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Bioedukasi
Published by Universitas Sebelas Maret
ISSN : -     EISSN : -     DOI : -
Core Subject : Education, Agriculture,
Agriculture, Biological Sciences & Forestry Education
Kumpulan Journal Biologi dan Pendidikan Biologi
Arjuna Subject : -
Articles 71 Documents
 1   2   3   4   5 
EFEKTIVITAS IMPLEMENTASI PEMBELAJARAN MODEL PROBLEM BASED LEARNING (PBL) DIINTEGRASIKAN DENGAN PREDICT – OBSERVE – EXPLAIN (POE) TERHADAP PRESTASI BELAJAR SISWA DITINJAU DARI KREATIVITAS DAN KEMAMPUAN INFERENSI SISWA SUGIYARTO, DWI WAHYUNI
BIOEDUKASI Vol 7, No 1 (2014): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

The purpose of this research is to know the influence of PBL model, POE model and integrated PBL-POE towards students? achievement, overviewed from students?creativities and students? inference abilities.This research achievement used students? creativities and students? inference abilities method with factorial design 3x2x2. The research population is grade XI science class student SMA Negeri 1 Bojonegoro. Sample research is decided randomly with cluster random sampling technics. In 2013/ 2014 academic year, it consisted of three classes. Experiment class I was given PBL model treatment consist of 32 students, experiment class II was given POE model treatment consists of 32 students and experiment class III was given integrated PBL-POE treatment and consists of 32 students. Data accumulation used technic test for cognitive study result, questionnaire for affective study result, psycomotor, creativity and inferency ability. Hyphothesis research test uses anova which three ways cell is not equel with help of software SPSS 18. The research result: 1) There is influence from integrated PBL-POE towards students? achievement in cognitive, affective, psychomotor; 2) There is creativity influence towards students? achievement; 3) There is no influence for students? inferency abilities towards students? achievement; 4) There is no learning model interaction with creativity low and high category influence towards students? achievement; 5) There is learning model interaction with students? inference abilities low and high category influence towards students? achievement; 6) There is influence from interaction between creativity and students? inferency abilities toward students? achievement; 7) There is no influence from interaction between PBL model with students? creativity and students? inference abilities towards students? achievement. Keywords:     PBL, POE, integrated PBL-POE, students? creativity, students? inference ability, students? achievement
VARIASI CANGKANG GASTROPODA EKOSISTEM MAI\GROVE CILACAP SEBAGAI ALTERNATIF SUMBER PEMBELAJARAN MOLUSKA; GASTROPODA KARYANTO, PUGUH; MARIDI, MARIDI; INDROWATI, METI
BIOEDUKASI Vol 1, No 1 (2004): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

The aim of this research was to identify some characters of mangrove gastropod's shell, which varied among species and modified from its basic structure. Some characters are often lost or added make some difficulties for the student to identify the characters. Those characters are also confusing and lead to miss identification respectively. From that case, studying the vaiation of the shell characters among species and its modification from the original structure of gastropod's shell is needed. A model and description of the shell and its characters is useful guide for identification and also as an alternative teaching material for studying the gastropod. Mangrove gastropod's specimens from previous research (Karyanto et all, 2003) are the mateials studied on; represent the numerous variation and modification of gastropod's shell. The basic structures are identified according to Robert et al (1952), Pechenik (1991) and Beesley et al (1998). Variation and modification whether reduction or addition from its original were then mentioned and schemed. The shells of the 9 families of gastropod show some specific features, which respective to the shell structure of family, thus the identification to the family can be carried out by using the shell characters of family. Some characters that led to the genera and species are more various and sophisticate. Axial ridges, transversal ridges, eroded apex, elongated siphonal canal, spine, thickened aperture, The presence of the-apterture teeth, thickening operculwm witk calcareous material and coloration are some variant that obtained. Those characters reflect modification and play some important notes while studying the shell.Key words: Mangrove gastropods, shell variation, alternative learning resources
KARAKTERISTIK YOGURT YANG TERBUAT DARI BERBAGAI JENIS SUSU DENGAN PENAMBAHAN KULTUR CAMPURAN LACTOBACILLUS BULGARICUS DAN STREPTOCOCCUS THERMOPHILLUS Mega Supia T.A, Umi Fatmawati
BIOEDUKASI Vol 6, No 2 (2013): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

Yoghurt is one of fermented milk product with the addition oflactic acid microbes such as Lactobacillus bulgaricus and Streptococcusthermophillus. The aim of this experiment is determining the characteristics of yogurt made from five different dairy ingredients, each of them are addedwith a mixture of bacteria Lactobacillus bulgaricus and Streptococcusthermophillus. The dairy ingredients used are: fresh cow's milk, skim milk, UHT milk, soy bean milk, and goat's milk. Starter was given with mixingtwo species of lactic acid bacteria with the ratio 1:1 and the provision ofstarter concentration is 5% (v / v). The parameters? have been observed forlactic acid levels, pH and total number of microbes carried out during 14days of storage. To examine the effect of different kinds of milk and storage time toward the changes in lactic acid level, pH and total number ofmicrobes, we analyzed with ANAVA by two factorial test and if there areany significant effect, it followed by DMRT test. The results obtained from yogurt product quality were yoghurt made from UHT milk was the best quality because it has the lowest average pH of 4,67, the highest lactic acid content of 1,2 % and most stable total microbial 3,05 x108cells / ml during the preservation time. Key words: lactobacillus, streptococcus, milk, yogurt, lactid acid.
ANALISIS KEMAMPUAN INKUIRI MAHASISWA CALON GURU SD PADA KONSEP IPBA UNTUK PENGEMBANGAN PERKULIAHAN BERBASIS INKUIRI Rosnita, Rosnita; Widodo, Ari; Maryani, Enok; Tjasyono HK, Bayong
BIOEDUKASI Vol 4, No 2 (2011): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

ABSTRACT- The research is aimed to know level of inquiry skill of elementary school teacher candidate as this type of skill is considered as appropropriate for achieving science skill processes during teaching and learning processes in scientific knowledge. This research follows the qualitative paradigm. To achieve the research goal, the data was collected upon 30 teacher candidates by using tests, observation, questionnaires, and     interview. The obtained data were descriptively analyzed. The result shows that inquiry skill level of elementary school teacher candidate is regarded as insufficient. Key words: inquiry skill
KEBERADAAN BAKTERI PENGHASIL FITASE UNTUK PERBAIKAN KESUBURAN TANAH VERTISOL PADA BERBAGAI SISTEM BUDIDAYA TANAM DI KECAMATAN GONDANGREJO KABUPATEN KARANGANYAR Santosa, Slamet; Sajidan, Sajidan
BIOEDUKASI Vol 6, No 1 (2013): Jurnal Bioedukasi
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

This experiment aimed to investigate whether phytase-producing bacteria isolated from vertisol soil in Gondangrejo have bacterial diversity and the ability to fertilize the soil.  This research is exploratif and laboratory experiments. Bacteria in the rice roots (PJ2, PJ3, PP2, PP8, PU2, and PU +1) has the ability to grow at 70°C, and its enzyme activity is stable at 80°C and pH 4-8. Bacteria in the corn roots still grow (JP1, JW1, JPJ1, JPS1) and still active at 60°C, and the enzyme still active at 60°C and pH 4-8.  Bacteria on the beans roots grew well (KPTU4, KPJW1, KPTU3, KTJ2) and still active at 60°C, and the enzyme activity at 60°C and pH 4-7. Bacteria on the sugar cane roots grew well (TS1, TS2, TU1, TJ4), active at 60°C and the enzyme activity at 60°C and pH 4-8.  Bacteria on the cassava roots were good (SW2) and still active grow at 60°C, and at 90°C and pH 4-8, the enzyme still active. Bacteria on the great pumpkin roots were good (WP1, WP3), still active at 60°C, and the active enzyme activity at 60°C and pH 5-8.  Bacteria on the ?gambas? roots grow well (GPP2, OU1, OU2) and still active at 60°C, and the enzyme still active at 60°C and pH 4-8.  Rough of extracted enzyme from isolates of the best area of rice roots PU+2 and PU+1, beans KTJ2 and KPJW, sugar cane TU1 and TU2, corn JP1 and JPJ1, ?gambas? GPP2 and OU2, were stable at 80°C.  Selected isolates actived at pH 6-8 are PJ3, OU 2, WP1, WP4, JW1, JP1, KPtU 2, KJP1, KPtU4, TJ2, while PJ2 and TU1 were active in pH 6-9.Penelitian ini bertujuan untuk mengetahui apakah bakteri-bakteri yang diisolasi dari tanah vertisol daerah Kecamatan Gondangrejo mempunyai keragaman bakteri dan kemampuan untuk menghasilkan fitase.  Penelitian ini bersifat ekploratif, pengumpulan data dari eksperimen laboratorium. Bakteri perakaran padi (PJ2, PJ3, PP2, PP8, PU2, dan PU+1) memiliki kemampuan tumbuh  pada suhu 70°C, dan aktivitas enzimnya masih aktif suhu 80°C serta pH 4 ? 8.  Bakteri perakaran jagung (JP1, JW1, JPJ1, JPS1) pertumbuhannya masih aktif suhu 60°C, dan aktivitas enzimnya aktif suhu 60°C serta pH 4 ? 8.  Perakaran kacang (KPTU4, KPJW1, KPTU3, KTJ2)  pertumbuhannya masih aktif suhu 60°C, dan aktivitas enzimnya aktif suhu 60°C serta pH 4 ? 7.  Perakaran  tebu (TS1, TS2, TU1, TJ4) pertumbuhannya masih aktif suhu 60°C dan aktivitas enzimnya aktif suhu 60°C serta pH 4 ? 8.  Perakaran singkong (SW2) pertumbuhannya  masih aktif suhu 60°C, dan aktivitas enzimnya aktif pada suhu 90°C serta pH 4 ? 8. Perakaran waluh (WP1, WP3) pertumbuhannya masih aktif suhu  60°C, dan aktivitas enzimnya aktif suhu 60°C serta pH 5 ? 8.  Perakaran gambas (GPP2, OU1,OU2) pertumbuhannya masih aktif pada suhu 60°C, dan  aktivitas enzimnya aktif suhu 60°C serta pH 4 ? 8.  Ekstrak enzim kasar dari isolat terpilih untuk daerah perakaran padi yang paling bagus PU+2 dan PU+1, perakaran kacang KTJ2 dan KPJW1,  perakaran tebu TU1 dan TU2, perakaran jagung JP1 dan JPJ1, perakaran gambas GPP2 dan OU2 keseluruhan ekstrak enzim stabil sampai suhu 80oC.  Isolat terpilih aktif pada kondisi pH 6-8 PJ3, OU 2, WP1, WP4, JW1, JP1, KPtU2, KJP1, KPtU4, TJ2, sedangkan pH 6-9 PJ2 dan TU1.
PENERAPAN METODE PEMBELAJARAN KOOPERATIF DALAM MENYONGSONG KURIKULUM 2OO4 PADA SISWA KELAS 1 SEMESTER II SMP NEGERI 10 SURAKARTA TAHUN PELAJARAN 2OO4/2005 Prih Utami, Runtut; Rosyidi, Alvi; Sumanto, Sumanto
BIOEDUKASI Vol 3, No 1 (2006): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

AbstractThe aims of this research are to know the ffictiveness of STAD method as one of thecooperative teaching method and compared it with the conventional one. The effectiveness parametersused was the sudent achievement on biology. This research held upon the student of the first grade andof the 2il semester of SMP Negeri 10 Siiakarta in academic yiar of 2004/2005. Clustered randomsampling technique was used upon two classes' i.e the treatment class (using STAD method) andconventional one. Data obtained was then analyzed by t-test.The research concluded that application STAD on facing the curriculum 2004 is a goodteaching method. It raised the student's achievement on biology, statistically showed bJ t o6r"."4) t p6r1= 2.039 > 1.670 with significance of SVo.Key words: Cooperative learning method, Competence based curiculum
PENGEMBANGAN STRATEGI PEMBELAJARAN BIOLOGI UNTUK MENINGKATKAN KEBERMAKNAAN KONSEP DITINJAU DARI KEMAMPUAN INGATAN DAN KETELITIAN KERJA ROSYIDI, ALVI
BIOEDUKASI Vol 1, No 1 (2004): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

The aim of this research were to study the influence of using the scientific method on these following aspect: (l) The lmprovement of concept of 4thsemester?s subject of Biological Education, FKIP UNS, (2) Whether the memory capabilities can be used as a predtictor or not (3) The Carefulness can be used as a significant predictor and (4) contribution of each predictor on that improvement. Descriptive quantitative research methods with expofacto were used. t test and regression were used to analyse the data. Data are collected by test method and lt's collection with two design; comparative and corelative on 30 samples of the 4th semester's student. The result showed that the scientific method could raise the improvement of subject concept only slightly with no statistical differences. Beside, there is a positive correlation between either the memory capabilities or carefulness and the improvement the concept, Key word:  Biological education with scientific method, lmprovement of concept ,memory capabilities
PENGEMBANGAN PENILAIAN OTENTIK DALAM PEMBELAJARAN EKOLOGI TUMBUHAN DI PERGURUAN TINGGI Djulia, Ely
BIOEDUKASI Vol 5, No 2 (2012): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

ABSTRAK-Penilaian merupakan salah satu komponen penting dalam pembelajaran yang turut berkontribusi terhadap pencapaian tujuan pembelajaran. Namun pada prakteknya penilaian sering dilakukan untuk mengukur kognitif semata dan kurang menyentuh aspek afektif dan psikomotor secara menyeluruh. Upaya untuk meningkatkan proses dan hasil belajar biologi telah dilakukan melalui pengembangan penilaian otentik dalam bentuk penilaian proses, kinerja, dan penilaian produk selama tiga tahun terakhir. Data diperoleh melalui koleksi laporan mini riset Ekologi Tumbuhan. Dengan menganalisis secara deskriptif analitik, berdasarkan aspek kemampuan pengamatan, kemampuan wawancara dengan informan local, kemampuan analisis data, serta kekmampuan mendokumentasikan flora, hasil studi menunjukkan bahwa penilaian otentik: 1) dapat mengungkap penguasaan biologi mahasiswa lebih komprehensif meliputi aspek morfologi, anatomi, fisiologi, ekologi, sehingga pemahaman materi ajar biologi lebih baik; 2) dapat mengungkap lebih dari satu ranah kognitif-afektif, kognitif-psikomotor atau afektif-psikomotor; 3)  memberi kesempatan secara luas pada mahasiswa untuk melakukan self-assessment; 4) melatih mahasiswa berpikir lebih kritis memandang suatu penugasan; 5) dapat memberi umpan balik melampaui tujuan pembelajaran yang telah dirumuskan, sehingga memberi efek instruksional dan efek iringan baru yang menginspirasi proses pembelajaran yang lebih kreatif. Walaupun penilaian otentik memberi banyak dampak positif dalam pembelajaran, namun di sisi lain masih terdapat kendala bagi dosen dalam mengimplementasikannya seperti perlunya lembar kerja mini riset yang lebih spesifik, perlunya rubrik penilaian mini  riset berbasis kerja ilmiah, serta perlunya pengubahan etos mengajar. Untuk itu diperlukan proses yang kontinu dalam pengembangan penilaian otentik dengan tindak lanjut dalam pemanfaatan hasil penilaian otentik untuk mendukung peningkatan kualitas pembelajaran Ekologi Tumbuhan di Perguruan Tinggi.   Kata Kunci: pembelajaran biologi, Ekologi Tumbuhan, penilaian otentik, perguruan tinggi, ranah kognitif-afektif-psikomotor, mini riset.
EFEKTIVITAS IMPLEMENTASI MODEL PROBLEM BASED LEARNING (PBL), BLENDED LEARNING (BL), SERTA INTEGRASINYA TERHADAP HASIL BELAJAR DITINJAU DARI KEMAMPUAN MENGEVALUASI DAN KREATIVITAS SISWA WIDHA SUNARNO, EDI PRANOTO
BIOEDUKASI Vol 7, No 1 (2014): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

The purpose of this study was to determine the effect of Problem Based Learning (PBL), Blended Learning (BL) models, and the Integration of BL-PBL, capability of evaluating and creativity toward student?s achievement. This experimental research was carried out in September to December 2013. The populations of research were all students in grade XI of SMA Negeri l Pati Academic Year 2013/2014 that consists of 262 students divided into eight study groups. The sample of research was consisted of three study groups; they were XI-IPA2, XI-IPA4 and XI-IPA6 determined by random cluster sampling technique. XI-IPA2 study group used BL model, XI-IPA4 study group used PBL model, and XI-IPA6 study group used the Integration of BL-PBL models. The data was collected by using the instrument of cognitive test, and questionnaires of affective, psychomotor, capability of evaluating and creativity. The data then was analyzed by using three-ways ANAVA with 3x2x2 factorial design with signification 5%, and it then was continued by using Scheffe test if there was interaction. Based on the data analysis, it can be concluded that: 1) There was no difference of effect of BL, PBL, and the Integration of BL-PBL models toward student?s cognitive, affective and psychomotor achievements; 2) There was difference of effect of capability of evaluating toward student?s cognitive, affective and psychomotor achievements; 3) There was effect of creativity toward student?s cognitive, affective and psychomotor achievements; 4) There was no interaction between BL, PBL, and the Integration of BL-PBL models with the capability of evaluating toward student?s cognitive, affective and psychomotor achievements; 5) There was interaction between BL, PBL models, and the Integration of BL-PBL with the creativity toward student?s cognitive, affective and psychomotor achievements; 6) There was interaction between capability of evaluating and creativity toward student?s cognitive, affective and psychomotor achievements; 7) There was no interaction between BL, PBL models, and the Integration of BL-PBL, capability of evaluating and creativity toward student?s cognitive, affective and psychomotor achievements. Keywords:     blended learning, problem based learning models, capability of evaluating, and creativity
PEMBELAJARAN BIOLOGI DENGAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) MELALUI MODEL FORMAL DAN INFORMAL HANDS ON ACTIVITIES DITINJAU DARI KREATIVITAS SISWA DAN SIKAP PEDULI LINGKUNGAN Suciati, Rina Restanti
BIOEDUKASI Vol 6, No 2 (2013): BIOEDUKASI
Publisher : Prodi Pendidikan Biologi FKIP UNS

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Abstract

Tujuan penelitian ini adalah untuk mengetahui: pengaruh penerapan pembelajaran model formal dan informal hands on activities, pengaruh kreativitas dan sikap peduli lingkungan, serta interaksinya terhadap prestasi belajar biologi pada materi Plantae. Penelitian menggunakan metode eksperimen, desain faktorial 2 x 2 x 2 dengan melibatkan dua kelompok eksperimen tanpa kelompok kontrol yaitu kelas XA dan XD, semester genap tahun pelajaran 2011-2012 di SMA Negeri 3 Madiun. Teknik sampling adalah teknik Cluster Random Sampling. Teknik pengumpulan data menggunakan tes untuk hasil belajar ranah kognitif, sedangkan ranah afektif dan psikomotor diperoleh dari hasil penggabungan antara observasi dengan tes. Analisis data menggunakan uji anava tiga jalan. Hasil penelitian menunjukkan: (1) tidak ada pengaruh model formal dan informal hands on activities terhadap prestasi belajar ranah kognitif, afektif, dan psikomotor siswa, (2) ada pengaruh kreativitas tinggi dan rendah terhadap prestasi belajar kognitif, afektif, dan psikomotor siswa, (3) ada pengaruh sikap peduli lingkungan tinggi dan rendah terhadap prestasi belajar kognitif, afektif, dan psikomotor siswa, (4) tidak ada interaksi antara model pembelajaran (formal dan informal hands on activities) dengan kreativitas terhadap prestasi belajar kognitif, afektif, dan psikomotor siswa, (5) ada interaksi antara model pembelajaran (formal dan informal hands on activities) dengan sikap peduli lingkungan terhadap prestasi kognitif, sedang untuk afektif dan psikomotor tidak ada, (6) tidak ada interaksi antara kreativitas dengan sikap peduli lingkungan siswa terhadap prestasi belajar kognitif, afektif, dan psikomotor siswa, (7) tidak ada interaksi antara model pembelajaran (formal dan informal hands on activities), kreativitas dan sikap peduli lingkungan siswa terhadap prestasi belajar kognitif, afektif, dan psikomotor siswa.Kata Kunci: prestasi belajar, kognitif, afektif, psikomotor

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