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Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi
Published by Universitas Kuningan
ISSN : 23552352     EISSN : 30635160     DOI : https://doi.org/10.25134/edubiologica.v11i2
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Other
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi merupakan jurnal ilmiah yang dikelola oleh Program Studi Magister Pendidikan Biologi, Sekolah Pascasarjana, Universitas Kuningan. Jurnal ini terbit dua kali dalam setahun, pada bulan Juni dan Desember, dan memuat artikel hasil kajian analitis maupun penelitian di bidang pendidikan, khususnya yang relevan dengan pendidikan biologi.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 82 Documents
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Penerapan Model Jigsaw Terhadap Keterampilan Menjelaskan Konsep Dan Kemampuan Pemecahan Masalah Sri Tuti Widiarsari; Adun Rusyana; Anna Fitri Hindriana
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2391

Abstract

Penelitian bertujuan untuk untuk menggambarkan keterlaksanaan pembelajaran dengan penerapan model jigsaw pada materi ekosistem di kelas VII SMP Negeri 1 Banjaran, untuk memperoleh data pengaruh penerapan model jigsaw terhadap keterampilan menjelaskan dan kemampuan pemecahan masalah siswa pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Metode yang digunakan dalam penelitian ini adalah metode eksperimen. Populasi yang diambil dalam penelitian ini adalah seluruh siswa kelas VII disalah satu SMP Negeri di Banjaran Kabupaten Majalengka yang berjumlah 136 siswa. Teknik pengambilan sampel dengan purposive sampling, sehingga sampel yang digunakan adalah siswa kelas VII F yang berjumlah 22 siswa sebagai kelas eksperimen menerapkan model jigsaw. Instrumen penelitian yang digunakan adalah task dan rubric, tes essay dan lembar observasi. Teknik pengolahan data yang digunakan adalah uji normalitas, uji t perlakuan dan uji N-Gain. Berdasarkan hasil analisis data uji t satu perlakuan diperoleh nilai statistik uji hipotesis memperoleh nilai t = 63,997 dengan Sig. 0,000 < 0,05 artinya terdapat pengaruh penerapan model problem based learning terhadap keterampilan menjelaskan pada materi ekosistem di kelas VII SMP Negeri 1 Banjaran. Berdasarkan hasil analisis data uji t satu perlakuan pada keterampilan menjelaskan dengan perolehan rata-rata nilai 81,00 diperoleh nilai statistik uji hipotesis yang menunjukan bahwa penerapan model jigsaw dapat meningkatkan keterampilan menjelaskan konsep pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Hasil analisis uji hipotesis keterampilan pemecahan masalah dengan nilai rata-rata post test 79,91 menunjukkan bahwa penerapan model jigsaw dapat meningkatkan kemampuan pemecahan masalah pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Rerata  N-Gain kemampuan pemecahan masalah siswa dengan penerapan model jigsaw 0,43 termasuk kriteria sedang. Kesimpulan dalam penelitian ini adalah penerapan model jigsaw dapat meningkatkan keterampilan menjelaskan dan kemampuan pemecahan masalah pada materi ekosistem di kelas VII salah satu SMP Negeri di  BanjaranKeywords: Model jigsaw; Keterampilan menjelaskan konsep; Kemampuan pemecahan masalah
Implementasi Model Student Team Achievement Division (STAD) Untuk Meningkatkan Kreativitas Dan Hasil Belajar Siswa Jaenal Aripin; Sulistyono Sulistyono; Uus Toharudin
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2392

Abstract

The background of this research is that learning tends to a cursory understanding, not touching the problems that exist in the environment. This situation occurs when the learning is considered.learning process is only centered on the teacher, students in passive conditions, not actively engaged only to hear And writing what the teacher explained. This causes the students are not eager in learning. The purpose of this research is to know the implementation of learning model Student Team Achievement Divison (STAD) to creativity and student learning outcomes, materials classification of woody plants, improving student creativity, Student learning, and student responses at MTs Maarif Cipakem Maleber District. The research method used is experiment, that is one experiment group using Student Team Achievement Divison (STAD) and one control group using lecture method. Implementation of the model (STAD) results of a group of students, teacher presentations, group assignments, tests, comparisons, and rewards. The results obtained from the Students for the average number of post-test experimental class 73.66 is greater than the average post-test class control 19,81, the average number of increase in value (N gain) experimental class 4.94 more Large from the average number of increments (N gain) control class 1.42. That is, there is a difference of students' learning outcomes with the control class. The experimental class students had a higher gain (N gain) than the control class students. While the average creativity of the experimental class students was 72, 81 was greater than the average creativity of the control class students 58,84. Significant between student learning outcomes in experimental class and control classKeywords: Learning Model STAD; Creativity; Learning Outcomes
Implementasi Self Assessment Untuk Meningkatkan Keterampilan Proses Sains Dan Kemampuan Kognitif Tingkat Tinggi Melalui Pembelajaran Berbasis Riset Linawati Kuswanda; Sulistyono Sulistyono; Anna Fitri Hindriana
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2393

Abstract

This study aims to improve the KPS and students' high cognitive abilities after the implementation of self assessment through research-based learning. The research method used is mixed methods with Sequential Exploratory design. The population of this research is the students of class XI one of the vocational competence of nursing skills in Cirebon Regency. The research sample consisted of two classes determined by purposive random sampling technique, namely control class amounted to 27 people and 27 experimental class. The results showed that the average of self-assessment of the experimental class students is 81% with the superior category. The result of observation of experimental class KPS based on teacher observation is 88% with superior category and observation result of control class KPS is 77% with competent category. Thus, KPS increases after the implementation of self assessment. The data of research result of high level cognitive ability obtained by giving cognitive test at cognitive level of C3 until C6 growth and plant growth material in the form of pre test and post test. The collected data were analyzed by using descriptive statistics and comparative inferential statistics 2 paired sample groups. The result of descriptive analysis shows that the average value of pre test result of experiment class is 45,74 and post test result is 82,96, N-gain 0,70 with high category. The mean value of pre test result of control class 54,72 and post test result is 67,22, N-gain 0,30 with low category. KKM Biology lesson in class XI is 70, this shows the average post test experimental grade above KKM and control class is still below KKM. The result of t test dependent on pre test score and post test of high cognitive ability obtained by significance value 0,00 (sig <0,05) hence Ho refused and Ha accepted. This proves that Self Assessment can improve students' high cognitive abilities. Thus it can be concluded that the implementation of Self Assessment can improve the KPS and students' high cognitive abilities on the material growth and development of plants through research-based learningKeywords: Self assessment; Science process skills; High cognitive abilities; Research-based learning
Pengembangan Modul Biotesitik Pencemaran Lingkungan Untuk Meningkatkan Nilai Karakter Religius Dan Peduli Lingkungan Muhamad Majdi; Usep Soetisna; Wahidin Wahidin
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2394

Abstract

This research is motivated by sense of knowing from researcher about the feasibility of biological materials used in Madrasah Aliyah. Learning Objectives MANU Putri Buntet Pesantren Cirebon focuses on achieving the vision and realizing the mission. Based on the results of observation of learning and interviews with biology teachers, it was found that to support the achievement of learning objectives in MANU Putri Buntet Pesantren Kabupaten Cirebon required instructional materials designed with attention to the characteristics and needs of students according to the characteristics of the school. This research uses research and development method about instructional system approach. The research procedure includes five major stages of instructional design development as analysis, design, development, implementation, and evaluation. Products of research and development in the form of Bioteistik module. Bioteistic module teaching materials have been validated and obtained an average score of 79.17% falling within the eligible category. Bioteistic Implementation. Bioteistic modules have been validated and gained in learning significantly optimizing the internalization aspects of students' attitude values. Internalization of religious and environmental values of each observation 96,43% and 82.97 % and 81.68 % are both categorized as entrenched. Implementation of Bioteistic Module at MANU Putri Buntet Pesantren  Cirebon get positive response from teachers and students. This study shows that the Bioteistic module teaching materials are feasible to be implemented and effective in optimizing student learning outcomes especially in the affective domainKeywords: Module; Bioteistik; Value of Religious Character; Caring Environmental;
Implementasi Problem Based Learning (PBL) Menggunakan Exelearning Untuk Meningkatkan Kemampuan Kognitif Dan Kemampuan Berfikir Kritis Siswa Rohmat Rohmat; Sulistyono Sulistyono; Anna Fitri Hindriana
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2395

Abstract

The low understanding of the students on the biology materials in the learning process of science causes the students' repetition value to be low. With by this background the aim of this research was to know the cognitive ability and critical thinking ability of students who in their learning process apply Problem Based Learning (PBL) learning model by using exelearning. The sample in this research is 40 students of class VIII in MTs Negeri 2 Cirebon. The sampling technique used in determining the sample was Purposive random sampling. This research uses experimental method with one class given treatment and other class not given treatment that acts as control. From the result of data analysis, it can be concluded that the cognitive ability and critical thinking ability of students using PBL (Problem Based Learning) model with exelearning assistance was superior compared to using the lecture model on the concept of human excretion system. The improvement of students' cognitive ability in the experimental class seen from the N-Gain value reached 0.73 (high) compared to the control class which only reached 0.13 (low). As for the increase gain N-Gain value of 0.71 (height) and control class reaches the value of 0.25 (low)Keywords: Problem Based Learning Model (PBL);  Exelearning; Cognitive Ability; Critical Thinking Skill
Analisis Kemampuan Mahasiswa Calon Guru Biologi Dalam Menyusun Rencana Pelaksanaan Pembelajaran (RPP) Dan Keterampilan Dasar Mengajar (KDM) Melalui Simulasi Pembelajaran Triana Ahriza; Sulistyono Sulistyono; Asep Ginanjar Arip
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2396

Abstract

This research is entitled "Analysis of the Capability of Prospective Teachers of Biology in Developing Learning Implementation Plans (LIP) and Teaching Basic Skills (TBS) Through Learning Simulation on the Concept of the Human Circulatory System". This study aims to analyze the completeness of the components in the LIP, the suitability of the contents of LIP, TBS, and learning outcomes or learning outcomes in the subject of Teaching and Learning Strategies (TLS) and Animal Physiology. The research method used is descriptive research method using a qualitative descriptive research design. The population or social situation in this study are prospective students of Biology teacher at Galuh Ciamis University in semester IV of Academic Year 2017/2018 who follow the subject of Teaching and Learning Strategies and Animal Physiology. The results of the study show that (1) the completeness of the components in the LIP compiled by biology prospective students is dominant in the criteria of "Good" or declared "Competent" that is equal to 65.72% and the criteria of "Good" or "Excellent" is 34.28%, (2) the suitability of the LIP content compiled by biology prospective students is dominant in the criteria of "Enough" or "Must Be Improved" that is equal to 62.86% and the criteria of "Good" or "Competent" are 37.14%, (3) TBS owned by biology prospective student students is stated dominant in the criteria of "Enough" or "Beginner" that is equal to 62.86% and criteria "Good" or "Competent" of 37.14%, (4) Learning Outcomes or learning outcomes TLS subjects dominant on the criteria "Good" that is equal to 77.14%, on the criteria "Enough" of 20%, and on the "Very Good" criteria of 2.86%. Whereas for the academic value of Animal Physiology, it is dominant in the criteria of "Good" that is equal to 85.71%, the criteria for "Enough" is 8.57%, and the criteria for "Very Good" is 5.72%Keywords: Learning Implementation Plan; Basic Teaching Skills; Teaching and Learning Strategies
Peningkatan Keterampilan Proses Sains Dan Kreativitas Siswa Melalui Model Inkuiri Terbimbing Wiwin Trisnawati; Sulistyono Sulistyono; Anna Fitri Hindriana
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2397

Abstract

One of alternative way to improve science process skills and student creativity is by using guided inquiry learning model. Improvement science process skills research and student creativity in the excretion system material concept was carried out in  SMP Negeri 1 Cigandamekar. This research was carried out by quasi-experimental method. The research was conducted on the eighth grade students of junior high school. The research  used two classes, there are class VIIIA as control and VIIIB as experimental classes. In control class  the learning process is carried out by conventional methods namely lectures and information discussions. While in the learning experimental class using guided inquiry models with discussion learning methods.The result shows that studied with guided inquiry models is increasing value of 96 % from learning I to learning II. The students who studied using guided inquiry learning models have higher values of science process skills than the control classes that using conventional learning models. This is proved by the average value of N-Gain in the assessment of science process skills in the experimental class which is 0.35 while in the control class the value of N-Gain is 0.23. The average value of science process skills in the control class was 53,48 and in the experimental class the value was 64,33. There is increasing value of students' science process skills after learning with a guided inquiry model of 10.22% The average value of creativity in the control class was 62.96 and in the experimental class the value was 83.28. And there is increasing in the value of students' creativity with indicators of fluency, flexibility, elaboration and originality with a cumulative value of 24.39%. Student responses toward learning with guided inquiry models value was 32,06 and students was agreeKeywords: Science Process Skill; Creativity; Excretion; Guided Inquiry
Penerapan Pembelajaran Berbasis Praktikum Untuk Meningkatkan Keterampilan Proses Sains Dan Sikap Ilmiah Siswa Yuli Arnita Sari; Anna Fitri Hindriana; Sri Redjeki
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i1.2398

Abstract

The purpose of this research is to improve the science process skills and students' scientific attitude through the use of practicum-based learning. The method used is quasy experiment. The research design used is Nonequivalent Control-Group Design. Sampling technique of this research using purposive random sampling. Data collection techniques are: test, observation and questionnaire techniques. The research was conducted at one of Vocational High School in Cirebon City, SMK RISE Kedawung Cirebon. The implementation of this practicum-based learning can be fully (100%) implemented. Practicum-based learning is able to improve students' science process skills before the learning (pretest) the average student score is 38.13, while after learning is 85.27. N-Gain obtained in each indicator of science process skill are observation, prediction, and use a tool or material or source are 1 (one); apply the concept, communicate, interpretation are 0.90;  to plan an experiment is 0,74; The hypothesized is 0.62. The value of improvement students' science process skill indicator based on the highest observation is the indicator of using the tool or the material or the source 47, and the lowest is indicator 28. Improvement scientific attitudes of students based on the highest is prioritizes the proof indicator  48, and the lowest is the indicator of a positive attitude to failure 28. Practicum-based learning is very good and appropriate to be implemented in the learning process because it can be provide experience and skills in working in laboratory environment carefully and according to the procedureKeywords: Practicum-based learning;  Science process skills;  Scientific attitude
Implementasi Pembelajaran Contextual Teaching And Learning Melalui Metode Observasi Laboratorium Dan Lingkungan Untuk Meningkatkan Sikap Ilmiah Dan Berpikir Kritis Siswa Rohimbun Rohimbun; Sulistyono Sulistyono; Asep Ginanjar Arip
Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 2 (2019): Desember
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v7i2.2399

Abstract

This research is motivated by students' critical thinking skills in processing information while the learning process is still low. The purpose of this study is 1) to describe the implementation of learning by implementing contextual teaching and learning models through laboratory observation and environmental methods on scientific attitudes and critical thinking of students, 2) to obtain implementation data in contextual teaching and learning models through laboratory observation methods and the environment can improve scientific attitude, 3) to determine the implementation of contextual teaching and learning models through laboratory observation and environmental methods can improve critical thinking skills, 4) to uncover students' responses to the implementation of contextual teaching and learning models through laboratory and environmental observation methods on scientific attitudes and critical thinking students. The method used in this study is a mixed method (mixed methods research design). With the sampling technique using cluster random sampling, there were 2 classes, each of which amounted to 30 students for the experimental class and 30 students for the control class. The research instrument used was task and rubric students' scientific attitudes, essay tests of critical thinking skills, student response questionnaires to learning and observation sheets of teacher and student activities. The data analysis technique used is the normality test, homogeneity test and hypothesis test. Based on the results of the analysis of hypothesis testing shows the value t = 4.476 with Sig. 0.001 <0.05 means that the implementation of the contextual teaching and learning model through laboratory observation methods and the environment can improve scientific attitudes. Based on the results of hypothesis testing shows the value t = 8.486 with Sig. 0.001 <0.05 means that the implementation of the contextual teaching and learning model through laboratory and environmental observation methods can improve critical thinking skills in plant material at SMA 1 Darma Kuningan. The conclusion in this study is the implementation of contextual teaching and learning through laboratory observation and environmental methods to improve scientific attitudes and critical thinking of students in plant classification material at SMA 1 Darma KuninganKeywords: Contextual teaching and learning; Laboratory observation methods and environment; Scientific attitude; Critical thinking
Penerapan Model PBL berbasis Outdoor Study dalam Peningkatan Keterampilan Berpikir Kritis & Kemampuan Argumentasi Siswa Nurhasanah, Nunun; Hindriana, Anna Fitri; Sulistyono, Sulistyono
Edubiologica Vol. 8 No. 1 (2020)
Publisher : Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/edubiologica.v8i1.2980

Abstract

This study aims to determine the effect of the application of the PBL learning model to the improvement of critical thinking skills and the ability to argue students of SMA Negeri 1 Salem class X even semester  2018/2019 on the concept of environmental pollution. The research method used is quasi-experimental. The study was conducted in two meetings. Learning activities are divided into two parts, namely learning activities outside the classroom (outdoor study) during the PBL 1-3 phase and learning in the classroom during the PBL 4-5 phase. The results showed  the application of the PBL model based on outdoor study was carried out well  there was an increase in the score of students' critical thinking skills at a pretest score of 18.9 to a posttest of 23.69  the ability of student argumentation in the average experimental class is at level 2, meaning that students already have the ability to submit claims or opinions built by students based on their knowledge and students are able to provide reasons or data to support the claim statement. Control class argumentation ability is at level 1  the positive response of students to learning PBL models based on outdoor studies is 89.4% with very strong criteria.

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