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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 188 Documents
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PENINGKATAN KEAKTIFAN BERTANYA MELALUI INKUIRI TERBIMBING SISWA KELAS X MIA 6 SMA NEGERI 1 KARANGANYAR TAHUN PELAJARAN 2015/2016 Kusumawardani, Wahyu; Maridi, Maridi; Muzzayyinah, Muzzayyinah
BIO-PEDAGOGI Vol 5, No 2 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i2.5426

Abstract

The research aims to apply the guided inquiry model to improve questioning activity in the learning material “Animalia” in class X Science 6 of SMA Negeri 1 Karanganyar in 2015/2016 academic year. The research was a classroom action research which was done in three cycles covering planning, action, observation, and reflection stage. The learning model applied was guided inquiry model including six stages, they are: observe, formulate inquiry question, develop hypothesis, design and conduct investigation, analyze data, and arguing. Subject of the research was 40 students of X Science 6 of SMA Negeri 1 Karanganyar in 2015/2016 academic year. The data of the research was gained by doing observation, interview, and documentation. The writer analyzed the data using descriptive qualitative analyzing technique. The result shows that applying guided inquiry model improve the score of questioning activity in the learning material “Animalia” of X Science 6 students of SMA Negeri 1 Karanganyar in 2015/2016 academic year. The improvement of students’ questioning activity is showed from the improving score of students’ questioning activity score to teacher, to students, and in wrtitten from pre cycle stage until cycle 3. The score of questioning activity from students to teacher improves from 7,5% or 3 students in pre cycle to 40% or 16 students in cycle 1, 50% or 20 students in cycle 2 and 55% or 22 student in cycle 3. The score of questioning activity from students to student improves from 0% or 0 students in pre cycle to 80% or 32 students in cycle 1, 95% or 38 students in cycle 2 and cycle 3.The score of questioning activity from students in written improves from 0% or 0 students in pre cycle to 37,5% or 15 students in cycle 1, 45% or 18 students in cycle 2 and 52,5% or 21 student in cycle 3. Data improvement of each aspect of students’ questioning activity from pre cycle until cycle 3 has reached the research target (≥50%). Based on the result, it can be concluded that guided inquiry model improves questioning activity in learning material “Animalia” of class X Science 6 of SMA Negeri 1 Karanganyar in 2015/2016 academic year. Keywords: questioning activity, guided inquiry
Teknik Instruksional Pertanyaan Guru Di Tahap Evaluating Data, Driving A Conclusion, Presenting The Project In Class As Preffered & Discussion Project Based Learning Untuk Meningkatkan Skor Valid Relationship Concept Map Rahayu, Yacinta Arum Dwi; Rinanto, Yudi; Widoretno, Sri
BIO-PEDAGOGI Vol 7, No 2 (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.v7i2.27624

Abstract

This research aimed to calculate the valid relationship score of concept map (CM) using instructional technique of teacher’s questions in the stages of evaluating data, driving a conclusion, presenting the project in class as preferred & discussion project-based learning. This research was a classroom action research. This research was a classroom action research with the research subject of 36 students in X MIPA of Senior High School. The research procedure was including: planning, lesson plan completed with assessment, acting, observing and reflecting.  Validity test in this research was using triangulation method that consisted of verification of valid relationship CM score, documentation based on expert CM and interview to present the valuable relation between concepts. Reduction done to choose the data completion, data interpretation and conclusion based on the complete valid relationship data. Data analysis was using descriptive qualitative. The result of this research shows that valid relationship score of expert CM in pre-research, cycle I and cycle II were written as follows. 1.95%-14.98% with 13.89% of the under averaged students’ score and 11.11% of the over averaged students’ score. 3.08%-61.54% with 19.44% of the under averaged students’ score and 11.11% of the over averaged students’ score. 16.58%-32.16% with 11.11% of the under averaged students’ score and 16.67% of over averaged students’ score. Thus, the use of instructional technique of questioning in the stages of evaluating data, driving a conclusion, presenting the project in class as preferred & discussion project-based learning improving the valid relationship CM score on the individual and classical. 
The Improvement of Science Process Skill and Learning Achievement Through the Application of Guided Inquiry Strategy of Student in SMP Negeri 26 Surakarta Class VIII-B Class Year 2011/2012 Aksari, Yuang Dinni; Widoretno, Sri; Santoso, Slamet
BIO-PEDAGOGI Vol 1, No 1 (2012): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v1i1.5258

Abstract

The purposes of this research is to increase students science process skills and achievement of class VIII-B SMP Negeri 26 Surakarta through the implementa-tion of Guided Inquiry learning strategy. This research is a Classroom Action Research with 4 cycles of action. Each cycle consisting of 4 phases which is planning, acting, observing, , and reflecting. Observational data obtained from the observation, and test. Technical analysis of data is technical descriptive both qualitative and quantitative. Data validation is use split half method.Result of this research show that with the implementation of Guided Inquiry strategy could increase students science process skills and achievement in Biological learning. It’s based on the result of observation and test. Average procentage for each aspect of science process skills from the result of observation first cycle are 33,19 %  (worked up 16,97%), second cycle 43,22 % (worked up 10,03%), third cycle 48,23 % (worked up 5,01%), dan last cycle 60,38 % (worked up 12,15%). Average score of knowledge dimension of cognitive achievement on the first cycle 37,10 %, second cycle 42,64%, third cycle 37,72%, and the last cycle 45,22%. Score of affective achievement on the first cycle 18,52% (worked up 2,3%), second cycle 28,06% (worked up 9,54%), third cycle 38,73%  (worked up 10,67%), and the last cycle 45,22% (worked up 6,49%). Score of psikomotor achievement on the first cycle 38,95% (worked up 22,71%), second cycle 43,71% (worked up 4,76%), third cycle 46,39% (worked up 2,68%), and the last cycle 48,9% (worked up 2,51%). According to this result, can be concluded that the implementation of Guided Inquiry learning strategy could increase students science process skills and achievement of class VIII B SMP Negeri 26 Surakarta class year 2011/ 2012.  Key Words: Guided Inquiry, Science Process Skills, Achievement
Memperbaiki Kemampuan Argumentasi Siswa Kelas XI melalui Teknik Bertanya Guru dan Argumentative Assessment Kristianti, Tirsa Putri
BIO-PEDAGOGI Vol 8, No 2 (2019): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v8i2.12548

Abstract

Abstrak. Argumentasi merupakan tujuan utama dari pendidikan sains karena dapat melibatkan siswa dalam praktik sains yang kompleks di mana siswa menggagas dan menjustifikasi klaim pengetahuan. Penelitian bertujuan untuk mengetahui perubahan kemampuan argumentasi siswa kelas XI setelah penerapan teknik bertanya guru dan argumentative assessment. Penelitian dilaksanakan selama tiga siklus dengan teknik teknik bertanya guru dan argumentative assessment. Subjek penelitian adalah kelas XI MIPA berjumlah 36 siswa yang dipilih berdasarkan metode purposive sampling. Siswa dibagi menjadi dua kelompok, Low achievement dan High achievement berdasarkan hasil belajar tengah semester. Data yang dianalisis adalah pertanyaan yang disampaikan guru kepada siswa, respon siswa terhadap pertanyaan guru dan hasil jawaban siswa terhadap argumentative assessment yang diberikan guru. Analisis data menggunakan rubrik penilaian level argumentasi yang dikembangkan oleh Osborne, Erduran, & Simon dan modifikasi peneliti dengan skoring level argumentasi. Hasil penelitian menunjukkan adanya perubahan dan peningkatan kemampuan argumentasi siswa setalah diterapkan teknik bertanya guru dan argumentative assessment. Perubahan yang ditunjukkan adalah siswa mampu mengemukakan evidence dan reasoning. Siswa yang termasuk dalam Low achievement dan High achievement mengalami perubahan dalam berargumentasi.
Penerapan Model Pembelajaran Problem Based Learning dengan Pendekatan Sains Teknologi Masyarakat untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI.IPA 5 SMA Negeri 1 Karanganyar Tahun Pelajaran 2012/2013Penerapan Model Pembelajaran Problem Based Learning dengan Pendekatan Sains Teknologi Masyarakat untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI.IPA 5 SMA Negeri 1 Karanganyar Tahun Pelajaran 2012/2013 Kusumawardani, Kusumawardani; Sudarisman, Suciati; Indrowati, Meti
BIO-PEDAGOGI Vol 2, No 2 (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.v2i2.5294

Abstract

The purpose of this research was to improve quality of biology learning considered by teacher’s performance, utility of facilities in the classroom, classroom climate, student’s scientific attitude, and student motivation to learn in class XI.IPA 5 SMA Negeri 1 Karanganyar academic year 2012/2013. This research was a Classroom Action Research which performed in three cycles. Each cycle consisted of 4 phases; planning, action, observation, and reflection. The data was collected by questionnaire, observation, and interview. Data validation was used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique. Result of the research showed that according triangulation the average percentage for  teacher’s performance in pre cycle (63.96%), cycle I (90.21%), cycle II (95.83%) and cycle III (100%); classroom climate pre cycle (70.22%), cycle I (86.43%), cycle II (83.30%) and cycle III (84.65%); student’s scientific attitude  pre cycle (69.31%), cycle I (76.20%), cycle II (77.61%) and cycle III (83.45%); and student motivation to learn pre cycle (67.01%), cycle I (70.33%), cycle II (73.97%) and cycle III (77.69%); utility of learning facilities in the classroom have been optimally. The  results  showed  that  the  average  percentage quality of  biology learning aspect such as  pre cycle (67.63%),  cycle I (80.79%), cycle II (82.68%) and cycle III (86.45%). The quality of biology learning was  increase 18.82% from pre cycle to cycle III. Cycles stopped in cycle III because the research target was achieved. The conclusion describes that the implementation of problem based learning with science technology society approach was able to improve the quality of biology learning considered by teacher’s performance, utility of facilities in the classroom, classroom climate, student’s scientific attitude, and student motivation to learn in class XI.IPA 5 at SMA Negeri 1 Karanganyar in academic year 2012/2013. Key Words: Problem Based Learning, Science Technology Society Approach, Quality of Biology Learning
Penerapan Model Pembelajaran Blended-Problem Solving melalui Aplikasi Moodle untuk Meningkatkan Kemampuan Berpikir Kreatif Kelas XI IPA 4 SMA N 3 Surakata Tahun Pelajaran 2012/2013 Triyanto, Samuel Agus; Prayitno, Baskoro Adi; Probosari, Riezky Maya
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.v3i1.5326

Abstract

This study is aimed to improve critical thinking ability of the X-1 class of SMA N 3 Surakarta through the implementation of Blended-Problem Solving through Moodle application. This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research was the students of X-1 class at SMA N 3 Surakarta in academic year of 2012/2013. The data was obtained through the test (essay test) and non-test (interviews and documentations). And be analyzed with descriptive analytical techniques then validated by triangulation techniques. The results showed that students critical thinking ability was increased in Pre-cycle, Cycle I, and Cycle II. Critical thinking consist of six aspects are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The improvement in interpretation aspect increased from 42,19% to 66,41%. Analysis aspect increased from 36,72% to 78,13%. Evaluation aspect increased from 33,59% to 78,91%. Inference aspect increased from 40,63% to 64,06%. Explanation aspect increased from 30,47% to 73,44%. Self-regulation aspect increased from 43,75% to 78,91%. The conclusion of this study explained that the implementation of Blended-Problem Solving with moodle could improve critical thinking ability of the X-1 class at SMA N 3 Surakarta. Key Words: Blended-Problem Solving, Moodle, Critical Thinking
Biodegradasi Minyak Bumi oleh Mikroba pada Media Air Laut dan Air Tawar OETOMO, DWI
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5348

Abstract

Biodegradation of crude oil depends on the kind of microbe and capability of microbe in the process of biodegradation. Results of the microbe isolate from the aquatic environment polluted by crode oil have varying capabilities. Some of the microbe isolates, such as Pseudomonas sp., Staphylococcus  sp., Bacillus sp., Nocardia  sp., Vibrio sp. and Mycobacterium  sp. could live and use erode oil as source.of carbon and energy. Hydrocarbon in crude oil was used as source of carbon.  Biodegradation  of  crude oil  did  not  depend  on  sea and  freshwater. Pseudomonas sp. and the mixed of all microbe isolates can degrade the crude oil more effective than the other single species of microbe. Keywords:  Biodegradation, microbe isolate, crude oil, seawater, freshwater
PENGARUH MODEL GUIDED DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA NEGERI 8 SURAKARTA TAHUN PELAJARAN 2014/2015 Widura, Hakim Surya; Karyanto, Puguh; Ariyanto, Joko
BIO-PEDAGOGI Vol 4, No 2 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i2.5380

Abstract

The aim of this research to know the influence of Guided Discovery Learning with case study of students' critical thinking skills system material. Research was Quasi Experiment (quasi-experimental) with research design Posttest Only with Non-equivalent Control Group Design. The research population was all students of ten (X) grade SMA Negeri 8 Surakarta academic year 2014/2015. Sampling technique in the study is cluster sampling, with samples of the two classes, there are ten grade (X) MIA 2 with 26 students as the number of experimental class and ten (X) MIA 4 with 24 students a class control. Treatment in the experimental class is the application of the learning model of Guided Discovery Learning with case study and in control class applied conventional learning model with varied lectures. The technique of collection data was using test method (essay) and non- test (documentation and observation). Hypothesis testing is done by using a t-test. The results showed that the average value of the critical thinking skills of students in the experimental class was higher than the control class, which is 79.07 in experimental class and 68.2 in the control class. The results show the significant value of t-test is 0.035 (sig. <0.05), so it can be said that there are significant differences in the critical thinking skills between experimental class with control class. The research has conclusion that the model of guided discovery learning gives significant effect on students' critical thinking  skills  for  ten (X)  grade  MIA  SMA  Negeri  8  Surakarta  in  academic  year 2014/2015. Keywords: guided discovery learning, critical thinking skills
PENGARUH PENERAPAN MEDIA AUGMENTED REALITY BERBASIS DISCOVERY LEARNING TERHADAP HASIL BELAJAR PADA MATERI DARAH Purnamasari, Dian; Sudarisman, Suciati; Dwiastuti, Sri
BIO-PEDAGOGI Vol 5, No 2 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i2.5416

Abstract

The research was aimed to ascertain the influence of application augmented reality media based discovery learning toward learning achievement. The research was quasi experimental research, using post-test only with non-equivalent groups. The population was all students of XI IPA MAN 2 Surakarta in Academic Year 2014/2015, which is divided into 3 classes. The sampling technique used in the research was a cluster sampling. Sample was used class XI IPA 2 consist of 22 siswa for control class with image media with konvensional learning ang class XI IPA 1 consist of 22 siswa for experiment class with augmented reality media based discovery learning. The data were collected using tests and non-tests techniques. Tests techniques using tests method multiple choice and short essay to measure learning achievement in knowled domain, while non-test techniques observation method using observation sheet to measure learning achievement in skills domain and attitude domain. The hypothesis was analyzed with t-test and mann-whitney test using SPPS version 16. The result showed learning achievement knowledge domain (Sig. 0,000 < 0,05), skills domain (Sig. 0,003 < 0,05), and attitude domain (Sig. 0,008 < 0,05). Based on the result to indicate signification of learning achievement < 0,05 so there were difference effects of application augmented reality media based discovery learning with konvensional learning toward learning achievement. Keywords: augmented reality media, discovery learning, learning achievement.
Pengembangan Modul IPA Berbasis Creative Problem Solving (CPS) untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sondra Swestyani; Mohammad Masyuri; Baskoro Adi Prayitno
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.v6i2.20702

Abstract

Penelitian ini dilatarbelakangi oleh kebutuhan sumber daya manusia yang mampu berpikir kreatif untuk memecahkan masalah. Salah satu cara untuk mengatasinya adalah mengoptimalkan peningkatan kemampuan berpikir kreatif pada siswa. Penelitian ini bertujuan untuk mengetahui kelayakan dan efektifitas modul IPA berbasis Creatif Problem Solving (CPS) untuk meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini merupakan jenis penelitian Research and Development. Pengembangan modul menggunakan model four-d mengacu pada model Borg & Gall, meliputi tahap define, design, development,dan disseminate. Modul dikembangkan menggunakan model pembelajaran Creatif Problem Solving (CPS), meliputi tahap objective finding, fact finding, problem finding, idea finding, solution finding, dan acceptance finding. Teknik Pengumpulan data menggunakan angket dan soal tes open-ended. Pengujian menggunakan metode eksperimen pretest postest control group design yang melibatkan 30 siswa kelas VII untuk setiap grup. Teknik analisis data menggunakan analisis deskriptif untuk menganalisis kelayakan modul dan t-test untuk menganalisis kemampuan berpikir kreatif. Hasil penelitian menunjukkan bahwa kelayakan modul hasil pengembangan adalah sangat baik berdasarkan penilaian ahli, praktisi, dan teman sejawat. Berdasarkan hasil uji-t terdapat perbedaan yang signifikan antara hasil pretest dan posttest pada kemampuan berpikir kreatif yaitu 0,000. Hasil n-gain kemampuan berpikir kreatif pada kelas eksperimen adalah 0,368 (sedang), n-gain kemampuan berpikir kreatif pada kelas kontrol adalah 0,150 (rendah). Hal ini menunjukkan bahwa modul IPA berbasis Creatif Problem Solving (CPS) memiliki efektifitas tinggi dan mampu meningkatkan kemampuan berpikir kreatif siswa serta layak digunakan dalam pembelajaran

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