulu city.  Keywords: Contextual teaching and Learning, kooperatif Jigsaw
Deteksi Keberadaan Bakteri Asam pada Proses Pengolahan Kakao Indah Rakhmawati Afrida
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
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Penelitian ini bertujuan untuk mengetahui pengaruh konsentrasi inokulum Aspergillus niger dan lama hidrolisis terhadap kadar bioetanol bagasse. Proses produksi bioetanol salah satunya adalah hidrolisis menggunakan kapang Aspergillus nig Proses fermentasi merupakan tahap awal proses pengolahan kakao yang sangat berpengaruh terhadap hasil akhir. Proses fermentasi di PTPN XII Kebun Mumbul Jember berlangsung secara spontan. Proses ini melibatkan peranan mikroorganisme seperti khamir dan bakteri asam (bakteri asam laktat dan bakteri asam asetat). Penelitian ini bertujuan untuk mendeteksi keberadaan bakteri asam dan menguji kemampuan tumbuhnya pada medium ekstrak pulp. Penelitian ini dilakukan dengan beberapa metode, meliputi: isolasi bakteri asam, karakterisasi morfologis, sifat biokimiawi secara parsial dan pengamatan pola pertumbuhan isolat bakteri asam pada medium ekstrak pulp. Hasil isolasi bakteri asam dari sampel biji kakao di PTPN XII Kebun Mumbul Jember menunjukkan pola pertumbuhan dengan kurva yang normal. Fase adaptasi terjadi pada inkubasi 0 jam sampai 4 jam sebesar 1,86x108 cfu/g dan 2,19x108 cfu/g; fase eksponensial terjadi pada inkubasi 8 jam sebesar 6,13x108 cfu/g. Pola pertumbuhan optimum terjadi pada inkubasi 12 jam yaitu sebesar 7,50x108 cfu/g; untuk fase stasionernya terjadi pada inkubasi 8-12 jam, sedangkan fase lag (fase kematian) terjadi pada inkubasi 16 jam sebesar 3,20x108 cfu/g dan inkubasi 20 jam sebesar 2,65x108 cfu/g. Selama pertumbuhan, isolat bakteri asam mampu memproduksi asam-asam organik (asam laktat dan asam asetat) yang menyebabkan pH dalam medium ekstrak pulp menurun.Keywords:        isolasi, bakteri asam, pola pertumbuhan, medium ekstrak pulp
PENGARUH IRADIASI DAN PENYIMPANAN SERTA RADIORESISTENSI BEBERAPA BAKTERI PATOGEN PADA MAKANAN OLAHAN ASAL AYAM Meylani, Vita; Harsojo, Harsojo
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
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Abstract

Abstract- An experiment has been conducted to know microbes contamination in processed food from chicken e.g meatball, rollade and cornet. The storage time was done for 12 weeks and irradiated with the dose of 0, 3 and 5 kGy. The irradiation was done at a multipurpose panoramic batch irradiator (IRPASENA). Parameter measured are total amount of aerobic bacteria, total amount of coliform, Staphylococcus and Salmonella contamination. The results showed the amount of aerobic bacteria at control were found in the range from 3,3 x 104 and 5,2 x 105 CFU/g, while coliform bacteria from1,0 x 102 and 2,6 x 105 CFU/g. Total amount of Staphylococcus were found in the range from 2,0 x 105 and 4,1 x 105 CFU/g. Storage up to 12 weeks at control showed an increase of those total bacteria. No Salmonella was detected in all samples observed. The initial contamination of all processed food observerd have exceeded allowable limit.The dose of 5 kGy could eliminate the total aerobic bacteria, coliform bacteria and Staphylococcus. Keywords: Irradiation, Processed Food, Bacteria
Karakteristik Tes Biologi Kelas 7 Semester Gasal Suwarto Suwarto
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
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Abstract

The goals of the research: (1) To know the difficulty degree of the Biology test items for class VII by the period of the odd term, (2) To know the interval of the Biology test items for class VII by the period of the odd term, (3) To know the reliability of  of the Biology test for class VII by the period of the odd term. The Biology test for class VII by the period of the odd term consists of 100 items tested toward 100 respondents. The item programming version 3.00 is used in the analysis. The result of the analysis shows that: (1) The difficulty degree of the Biology test items for class VII by the period of the odd term is at the interval of 0,025 up to 0,775. There are 30 items which are difficultly tested and 75 items which are easily tested. The comparison of the easy tested items: the medium tested items : the difficult tested items is 26% : 29% : 45%, (2) The interval of the Biology test items for class VII by the period of the odd term shows between -0,226 up to 1,000. The lowest interval belongs to the item numbered 47 and the highest interval belongs to the items numbered 65 and 66. There are found 18 items which belong in bad qualifiation, 23 items which belong in medium qualification, 22 items which belong in good qualification and 37 items which belong in the best qualification, (3) The reliability of  of the Biology test for class VII by the period of the odd term is 0,839.Keywords:      The test  characteristic
Viabilitas (Ketahanan) Lactobacillus acidophilus Dalam Pakan Ayam Broiler Untuk Menghambat Penyakit Pullorum Ida Ningrumsari
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
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Abstract

The pullorum disease is known by the name of defecating chalk or white defecation (Bacilary white Diarrchae) which causes a lot of losses for breeders, therefore conducted research with the aim to know the resilience (viability) L acidophilus in broiler chicken feed with the aim to inhibit pullorum disease. The research design uses laboratory experimental, quadratic equations and Completely Randomized Design (RAL) 1 factorial with L acidophilus concentration of 106-109. Pre-study observed the best growth curve of L acidophilus, the results showed that at 12 hours, the results of this study were used to inhibit Salmonella pullorum, while the best growth curve of S pullorum that can infect the chickens is at the age of 15 hours. For L acidophilus concentrations which can inhibit S pullorum done in vitro ie at concentration 107, LD50 Salmonella pullorum in vivo broiler on 108. Viability of L acidophilus in feed can survive above 35 days.
IMPLEMENTASI HASIL-HASIL PENELITIAN BIDANG BIOLOGI DALAM PEMBELAJARAN Mohamad Amin
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 7, No 1 (2010): Seminar Nasional VII Pendidikan Biologi
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Abstract

PENDAHULUAN Upaya untuk membangun manusia seutuhnya sudah menjadi tekad pemerintah sejak Rencana Pembangunan Lima Tahun (Repelita) I Tahun 1969-1974, namun selama ini pembangunan pendidikan nasional belum mencapai hasil sesuai yang diharapkan. Departemen Pendidikan Nasional (Depdiknas) selaku penanggung jawab sistem pendidikan nasional bertekad mewujudkan cita-cita luhur tersebut, diawali dengan menyusun Rencana Strategis (Renstra) Pembangunan Pendidikan Nasional yang merupakan penjabaran dari Rencana Pembangunan Jangka Menengah Nasional (RPJMN). Renstra Depdiknas menjadi pedoman bagi semua tingkatan pengelola pendidikan, mulai dari pemerintah pusat, pemerintah daerah, satuan pendidikan, dan masyarakat dalam merencanakan dan melaksanakan program pembangunan pendidikan nasional serta mengevaluasi hasilnya.
Penggunaan Taksonomi SOLO (Structure of Observed Learning Outcomes) pada Pembelajaran Kooperatif Truth and Dare dengan Quick on the Draw untuk Meningkatkan Keterampilan Berpikir Siswa pada Biologi SMA Herliani Herliani
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
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Berpikir adalah soal kecakapan menggunakan metode-metode (cara-cara) menyelesaikan masalah yang dihadapi.  Metode-metode ini dapat diajarkan kepada orang lain asalkan tingkat perkembangan jiwa orang itu telah matang untuk menerimanya. Taksonomi SOLO   (Structure of Observed Learning Outcomes) mengelompokkan tingkat kemampuan siswa pada lima level berbeda dan bersifat hirarkis, yaitu level 0: prastruktural (pre-structural), level 1: unistruktural (uni-structural), level 2: multistruktural (multi-structural), level 3: relasional (relational), dan level 4: extended abstract. Model pembelajaran Kooperatif Truth and Dare dengan Quick on The Draw merupakan model pembelajaran yang melibatkan siswa dalam suatu permainan, dan merupakan strategi pembelajaran yang mengajak siswa untuk belajar aktif dan bertujuan agar siswa saling bekerja sama dalam belajar serta menumbuhkan daya kreatifitas.  Tujuan dari penelitian ini adalah untuk mengetahui keterampilan berpikir siswa dengan menggunaan Taksonomi SOLO pada Pembelajaran Kooperatif Truth and Dare dengan Quick on The Draw pada Mata Pelajaran Biologi di SMA Negeri 8 Samarinda”. Data yang diperoleh dianalisis dengan menggunakan analisis deskriptif kualitatif. Sampelnya adalah siswa kelas X-2 yang berjumlah 33 orang dan siswa kelas X-4 yang berjumlah 28 orang.  Hasil yang di dapat keterampilan berpikir siswa Kelas X SMA Negeri 8 Samarinda setelah diajar dengan model pembelajaran Truth and Dare dan model pembelajaran Quick on the draw, yakni: 1) Kemampuan berpikir siswa pada level unistruktural (U) dengan persentase 92,4%.  Kemampuan berpikir siswa dalam menggunakan satu informasi dari soal dan dapat menyelesaikan soal dengan sederhana dari soal yang diberikan sudah baik sekali.  2) Kemampuan berpikir siswa pada level multistruktural (M) dengan persentase 75,8 %. Kemampuan berpikir siswa dalam menyelesaikan soal dengan menggunakan dua informasi atau lebih dari satu konsep materi yang diajarkan sudah baik sekali.  3) Kemampuan berpikir siswa pada level relasional (R) dengan persentase 66,1 %. Kemampuan berpikir siswa dalam menyelesaikan soal dengan menggunakan dua informasi atau lebih dari soal yang diajarkan sudah baik, dan siswa juga sudah dapat menjelaskan hubungan antara berbagai konsep pada materi yang diajarkan.  4) Kemampuan berpikir siswa pada level abstrak diperluas 24,1 %.  Kemampuan berpikir siswa dalam menjelaskan hubungan antar konsep materi yang diajarkan kurang.  Siswa kurang dapat mengaitkan dan membangun konsep materi tersebut dengan konsep diluar materi yang diajarkan.Kata kunci:        Taksonomi SOLO, Pembelajaran Kooperatif Truth and Dare, Quick on The Draw, Keterampilan Berpikir
Pengaruh Pembelajaran Guided Inquiry Disertai Jurnal Belajar terhadap Kemampuan Berpikir Kritis Siswa pada Pelajaran Biologi Kelas XI SMA Wulandari, Desy; Maridi, Maridi; Probosari, Riezky Maya
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
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The purpose of this research is to know the influence of Guided Inquiry learning  with a learning journal on students’ critical thinking skills. The research was considered as quasi experiment research using Nonrandomized Control Group design with Pretest-Posttest. Sampling technique using purposive sampling. The study population is all students of class XI IPA SMA N 1 Karanganyar Academic Year 2017/2018 consisting of eight classes. Sample of class consists of two classes, eksperiment class with Guided Inquiry learning with learning journal and control class with Guided Inquiry learning. Data collection techniques use essays test, observations, and documentation. The normality test with Kormogorov-Smirnov test and homogeneity with Leneve test. Hypothesis test used is Independent t test with 5% (α= 0.05) significance level assisted with SPSS 22. The research procedure includes planning, implementation and data analysis.The conclusion of this research show that  the application of Guided Inquiry learning with learning journal has given effect towards student’s critical thinking skill.
Pengembangan Praktikum Biologi di Sekolah Menengah Berbasis Etnobiologi Sunariyati, Siti; Suatma, Suatma; Miranda, Yula
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 14, No 1 (2017): Proceeding Biology Education Conference
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Local knowledge of the Dayak Ngaju community in Gunung Mas regency, Central Kalimantan there were believed that many species of plants, animals and their surroundings can be used as an indicator of a particular environtment. The local people experience is one example of local knowledge which needs to be studied scientifically through ethnobiology. Study of ethnobiology was confined to the local community's knowledge about the medicinal plants (ethnobotany), local community knowledge about the utilization of existed nearby animals (ethnozoology) and knowledge of the local community in ecosystems around their living quarters (ethnoecology). Afterwards these studies was arranged into biology practical work material. The purposes of the study are (1) to study the ethnobiology of local knowledge of Dayak Ngaju communities in Gunung Mas regency, (2) to inventory and identify several species that are used in foodstuffs, pharmaceuticals, industry and utilization of the environment for the practical work in high school. Research activities consists of two phases, the first phase is the study of ethnobiological research by using qualitative approaches. Data was collected after observation and in-depth interviews. The second phase is the development of research by using Hannafin and Peck development model. The results showed that the Dayak Ngaju in Gunung Mas have local knowledge about the uses of plants, animals and their environment for food, industrial materials, pharmaceuticals and mining. This should be well documented and to be taught to the next generations to avoid the extinction of local knowledges. Integrating the material ethnobiology into learning biology is one of the best ways to deliver local knowledge in formal education. It was suggested to teach ethnobiology in biology practical work, especially in high school who have forest environment as characteristic of their territory since ethnobiological material was very important.
STRATEGI PEMBELAJARAN AKTIF Implementasi dan Kendalanya di Dalam Kelas Zaini, Hisyam
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 6, No 1 (2009): Prosiding Seminar dan Lokakarya Nasional Pendidikan Biologi
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PENDAHULUANBerbicara tentang pengajaran atau sering disebut sebagai pembelajaran, tentunya banyak cara atau metode di dalam menyampaikan. Setiap pengajar, dalam hal ini guru di sekolah atau juga dosen di perguruan tinggi, mempunyai pengalaman yang berbeda-beda, baik pengalaman yang diperoleh ketika masih belajar atau setelah berprofesi sebagai guru atau dosen. Bagi guru maupun dosen yang mempunyai latar belakang pendidikan keguruan, nampaknya metode pembelajaran tidak menjadihambatan yang serius. Namun, bagi mereka yang tidak mempunyai latar belakang pendidikan keguruan, metode pembelajaran dapat menjadi satu hal yang memerlukan perhatian. Hal ini terjadi karena pengertian proses pembelajaran tidak hanya yang dapat dilihat di dalam kelas dimana terjadiinteraksi tertentu antara guru dan siswa. Akan tetapi proses pembelajaran ini dimulai dari persiapan; mencari bahan bacaan, menyusun materi, menentukan tujuan atau kompetensi, menyiapkin strategi sampai pada evaluasi pembelajaran. Karena itu ibarat sebuah gunung es, kerja guru dalam proses pembelajaran itu banyak yang tidak dilihat orang. Hasil pembelajaran banyak ditentukan oleh persiapan ini. Untuk itulah, agar dapat dicapai suatu hasil pembelajaran yang baik, maka tahap perencanaan pembelajaran perlu disiapkan dan dirancang dengan baik dan benar. Namun demikian tahap yang tidak kalah penting adalah penyampaian. Berbagai metode atau strategi telah banyak dipraktekkan, dan berbagai penelitian telah banyak dilakukan. Dari sekian banyak metode atau strategi tersebut, paling tidak dapat dikategorikan menjadi dua kategori utama; teacher-centered dan learner-centered.

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