cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota bandar lampung,
Lampung
INDONESIA
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
Published by Universitas Lampung
ISSN : 23021276     EISSN : 26215594     DOI : -
Core Subject : Agriculture,
Agriculture, Biological Sciences & Forestry
Jurnal Bioterdidik adalah jurnal ilmiah yang memuat artikel-artikel hasil penelitian mengenai pembelajaran biologi maupun penelitian biologi.
Arjuna Subject : -
Articles 680 Documents
 8   9   10   11   12 
PENGARUH MEDIA AUDIO-VISUAL MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE KANCING GEMERINCING (TALKING CHIPS) Ida Marlina; Arwin Achmad; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 4 (2013): bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Observation on 7th grade at Junior High School of 5th Bandar Lampung reveals that the critical thinking ability and the material mastery were not optimal due to teacher-centered oriented learning. Therefore it is necessary to develop media and learning model study. To resolve it, the research using audio-visual media and talking chips model was conducted. The research design that used in this research is pre-test post-test non-equivalent. Samples used are 7 D and 7F class chosen by cluster random sampling method. Quantitative data obtained from pretest and posttest scores and N-gain which analyzed using t-test. Qualitative data gained from questionnaire regarding student response on audio-visual media through talking chips model which analyzed descriptively. Result of the research reveals that the average of critical thinking skill and material mastery of subject matter of the experimental class on all indicators (critical thinking skills N-gain 26,79%, material mastery N- gain 28,46%). Moreover, 87.50% students give positive response on audio-visual media through talking chips learning model. Therefore, the using of audio-visual media through talking chips has a positive influence significant on increasing the critical thinking skill and material mastery of the student.  Keywords: audio-visual media, talking chips, critical thinking skill, material mastery. 
PENGARUH PENGGUNAAN BAHAN AJAR BROSUR TERHADAP AKTIVITAS DAN PENGUASAAN MATERI OLEH SISWA Ely Fitri Astuti; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 6 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to know the effect of brochure towards student’s learning activities and material mastery. This research design was pretest-postest non equivalent group. Samples were VIIIB and VIIIC that was chosen by purposive sampling. The result showed that the brochure teaching material can improve student’s learning activity with the average score of all aspect in experiment class was high criteria (75.53%) with present discuss result (88.3%) as highest aspect and give an idea (66.3%) as lowest aspect. While the students’ material mastery result of the average of gain was 0.70. Gain average of C2 indicator was 0,53; C4 indicator was 0.74; and C5 indicator was 0.9. Beside that, generally student (74.16%) gave positive response towards brochure. Thus, learning use brochure is significan influence to improve students’ material mastery.Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan bahan ajar brosur terhadap peningkatan penguasaan materi oleh siswa. Desain penelitian ini adalah pretes-postes kelompok tak ekuivalen. Sampel penelitian ini adalah kelas VIIIB dan VIIIC yang dipilih dari populasi secara purposive sampling. Hasil penelitian menunjukkan bahwa penggunaan bahan ajar brosur dapat meningkatkan aktivitas belajar siswa dengan nilai rata-rata semua aspek pada kelas eksperimen berkriteria tinggi (75,53%) dengan aspek tertinggi mempresentasikan hasil diskusi kelompok (88,3%) dan aspek terendah mengemukakan ide (66,3%). Sedangkan penguasaan materi siswa diperoleh rata-rata gain 0,70. Rata-rata indikator kognitif C2 sebesar 0,53; indikator C4 sebesar 0,74; dan indikator C5 sebesar 0,9. Selain itu, pada umumnya siswa (74,16%) memberikan tanggapan positif terhadap penggunaan brosur. Dengan demikian, pembelajaran menggunakan brosur berpengaruh signifikan dalam meningkatkan penguasaan materi oleh siswa.Kata kunci : aktivitas belajar, brosur, penguasaan materi 
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TPS TERHADAP AKTIVITAS DAN PENGUASAAN KONSEP OLEH SISWA Pebriani Pebriani; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 3 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was aimed to find out the using of cooperative learning model think pair share (TPS) toward students learning activities and conceptual understanding. This study design was pretest-posttest non equivalent group. Samples were students from class VIII A and VIII C SMP N 1 Banjit Way Kanan selected by purposive sampling. The quantitative data ware obtained from the average of pretest-posttest and N-gain that were analyzed using U test. The qualitative data were description of learning activities and students' questionnaire responses. The study results showed that TPS can improved students conceptual understanding with the average N-gain is 60,45. Activity of teamwork, persentation, and express of ideas were increasedwith an average 60,45%. N-gain average of C1 is 60,21%, C2 is 67,57% C3 is 82,41% and C4 is 70,51%. Thus, using TPS learning model can increased students learning activities and conceptual understanding.Penelitian ini bertujuan untuk mengetahui penggunaan model pembelajaran TPS terhadap aktivitas dan penguasaan konsep oleh siswa. Desain penelitian adalah pretes posttes non ekuivalen. Sampel penelitian ini adalah siswa kelas VIII A dan VIII C SMP N 1 Banjit Way Kanan yang dipilih dengan teknik purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai pretest-posttes dan N-gain yang dianalisis secara statistik menggunakan uji U. Data kualitatif berupa deskripsi aktivitas belajar dan tanggapan siswa. Hasil penelitian menunjukkan TPS meningkatkan penguasaan konsep siswa secara signifikan dengan rata-rata N-gain 60,45. Aktivitas bekerjasama, presentasi, dan mengemukakan ide/pendapat mengalami peningkatan memperoleh rata-rata 78,87%. Rata-rata N-gain pada indikator C1 yaitu 60,21%, C2 yaitu 67,57% C3 yaitu 82,41% dan C4 yaitu 70,51%. Dengan demikian, pembelajaran mengguna-kan model TPS pembelajaran berpengaruh terhadap peningkatan aktivitas dan penguasaan konsep oleh siswa.Kata kunci : penguasaan konsep, tahapan perkembangan manusia, TPS
PENGARUH MEDIA AUDIO-VISUAL MELALUI MODEL PBM TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Raisa Ramadhani; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 3 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was an experimental study with a pretest posttest non-equivalent groups design. The research samples were students in the class X6 and X5 which selected by cluster random sampling technique. The research data were quantitative and qualitative. The quantitative data obtained from pretest, posttest and N-Gain, then there were statically analyzed by t-test. The qualitative data were learning activities of student and the questionares of student’s response in using media audio-visual by implementing PBM model that were analyzed descriptively. The result of research showed that using media audio-visual by implementing PBM model can not increase student learning as significant with an average value of N-Gain was 0,41. Learning activities included problem solving (87,5%) andmake an idea (80,5%) were increase, most student (93,5%) gave positif response to using media audio-visual by means of PBM model. Penelitian ini merupakan studi eksperimen dengan desain pretes postes kelompok non ekuivalen. Sampel penelitian adalah siswa kelas X6 and X5yang dipilih dengan teknik Cluster random sampling.Data penelitian ini berupa data kuantitatif dan kualitatif.Data kuantitatif diperoleh dari nilai pretes, postes dan N-gain, kemudian dianalisis secara statistik menggunakan uji-t.Data kualitatif berupa data aktivitas belajar siswa dan angket tanggapan siswa terhadap penerapan media audio visual melalui model PBM yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penggunaan media audio-visual melalui model PBM pada kelas eksperimen tidak dapat meningkatkan hasil belajar siswa secara signifikan  dengan rata-rata nilai N-Gain 0,41. Aktivitas belajar siswa mencangkup bekerja sama dalam memecahkan masalah (87,5%) dan menuliskan pendapat/ide (80,5%) meningkat, sebagian besar siswa (93,5%) memberikan tanggapan positif terhadap penggunaan media audio visual melalui model PBM.Kata kunci:aktivitas belajar siswa, hasil belajar siswa, media audio-visual, model pembelajaran berbasis masalah
PENGARUH PENERAPAN MEDIA VIDEO TERHADAP AKTIVITAS DAN PENGUASAAN MATERI POKOK SISTEM PERNAPASAN Vivi Alvionita; Arwin Achmad; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 7 (2013): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this research was knowing the influence of the application of video media towards learning activity and mastery of lesson by using design pretest posttest not equivalent group. The sample of this research were the student of XI1 and XI2 class which was selected from the population by random sampling. A qualitative data was learning activity and it got by observation. A quantitative data was the mastery of lesson which obtained from the average score of pretest, posttest, and N-gain. The research result of students learning activity from the whole three aspect on the average of high criterion. The mastery of lesson also increased, with the average score of N-gain 0,71. Thus, it could be concluded that using video media in the teaching and learning process influenced towards learning activity and significant influenced towards the mastery of respiration system lesson by students.Penelitian ini bertujuan mengetahui pengaruh penerapan media video terhadap aktivitas dan penguasaan materi dengan desain pretes postes kelompok tak ekuivalen. Sampel penelitian adalah kelas XI1 dan XI2 yang dipilih secara random sampling.  Data penelitian ini adalah data kualitatif  berupa aktivitas belajar siswa yang diperoleh dari lembar observasi aktivitas belajar siswa. Data kuantitatif berupa penguasaan materi yang diperoleh dari rata-rata nilai pretes, postes dan N-gain. Hasil penelitian menyatakan bahwa ketiga aspek tinjauan berkriteria tinggi. Penguasaan materi juga mengalami peningkatan dengan rata-rata N-gain 0,71. Dengan demikian dapat disimpulkan bahwa pembelajaran menggunakan media video berpengaruh terhadap aktivitas belajar dan berpengaruh signifikan terhadap penguasaan materi sistem pernapasan oleh siswa.Kata kunci: aktivitas belajar, media video, penguasaan materi, dan sistem pernapasan
PERBANDINGAN MODEL CPS DENGAN MEA TERHADAP SIKAP DAN HASIL BELAJAR SISWA Eli Komariah; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 1 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to compare the use of Creative Problem Solving models with Means Ends Analysis in improving the scientific attitude and cognitive learning outcomes of students. The study design was a pretest posttest group design were non equivalent. The Samples were students of class XI IPA1and XI IPA2selected by purposive sampling. Qualitative data is a percentage of the scientific attitude of students that analyzed descriptively. Quantitative data were obtained from the average value of pretest, posttest, and N-gain statistically analyzed using t-test and U test. The results showed that the CPS and MEA models can improved the scientific attitude of students with average scientific attitude that had good criteria, the CPS class was 84.90%, and the MEA class was 82.38%. There were significant differences learning outcomes of student in CPS class and MEA class, MEA class (53.00) was higher than CPS class (46.26).Penelitian ini bertujuan untuk mengetahui perbandingan penggunaan model CPS dengan MEA dalam meningkatkan sikap ilmiah dan hasil belajar ranah kognitif siswa. Desain penelitian adalah desain pretes postes kelompok tak ekuivalen. Sampel penelitian adalah siswa kelas XI IPA1dan XI IPA2 yang dipilih secara purposive sampling. Data kualitatif berupa persentase sikap ilmiah siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari rata-rata nilai pretes, postes, dan N-gain yang dianalisis secara statistik menggunakan uji-t dan uji U. Hasil menunjukan bahwa model CPS dan MEA dapat meningkatkan sikap ilmiah siswa dengan rata-rata sikap ilmiah sama-sama memiliki kriteria baik, pada kelas CPS adalah 84,90%, dan pada kelas MEA adalah 82,38%. Terdapat perbedaan yang signifikan hasil belajar siswa pada kelas CPS dan kelas MEA, kelas MEA (53,00) lebih tinggi dibandingkan pada kelas CPS (46,26).Kata kunci : hasil belajar, model CPS, model MEA, sikap ilmiah, sistem imunitas
APPLICATION OF COOPERATIVE LEARNING TYPE EXAMPLES NON EXAMPLES TOWARDS STUDENTS LEARNING ACTIVITIES AND LEARNING OUTCOMES IN ENVIRONMENTAL POLLUTION SUBJECT MATTER Yudi Trisila; Tri Jalmo Tri Jalmo; Pramudiyanti Pramudiyanti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 1, No 1 (2013): bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Based on observation and interview with biology teacher in SMA N 1 Ambarawa, students learning activities and outcomes were not optimally developed yet. An alternative that can be used to improve learning activities and outcomes is using applicating cooperative learning model type examples non examples.This experiment aims to find out the influence of applicating cooperative learning model type examples non examples towards improvement of students learning activities and outcomes.This study is quasi experiment using pretest posttest group non equivalent design. Sample in this experiment are students from X.1 and X.2  which obtained from population by cluster random sampling method. Quantitative data is outcomes that obtained from average of pretest and posttest scores which statistically analyzed with U-test using SPSS version 16 in 95% confidence levels. Qualitative data are student’s learning activities and students responses about applicating cooperative learning model type examples non examples which descriptively analyzed. Result of this study shown that the average of students outcomes in experimental class are higher than control (experiment= 72.3; control = 58.0). The average of student learning activities percentage in all observed aspects in experimental class shown higher enhancement than control (experiment = 90.8; control = 60.25). The students also gives positive responses to applicating cooperative learning model type examples non examples  Keywords: Cooperative learning type examples non examples, learning activities, outcomes.
PENGARUH BAHAN AJAR LEAFLET TERHADAP PENGUASAAN MATERI DAN AKTIVITAS SISWA Suri Dewi Yanti; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 5 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was aimed to know the influence of  using leaflet learning material toward mastery of the material and students activity. The research design was pretest-postest non equivalent group. Samples were VIIIA  and VIIIB, chosen by purposive sampling. The research data were the quantitative and qualitative data. The quantitative data was the average value of test analyzed by using t-test and U-test. The qualitative data was the observation sheet of learning activities and questionnaire responses of students analyzed descriptive. The results showed that the using of leaflet learning material can improve students mastery of the material, with N-gain average score was 59.49. The student learning activities (teamwork, express their idea, ask questions, and present the discussion result) also improved with average 78.06. Most of students gave positive respond (agree) to the using of leaflet learning material. Penelitian ini bertujuan untuk mengetahui pengaruh bahan ajar leaflet terhadap penguasaan materi dan aktivitas belajar siswa. Desain penelitian pretes-postes kelompok non-equivalen. Sampel penelitian adalah siswa kelas VIIIA dan VIIIB, dipilih secara purposive sampling. Data penelitian berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif diperoleh dari lembar observasi aktivitas belajar dan angket tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan penggunaan bahan ajar leaflet dapat meningkatkan penguasaan materi siswa, dengan rata-rata nilai N-gain 59,49. Aktivitas belajar siswa (bekerjasama dalam kelompok, mengemukakan ide/ gagasan, mengajukan pertanyaan, dan mempresentasikan hasil diskusi) juga meningkat dengan rata-rata 78,06. Sebagian besar siswa memberikan tanggapan positif (setuju) terhadap penggunaan bahan ajar leaflet. Kata kunci: aktivitas belajar, bahan ajar leaflet, penguasaan materi
PENGARUH BROSUR TERHADAP PENGUASAAN MATERI DAN AKTIVITAS BELAJAR SISWA Rizki Nofrial; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 2 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to know the influence of using brochure on conceptualunderstanding and student activity. Samples were X1 and X2 from SMAMuhammadiyah 1 Bandar Lampung 2013/2014 academic year that was choosen by purposive sampling. The research design was pretest-postest non equivalent. Quantitative data was obtained from the average value of pretest, posttest, and N-gain that were analyzed using test. Qualitative data students were obtained from activity and questionnaire. The result showed N-gain average of experiments class had medium category of 5,76. The result of students learning activities were in average of high criteria. Percentage of aspects of group work in solving the problems (79%); searching the information (74%); writing the alternative opinion idea from the solutions of problems (83%) presented the results of the discussion (89%), and asking questions (57%). Most of the students (89%) gave positive response to brocure.Thus, using brochure for learning was effective in improving student activity and conceptual understanding of environment. Tujuan penelitian ini untuk mengetahui pengaruh penggunaan brosur terhadap penguasaan materi dan aktivitas belajar siswa. Sampel penelitian adalah siswa kelas X1 dan X2 SMA Muhammadiyah 1 Bandar Lampung tahun pelajaran 2013/2014 yang dipilih secara purposive sampling. Desain penelitian adalah pretes postes tak ekuivalen. Data kuantitatif diperoleh dari nilai pretes,postes dan N-gain yang dianalisis secara statistik menggunakan uji t Data kualitatif adalah aktivitas dan angket tanggapan siswa. Hasil penelitian yaitu Rata-rata N-gain pada kelas ekperimen 5,76 (sedang). Pada aspek berkerja sama dalam memecahkan masalah (79%); mencari informasi (74%); menuliskan pendapat/ide alternatif solusi dari masalah (83%);mempresentasikan hasil diskusi (89%); dan mengajukan pertanyaan (57%) sebagian besar siswa (89%) memberikan tanggapan positif terhadap brosur. 'Sehingga pembelajaran menggunakan brosur efektif untuk meningkatkan penguasaan materi dan aktivitas siswa pada materi pokok lingkungan. Kata kunci: aktivitas belajar, brosur, lingkungan, penguasaan materi
PENERAPAN MODEL STUDENT TEAM ACHIEVEMENT DIVISIONS UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR Salmah Salmah; Darlen Sikumbang; Pramudiyanti Pramudiyanti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 2, No 3 (2014): Jurnal Bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this stud was determined the increased in activities and student learning outcomes using the cooperative model STAD. Activities undertaken included planning, action, evaluation and reflection for each cycle. The research of data was quantitative data obtained from the average test scores that analyzed by calculating the score for the observation of students' learning activities and the value of student learning outcomes.The results of this study showed student activities on the first cycle of 60.33 and 82.78 at the second cycle so increased to 22.44 thus the implementation of STAD model affect the increased activities and student learning outcomes in the material characteristic features of living things. Tujuan penelitian ini untuk mengetahui peningkatan aktivitas dan hasil belajar siswa dengan menggunakan model kooperatif Tipe STAD. Kegiatan yang dilakukan meliputi perencanaan, pelaksanaan tindakan, evaluasi dan refleksi untuk tiap siklus. Data penelitian ini berupa data kuantitatif diperoleh dari rata-rata nilai tes yang di analisis dengan menghitung skor terhadap hasil observasi aktivitas belajar siswa dan nilai hasil belajar siswa. Hasil penelitian ini menunjukkan aktivitas siswa pada siklus I sebesar 60,33%  dan siklus II yaitu 82,78% sehingga dari kedua siklus meningkat menjadi 22,44%. Dengan demikian penerapan model STAD berpengaruh terhadap peningkatan aktivitas dan hasil belajar siswa pada materi ciri-ciri makhluk hidup. Kata kunci : aktivitas belajar, ciri-ciri makhluk hidup, hasil belajar IPA, model STAD.

Page 10 of 68 | Total Record : 680

 8   9   10   11   12 

Filter by Year

2013 2023


Reset
Filter By Issues
All Issue Vol 11, No 3 (2023): JURNAL BIOTERDIDIK Vol 11, No 2 (2023): JURNAL BIOTERDIDIK Vol 11, No 1 (2023): JURNAL BIOTERDIDIK Vol 10, No 3 (2022): JURNAL BIOTERDIDIK Vol 10, No 2 (2022): Jurnal Bioterdidik Vol 10, No 1 (2022): Jurnal Bioterdidik Vol 9, No 3 (2021): Jurnal Bioterdidik Vol 9, No 2 (2021): Jurnal Bioterdidik Vol 9, No 1 (2021): Jurnal Bioterdidik Vol 8, No 3 (2020): Jurnal Bioterdidik Vol 8, No 2 (2020): Jurnal Bioterdidik Vol 8, No 1 (2020): Jurnal Bioterdidik Vol 7, No 6 (2019): Jurnal Bioterdidik Vol 7, No 5 (2019): Jurnal Bioterdidik Vol 7, No 4 (2019): Jurnal Bioterdidik Vol 7, No 3 (2019): Jurnal Bioterdidik Vol 7, No 2 (2019): Jurnal Bioterdidik Vol 7, No 2 (2019): Jurnal Bioterdidik Vol 7, No 1 (2019): Jurnal Bioterdidik Vol 7, No 1 (2019): Jurnal Bioterdidik Vol 6, No 6 (2018): Jurnal Bioterdidik Vol 6, No 6 (2018): Jurnal Bioterdidik Vol 6, No 5 (2018): Jurnal Bioterdidik Vol 6, No 4 (2018): Jurnal Bioterdidik Vol 6, No 3 (2018): Jurnal Bioterdidik Vol 6, No 2 (2018): Jurnal Bioterdidik Vol 6, No 2 (2018): Jurnal Bioterdidik Vol 6, No 1 (2018): Jurnal Bioterdidik Vol 5, No 7 (2017): Jurnal Bioterdidik Vol 5, No 6 (2017): Jurnal Bioterdidik Vol 5, No 5 (2017): Jurnal Bioterdidik Vol 5, No 4 (2017): Jurnal Bioterdidik Vol 5, No 3 (2017): Jurnal Bioterdidik Vol 5, No 2 (2017): Jurnal Bioterdidik Vol 5, No 1 (2017): Jurnal Bioterdidik Vol 4, No 3 (2016): Jurnal Bioterdidik Vol 4, No 2 (2016): Jurnal Bioterdidik Vol 4, No 2 (2016): Jurnal Bioterdidik Vol 4, No 1 (2016): Jurnal Bioterdidik Vol 3, No 10 (2015): Jurnal Bioterdidik Vol 3, No 9 (2015): Jurnal Bioterdidik Vol 3, No 8 (2015): Jurnal Bioterdidik Vol 3, No 7 (2015): Jurnal Bioterdidik Vol 3, No 6 (2015): Jurnal Bioterdidik Vol 3, No 6 (2015): Jurnal Bioterdidik Vol 3, No 5 (2015): Jurnal Bioterdidik Vol 3, No 4 (2015): Jurnal Bioterdidik Vol 3, No 3 (2015): Jurnal Bioterdidik Vol 3, No 2 (2015): Jurnal Bioterdidik Vol 3, No 1 (2015): Jurnal Bioterdidik Vol 2, No 10 (2014): Jurnal Bioterdidik Vol 2, No 9 (2014): Jurnal Bioterdidik Vol 2, No 8 (2014): Jurnal Bioterdidik Vol 2, No 7 (2014): Jurnal Bioterdidik Vol 2, No 6 (2014): Jurnal Bioterdidik Vol 2, No 5 (2014): Jurnal Bioterdidik Vol 2, No 4 (2014): Jurnal Bioterdidik Vol 2, No 3 (2014): Jurnal Bioterdidik Vol 2, No 2 (2014): Jurnal Bioterdidik Vol 2, No 1 (2014): Jurnal Bioterdidik Vol 1, No 7 (2013): Jurnal Bioterdidik Vol 1, No 6 (2013): Jurnal Bioterdidik Vol 1, No 5 (2013): Jurnal Bioterdidik Vol 1, No 4 (2013): bioterdidik Vol 1, No 3 (2013): jurnal bioterdidik Vol 1, No 2 (2013): bioterdidik Vol 1, No 1 (2013): bioterdidik More Issue