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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 PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KREATIF Ismah Fathimah; 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 PBL model on creative thinking skill in Junior High School 2 Jati Agung on the influence of human population density to environment subject matter. The design of this research was quasi experiment with non equivalent pretest-postest. The samples were VII A and VII B that were chosen by Purposive Sampling. The quantitative data were obtained from the average score of the test analyzed by t-test and U-test. The qualitative data were the students activity data that were obtained from the observation sheet and the students questionnaire responses which were analyzed descriptively. It could be seen from the average of N-gain (52,60) of experiment class was higher and different significantly than that control class (38,45). The results showed that the use of problem based learning could increased studentss creative thinking skill on the influence of human population density to environment subject matter.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model PBL dalam meningkatkan kemampuan berpikir kreatif siswa SMP Negeri 2 Jati Agung materi pengaruh kepadatan populasi manusia terhadap lingkungan. Desain penelitian ini adalah pretest-postest non equivalen. Sampel penelitian kelas VII A dan kelas VII B dipilih secara purposive sampling. Data penelitain berupa data kuantitatif diperoleh dari tes kemampuan berpikir kreatif dianalisis dengan uji-t dan uji-U. Data kualitatif berupa aktivitas belajar diperoleh dari observasi dan tanggapan siswa dari angket yang dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata N-gain kelas eksperimen lebih tinggi sebesar 52,60 berbeda signifikan dengan kelas kontrol yaitu sebesar 38,45. Dengan demikian PBL dapat meningkatkan kemampuan berpikir kreatif pada materi pengaruh kepadatan populasi manusia terhadap lingkungan.Kata kunci : aktivitas, kemampuan berpikir kreatif, PBL
PENGARUH MODEL PBL TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN AKTIVITAS BELAJAR SISWA Lita Yudhitya; Tri Jalmo; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 9 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research was purposed to know the influence of Problem Based Learning (PBL) model to increase students critical thinking skill and students learning activity. The samples were students of VIIA and VIIB SMP Padjajaran Bandar Lampung chosen by Purposive Sampling technique. The research used pretest-posttest non equivalent design. Quantitative data were pretest, posttest, and N-gain averages which were analyzed by using T-Test and U-Test. Qualitative data were from students activity sheet and responses that were analyzed descriptively. The increasing of critical thinking skill with N-gain average (50,54) was significantly different with control class (34,40). Activity of inducting, deducting, and evaluating were in medium criteria, problem identificating was in high criteria, argument giving was in very high criteria. Therefore, PBL improved critical thinking skill and students activity on material of environmental management.Penelitian ini bertujuan mengetahui pengaruh model Problem Based Learning (PBL) terhadap peningkatan kemampuan berpikir kritis dan aktivitas belajar siswa. Sampel penelitian adalah siswa kelas VIIA dan VIIB SMP Padjajaran Bandar Lampung, dipilih dengan teknik purposive sampling. Desain penelitian menggunakan pretest-posttest tak ekuivalen. Data kuantitatif berupa rata-rata pretest, posttest dan N-Gain yang dianalisis menggunakan uji-t dan uji U. Data kualitatif diperoleh dari lembar aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Peningkatan kemampuan berpikir kritis siwa kelas eksperimen dengan rata-rata N-gain (50,54) berbeda signifikan dengan kelas kontrol (34,40). Aktivitas melakukan induksi, melakukan deduksi, dan melakukan evaluasi berkriteria sedang, merumuskan masalah berkriteria tinggi, memberi argumen berkriteria sangat tinggi. Dengan demikian, penggunaan model PBL dapat meningkatkan kemampuan berpikir kritis dan aktivitas belajar siswa pada materi pokok pengelolaan lingkungan. Kata kunci: aktivitas belajar, kemampuan berpikir kritis, pengelolaan lingkungan, PBL
PENGARUH MODEL PROBLEM POSING TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN AKTIVITAS BELAJAR SISWA Rizki Afrizal Sandi; Berti Yolida; Rini Rita T. Marpaung
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 figure out the effect of Problem Posing toward creative thinking skill and students learning activity. The design of the research was pretest and posttest non-equivalent. The samples were X1 and X2 grader of Senior High School 16 Bandar Lampung. They were selected by purposive sampling method. The data of creative thinking skill were obtained by the average value of pretest, posttest, and N-gain . They were analyzed by U-test and t-test. The qualitative data of creative thinking skill and students learning activity were analyzed descriptively. The result showed that creative thinking skill was a medium criteria (68.30%) and the highest score was gained by expresing many ideas in solving problems aspect. The improvement of students learning activity was a high criteria (75,00%) and highest score in this criteria was to find information in problems solving aspect. In conclusion Problem Posing improved the creative thinking skill and learning activity.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model problem posing terhadap kemampuan berpikir kreatif dan aktivitas belajar siswa. Desain penelitian adalah pretest-postest kelompok tak ekuivalen. Sampel penelitian adalah siswa kelas X1 dan X2 SMAN 16 Bandar Lampung yang dipilih secara purposive sampling. Data KBK diperoleh dari nilai pretest, postest, dan N-gain yang dianalisis dengan uji t dan uji U. Data kualitatif berupa KBK dan aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif berkriteria sedang (68,30%) dalam mencetuskan banyak gagasan untuk melakukan pemecahan masalah. Peningkatan aktivitas belajar siswa berkriteria tinggi (75,00%) dalam mencari informasi untuk memecahkan masalah. Dapat disimpulkan bahwa problem posing meningkatkan kemampuan berpikir kreatif dan akivitas belajar.Kata kunci: aktivitas belajar siswa, kemampuan berpikir kreatif, Problem Posing
PROFIL KEMAMPUAN GURU SMA NEGERI SE-KABUPATEN LAMPUNG TENGAH DALAM MEMBUAT RPP BIOLOGI Ika Rahmawati; Arwin Achmad; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 9 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research aimed to know teachers ability in designing of biology in Senior High school all over sample of this research Regency. The Biology teachers of ninth grade were selected as sample of this research by using random sampling. The data of this research were quantitative data in form of scoring teachers ability in designing lesson plan and qualitative data in form of decretive data. This research used descriptive data analysis in from scoring and percentage. The result showed that some of the biology teachers of ninth grade were in the category of High and the variation was 83,33% and 86,11%. Then there were five teachers in category of Medium with variation werw 66,66%,57,77%, 63,88%,55,55% and 58,33%. There were two teacher in category of Low with variation were 44,44% and 47,22%.It can be concludedthat the teachers ability on making lesson plan was medium with the average62,37%.Penelitian ini bertujuan untuk mengetahui kemampuan guru dalam membuat Rencana Pelaksanaan Pembelajaran (RPP) Biologi SMA Negeri se-Kabupaten Lampung Tengah. Sampel dalam penelitian ini adalah guru mata pelajaran biologi kelas XI, yang dipilih secara random sampling. Data kuantitatif berupa kemampuan guru dalam membuat RPP dan data kualitatif berupa data deskriptif. Hasil penelitian ini menunjukkan bahwa sebagian kecil guru biologikelas XI berkategori tinggi dengan variasi 83,33% dan 86,11%, Kemudian terdapat 5 guru berkategori sedang dengan variasi 66,66%, 55,77%, 63,88%, 55,55% dan 58,33%, Dan terdapat 2 guru berkategori rendah dengan variasi 44,44% dan 47,22%. Dengan demikian dapat disimpulkan bahwa kemampuan guru biologi dalam membuat RPP yaitu berkategori sedang dengan rata-rata 62,37%.Kata kunci : profil guru, RPP, biologi
PENGARUH MODEL PEMBELAJARAN EXAMPLE NON EXAMPLE TERHADAP KBK DAN AKTIVITAS BELAJAR SISWA Wasilatul - Hikmah; Tri Jalmo; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this study was to determine the effect of example non example model to critical thinking skills and students learning activities. This research was experiment study with pretest-posttest design non equivalent group. The samples were two classes from MTs N 3 Lampung Selatan that were selected by purposive sampling. The quantitative data were obtained from the average value of test that were analyzed by using t-test and U-test. The qualitative data were learning activities and students responses that were analyzed descriptively. The result showed that example non example model influenced in critical thinking skills. Indicators of giving argument (p 0,003 0,05), induction (p 0,000 0,05), and doing deduction (th (0,482) tt (1,676)) have increased. Activities in experiment class was higher than control. Most of the students gave positive responses to learning model. Tujuan penelitian ini untuk mengetahui pengaruh model example non example terhadap kemampuan berpikir kritis dan aktivitas belajar siswa. Penelitian menggunakan studi eksperimen dengan desain pretest posttest kelompok tak ekuivalen. Sampel adalah dua kelas dari MTs N 3 Lampung Selatan dipilih secara purposive sampling. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t dan uji-U. Data kualitatif berupa aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan model example non example berpengaruh terhadap kemampuan berpikir kritis siswa. Indikator memberikan argumen (p 0,003 0,05), melakukan induksi (p 0,000 0,05), dan melakukan deduksi (th (0,482) tt (1,676)) mengalami peningkatan. Aktivitas belajar siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Sebagian besar siswa memberikan tanggapan positif terhadap model pembelajaran.Kata kunci : aktivitas belajar siswa, kemampuan berpikir kritis, model pembelajaran example non example
PENGEMBANGAN LKS BERBASIS KETERAMPILAN PROSES SAINS (KPS) UNTUK MENINGKATKAN KPS SISWA Dwi Puspita Sari; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims were to produce worksheets based on science process skills that effectively improve science process skill of students and determine the response of students. Design of the research was research and development. Test was performed on grade VII1 and VII2 student of SMP Pembangunan Kalianda chosen by purposive sampling. Results from this study showed the average N-gain of science process skill students in the experimental class was higher than the control class, thus the aspect of observing, interpreting, grouping, and communicating. In addition, the average of science process skill students increased from worksheet 1 (25.83%), worksheet 2 (75%), and worksheet 3 (83.33%). Worksheet gained by the student assessment criteria of 95% was attractive to very attractive. Thus worksheet based science process skill on material classification of plant was effectively improve students science process skill and very exciting to be used as one of alternative teaching materials for teachers and students.Penelitian bertujuan untuk menghasilkan LKS berbasis KPS yang efektif meningkatkan KPS siswa dan mengetahui tanggapan siswa. Desain penelitian adalah research and development. Uji coba dilakukan pada siswa kelas VII1 dan VII2SMP Pembangunan Kalianda dipilih secara purposive sampling. Hasil penelitian menunjukkan rata-rata N-gain KPS siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol baik aspek mengamati, menginterpretasi, mengelompokkan, dan mengomunikasikan. Selain itu, rata-rata KPS siswa meningkat dari LKS 1 (25.83%), LKS 2 (75%), dan LKS 3 (83.33%). LKS memperoleh penilaian oleh siswa sebesar 95% kriteria menarik hingga sangat menarik. Dengan demikian LKS berbasis KPS pada materi klasifikasi tumbuhan efektif meningkatkan KPS siswa dan sangat menarik untuk digunakan sebagai salah satu bahan ajar alternatif bagi guru dan siswa.Kata kunci: keterampilan proses sains, klasifikasi tumbuhan, lembarkerja siswa (LKS)
PERBANDINGAN MODEL PEMBELAJARAN GUIDED INQUIRY DENGAN GUIDED DISCOVERY TERHADAP HASIL BELAJAR SISWA Emily Prihatina Yama; Arwin Achmad; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 7 (2015): Jurnal Bioterdidik
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The purpose of this study was to determine the differences in learning outcomes using Guided Inquiry learning model with Guided Discovery in Human Population Density Influence matter to the Environment. The design of research was the randomized pretest-posttest control group design. Quantitative data were such as cognitive learning results obtained from the value of pretest, posttest, and N-gain were analyzed using t test and U at the level of 5%. Qualitative data were the data obtained from the affective observation sheet and analyzed descriptively. The Results showed that the average of N-gain using Guided Inquiry was higher (61.87%) compared to Guided Discovery (26.53%). The average percentage of affective student experiment class I (83.33%) and experiment II (81.62%) had a good criteria. Thus there is a difference between Guided Inquiry learning model with Guided Discovery on student learning outcomes.Tujuan penelitian ini untuk mengetahui perbedaan hasil belajar dalam menggunakan model pembelajaranGuided InquirydenganGuided Discoverypada materi Pengaruh Kepadatan Populasi Manusia Terhadap Lingkungan. Desain penelitian ini berupathe randomized pretest-posttest control group design. Data kuantitatif berupa hasil belajar ranah kognitif yang diperoleh dari nilai pretes, postes, danN-gainyang dianalisis menggunakan uji t dan uji U pada taraf kepercayaan 5%. Data kualitatif berupa data afektif yang diperoleh dari lembar observasi dan dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rataN-gainmenggunakanGuided Inquirylebih tinggi (61,87%) dibandingkanGuided Discovery(26,53%). Rata-rata persentasi afektif siswa kelas eksperimen I (83,33%) dan eksperimen II (81,62%) memiliki kriteria baik. Dengan demikian terdapat perbedaan antara model pembelajaran Guided InquirydenganGuided Discoveryterhadap hasil belajar siswa.Kata kunci:guidedinquiry,guideddiscovery, hasil belajar
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA Sudaryanti Sudaryanti; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
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This research aimed to know the influence of discovery learning towards studentss critical thinking skill and learning activity on immune system subject matter. The samples were student on 11th grade of Science 3 and Science 2 in SMAN 1 Seputih Surabaya. The design was pretest-posttest non equivalent. The quantitative were obtained from studentss critical thinking skill that was analyzed by t-test and U-test with signification level of 5%. The learning activity and studentss perception were analyzed descriptively. The result showed that N-gain on experiment class was 42,72 which was higher than control class that was 34,01. Beside that, the students learning activity on experiment class was 77,78% which was also higher than control class that was 60,00%. Based on this research, it can be concluded that discovery learning model gave influence towards critical thinking skill and students learning activity on immune system subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh Discovery Learning terhadap KBK dan aktivitas belajar siswa pada materi sistem pertahanan tubuh. Sample berupa kelas XI IPA3 dan XI IPA2 SMAN 1 Seputih Surabaya. Desain penelitian yaitu pretest-posttest non equivalent. Data kuantitatif berupa KBK siswa yang dianalisis menggunakan uji t dan U dengan taraf signifi-kansi 5%. Sementara data aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan N-gain siswa kelas eksperimen (42,72) lebih tinggi dan berbeda signifikan dibanding kelas kontrol (34,01). Aktivitas belajar siswa kelas eksperimen (77,78%) juga lebih tinggi daripada kelas kontrol (60,00%). Berdasarkan hasil penelitian, dapat disimpulkan bahwa model Discovery Learning berpengaruh signifikan terhadap KBK dan aktivitas belajar siswa pada materi sistem pertahanan tubuh.Kata kunci: aktivitas belajar, discovery learning, keterampilan berpikir kritis
PENGARUH MODEL PBL TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN AKTIVITAS BELAJAR SISWA Tyas Kharimah Tindani; Tri Jalmo; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 7 (2015): Jurnal Bioterdidik
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This research aimed to determine the influence of PBL model towards critical thinking and students learning activity. The sample of this research were students of VIIB and VIID SMP Nusantara Bandar Lampung that were chosen by Purposive Sampling technique. The research used pretest-posttest non equivalent design. The quantitative data were obtained from the critical thinking improvement that was analyzed by using T-Test and U-Test. The qualitative data were gained from students observation sheet and student responses about PBL model. The result showed that critical thinking in experiment class with N-gain average (46,18) was significantly different with class control (36,95). Students activity in problem identification, argumentation, induction, and deduction were in average criteria. While the evaluation activity was in low criteria. Therefore, PBL influenced critical thinking and students learning activity on the material of environmentals management.Penelitian ini bertujuan mengetahui pengaruh model PBL terhadap kemampuan berpikir kritis dan aktivitas belajar siswa. Sampel pada penelitian ini adalah siswa kelas VIIB dan VIID SMP Nusantara Bandar Lampung yang dipilih secara purposive sampling. Desain penelitian menggunakan pretest-posttest tak ekuivalen. Data kuantitatif berupa peningkatan kemampuan berpikir kritis yang dianalisis menggunakan uji t dan uji U. Data kualitatif berupa aktivitas belajar dan tanggapan siswa yang dianalisis secara deskriptif. Hasil peningkatan Kemampuan berpikir kritis siswa kelas eksperimen dengan rata-rata N-gain 46,18 berbeda signifikan dengan kelas kontrol (36,95). Aktivitas merumuskan masalah, induksi, deduksi, dan argumen berkriteria sedang. Sedangkan evaluasi berkriteria rendah. Sehingga, penerapan model PBL berpengaruh dalam meningkatkan kemampuan berpikir kritis dan aktivitas belajar siswa pada materi peran manusia dalam pengelolaan lingkungan. Kata kunci : Aktivitas belajar, kemampuan berpikir kritis, PBL, pengelolaan lingkungan
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS Winda Riana; Rini Rita T. 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 influence of discovery learning model toward students critical thinking ability. The research design was pretest-posttest non equivalent. The samples of this research were the students of class VIID and VIIA SMP Kartika II-2 Bandar Lampung who were chosen by using purposive sampling. The quantitative data were obtained from the average score of pretest, posttest and N-gain which was tested by using T-test and U-test. The qualitative data were the students learning activities which were analyzed by descriptive analysis had an increase viewed from the average of N-gain of experiment class was 57,08. It is significantly different from control class was 25,33. The average of increase of students activity from the indicator of giving a simple explanation, building the basic creativity, giving further explanation and concluding had high criteria. It could be assumed that the learning using discovery learning model has an influence in increasing students critical thinking ability in the basic competence of the characteristic living creature.Penelitian ini bertujuan untuk mengetahui pengaruh discovery learning terhadap kemampuan berpikir kritis. Desain penelitian adalah pretest-posttest tak ekuivalen. Sampel penelitian adalah siswa kelas VIID dan VIIA SMP Kartika II-2 Bandar Lampung yang dipilih secara purposive sampling. Data kuantitatif berupa rata-rata nilai pretest, posttest dan N-gain yang di uji menggunakan uji-t dan uji U. Data kualitatif berupa aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan kemampuan berpikir kritis siswa mengalami peningkatan dilihat dari rata-rata N-gain kelas eksperimen sebesar (57,08) berbeda signifikan dengan kelas kontrol (25,33). Rata-rata peningkatan aktivitas siswa pada indikator memberikan penjelasan sederhana, membangun keterampilan dasar, memberikan penjelasan lanjut dan menyimpulkan berkriteria tinggi. Dengan demikian, pembelajaran menggunakan model discovery learning berpengaruh dalam meningkatkan kemampuan berpikir kritis pada materi pokok ciri-ciri makhluk hidup.Kata kunci: berpikir kritis, discovery learning, pengaruh

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