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Bio-Pedagogi : Jurnal Pembelajaran Biologi
Published by Universitas Sebelas Maret
ISSN : 22526897     EISSN : 2715176X     DOI : https://doi.org/10.20961/bio-pedagogi
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Other
Bio-Pedagogi. Jurnal Pembelajaran Biologi adalah jurnal yang dimiliki oleh Program Studi Pendidikan Biologi FKIP UNS. Jurnal Bio-Pedagogi akan menerbitkan artikel-artikel ilmiah dalam cakupan bidang ilmu pembelajaran biologi. Artikel yang dimuat adalah artikel hasil penelitian, kajian atau telaah ilmiah kritis dan komprehensif atas isu penting dan terkini atau resensi dari buku ilmiah yang tercakup dalam pembidangan jurnal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi" : 10 Documents clear
Implementasi Model Experiential Learning untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI IPA 1 SMA Negeri 2 Surakarta Tahun Pelajaran 2013/2014 Elisa Dewi Yuliarti; Sajidan Sajidan; Marjono Marjono
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5342

Abstract

The purposes of this research are to increase quality of biology learning considered by utility of facilities in the classroom, classroom climate, and student motivation of achievement in class XI IPA 1 at State Senior High School 2 Surakarta in academic year 2013/2014. This research was a classroom action research which performed in two cycles. Each cycle consisted of 4 phases, that is planning, action, observation, and reflection. Subject of research is students of XI IPA 1 at State Senior High School 2 Surakarta. Data of research was obtained by test and non test technique. Data validation was used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique. The results of this research showed the average percentage for classroom climate pre cycle (62,59 %), cycle I (75,86 %), and cycle II (82,92 %); student motivation of achievement pre cycle (63,22 %), cycle I (74,88 %) and cycle II (78,62 %); and utility of learning facilities in the classroom have been optimally, that are usage of microscope and other learning media included LCD, pictures, and video as a media to support learning activities. The results showed that the average percentage quality of biology learning aspect such as pre cycle (62,90 %), cycle I (75,37 %), and cycle II (80,77 %). The level increase of quality aspect of biology learning from pre cycle to cycle II is 17,87 %. The conclusion of this research is that the implementation of experiential learning model can improve quality of biology learning considered by utility of facilities in the classroom, classroom climate, and student motivation of achievement in class XI IPA 1 State Senior High School 2 Surakarta in academic year 2013/2014. Key Words: Experiential learning, Quality of biology learning
Study Komparasi Hasil Belajar Biologi dengan Penerapan Model Pembelajaran Inquiry Based Learning (IBL) dan Problem Based Learning (PBL) pada Siswa Kelas X SMA Negeri 5 Surakarta Tahun Pelajaran 2013/2014 Tyas Nyonita; Slamet Santosa; Joko Ariyanto
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5332

Abstract

This study aimed to find out the difference of Biology learning outcome in the applications of Inquiry Based Learning (IBL) and Problem Based Learning (PBL) models in the X graders of SMA Negeri 5 Surakarta in the school year of 2013/2014. This study was a quasi experimental research with posttest only with nonequivalent control group design. This study employed Inquiry Based Learning model in the experiment-1 group and Problem Based Learning in the experiment-2 group. The population of research was all of the X MIPA graders of SMA Negeri Surakarta in the school year of 2013/2014. The sampling technique used was cluster sampling one, so that the X MIPA 2 grade was obtained as experiment 1 and X MIPA 5 grade as experiment 2 groups. Techniques of collecting data used were multiple choice test, observation sheet, and school document. The hypothesis testing was conducted using t-test. From the result of research, it could be concluded that there was a difference of biology learning outcome in the applications of Inquiry Based Learning (IBL) and Problem Based Learning (PBL) models in the X graders of SMA Negeri 5 Surakarta in the school year of 2013/2014. Key Words: Inquiry Based Learning model, Problem Based Learning model, biology learning outcome
Pengaruh Model Problem Based Learning Berbasis Potensi Lokal pada Pembelajaran Biologi terhadap Kemampuan Literasi Sains Siswa Kelas X SMA Negeri 1 Cepogo Amytia Putri; Suciati Sudarisman; Murni Ramli
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5344

Abstract

Purpose of this research is to know the influence of of Problem Based Learning based on localities models toward scientific literacy of students of grade X. The research was a quasy experimental research used posttest only non-equvalent control groups. Population of the reserach was the students of grade X in the second semester of SMA N 1 Cepogo in the academic year 2013/2014.  Sampling technique was cluster sampling method. Collected data was connucted by test and non test method. The test for measuring scientific literacy was a five essay test, which consist of three aspects, namely: to identify scientific issues, to explain phenomena scientifically, and to use scientific evidence. The non test method were observation, and documentation. Hypothesis test were analysed by t-test using SPSS version 16. The results of the research were received H1 and rejected H0. It means there was a difference of scientific literacy between control class (conventional models) and experiment class using Problem Based Learning based on localities. The average score of scientific literacy in experimental class was 48,47 and score of control class was 26,95. It was also found that the highetst average of scintific literacy in the experimental class was aspect to use scientific evidence, while the lowest one was to identify scientific issues. The conclusion of the research was Problem Based Learning based on localities models significantly influenced  the scientific literacy of grade X students SMA N 1 Cepogo. Key Words: Problem Based Learning, scientific literacy, based on localities
Penerapan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Analitis Siswa Kelas X MIA 6 SMA MTA Surakarta Tahun Pelajaran 2013/2014 pada Materi Pencemaran Lingkungan Ulya Granit Pramudita; Riezky Maya Probosari; Sri Widoretno
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5334

Abstract

This study was aimed to improve the students’ analytical thinking ability of biology subject in X MIA 6 of SMA  MTA Surakarta academic year 2013/2014 through the implementation of Problem Based Learning.  This research is a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The subject of this research is the students in X MIA 6 of SMA  MTA Surakarta academic year 2013/2014. The data colecting techniques of this research are using observation, interview and documentation. The data validation of this research is using triangulation method. The data result of observation, interview and documentation are analyzed by using qualitative analysis which is done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research procedure is using spiral method. The results show that students analytical thinking ability is increased in Pre-cycle, Cycle I, Cycle II and Cycle III. The average of students analytical thinking ability increase from 21,45 % to 47,51%. Identifying elements aspect increase from 22, 42% to 53, 33%. Grouping and describing elements in categories aspect increase from 23, 64% to 46, 67%. Describing process aspect increase from 21, 21% to 46, 06%. Interpreting simple series of data aspect increase from 20% to 49,09%. Expressing information in simple tables or graphs aspects increase from 20% to 42,42%.  This research’s conclusion is the implementation of Problem Based Learning can improve analytical thinking ability of the student in X MIA 6 class at SMA SMA  MTA Surakarta. Key Words: problem based learning, analytical thinking
Pengaruh Model Pembelajaran Discovery Learning terhadap Kemampuan Berpikir Logis Siswa Kelas X MIA SMA Muhammadiyah 1 Surakarta Tahun Pelajaran 2013/ 2014 Cahyani, Marina Rizki Tri; Dwiastuti, Sri; Maridi, Maridi
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5346

Abstract

The purpose of the research was to determine effect of Discovery Learning on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. The study was a quasi experimental research with a Posttest Only Nonequivalent Control Group Design. The population was all students of class X MIA SMA Muhammadiyah 1 Surakarta in the school year 2013/2014. The sampling technique was cluster sampling. Data collection techniques using tests and non-test methods. Independent sample t-test was used to test hypothesis. The result of hypothesis testing has a significance of 0.048. The average value of logical thinking test on control class was 4.41 and the experimental class was 5.19. The conclusion was Discovery Learning significant effect on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. Key Words: Discovery Learning, logical thinking skills, conventional learning
Peningkatan Keterampilan Bertanya (Posing Question) melalui Penerapan Discovery Learning pada Materi Ekosistem di Kelas X Imersi 1 SMA Negeri 2 Karanganyar Tahun Pelajaran 2013/2014 Wijayanti, Rina; Widoretno, Sri; Santosa, Slamet
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5336

Abstract

This research’s aim is to improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material through discovery learning application.     This research is a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject is the students in X Imersi 1 of SMA Negeri 2 Karanganyar Academic Year 2013/2014. The data source is from the questions that cover the quantity and quality of the question. The question’s quantity is counted from the sum of questions that is given by the students while the question’s quality is counted from the sum of questions’ kind that is given by the students based on their thinking process and knowledge dimension. Data collecting techniques of this research are using observation, interview and documentation then data validation is using triangulation method. Data analyzing technique of this research is descriptive qualitative analysis which is done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure is using spiral mode which is interdependent. The result of the research shows that the implementation of discovery learning improves the students’ posing question skill that covers the quantity and quality of the question. The question’s quantity improvement from pre-cycle to the first cycle is 70 questions, the first cycle to the second cycle is 46 questions and the second cycle to the third cycle is 20 questions. Then the question’s quality improvement from pre-cycle to the first cycle is 29,16%, the first cycle to the second cycle is 17,18% and the second cycle to the third cycle is 16,14%. This research’s conclusion is the implementation of discovery learning can improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material. Key Words: discovery learning, posing question skill
Pengembangan Modul Berbasis Research untuk Meningkatkan Pemahaman Konsep dan Kemampuan Metakognisi Siswa Kelas X pada Topik Ekosistem Di SMA Negeri 1 Karanganyar Tahun Pelajaran 2013/2014 Wahyu Fitri Lestari; Sri Widoretno; Nurmiyati Nurmiyati
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5338

Abstract

The research and development are aimed: a) to develop a module based on research to improve the concept understanding and metacognitive ability of X student’s grade on the topic of ecosystem, b) to know the feasibility of module based on research to improve the concept understanding and metacognitive ability of X student’s grade on the topic of ecosystem, c) to know the effectiveness of module based on research to improve the concept understanding and metacognitive ability of X student’s grade on the topic of ecosystem. The research and development use  Borg and Gall ‘s procedure modified into seven stages, namely: 1) research and initial data collection, includes a review of literature and analysis the requirement; 2) Planning, involves making matrix of module, elaboration the indicators and learning objectives; 3) Preparation of the initial product; 4) First field testing, includes the validation test by expert of materials, expert of module design, expert of module developer and grammar, and expert of cognitive test, as well as user module (teachers and students); 5) Initial product revision; 6) The operasional field testing (stage II) with quasy experiment method. Test the effectiveness of product using Anacova at significans 0,05; 7) Final product revision. The result of the research shows that the module based on research on the topic of ecosystem is developed according to the Borg and Gall’s procedure modified into seven stages and arranged based on the research component. The feasibility of the module based on research is declared qualified "worthy" by the expert of materials, expert of module developer and grammar, expert of module design, and students (small groups), as well as qualified "very feasible" by expert of developer for test evaluation and the teacher (education practitioner). The module based on research is effective to improve the concept understanding represented by the average value of posstest for the treatment grade higher than the grade control, although statistical analysis shows no significant differences (Fvalue = 0,007 <Ftable (0,05:1; 58) = 4,00). The module based on research is effective to improve the metacognitive ability as indicated by the average value of posstest for treatment grade higher than the grade control, as well as statistical analysis shows a significant difference (Fvalue = 6,390> Ftable (0,05:1; 58) = 4,00). The conclusion of the research is the module based on research on the topic of ecosystem is feasible in learning and effective to improve the concept understanding and metacognitive ability. Key Words: Module Based on Research, Concept Understanding,Metacognitive Ability
Penerapan Model Pembelajaran Problem Based Learning dengan Memanfaatkan Potensi Lokal untuk Meningkatkan Aspek Problem Solving pada Higher-Order Thinking Skills Dhora Vasminingtya; Sajidan Sajidan; Umi Fatmawati
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5330

Abstract

This research’s aim is to increase the problem solving skill of the students in X-A of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014. The matter is about Enviroment Pollution through Problem Based Learning application by using local area potention.     This research is a class action research which consists of three cycles. Each cycle contains of planning, implementing, observing and reflecting. The research subject is the students in X-A of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014. Data of research were obtained by test and non test technique. Data validation were used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique.The results of this research showed that according triangulation the average percentage for  IDEAL problem solver. IDEAL problem solver design measured with performance assement  consist of IDEAL process and IDEAL product. The average of IDEAL problem solver become value of problem solving skill for every student. The result of the research shows that the implementation of problem based learning increase the students’ problem solving skill that covers the IDEAL problem solver. The  total average of IDEAL problem solver in the X-A class SBBS increased from 42,0 move up into 85,7 score. This research’s conclusion is the implementation of problem based learning can increase the problem solving skill of the students in of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014 about enviroment pollution material. Key Words: Problem based learning, problem solving skill
Studi Komparasi Penerapan Model Pembelajaran Problem Based Learning dan Inkuiri Terbimbing terhadap Keterampilan Proses Sains Siswa Kelas X SMA Negeri 3 Boyolali Tahun Pelajaran 2013/2014 Muhamad Yutam Soleh; Slamet Santosa; Meti Indrowati
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5328

Abstract

The purpose of this research are to determine the differences result in Sciences Process Skills (SPS) with using Problem Based Learning and guided inquiry of X grade students at SMA Negeri 3 Boyolali  in 2013/2014 academic year. This research was quasi experiment research which used Posttest Only With Nonequivalent Control Group design by using the experimental 1 class (application of Problem Based Learning) and experimental 2 class (application of guided inquiry). The population studies are all X class students of SMA Negeri 3 Boyolali in academic year 2013/2014. Sampling technique is using cluster sampling, the classroom that is chosen are X.1 as the experiment 1 class and X.3 as the experimental 2 class. The techique of collecting data is using essay test for measuring of SPS classifying, using tool and material, hypothesizing, formulate ways of working, predicting and communicating. Non-test technique is using methods of documentation and observation methods for measuring of SPS using the tool and material, observing and experimenting. The data were analyzed by t-test assisted SPSS 16. The result of this research concluded that there are differences results between Problem Based Learning and guided inquiry toward student’s sciences process skills of X grade students at SMA Negeri 3 Boyolali. Key Words: Problem Based Learning, Guided Inquiry, Science Process Skills
Peningkatan Minat Belajar dan Hasil Belajar Siswa Melalui Model Inkuiri Terbimbing Dipadu Kooperatif Jigsaw Kelas X IS-3 SMA Batik 1 Surakarta Tahun Pelajaran 2013/2014 Risaul Adika; Maridi Maridi; Bowo Sugiharto
BIO-PEDAGOGI Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i2.5340

Abstract

This study aims to improve the student’s learning outcomes and learning interest in  biology class X IS-3 SMA Batik 1 Surakarta with guided inquiry combined with cooperative jigsaw model.  This research is Classroom Action Research with 3 cycles of action. Each cycle consists of four phases: planning, action, observation, and reflection. The subjects were students of class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014. The data was obtained through test technique with multiple choice and non-test technique with observation, interview, and documentation. Data result of observations, interviews, and documentation was analyzed by descriptive qualitative analysis techniques while data validation using triangulation technique. The result of the research showed that the implementation of the class action through the use of guided inquiry combined with cooperative jigsaw model can improve learning interest and learning outcomes of students in learning biology. It is based on the results of written tests, observation, and interviews. The average  percentage students’ attainment in each indicator of student interest learning in pre-cycle was 45.83%, then increased to 74,16% in first cycle (worked up 28.33%), then increased to 88.11% in second cycle (worked up 13.95%). The average  percentage students’ attainment in students' knowledge aspects in pre-cycle was 50%, then increased to 62.50% in first cycle (worked up 12.50%), then increased to 92.50 % in second cycle  (worked up 30%). The average  percentage students’ attainment in each indicator of students’ skills in pre-cycle was 36.87%, then increased to 61.25% in first cycle (worked up 24.38%), then increased to 80.83 % in second cycle (worked up 19.58%). The average  percentage students’ attainment in each indicator of students’ learning attitude in pre-cycle was 48.25%, then increased to 62.25% in first cycle (worked up 14.25%), then increased to 77.25% in second cycle (worked up 15%). The results of student and teacher interviews indicated that the use of guided inquiry combined with cooperative jigsaw model provide flexibility for students to find their own concept with fun learning.   Based on the result above, it can be concluded that the use of guided inquiry combined with cooperative jigsaw model can improve students’ learning interest and learning outcomes in class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014 to study biology. Key Words: guided inquiry, cooperative jigsaw, learning interest, learning outcomes

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