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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
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PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA Merry Agustina; Arwin Achmad; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to determined the influence of discovery learning model to critical thinking and students' learning outcomes on ecosystem subject matter. The design of this research was control group pretest postest. The qualitative data were obtained through answers of students worksheet and students' perception which analyzed by descriptive. The quantitative data were obtained from pretest and postest which analyzed with t test and signification level of 1%. The result showed that average of percentage critical thinking skills on experiment class was higher than control class (experiment = 75,58%, good characterized; control = 70,08%, sufficient characterized). Students' learning outcomes on experiment class also infulenced significantly with average score of N-Gain (experiment = 65,06; control = 47,13). Besides that, all of students gave a positive responses to the discovery learning model. It could be concluded discovery learning model influenced to increasing critical thinking skills and students' learning outcomes on ecosystem subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning terhadap kemampuan berpikir kritis dan hasil belajar siswa pada materi pokok ekosistem. Desain penelitian Control Group Pretest-Postest. Data penelitian data kualitatif diperoleh dari jawaban LKS dan persepsi siswa yang dianalisis secara deskriptif. Data kuantitatif diperoleh dari nilai pretest dan postest yang dianalisis menggunakan Uji t dengan taraf signifikasi 1%. Hasil penelitian menunjukkan rata-rata persentase kemampuan berpikir kritis siswa kelas eksperimen lebih tinggi dari kelas kontrol (eksperimen = 75,58% dengan kriteria baik; kontrol = 70,08% dengan kriteria cukup). Hasil belajar siswa kelas eksperimen juga berpengaruh sangat signifikan dengan nilai rata-rata N-gain (eksperimen = 65,06; kontrol = 47,13). Kemudian, semua siswa memberikan tanggapan positif terhadap model discovery learning. Dengan demikian, dapat disimpulkan bahwa model discovery learning sangat berpengaruh dalam meningkatkan kemampuan berpikir kritis dan hasil belajar siswa pada materi pokok ekosistem.Kata kunci: berpikir kritis, discovery learning, hasil belajar
PENGARUH PENGGUNAAN LEMBAR KERJA SISWA BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Dewi Khoirun Nisa; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 5 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

The aim of this research was to figure the effect of using problem-based worksheet to studentscritical thinking skill. The design of research design was pretest and posttest with non-equivalent group. The subject of this research were students in class VIIG and VIIEof SMPN 21 Bandar Lampung, chosen by purposive sampling. The research data were quantitative data which was obtained from pretest, posttest, and N-gain which was analyzed by t-test and U-test and qualitative data which was students' critical thinking skill from observation of learning activities and questionnaire responses of using problem-based worksheet. The results of research showed that students critical thinking skill in experiment class was significantly different by average of N-gain was 65,7. Therefore, it can be concluded that using problem-based worksheet can improve students critical thinking skill.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan LKS berbasis masalah terhadap kemampuan berpikir kritis (KBK) siswa. Desain penelitian yang digunakan adalah pretes-postes kelompok tak ekuivalen. Subjek penelitian ini adalah siswa kelas VIIG dan VIIEdi SMPN 21 Bandar Lampung yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis menggunakan uji t dan uji U. Data kualitatif diperoleh dari aktivitas belajar siswa, dan tanggapan siswa terhadap LKS berbasis masalah. Hasil penelitian menunjukkan KBK siswa kelas eksperimen berbeda signifikan dengan rata-rata N-gain sebesar (65,7). Dengan demikian, dapat disimpulkan bahwa LKS berbasis masalah dapat meningkatkan KBK siswa.Kata kunci: kemampuan berpikir kritis, LKS berbasis masalah, peran manusia dalam pengelolaan lingkungan
PENGARUH ACTIVE LEARNING UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA MATERI PEMANASAN GLOBAL Johan Subekti; Arwin Achmad; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

This experiment was aimed to find out the improvement of students activity and learning outcome in global warming subject matter through active learning model. The design of this experiment was non equivalent pretest-posttest. The samples were sudents in VII3 and VII4 class which were chosen by purposive sampling. The quantitative data were obtained from pretest, posttest, and N-gain score that was analyzed by t-test. The qualitative data were sudents learning activity that was analyzed descriptively. The result of this study showed that using active learning model can improved the study result (N-gain 65,36). Students learning activity in experimental class showed the average precentage of 77,08%, while in control class the average precentage of 54,46%. Thus, there was influence of active learning in improving the activity and student learning outcomes in global warming matter.Tujuan penelitian ini untuk mengetahui peningkatan aktivitas dan hasil belajar siswa pada materi pemanasan global melalui model active learning. Desain penelitian adalah pretest-postest non ekuivalen. Sampel pada penelitian ini adalah siswa kelas VII3 dan VII4yang dipilih secara purposive sampling. Data kuantitatif diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis menggunakan uji t. Data kualitatif berupa aktivitas belajar siswa yang diperoleh dari lembar observasi dianalisis secara deskriptif. Hasil penelitian ini menunjukkan bahwa penggunaan model pembelajaran active learning dapat meningkatkan hasil belajar siswa (N-gain 65,36). Aktivitas belajar siswa pada kelas eksperimen menunjukan rata-rata persentase sebesar 77,08%, sedangkan pada kelas kontrol sebesar 54,46%. Dengan demikian, ada pengaruh active learning dalam meningkatkan aktivitas dan hasil belajar siswa pada materi pemanasan global.Kata kunci: active learning, aktivitas, hasil belajar, pemanasan global
EFEKTIVITAS MODEL PEMBELAJARAN NHT TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Susi Susanti; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aim was to determine activities and learning outcomes of students through the application of NHT learning model. The research design was non equivalent pretest posttest. The research sample were students of SMPN 5 Tulang Bawang Tengah that was selected by purposive sampling method. The research data were obtained from the average value of written test that were analyzed by using t-test and U-test. Another data were obtained from the observation sheet of learning activities and questionnaire responses that were analyzed descriptively. The results showed that the learning outcomes of experiment class was different significantly from the control class. The average percentage of student activity of asking, answering questions and expressing ideas / in experiment class was higher than control. All students gave positive responses to the use of NHT model. It can be concluded that the use of the NHT learning model was effective for increasing students activity and learning outcomes.Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas dan hasil belajar siswa melalui penerapan model pembelajaran tipe NHT. Desain penelitian pretes-postes tak ekuivalen. Sampel penelitian siswa SMPN 5 Tulang Bawang Tengah yang dipilih menggunakan metode purposive sampling. Data penelitian berupa hasil belajar yang diperoleh dari rata-rata nilai tes tertulis dianalisis menggunakan uji-t dan uji-U. Data lain berupa aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar kelas eksperimen berbeda signifikan dengan kelas kontrol . Rata-rata persentase aktivitas siswa aspek bertanya, menjawab pertanyaan dan mengemukakan ide pada kelas eksperimen menunjukkan peningkatan yang lebih tinggi. Semua siswa memberikan tanggapan positif terhadap penggunaan model NHT. Dengan demikian dapat disimpulkan bahwa penggunaan model pembelajaran NHT efektif dalam meningkatkan aktivitas dan hasil belajar siswa.Kata kunci : aktivitas belajar, hasil belajar, numbered heads together
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA Mega Ridni Utari; Tri Jalmo; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 7 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to know the influence of problem based learning model on students creative thinking skill in effect of human population density on environment subject matter which was held in SMP N 12 Bandar Lampung and sample were class VIIh and VIIi. Design of this research was quasi experiment with non equivalent pretest-postest. Quantitative data were KBK that obtained from pretest, postest and N-gain that were analyzed using t-test and u-test. Qualitative data was the result of students' activity and also students' response that were anlyzed descriptively. Creative thinking skill was included fluency and flexibillity. Gain of creative thinking skill average on experimental is 67,06% and control class is 56,24%. Based on the result of research, it can be concluded that problem based learning model can influence the creative thinking skill in effect of human population density on environment subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Learning terhadap kemampuan berpikir kreatif siswa pada materi pengaruh kepadatan populasi manusia terhadap lingkungan di SMP N 12 Bandar Lampung dengan sampel penelitian kelas VIIh dan VIIi. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-postest non equivalen. Data kuantitatif berupa KBK yang diperoleh dari pretest, postest, dan N-gain yang dianalisis dengan uji t dan uji U serta data kualitatif berupa data aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Kemampuan berpikir kreatif dalam hal ini meliputi fluency dan fleksibillity dengan rata-rata peningkatan kemampuan berpikir kreatif siswa pada kelas eksperimen (67,06%) dan kelas kontrol (56,24%). Berdasarkan hasil penelitian dapat disimpulkan bahwa model Problem Based Learning berpengaruh terhadap kemampuan berpikir kreatif pada materi pengaruh kepadatan populasi manusia terhadap lingkungan.Kata kunci: aktivitas siswa, kemampuan berpikir kreatif, problem based learning
PENGARUH PENGGUNAAN MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS Janggan Asmoro Adhi Putranto; Rini Rita T Marpaung; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research purpose was to know the effect of discovery learning toward students critical thinking skill of SMPN 1 Gadingrejo. The design was pretest-protest non-equivalent. The sample were students of class VII2 and VII3, that were selected by purposive sampling. Data were obtained from pretest, posttest, and N-Gain, which were analyzed by t-test and u-test. Data of students activity which were obtained from observation sheet was analyzed descriptively. The result showed that N-Gain score of experimental class was 64,80 significantly different from control class which was 43,92. The average of critical thinking skill has criteria for each indicators. Giving basic explanation was very good, making basic skill was good, giving further explanation was good, and concluding was good. Therefore, it can be concluded that discovery learning was effected in improving students critical thinking skill. Tujuan penelitian ini untuk mengetahui pengaruh model discovery learning terhadap kemampuan berpikir kritis siswa SMPN 1 Gadingrejo. Desain penelitian adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VII2 dan VII3 yang dipilih secara purposive sampling. Data kemampuan berpikir kritis siswa yang diperoleh dari rata-rata nilai pretest, posttest dan N-gain, dianalisis menggunakan uji-t dan uji-u. Data aktivitas dari lembar observasi dan dianalisis secara deskriptif. Hasil penelitian menunjukkan kemampuan berpikir kritis siswa dari rata-rata N-gain kelas eksperimen sebesar 64,80 berbeda signifikan dengan kelas kontrol 43,92. Rata-rata aktivitas kemampuan berpikir kritis memiliki kriteria untuk setiap indikator. Memberikan penjelasan dasar berkriteria Sangat Baik, membangun keterampilan dasar berkriteria Baik, memberikan penjelasan lanjut berkriteria Baik, dan menyimpulkan berkriteria Baik. Dengan demikian, pembelajaran menggunakan model discovery learning berpengaruh dalam meningkatkan kemampuan berpikir kritis. Kata kunci : discovery learning, kemampuan berpikir kritis, pengaruh model
PENGARUH MODEL PEMBELAJARAN PBI TERHADAP KEMAMPUAN BERPIKIR KREATIF DALAM TULISAN ARGUMENTATIF Melrisda Perdana Sari; Tri Jalmo; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 8 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to know the influence of PBI model to creative thinking skill in argumentative writing on influence of population density on environment subject matter. The design of this research was control group pretest-posttest non equivalent. The samples were class VII3 and VII2 SMP Satya Dharma Sudjana Central Lampung, which was obtained by purposive sampling technique. The quantitative data were creative thinking in argumentative writing which were obtained from pretest, posttest, and N-gain that were analyzed by t test and U test. The qualitative data were response to PBI model which obtained from questionnaire were analyzed by descriptive. The result showed that the average of creative thinking in argumentative writing N-gain in experiment class was 52,33% different significantly than control class (40,04%) and most of the students showed positive responses to the using of PBI model. It could be concluded that PBI model influenced creative thinking skill in argumentative writing.Penelitian ini bertujuan mengetahui pengaruh model PBI terhadap kemampuan berpikir kreatif dalam tulisan argumentatif siswa pada materi pengaruh kepadatan populasi manusia terhadap lingkungan. Desain penelitian ini merupakan desain pretest-posttest tak ekuivalen. Sampel adalah siswa kelas VII3 dan VII2 SMP Satya Dharma Sudjana Lampung Tengah, yang diperoleh melalui teknik purposive sampling. Data kuantitatif berupa berpikir kreatif dalam tulisan argumentatif diperoleh dari pretest, posttest, dan N-gain yang dianalisis dengan uji t dan uji U. Data kualitatif berupa tanggapan siswa terhadap model PBI diperoleh dari angket yang dianalisis secara deskriptif. Hasil penelitian menunjukkan, rata-rata N-gain berpikir kreatif dalam tulisan argumentatif siswa kelas eksperimen (52,33%) berbeda signifikan dengan kelas kontrol (40,04%) dan sebagian besar siswa memberikan tanggapan positif terhadap penggunaan model PBI. Sehingga, penerapan model PBI berpengaruh terhadap kemampuan berpikir kreatif dalam tulisan argumentatif siswa.Kata kunci: kemampuan berpikir kreatif, PBI, tulisan argumentatif
PENGARUH PENGGUNAAN MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS Indah Surya Pertiwi; Rini Rita Marpaung; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 8 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The aim of this research was to find out the effect of Discovery Learning toward critical thinking skill. The research used pretest-posttest non-equivalen design with class VIIA and VIIB as the samples which were selected by purposive sampling. The quantitative data, critical thinking skill, was obtained from the average score of the pretest and posttest and N-gain which were analyzed by t-test and u-test. The qualitative data, critical thinking skill, was obtained from observation sheet and was analyzed descriptively. The results showed that the students critical thinking skill had improved with the average N-gain score of the experimental class, 62.80 was different significantly from the control class, 27.49. The activity of giving basic explanation, building basic skill, making further explanation, and concluding had Very High criteria. Thus, Discovery Learning Model improved the critical thinking skill in learning. Tujuan penelitian ini untuk mengetahui pengaruh model Discovery Learning terhadap kemampuan berpikir kritis siswa SMP Perintis 2 Bandar Lampung. Desain penelitian menggunakan pretest-posttest tak ekuivalen dengan sampel siswa kelas VIIA dan VIIB yang dipilih secara purposive sampling. Data kuantitatif berupa kemampuan berpikir kritis diperoleh dengan nilai pretest, posttest dan N-gain, diuji menggunakan uji-t dan uji U. Data kualitatif berupa kemampuan berpikir kritis diperoleh dari lembar observasi dan dianalisis secara deskriptif. Hasil penelitian menunjukkan kemampuan berpikir kritis siswa mengalami peningkatan dengan rata-rata N-gain kelas eksperimen sebesar 62,80 berbeda signifikan dengan kelas kontrol (27,49). Aktivitas memberikan penjelasan dasar, membangun keterampilan dasar, membuat penjelasan lanjut, dan menyimpulkan berkriteria Sangat Tinggi. Sehingga, pembelajaran menggunakan model Discovery Learning berpengaruh dalam meningkatkan kemampuan berpikir kritis. Kata kunci : discovery learning, kemampuan berpikir kritis, pengaruh model
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF EFFICACY DAN HASIL BELAJAR Suci Mardianti; Arwin Surbakti; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 9 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to know the influence of problem based instructions model on self efficacy and students learning outcomes in environmental management . The design of this reserach was quasi experimental with non equivalent pretest-postest. Population were 7th grade student at SMP N 1 Seputih Mataram. Analysis of the quantitative data in this research was using ANOVA test. These result in ANOVA test showed a significance level of 5%. Qualitative data were self efficacy which was analyzed descriptively. Self efficacy average on experimental class get sufficient characteristic (82,94%). This increasing was followed by student learning outcome. The result showed that learning outcomes of experiment class was sufficient characteristic (63) and control class get low characteristic (42). Based on this research, it can be concluded that the problem based instruction model give influence to self efficacy and students learning outcomes in human role in environmental management to improve pollution and damage of environment subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Based Instruction terhadap self efficacy dan hasil belajar siswa pada materi pengelolaan lingkungan. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-postest non equivalen. Populasi adalah siswa kelas VII di SMP N 1 Seputih Mataram Lampung Tengah. Data kuantitatif berupa hasil belajar diperoleh dari pretes dan postes yang dianalisis menggunakan uji ANOVA yang menunjukkan taraf signifikansi 5%. Data kualitataif berupa self efficacy yang dianalisis secara deskriptif. Rata-rata self efficacy pada kelas eksperimen berkriteria baik (82,94%). Meningkatnya self efficacy diikuti dengan meningkatnya hasil belajar siswa. Hasil penelitian menunjukan bahwa hasil belajar kelas eksperimen (63) dan kelas kontrol (42). Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran Problem Based Instruction berpengaruh terhadap self efficacy dan hasil belajar siswa pada materi pengelolaan lingkungan.Kata kunci: hasil belajar, problem based instruction, self efficacy
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF-EFFICACY DAN HASIL BELAJAR Muhammad Samsul Huda; Arwin Surbakti; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 9 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The aim of this research was to figure out the effect of Problem based instruction toward self-efficacy and student learning outcomes. The design of the research was pretest and posttest non-equivalent. The samples were students in class VIIC and VIIDJunior High School 2 Seputih Mataram that were selected by purposive sampling. The quantitative data were learning outcomes obtained from the average value of pretest, posttest, and N-gain that were analyzed by Anova One way test on level of confidence 5 %. The qualitative data and student self-efficacy that analyzed descriptively. The result showed that learning outccomes of experiment class was mediumcriteria (57,21) and control class was medium criteria (31,87). The improvement of student self-efficacy in aspect of performance achievement shown by the experiment class was general criteria (75,88%). Therefore, it can be concluded that Problem Based Instruction improved learning outcomes and effected student self-efficacy.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model problem based instruction terhadap self-efficacy dan hasil belajar siswa. Desain penelitian ini adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VIIC dan VIID SMPN 2 Seputih Mataram yang dipilih secara purposive sampling. Data kuantitatif berupa hasil belajar diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis secara statistik dengan uji Anova pada taraf kepercayaan 5%. Data kualitatif self-efficacy siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen berkriteria sedang (57,21) dan kelas kontrol berkriteria sedang (31,87). Peningkatan self-efficacy pada aspek pencapaian kinerja pada kelas eksperimen berkriteria pada umumnya (75,88%). Dengan demikian, disimpulkan bahwa problem based instruction meningkatkan hasil belajar siswa dan berpengaruh terhadap self-efficacy siswa.Kata kunci: hasil belajar, problem based instruction, self-efficacy

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