cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bowo Sugiharto
Contact Email
bowo@fkip.uns.ac.id
Phone
+6281393233421
Journal Mail Official
biopedagogi@fkip.uns.ac.id
Editorial Address
Biology Education Faculty of Teacher Training and Education Universitas Sebelas Maret Jl. Ir. Sutami No. 36 A Kentingan Surakarta 57126 Jawa Tengah INDONESIA
Location
Kota surakarta,
Jawa tengah
INDONESIA
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 188 Documents
 13   14   15   16   17 
Analisis Kemampuan Berfikir Kritis Siswa yang Bergaya Kognitif Reflektif dan Impulsif pada Pembelajaran Biologi melalui Model SQ3R (Survey, Question, Read, Review, Recite) dengan Media Kartu Bergambar ARNIYAWATI ARNIYAWATI; IMAS CINTA MULYA
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20694

Abstract

In the curriculum of 2013 critical thinking ability is a demand that must be implemented, but in reality the process of learning in the class has not been empowering students' critical thinking skills. Then besides critical thinking another aspect to note is the aspect of cognitive style. This study aims to determine the ability of critical thinking students’ cognitive reflective and impulsive style. The subjects of this study are the students of class VII A SMP Negeri 4 Tuban as many as 23 students, with 13 students with reflective cognitive style, and 10 students with cognitive impulsive style. Data collection technique in this research is MFFT (Matching Familiar Figures Test) developed by warli (2010) to know cognitive style and critical thinking test based on Ennis indicator (2011), then data about critical thinking of cognitive-style students Reflective and impulsive, was analyzed using nonparametric statistics through the Mann-Whitney test. The results in this study show the similarities between students who are reflective cognitive style with students who have cognitive impulsive style in students' critical thinking ability, because the result of the students in the same reflective style with impulsive students is because this subject is taken from the sample Class VII A where the class is the preferred class (superior). Thus it can be concluded that students' critical thinking ability with reflective cognitive style does not differ with cognitive impulsive students in Biology learning through SQ3R model (Survay, Question, Read, Recite, And Review) with pictorial card media.
Influence of Problem Based Instruction in Student with Learning Motivation Grade Toward Mastery of Biology Concept at Student Class X SMA Batik 1 Surakarta Nur Eka Kusuma Hindrasti; Puguh Karyanto; Riezky Maya Probosari
BIO-PEDAGOGI Vol 2, No 1 (2013): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v2i1.5272

Abstract

The purposes of this research were to know: 1) the influence of Problem Based Instruction to the mastery of biology concept; 2) the influence of student’s learning motivation to the mastery of biology concept; 3) the interaction between learning model and learning motivation to the mastery of biology concept; and 4) the influence of better learning strategy to the mastery of biology concept. This research was quasi experiment research using Randomized Control Only design. Learning model and learning motivation were independent variables and mastery of biology concept was the dependent variable. The population of this research was all of  X grade of SMA Batik 1 Surakarta. The samples of this research were the students of class X-5 as the control class and students of class X-4 as the experimental class.  The sample of this research was established by cluster random sampling. The data about the result of study biology collected by use test and observation. Learning motivation meansured by using questionnaires. The analisis of this research was anava two away in different cell and the advance test used Bonfferoni test. The conclusion of this research were: 1) Problem Based Instruction had significant influence to the mastery of biology concept on X grade of SMA Batik 1 Surakarta; 2) Learning motivation had significant influence to the mastery of biology concept on X grade of SMA Batik 1 Surakarta; and 3) There wasn’t interaction between learning model and learning motivation to the mastery of biology concept on X grade of SMA Batik 1 Surakarta. Key Words: the mastery of biology concept, Problem Based Instruction, and learning motivation
Perbedaan Model Problem-Based Learning Berbasis Potensi Lokal dan Model Konvensional terhadap Literasi Sains dan Kesiapan Berperilaku Peduli Lingkungan ARISKA YANUARSARI; MURNI RAMLI; UMI FATMAWATI
BIO-PEDAGOGI Vol 7, No 1 (2018): BIO-PEDAGOGI: Jurnal Pembelajaran BIologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v7i1.35723

Abstract

Penerapan Model Pembelajaran Reflektif pada Pembelajaran Biologi terhadap Hasil Belajar Siswa Kelas X SMA Negeri Colomadu Tahun Pelajaran 2012/2013 Abdi Prasetyo; Slamet Santosa; Marjono Marjono
BIO-PEDAGOGI Vol 3, No 1 (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.v3i1.5308

Abstract

The purpose of the research is to know the influence application of Refelective Learning model toward biology learning achievement of tenth degree students at SMA Negeri Colomadu in academic year 2012/ 2013. This research was Quasi Experiment research which used Posttest Nonequivalent Control Group Design. This research applyed Reflective Learning model in experimental group and Direct Instruction Learning model in control group. Population’s research is the entire class tenth at SMA Negeri Colomadu in academic year 2012/2013.  Sampling technique used Cluster Sampling, result has chosen tenth 5 as experiment group and  tenth 4 as control group.  Data was collected using  document, observation sheet, and multiple choice test. The data were analyzed by t-test. Result of the research in biology learning achievement between experiment and control group have real differents in cognitive, psychomotor, and affective domain. The conclusion that application of Refelective Learning model has taken good effect toward biology learning achievement of tenth degree students at SMA Negeri  Colomadu in academic year 2012/2013.  Key Words: Refelective Learning Model,  Learning Achievement
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
Analisis kesulitan guru dalam meningkatan keterampilan proses sains peserta didik pada masa pandemi covid-19. Wulan Aprilia Utami; Puji Astuti
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 1 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v10i1.51643

Abstract

Keterampilan proses sains (KPS) merupakan hasil belajar siswa secara aktif, yaitu metode pembelajaran dimana siswa mengamati atau bahkan mempraktekkan dan menyimpulkan sendiri materi yang diajarkan. Penelitian ini bertujuan untuk memahami apa saja kesulitan yang dihadapi pendidik selama pandemi dalam memberdayakan KPS. Penelitian ini adalah penelitian kuantitatif dengan menggunakan lembar angket. Subyek penelitian ini adalah 20 guru dari Jawa Tengah. Pengambilan sampel dengan simple random sampling. Teknik pengumpulan data diperoleh dari kuesioner yang diambil menggunakan google form menggunakan skala likert yang terdiri dari 24 pertanyaan menggunakan skala likert dan wawancara yang ditanyakan secara online melalui aplikasi zoom. Instrumen diuji validitas dan reliabilitasnya menggunakan SPSS dan dikonsultasikan dengan dosen ahli. Analisis data dilakukan dengan menghitung persentase nilai guru pada setiap aspek. Aspek KPS yang digunakan dalam penelitian ini menggunakan sembilan aspek, yaitu mengamati, mengklasifikasi, menafsirkan, mengajukan pertanyaan, berhipotesis, merencanakan eksperimen, menggunakan alat bahan, menerapkan konsep, dan mengomunikasikan. Hasil penelitian ini menunjukkan bahwa pandemi Covid 19 membuat guru tidak dapat secara maksimal memberdayakan KPS siswa akibat pembelajaran yang dilakukan selama masa pandemi. Berdasarkan hasil penelitian ini, guru dapat menggunakan model pembelajaran yang tepat dan memanfaatkan teknologi yang ada untuk dapat menyelesaikan masalah ini secara maksimal. Analysis of teachers’ difficulty in improving the science process of students in the pandemic covid-19. Science process skills (SPS) are a result of active student learning, namely learning methods in which students observe or even practice and conclude the material being taught themselves. This study aims to understand what difficulties educators face during the pandemic in empowering students' SPS. This type of research is a quantitative study using a questionnaire sheet. The subjects of this study were 20 teachers from Central Java. The sampling technique used in this study was simple random sampling. Data collection techniques were obtained from questionnaires taken using google form using a Likert scale consisting of 24 questions using a Likert scale and interviews that were asked online through the zoom application. The instrument used was previously tested for validity and reliability using SPSS and was consulted with expert lecturers. Data analysis was performed by calculating the percentage of teacher scores in each aspect. The aspects of science process skills used in this study use nine aspects, namely observing, classifying, interpreting, asking questions, hypothesizing, planning experiments, using material tools, applying concepts, and communicating. The results of this study indicate that the Covid 19 pandemic made teachers unable to maximally empower students' science process skills due to learning carried out during the pandemic. Based on the results of this study, teachers can use appropriate learning models and utilize existing technology to be able to solve this problem to the fullest.
Pengaruh whatsapp sebagai basis e-learning terhadap motivasi belajar siswa mata pelajaran biologi kelas x sma. Nuri Isnaini; Alanindra Saputra; Ridha Ajeng Aprilia; Ruhmani Ruhmani
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 1 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v10i1.52336

Abstract

Banyak sektor yang terkena dampak era pandemi Covid-19, salah satunya adalah pendidikan. Menyikapi hal tersebut, Kementerian Pendidikan dan Kebudayaan mengeluarkan kebijakan untuk melakukan pembelajaran jarak jauh guna mencegah penyebaran virus corona. Pembelajaran Jarak Jauh dirancang bagi siswa untuk mengikuti diskusi yang telah diberikan oleh guru atau mengerjakan tugas dengan perangkatnya sehingga siswa akan terlatih untuk bekerja dan belajar secara mandiri dalam membangun pengetahuan. Namun terdapat permasalahan yang terjadi, seperti ketika dalam kegiatan belajar mengajar siswa cenderung aktif dalam kegiatan absensi dan aktif menjawab pertanyaan dengan jawaban ya dan tidak dan siswa kurang aktif jika diberikan diskusi oleh guru. Beberapa masalah tersebut dapat berdampak pada motivasi siswa. Salah satu solusi yang peneliti lakukan adalah menggunakan Whatsapp untuk berkomunikasi dengan siswa. Hal inilah yang melatarbelakangi penelitian untuk mengetahui pengaruh Whatsapp sebagai basis e-learning terhadap motivasi belajar siswa pada mata pelajaran biologi. Sampel penelitian adalah 167 siswa dengan teknik stratified random sampling. Teknik pengumpulan data menggunakan kuesioner dengan menggunakan skala diferensial semantik. Teknik analisis data menggunakan analisis data kuantitatif untuk mengetahui tingkat motivasi belajar siswa dengan uji prasyarat uji normalitas dan uji homogenitas. Hasil penelitian menunjukkan bahwa semua kelas memiliki tingkat motivasi belajar yang sangat tinggi, sehingga aplikasi Whatsapp memberikan pengaruh yang baik terhadap pembelajaran jarak jauh. The effect of whatsapp as the base of e-learning on student motivation in biology subjects in high school. Many sectors affected by Covid-19 pandemic era, one of them is education. In response to this, the Ministry of Education and Culture issued a policy to carry out distance learning to prevent the spread of the coronavirus. Distance Learning is designed for students to take part in discussions that have been provided by the teacher or do assignments with their devices so that students will be trained to work and learn independently in building knowledge. However, there are problems that occur, such as when in teaching and learning activities students tend to be active in attendance activities and actively answer questions with yes and no answers and students are less active if given discussions by the teacher. Some of these problems can have an impact on student motivation. One of the solutions the researcher did was using Whatsapp to communicate with students. This is the basis of the research to determine the effect of Whatsapp as a basis for e-learning on student motivation in biology subject. The samples were 167 students with a stratified random sampling technique. The data collection technique used a questionnaire using a semantic differential scale. The data analysis technique used quantitative data analysis to determine the level of student motivation with the prerequisite test for normality and homogeneity tests. The results showed that all class had a very high level of motivation to learn, so that the Whatsapp application had a good influence on distance learning.
Peningkatan aktivitas dan hasil belajar siswa melalui pembelajaran berbasis masalah pada sistem organisasi kehidupan Dwi Giyarni
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 1 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v10i1.48680

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya penguasaan Sistem Organisasi Kehidupan di kalangan mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan optimasi penguasaan Sistem Organisasi Kehidupan melalui Pembelajaran Berbasis Masalah pada pembelajaran IPA. Subyek dan sumber data penelitian berjumlah 30 siswa. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan tes, sedangkan alat pengumpulan data menggunakan item. Analisis data menggunakan analisis kritis dan komparatif. Indikator keberhasilan menggunakan Kriteria Ketuntasan minimal sebesar 78 dan target ketuntasan kelas adalah 100%. Hasil penelitian dan pembahasan menunjukkan bahwa kemajuan prestasi belajar siswa pada pembelajaran IPA, pada pra siklus rata-rata 74 dan siklus I rata-rata 81 dan siklus II rata-rata 83. Data nilai prestasi belajar tertinggi pada pra siklus 90, siklus I 95, dan siklus II 100.. Data nilai pra siklus terendah 50, siklus I 80, dan siklus II 80. Persentase ketuntasan belajar 72% pada pra siklus dan 100% pada siklus I dan siklus II sebesar 100%. Dengan demikian, prestasi belajar IPA siswa dari pra siklus ke siklus II mengalami peningkatan yang signifikan. Artinya model pembelajaran berbasis masalah dapat meningkatkan aktivitas belajar siswa, keterampilan, dan berpikir kritis dan prestasi belajar IPA siswa. Increasing students’ activities and learning outcomes through problem-based learning in the topic of life organization systems. This research is motivated by the low mastery of the Life Organization System among students. This study aims to describe the optimization of mastery of the Life Organization System through Problem-Based Learning in science learning The subjects and sources of research data were 30 students. Data collection techniques used observation, documentation, and tests, while the data collection tools used items. Data analysis used critical and comparative analysis. The success indicator using Minimum Passing Score (MPS) of 78 and the class completeness target is 100%.  The results of the research and discussion show that the progress of student learning achievement in science learning, in pre-cycle an average of 74 and cycle I an average of 81 and cycle II an average of 83. Data for the highest value of learning achievement in pre-cycle is 90, cycle I of 95, and cycle II of 100 .. The lowest value data from pre-cycle is 50, cycle I is 80, and cycle II is 80. The percentage of completeness of learning is 72% in pre-cycle and 100% in cycle I and cycle II of 100%. Thus, student achievement in science learning from pre-cycle to cycle II had a significant increase. This means that problem-based learning model can improve the students’ learning activities, skills, and students' critical thinking and science learning achievement. 
Analisis tingkat literasi sains siswa pada aspek konteks, konten, dan kompetensi dengan rasch Roisyah Ashshaddiqah Suwandi; Ayuk Adiana Supriyanti
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 1 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v10i1.51648

Abstract

Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk menganalisis tingkat literasi sains siswa SMA ditinjau dari aspek konteks, isi, dan kompetensi materi viral. Teknik pengumpulan data menggunakan tes literasi sains materi viral via google form sebanyak 15 soal. Tes literasi IPA materi virus telah diuji reliabilitas, validitas, daya beda, tingkat kesukaran instrumen, dan deteksi bias berdasarkan jenis kelamin (DIF). Sampel diperoleh melalui rumus Taro Yamane atau Slovin sebanyak 137 siswa dari salah satu SMA di Sragen. Analisis data menggunakan analisis model Rasch dengan Winstep versi 3.73. Reliabilitas instrumen menunjukkan angka logit sebesar 0,98 (sangat baik), validitas instrumen menunjukkan rata-rata outfit MNSQ (Mean Square) sebesar 1,02 dan rata-rata outfit ZSTD (Z-standard) -0,3 (valid). Tingkat kesulitan instrumen 1 soal tergolong mudah, 3 soal tergolong sukar, 11 soal tergolong sangat sulit. Selisih daya instrumen menunjukkan nilai H sebesar 9,56 dibulatkan menjadi 10, sehingga terdapat 10 kelompok instrumen (sangat baik). Nilai rata-rata literasi sains siswa SMA adalah 18,81 dari total skor 37 yang relatif rendah. Persentase aspek konteks, isi, dan kompetensi literasi sains siswa adalah 31,205%, 40,48%, dan 51,02%. Rata-rata persentase tingkat literasi sains total siswa SMA sebesar 50,48% yang tergolong rendah. Analysis of students' scientific literacy level on aspects of context, content, and competence with Rasch Model. This research aims to analyze the level of scientific literacy of high school students in terms of context, content, and viral material competence aspects. The data collection technique used a science literacy test about virus via google form. The science literacy test has been tested for reliability, validity, difference power, difficulty level of the instrument, and bias detection based on gender (DIF). The sample was obtained through the Taro Yamane or Slovin formula as many as 137 students from one of the high schools in Sragen. Data analysis used Rasch model analysis with Winstep version 3.73. Instrument reliability shows a logit number of 0.98 (very good), the validity of the instrument shows the average MNSQ outfit (Mean Square) of 1.02 and the average outfit ZSTD (Z-standard) -0.3 (valid). The difficulty level of the instrument 1 question is classified as easy, 3 questions are classified as difficult, 11 questions are classified as very difficult. The difference power of the instrument shows the H value of 9.56 rounded to 10, so there are 10 groups of instruments (very good). The average score of high school students 'scientific literacy was 18.81 out of a total score of 37relatively low. The percentage aspects of context, content, and students' scientific literacy competencies were 31.205%, 40.48%, and 51.02%. The average percentage of the total science literacy level of high school students is 50.48% which is classified as low.
Profil kemampuan berpikir kritis dan kreatif siswa SMA terhadap revolusi industri 4.0 dan masyarakat 5.0 Yesika Rahmadani; Tunjung Nala Puti
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 1 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v10i1.52911

Abstract

Pada era Pendidikan 4.0, siswa bertanggung jawab untuk menentukan jalur pendidikan mereka sendiri yang juga mengarah pada konsep pembelajaran yang dipersonalisasi. Education 4.0 juga memperkenalkan learning analytics (LA). Society 5.0 sebagai ide perintis diharapkan mampu menyelesaikan persoalan ini, perlu banyak pengembangan terutama dalam hal teknologi untuk “mengangkat” masyarakat era kelima ini. Untuk melakukan revolusi besar-besaran, diperlukan modal yang cukup kuat. Tujuan penelitian ini adalah untuk mengetahui profil kemampuan berpikir kritis dan kreatif siswa terhadap revolusi industri 4.0 dan masyarakat 5.0. Subjek penelitian ini adalah siswa SMA dengan jumlah 47 siswa. Subjek dipilih dengan teknik random sampling di salah satu SMA di Solo Raya. Responden diwajibkan untuk mengisi kuisioner yang diberikan. Data diperoleh dengan menggunakan kuesioner yang terdiri dari 33 pertanyaan. Berdasarkan pengolahan data yang telah dilakukan menunjukkan bahwa kemampuan berpikir kritis dan berpikir kreatif siswa masih perlu ditingkatkan. Kemampuan berpikir kritis siswa berada pada kategori sedang, sedangkan kemampuan berpikir kreatif siswa berada pada kategori rendah. Profile of high school students' critical and creative thinking ability to industrial revolution 4.0 and society 5.0. Education 4.0, students are responsible for determining their own educational path which also leads to the concept of personalized learning. Education 4.0 also introduced learning analytics (LA). Society 5.0 as a pioneering idea hoped to be able to resolve this issue, it needs a lot of developments, especially in terms of technology to "pick up" this fifth era of society. In order to carry out a large-scale revolution, it is necessary to have sufficiently strong capital. The purpose of this study was to determine the profile of students' critical and creative thinking skills towards the industrial revolution 4.0 and society 5.0. The subjects of this study were high school students with a total of 47 students. Subjects were selected using a random sampling technique in a high school in Solo Raya. Respondents are required to fill out a questionnaire given. The data obtained by using a questionnaire consisting of 33 questions. Based on the data processing that has been done, it shows that students' critical thinking and creative thinking skills still need to be improved. Students 'critical thinking skills are in the medium category, while students' creative thinking skills are in the low category.

Page 15 of 19 | Total Record : 188

 13   14   15   16   17 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 14, No 1 (2025): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 13, No 2 (2024): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 13, No 1 (2024): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 12, No 2 (2023): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 12, No 1 (2023): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 11, No 2 (2022): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 11, No 1 (2022): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 2 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 10, No 1 (2021): Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 8, No 2 (2019): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 8, No 1 (2019): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 7, No 2 (2018): BIO-PEDAGOGI: Jurnal Pembelajaran BIologi Vol 7, No 1 (2018): BIO-PEDAGOGI: Jurnal Pembelajaran BIologi Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi Vol 5, No 2 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 5, No 1 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 4, No 2 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 3, No 2 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 3, No 1 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 2, No 2 (2013): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 2, No 1 (2013): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi Vol 1, No 1 (2012): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi More Issue