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<![CDATA[PENGEMBANGAN COLLABORATIVE PROBLEM SOLVING INVENTORY (CPSI) BERBASIS WEB UNTUK MENGUKUR KETERAMPILAN KOLABORASI DALAM PEMECAHAN MASALAH SISWA ]]>
<![CDATA[Ika Sukmawati]]>;
<![CDATA[Karunia Galih Permadani]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p81-89
<![CDATA[Collaborative Problem Solving (CPS) is one of the essential skills of the 21st century. This skill is also must be instilled in students in learning process. CPS can be gauged by using an instrument in the form of inventory. In this study, a web-based Collaborative Problem Solving Inventory (CPSI) was developed with the Learning Development Cycle (LDC) development method. The CPSI developed by the authors is a measurement of innovative Collaborative Problem Solving, emphasizing on measurements before, during and after Collaborative Problem Solving learning activities are carried out. The stages of this research include: (1) Observation, Survey and Needs Analysis; (2) Focus Group Discussion; (3) Preparation of CPSI Design; (4) Development of Web-Based CPSI through LDC Development Model; (5) CPSI validation by experts in developing teaching materials (feasibility) and teachers (practical); and (6) Data Analysis. Based on the results of the study, it was obtained that the CPSI instrument was web-based with indicators for assessing collaboration skills that had been validated by experts and practitioners. The validation results showed that the instrument is feasible to use with minor improvements (validity 3.75 by media experts; validity 3.78 by evaluation experts; and mean 3.65 by practitioners). Follow-up research can be done by testing the instrument in a classroom learning situation, by first making improvements related to the attractiveness of the appearance and website design.]]>
<![CDATA[TANTANGAN DAN PELUANG PENGEMBANGAN MATAKULIAH KEANEKARAGAMAN TUMBUHAN DI ERA DISRUPSI DARI PERSPEKTIF CALON GURU BIOLOGI ]]>
<![CDATA[Umi Fitriyati]]>;
<![CDATA[Rifka Fachrunnisa]]>;
<![CDATA[Wachidah Hayuana]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p90-98
<![CDATA[Plant Diversity course (in Bahasa Keanekagaraman Tumbuhan) plays an essential role in facilitating students to learn taxonomic principles. Taxonomy is one of the conservation efforts. In this disruptive era, conservation is an urgent global problem. However, many studies have reported that this course is difficult to study, so that students are not interested in studying. This study is aimed at exploring interest through the perceptions of prospective biology teacher students about the challenges that emerge during KT course, as well as solutions that can be used to improve KT course. The research method used is qualitative research methods. The data collection technique was a reflective essay which then was analyzed using thematic analysis. The results of an exploration of the perceptions of biology teacher candidate studentsin confronting challenges and opportunities during KT course. The challenges experienced are summarized in four themes: difficulties in understanding the material; limited learning media; less effective learning methods; as well as time management difficulties. Meanwhile, the opportunities to develop KT course arealsosummarized in four major themes: strengthening material; optimization of learning media; optimization of learning methods; and optimization of practicum activities.]]>
<![CDATA[MEDIA DOMINASI (DOMINO SISTEM KOORDINASI) UNTUK SISWA KELAS XI SMA/MA ]]>
<![CDATA[Muhammad Yusuf Fajar Sodiq]]>;
<![CDATA[Mar’atus Sholihah]]>;
<![CDATA[Dian Puspita Anggraini]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p99-107
<![CDATA[This study aims to develop domino media as a learning media for biology in the coordination system material for class XI SMA / MA students. The research data is in the form of media feasibility data taken from the validation results of media experts, material, language, teacher responses and student responses. Retrieval of data in this study using instruments in the form of validation questionnaires for media experts, materials, language, teacher responses and student responses. Data analysis was carried out descriptively. The validation results showed that the material expert's assessment obtained a percentage of 75 percent with proper criteria, 82.2 percent of language experts with very feasible criteria, 78 percent of media experts with proper criteria, 76.4 percent of biology teacher responses with proper criteria, and student responses amounted to 83.5 percent with very feasible criteria. The results obtained indicate that the media of dominance is suitable for use as a media for learning biology, especially the material for the coordination system for class XI SMA / MA.]]>
<![CDATA[PENGEMBANGAN MEDIA iSPRING SUITE 8 DENGAN MODEL THINK PADA MATA KULIAH GENETIKA ]]>
<![CDATA[Ismi Nurul Qomariyah]]>;
<![CDATA[Mistianah]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p108-113
<![CDATA[This study aims to develop I Spring suite 8 learning media based Think learning model for Biology Education college students. The type of this research was Research and Development. The development of learning media uses the Research and Development (R & D) method with the 4 D model (Define, Design, Develop, and Dessiminate). This research starts from the define stage that was identificatethe material concepts that must be contained in media. Furthermoredesign the I Spring suite 8 learning media based Think learning model. After media has been designed and created, the development stage was carried out, namely product validation by experts and product testing in the lecture process. The results showed that the validity of the material experts was in valid criteria with the percentage of 88 percent, the results of validity by media experts were in valid criteria with the percentage of learning media as much as 89percent. From the feasibility test, it was concluded that the media is included in the categoryvery good.]]>
<![CDATA[REKA BENTUK GENETIC POP UP BOOK SEBAGAI MEDIA PEMBELAJARAN YANG MENINGKATKAN DAYA INGAT SISWA SMA ]]>
<![CDATA[Indra Kurniawan Saputra]]>;
<![CDATA[Sakinah Vinda Putri Kinasih]]>;
<![CDATA[Nurul Alfi’ah]]>;
<![CDATA[Claresia Tsany Kusmayadi]]>;
<![CDATA[Eliza Fitri Kamaliya]]>;
<![CDATA[Mohammad Ridho Dwi Maryadi]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p114-119
<![CDATA[This paper sheds a new light on the strategies to foster student’s entrepreneurial skills by administering creative thinking infusion learning as the learning framework in a biology classroom. Creative thinking infusion learning is construed as bringing or showing the stages of creative problem solving’s thinking of student thinking in the classroom. To assist student engaging with the infusion in the classroom, we utilised creative thinking diagram to generate entrepreneurial ideas that apply the concept of Biology in solving a problem. Student’s entrepreneurial skills were gauged by six creative entrepreneurship indicators. To investigate those indicators, this paper administrated one group pre-test post-test design and mixed-method approach by using diagram thinking, questionnaires, reflective essays, and interview. The analysis did not show any significant impact of the creative thinking infusion learning towards entrepreneurial skills. This result was demonstrated by no significance differences were seen in the sixth indicators.]]>
<![CDATA[DOES CREATIVE THINKING INFUSION LEARNING FRAMEWORK ENHANCE STUDENTS ENTREPRENEURIAL SKILLS? ]]>
<![CDATA[Rifka Fachrunnisa]]>;
<![CDATA[Safitri Indah Putri Anisa]]>;
<![CDATA[Hadi Suwono]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p120-128
<![CDATA[This paper sheds a new light on the strategies to foster student’s entrepreneurial skills by administering creative thinking infusion learning as the learning framework in a biology classroom. Creative thinking infusion learning is construed as bringing or showing the stages of creative problem solving’s thinking of student thinking in the classroom. To assist student engaging with the infusion in the classroom, we utilised creative thinking diagram to generate entrepreneurial ideas that apply the concept of Biology in solving a problem. Student’s entrepreneurial skills were gauged by six creative entrepreneurship indicators. To investigate those indicators, this paper administrated one group pre-test post-test design and mixed-method approach by using diagram thinking, questionnaires, reflective essays, and interview. The analysis did not show any significant impact of the creative thinking infusion learning towards entrepreneurial skills. This result was demonstrated by no significance differences were seen in the sixth indicators.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN RQAAD TERHADAP MOTIVASI BELAJAR DAN KETERAMPILAN METAKOGNITIF MAHASISWA MATA KULIAH STRATEGI BELAJAR MENGAJAR BIOLOGI ]]>
<![CDATA[Bea Hana Siswati]]>;
<![CDATA[Slamet Hariyadi]]>;
<![CDATA[Aloysius Duran Corebima]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p129-135
<![CDATA[Learning during the COVID-19 pandemic that is done online is certainly no different from learning that is done offline. A learning model/strategy can still be used in learning, including the RQAAD (Reading, Questioning, Answering, Analyzing, Discussing) learning model. This study aims to determine the effect of the RQAAD learning model on student motivation and metacognitive skills. The research method used is quasi-experimental by comparing classes that are treated using the RQAAD learning model and those who do not. Student learning motivation is measured by the motivation scale while metacognitive skills are measured by the metacognitive skills rubric. The research was conducted on 3rd semester students of the 2020/2021 academic year consisting of 62 students. Learning RQAAD proved to have a significant effect on learning motivation and metacognitive skills of students taking Biology Teaching and Learning Strategies Course. The mean score of corrected learning motivation in the experimental class is 5.61 percent higher than the control class and the average corrected metacognitive skill in the experimental class is 16.01 percent higher than the control class.]]>
<![CDATA[KUALITAS FISIKA KIMIA SUSU SAPI DI KABUPATEN JEMBER DAN PENGEMBANGANNYA DALAM BUKU NON TEKS ]]>
<![CDATA[Kennis Rozana]]>;
<![CDATA[Dwi Wahyuni]]>;
<![CDATA[Mochammad Iqbal]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i2p136-145
<![CDATA[This study aims to determine the physical and chemical quality of cow's milk produced in Jember and provide an appropriate education for the community regarding the procedure for assessing the feasibility of milk to be consumed through non-text books. The analysis of the physical quality of cow's milk includes boiling test, alcohol test, and specific gravity test, while the chemical quality analysis of cow's milk includes pH test and fat content test. The development of non-text books is carried out using the R2D2 (Reflective, Recursive, Design, and Development) development model. Based on the results of the study, it is known that samples of cow's milk from dairy industry A and milk industry B have physical and chemical qualities that are in accordance with milk quality standards that are safe for consumption according to SNI and Codex. The average result of the validation of non-textbook products developed was 94.84 percent from the three validators. Thus, the non-textbook product is very suitable to be used as a non-textbook, especially non-text books for knowledge enrichment.]]>
<![CDATA[IMPLEMENTASI MEDIA E-POSTER DENGAN PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT) TERHADAP HASIL BELAJAR SISWA PADA MATERI EKOLOGI ]]>
<![CDATA[Ima Aryani]]>;
<![CDATA[Anita Meilani]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 16 No. 2 (2025) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v16i2p75-84
<![CDATA[E-Poster Media is one of the learning media that takes advantage of technological developments. E-Poster Media includes electronic posters designed using graphic elements to convey messages or information visually. The Culturally Responsive Teaching (CRT) learning approach is an approach that prioritizes culture and tradition. The purpose of this study is to determine the effect of the application of E-Poster media with the CRT approach on student learning outcomes in the ecology material of grade VII of SMP Muhammadiyah Al-Kautsar PK. This study uses a quantitative approach with a Non-Equivalent Control Group Design. The sample of this study is students in grades VII B and VII C with a total of 68 students out of 120 students and determined through purposive sampling techniques. The cognitive learning outcome data obtained from test scores were then statistically analyzed using the Mann-Whitney U Test. The results of the study showed that there was a significant influence of E-Poster learning media with the Culturally Responsive Teaching approach on the learning outcomes of Muhammadiyah Al-Kautsar PK Junior High School students with a significance value of 0.00 (sig < 0.05). Thus, it shows that the application of E-Poster learning media with a Culturally Responsive Teaching approach affects students' cognitive learning outcomes in Ecology materials.]]>
<![CDATA[E-UKBM MODEL EKSPERIENTAL JELAJAH ALAM SEKITAR (EJAS) PADA MATERI PERUBAHAN LINGKUNGAN ]]>
<![CDATA[Yayang Setya Wardhani]]>;
<![CDATA[Mimien Henie Irawati Al Muhdhar]]>;
<![CDATA[Triastono Imam Prasetyo]]>;
<![CDATA[I Wayan Sumberartha]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol. 12 No. 3 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang and Indonesian Biological Society region of East Java ]]>
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DOI: 10.17977/um052v12i3p146-157
<![CDATA[Development research with the title E-UKBM Experiential Model Exploration of the Environment (EJAS) on Environmental Change Materials has been carried out from September 2019 to March 2020. This study aims to (1) Test the validity and practicality of the E-UKBM Experiential Nature Exploration Model (EJAS). ) on the material of environmental change. E-UKBM product developed with the ADDIE development model. The learning model used is the Environmental Exploration Experimental Model (EJAS). The research subjects were 35 students of class X MIPA B-2 SMAN 3 Malang. The implementation results are in the form of expert validator validation data and student response questionnaire data as E-UKBM users. The results of the validation of E-UKBM by media experts are 97 percent (very valid), the results of validation by material experts in the form of validation results of questions and components of E-UKBM material are 100 percent (very valid). The results of validation by learning device experts and field practitioners respectively show that the E-UKBM is very valid with a percentage of 97 percent and 95 percent. The practicality data after the implementation of E-UKBM is 88 percent which means it is very practical to use in learning. The E-UKBM Experiential Exploration of the Environment (EJAS) model of environmental change material developed has met the validity and practicality requirements for use in Biology learning.]]>
