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Berkala Ilmiah Pendidikan Biologi (BioEdu)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 26859289     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Languange, Linguistic, Communication & Media
BioEdu merupakan Jurnal Online Program Studi S-1 Pendidikan Biologi yang diterbitkan oleh Jurusan Biologi Program Studi Pendidikan Biologi Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Surabaya. BioEdu terbit tiga kali dalam setahun. BioEdu memuat artikel-artikel hasil penelitian di bidang kependidikan Biologi yang ditulis oleh para penulis dan peneliti dari Program Studi S1 Pendidikan Biologi
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Search results for , issue "Vol. 13 No. 2 (2024)" : 25 Documents clear
Pengaruh Penggunaan Virtual Laboratory terhadap Kemampuan Literasi Saintifik Sisiwa pada Materi Evolusi Agushesa, Hermi Yanti; Prastiwi, Muji Sri
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 13 No. 2 (2024)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v13n2.p458-464

Abstract

Abstrak Penggunaan virtual laboratory dalam pembelajaran bertujuan untuk menaikkan kualitas pendidikan Indonesia, khususnya dalam mengatasi tingkat kemampuan literasi saintifik yang dinilai masih lemah. Virtual laboratory menyediakan simulasi interaktif yang memungkinkan siswa untuk mengamati dan berpartisipasi secara langsung dalam eksperimen, memperkuat pemahaman konsep saintifik. Dibidang biologi terutama materi evolusi, penting untuk dapat membedakan antara fakta ilmiah yang didukung oleh bukti dan opini yang mungkin tidak memiliki dasar ilmiah. Tujuan penelitian untuk menganalisis pengaruh penggunaan virtual laboratory terhadap kemampuan saintifik siswa dalam materi evolusi. Di kelas XI F2, siswa berada dalam kelompok eksperimen, dan di kelas XI F12, siswa berada dalam kelompok kontrol. Metode yang digunakan yaitu uji hipotesis untuk menganalisis data. Sebelumya dilakukan, uji normalitas Shapiro Wilk dan uji homogenitas (Levene test) berbantuan SPSS. Hasil penelitian menyatakan nilai t hitung 4,810 dengan sig 0,000 dan nilai t tabel 2,101 dari df 18, pada taraf signifikansi 0,05. Nilai t hitung > t tabel, dengan 4,810 > 2,101, dan nilai sig < 0,05, dengan p 0,000 < 0,05. Demikian, hipotesis nol (H0) ditolak, sementara hipotesis alternatif (H1) diterima. Nilai N-Gain kelas eksperimen sebesar 0,53 termasuk kategori tinggi dan kelas kontrol mempunyai nilai N-Gain sebesar 0,05 termasuk kedalam kategori rendah. Hasili menunjukkan bahwasanya penggunaan virtual laboratory dalam pembelajaran efektif digunakan untuk meningkatkan kemampuan literasi saintifik siswa. Maka disimpulkan bahwasanya siswa menggunakan lab virtual memiliki kemampuan literasi saintifik yang lebih baik. Secara keseluruhan diketahui bahwa menggunakan lab virtual memberi dampak yang positif terhadap kemampuan literasi saintifik siswa. Kata Kunci: virtual laboratory, literasi saintifik, pengaruh, evolusi. Abstract The utilization of a virtual laboratory in education aims to enhance the standard of education in Indonesia, especially in addressing the level of scientific literacy, which is still considered weak. The virtual laboratory provides interactive simulations that allow students to observe and participate directly in experiments, strengthening their understanding of scientific concepts. In the realm of biology, particularly in the of evolution, it is crucial to differentiate between scientific facts supported by evidence and opinions that may lack a scientific basis. The aim of this study is to examine the effects of employing a virtual laboratory on students' proficiency in scientific literacy regarding the subject of evolution. In class XI F2, students were in the experimental group, and in class XI F12, The students were part of the control group. The method used was hypothesis testing to analyze the data. Prior to this, Using SPSS, the Levene's test for homogeneity and the Shapiro-Wilk normalcy test were performed. T-values from df 18 and t-table values from df 18 at a significance level of 0.05 and 0.000, respectively, were displayed in the results. P was 0.000 less than 0.05, indicating that the significance value was less than 0.05 and the t-value was more than the t-table value, with 4.810 being greater than 2.101. This means that although the alternative hypothesis (H1) was adopted, the null hypothesis (H0) was rejected. Classified as low, the control group's N-Gain value was 0.05, whereas the experimental class's value was 0.53, indicating a high level of performance. The findings suggest that utilizing a virtual laboratory in education is efficient in enhancing students' scientific literacy abilities. In conclusion, that students using the virtual lab have better scientific literacy skills. From the research conducted, it is overall known that using the virtual lab positively influences students' scientific literacy abilities. Keywords: virtual laboratory, scientific literacy, influence, evolution.
Pengembangan Media Monogen (Monopoli Genetika) Berbasis Student Team Achievement Division dalam Meningkatkan Pemahaman Konsep Peserta Didik SMA Faridah, Nur Mutiah; Isnawati, Isnawati
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 13 No. 2 (2024)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v13n2.p473-480

Abstract

Abstrak Dalam mengoptimalkan kegiatan pembelajaran, diperlukan adanya media pembelajaran yang dapat memfasilitasi peserta didik untuk kreatif, aktif, imajinatif, eksploratif, dan fokus dalam pembelajaran. Penelitian ini dilakukan dengan tujuan menghasilkan media permainan monopoli dengan nama Monogen (Monopoli Genetika) yang inovatif dan praktis dalam meningkatkan pemahaman konsep peserta didik berdasarkan validitas, keefektifan, dan kepraktisan. Media Monogen berisi satu set papan permainan berukuran 2 x 2 m yang dilengkapi dengan kartu pertanyaan tentang materi substansi genetik dan berfungsi untuk meningkatkan pemahaman konsep peserta didik. Penelitian ini berfokus pada model pengembangan ADDIE yang terdiri dari tahap Analysis, Design, Development, Implementation, dan Evaluation. Instrumen yang digunakan yakni lembar validasi media permainan dan butir pertanyaan, lembar pre-test dan post-test, lembar keterlaksanaan aktivitas, dan lembar angket respon. Analisa data penelitian dilakukan secara deskriptif kuantitatif. Tahap pengembangan dilaksanakan di Prodi Pendidikan Biologi FMIPA Unesa, sedangkan tahap uji coba dilaksanakan secara terbatas kepada 36 peserta didik SMAN 1 Cerme. Rincian hasil penelitian yang telah dilakukan yakni media Monogen dianggap sangat valid berdasarkan hasil validasi media dengan nilai validitas sebesar 95,2% dan hasil validasi butir pertanyaan media sebesar 97,4%, berdasarkan peningkatan hasil tes dianggap sangat efektif dengan nilai N-gain score sebesar 0,64 dan peningkatan ketuntasan belajar peserta didik sebesar 92,1%, serta dianggap sangat praktis berdasarkan hasil pengamatan keterlaksanaan aktivitas peserta didik dengan rata-rata sebesar 98,9% dan hasil pengisian angket respon sebesar 95,7%. Berdasarkan data di atas media Monogen dikatakan layak digunakan dalam pembelajaran bagi siswa SMA kelas XII. Kata Kunci: media pembelajaran, monogen, pemahaman konsep, pendidikan. Abstract In optimizing learning activities, it is necessary to have learning media that encourage students to be active, creative, imaginative, explorative, and focused in learning. This research aims to produce monopoly game media with the name Monogen (Genetic Monopoly) which are innovative and practical to increase students' conceptual understanding based on validity, effectivity, and practicality. Monogen Media is a learning media with a set of game boards measuring 2 x 2 m which is equipped with question cards about genetic substance material and functions to increase students' understanding of concepts. This research refers to the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Instruments that were used are media validation sheets, test sheets (pre test and post test), student activity implementation sheets and response questionnaire sheets which were analyzed quantitatively descriptively. Development activities were carried out at the Biology Education Study Program, FMIPA Unesa and trial activities were carried out for 36 students at SMAN 1 Cerme. The results of the research are that the Monogen media was very valid based on media validation result with a validity value of 95.2% and the media question items were 97,4%, declared very effective based on the increase in student test results in the pre-test and post test with a gain score of 0.64 and an increase in students' learning completeness of 92.1%, and was very practical based on the results of observing of students' activities 98.9% and the results of filling out the response questionnaire were 95.7%. Based on the data above, Monogen media is suitable for use in learning for class XII high school students. Keywords: learning media, monogen, understanding concepts, education.
Profil Miskonsepsi Peserta Didik Kelas XI Menggunakan Four-Tier Diagnostic Test dan Remediasi pada Submateri Transpor Membran Hidayati, Nurul; Budijastuti, Widowati
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 13 No. 2 (2024)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v13n2.p465-472

Abstract

Abstrak Miskonsepsi menjadi faktor terhadap penerimaan konsep pada peserta didik. Miskonsepsi perlu diidentifikasi dan diremediasi untuk mencegah kesalahpahaman terhadap konsep selanjutnya. Miskonsepsi adalah keyakinan konseptual peserta didik namun tidak sejalan dengan kebenaran di kalangan ahli. Penelitian ini bertujuan untuk menganalisis profil konsepsi peserta didik melalui instrumen four-tier diagnostic test dan mendeskripsikan hubungan antara remediasi Concept Attainment Model (CAM) dengan profil konsepsi peserta didik. Penelitian ini merupakan penelitian kuantitatif disertai survei dengan rancangan one group pretest-posttest design yaitu adaptasi soal four-tier diagnostic test, uji soal pretest, perlakuan CAM, uji soal posttest, analisis hasil penelitian dengan tabel kategori dan kriteria tingkat miskonsepsi, membandingkan hasil pretest dan posttest, dan wawancara. Subjek dalam penelitian ini adalah peserta didik XI-B Madrasah Aliyah Negeri 1 Pasuruan yang berjumlah 35 orang. Hasil penelitian menunjukkan bahwa rata-rata profil konsepsi siswa sebelum perlakuan yaitu miskonsepsi 15%, tidak paham konsep 8%, paham sebagian 49%, dan paham konsep 28%. Setelah perlakuan Concept Attainment Model (CAM), rata-rata profil konsepsi peserta didik miskonsepsi menurun menjadi 7%, tidak paham konsep menurun menjadi 2%, paham sebagian menurun menjadi 24%, dan paham konsep meningkat menjadi 67%. Hal ini membuktikan bahwa terdapat pengaruh atau perubahan sebelum dan sesudah diberikan remediasi pembelajaran Concept Attainment Model (CAM). Kata kunci: miskonsepsi, transpor membran, remediasi, Concept Attainment Model (CAM). Abstract Misconceptions are a factor in students' acceptance of concepts. Misconceptions need to be identified and remediated to prevent further misunderstanding of the concept. Misconceptions are students' conceptual beliefs that are not in line with the truth among experts. This research aims to analyze students' conceptual profiles using a four-tier diagnostic test instrument and describe the relationship between Concept Attainment Model (CAM) remediation and students' conceptual profiles. This research is quantitative research accompanied by a survey with a one-group pretest-posttest design, namely adaptation of four-tier diagnostic test questions, pretest question test, CAM treatment, posttest question test, analysis of research results using category tables and criteria for misconception levels, comparing pretest results and posttest, and interview. The subjects in this research were 35 students of XI-B Madrasah Aliyah Negeri 1 Pasuruan. The results of the research showed that the average profile of students' conceptions before treatment was 15% misconception, 8% did not understand the concept, 49% partially understood, and 28% understood the concept. After the Concept Attainment Model (CAM) treatment, the average conceptual profile of students with misconceptions decreased to 7%, not understanding the concept decreased to 2%, partial understanding decreased to 24%, and understanding the concept increased to 67%. This proves that there is an influence or change before and after being given Concept Attainment Model (CAM) learning remediation. Keywords: misconceptions, membrane transport, remediation, Concept Attainment Model (CAM).
Validitas E-LKPD Berbasis Guide Inquiry pada Materi Sistem Ekskresi untuk Melatihkan Keterampilan Berpikir Kritis Peserta Didik SMA Febrina, Dinni Shela; Qomariyah, Nur
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 13 No. 2 (2024)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v13n2.p481-489

Abstract

Abstrak Kurikulum merdeka belajar didesain untuk menghadapi tuntutan pendidikan abad ke-21. Salah satu tuntutan pendidikan abad ke-21 adalah berpikir kritis. Salah satu solusi dalam menangani permasalahan tersebut adalah menggunakan model pembelajaran sistematis yang dapat melatihkan keterampilan berpikir kritis peserta didik. Model pembelajaran yang dapat diterapkan adalah Guided Inquiry. Faktor keberhasilan lain dalam pembelajaran yaitu penggunaan bahan ajar yang tepat. Salah satunya adalah bahan ajar Elektronik Lembar Kerja Peserta Didik. Tujuan penelitian ini yaitu mendeksripsikan validitas E-LKPD berbasis Guided Inquiry pada materi sistem ekskresi untuk melatihkan keterampilan berpikir kritis peserta didik SMA. Prosedur pengembangannya menggunakan model 4D (Define, Design, Develop dan Disseminate). Teknik pengumpulan data yakni menggunaan metode validasi. Hasil E-LKPD yang dikembangkan dinyatakan sangat valid dengan persentase sebesar 99,18% berdasarkan penyajian, isi dan syarat teknis. Berdasarkan hasil penelitian pengembangan E-LKPD berbasis Guided Inquiry pada materi sistem ekskresi tersebut dapat dinyatakan layak digunakan dalam pembelajaran. Kata Kunci: keterampilan berpikir kritis, elektronik lembar kerja peserta didik, guided inquiry. Abstract The independent learning curriculum is designed to face the demands of 21st century education. One of the demands of 21st century education is critical thinking. One solution to dealing with this problem is to use a systematic learning model that can train students' critical thinking skills. The learning model that can be applied is Guided Inquiry. Another success factor in learning is the use of appropriate teaching materials. One of them is the open material Electronic Student Worksheets. The aim of this research is to describe the validity of the Guided Inquiry-based E-LKPD on excretory system material to train high school students' critical thinking skills. The development procedure uses a 4D model (Define, Design, Develop and Disseminate). The data collection technique uses validation methods.. The results of the E-LKPD developed were declared very valid with a percentage of 99.18% based on presentation, content and technical requirements. Based on the results of research on the development of E-LKPD based on Guided Inquiry on the excretory system material, it can be declared suitable for use in learning. Keywords: critical thinking skills, electronic student worksheets, guided inquiry.
The Implementation of Student Worksheet Based on Problem Based Learning on Environmental Changes to Train Critical Thinking Skill for Students of Grade X Senior High School Dewi, Lailia Kurniawati; Kuntjoro, Sunu
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 13 No. 2 (2024)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v13n2.p515-523

Abstract

Abstract One of the characteristics of the Independent Curriculum listed in the Pancasila Student Profile dimension is critical reasoning. This is in line with the demands of 21st-century skills, namely critical thinking. The implementation of the Independent Learning Curriculum emphasizes the selection of learning models. One of the learning alternatives that can be implemented is learning that applies LKPD based on Problem Based Learning (PBL) to train students' critical thinking skills in class X environmental change materials adapted from the LKPD developed by Afkarina (2023). The objective of this study is to describe 1) the implementation of learning, 2) students' critical thinking skills, and 3) students' responses. This research includes a type of application research with a Pre-experimental design, the research target is 98 students in class X of SMAN 1 Pesanggaran, Banyuwangi. The parameters measured were 1) the implementation of learning, 2) students' critical thinking skills, and 3) students' responses. Research instrument was obtained from validation, critical thinking skills observation sheet, questionnaire and test sheets. The data from the research results were analyzed using a quantitative descriptive analysis method. The results of the study showed that 1) the implementation of learning carried out by teachers was very good with a score of 99.44%, 2) 95.19% of students had carried out critical thinking skills very well and achieved the completeness of indicators, 3) the response of students to LKPD was 95.69% or very positive. Keywords: the implementation of student woorsheets based on problem based learning, critical thinking skills, environmental change material. Abstrak Salah satu karakteristik dalam Kurikulum Merdeka yang tercantum dalam dimensi Profil Pelajar Pancasila adalah bernalar kritis. Hal ini selaras dengan tuntutan keterampilan abad ke-21 yaitu berpikir kritis. Implementasi Kurikulum Merdeka Belajar menekankan pada pemilihan model pembelajaran. Salah satu alternatif pembelajaran yang dapat diimplementasikan yaitu pembelajaran yang menerapkan LKPD berbasis Problem Based Learning (PBL) untuk melatihkan keterampilan berpikir kritis peserta didik pada materi perubahan lingkungan kelas X yang diadaptasi dari LKPD yang dikembangkan Afkarina (2023). Tujuan penelitian ini untuk mendeskripsikan 1) keterlaksanaan pembelajaran, 2) keterampilan berpikir kritis peserta didik, dan 3) respon peserta didik. Penelitian ini termasuk jenis penelitian penerapan dengan desain Pre-eksperimental, sasaran penelitian 98 siswa kelas X SMAN 1 Pesanggaran, Banyuwangi. Parameter yang diukur yaitu 1) keterlaksanaan pembelajaran, 2) keterampilan berpikir kritis peserta didik, dan 3) respon peserta didik. Intrumen penelitian ini diperoleh dari lembar keterlaksanaan, lembar observasi keterampilan berpikir kritis, lembar angket, dan lembar tes. Data hasil penelitiannya dianalisis mempergunakan metode analisis deskriptif kuantitatif. Hasil penelitian menunjukkan 1) keterlaksanaan pembelajaran yang dilaksanakan oleh guru sangat baik dengan skor 99,44%, 2) 95,19% peserta didik sudah menjalankan keterampilan berpikir kritis dengan sangat baik dan mencapai ketuntasan indikator, 3) respon peserta didik terhadap LKPD sebesar 95.69% atau sangat positif. Kata kunci: penerapan lembar kegiatan siswa berbasis problem based learning, keterampilan berpikir kritis, materi perubahan lingkungan.

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