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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 PENERAPAN MODEL PBL TERHADAP KREATIVITAS DAN KETERAMPILAN BERKOMUNIKASI TERTULIS SISWA Zhakia El Shinta; Berti Yolida; Rini Rita 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 PBL towards students creativity and written communication skill. The research used pretest-posttest non equivalent design. The samples were students of VII A and VII D SMP Kartika II-2 that were chosen by purposive sampling technique. The quantitative data were obtained from creative thinking skill (Process dimension) that analyzed by using T-test and U-test. The qualitative data was students creative thinking skill, creative attitude (Person and Press dimension), creative product (Product dimension), and written communication skill that analyzed descriptively.The result showed criteria of experiment students creativity was in "enough criteria includes Process dimension was "good", and both Press and Person dimension and Product dimension were "enough". Regression test's result showed that there was a positive relationship and influence between creativity dimensions. Students written communication skill was "enough". Therefore, PBL had influence on improving students creativity and written communication skill.Tujuan penelitian ini adalah untuk mengetahui pengaruh model PBL terhadap kreativitas dan keterampilan berkomunikasi tertulis siswa. Penelitian menggunakan desain pretest-posttest tak ekuivalen. Sampel penelitian adalah siswa kelas VII A dan VII D SMP Kartika II-2, dipilih secara purposive sampling. Data kuantitatif berupa rata-rata nilai pretest, posttest, dan N-gain Keterampilan Berpikir Kreatif (KBK) (dimensi Process) siswa yang dianalisis menggunakan uji-t dan uji U. Data kualitatif berupa data KBK, sikap kreatif (dimensi Person dan Press), produk kreatif (dimensi Product), serta keterampilan berkomunikasi tertulis siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan kreativitas siswa eksperimen berkriteria cukup, meliputi dimensi Process berkriteria baik, pada dimensi Person dan Press serta dimensi Product berkriteria cukup. Hasil uji regresi menunjukkan terdapat hubungan positif dan pengaruh terhadap dimensi kreativitas. Keterampilan berkomunikasi tertulis siswa eksperimen berkriteria cukup. Sehingga PBL berpengaruh dalam meningkatkan kreativitas dan keterampilan berkomunikasi tertulis siswa. Kata kunci: keterampilan berkomunikasi tertulis, kreativitas, PBL
PROFIL KETERAMPILAN PROSES SAINS SISWA PADA MATERI SISTEM GERAK MANUSIA Betari Solihati; Arwin Achmad; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research was aimed to determine the profile of students science process skill (SPS). The samples were all students of class XI Science program which were selected by totalsampling technique. The qualitative data such as the descriptive of the SPS were obtained from observation sheet during the learning process and students responses questionnaire were analyzed descriptively. The quantitative data were obtained from the written test and students worksheets which contains all indicators of SPS analyzed descriptively. The results showed that the average of students SPS with good criteria which was 81.48. Classifying, communicating and predicting skills with good criteria which was 64,9, 67,3, and 66,8 also interpreting skill with medium criteria which was 45,2. Most of students gave positive responses to the implementation learning process. Thus, SPS profile of SMAN 5 Metros students in human motion system material with good criteria.Penelitian ini bertujuan untuk mengetahui profil keterampilan proses sains siswa (KPS). Sampel penelitian adalah seluruh siswa kelas XI IPA yang dipilih secara total sampling. Data kualitatif yaitu deskripsi KPS siswa diperoleh melalui lembar observasi selama pembelajaran dan tanggapan siswa diperoleh melalui angket lalu dianalisis secara deskriptif. Data kuantitatif diperoleh dari hasil yang diperoleh melalui LKS dan tes tertulis yang memuat semua indikator KPS, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata KPS siswa berkriteria baik yaitu 61,1. Keterampilan mengklasifikasikan, mengkomunikasikan dan memprediksi berkriteria baik, yaitu masing-masing sebesar 64,9, 67,3, dan 66,8 serta keterampilan menginterpretasi berkriteria sedang yaitu sebesar 45,2. Sebagian besar siswa memberikan tanggapan positif terhadap penerapan pembelajaran. Dengan demikian diketahui bahwa profil KPS siswa SMAN 5 Metro pada materi sistem gerak manusia berkriteria baik.Kata kunci : keterampilan proses sains, interpretasi, klasifikasi, komunikasi, prediksi
PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA Nia Neliana; Rini Rita Marpaung; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The aim of this research was to find out the influence of PBL model to activity and students learning outcomes on management of environment subject matter. The samples were class VII A and VII C SMP Negeri 1 Rebang Tangkas which were chosen by purposive sampling technique. The design of this research were pretest-postest non equivalent. Quantitative data were obtained from student learning outcomes which were analized by t-test and u-test with signification level of 5%. Qualitative data were learning activity which were analyzed descriptively. The result showed the percentage of student learning outcomes average in experiment class which was 82,69 was higher than control class that was 71,15. the learning outcomes which were obtained from N-Gain score in experiment class was 51,16 that was higher than control class that was 38,87. Based on the research it could be conduded that PBL model gave influence to activity and student learning outcomes.Penelitian ini bertujuan untuk mengetahui pengaruh model PBL terhadap aktivitas danhasil belajar siswa pada materi pengelolaan lingkungan. Sampel penelitian adalah siswa kelasVII A dan VII C SMP Negeri 1 Rebang Tangkas yang dipilih dengan teknik Purposive sampling. Desain penelitian ini pretest-postest non equivalen. Data kuantatif diperoleh dari hasil belajar siswa yang di analisis menggunakan uji-t dan U pada taraf signifikasi 5%. Data kualitatif berupa aktivitas belajar yang diperoleh dari lembar observasi aktivitas siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan persentase rata-rata aktivitas belajar siswa kelas eksperimen (82,69) lebih tinggi dibandingkan kelas kontrol (71,15), Hasil belajar yang diperoleh dari nilai N-Gain pada kelas eksperimen (51,16) juga lebih tinggi dibandingkan kelas control (38, 87). Berdasarkan hasil penelitian, dapat disimpulkan bahwa model PBL berpengaruh terhadap aktivitas dan hasil belajar siswa.Kata kunci: aktivitas belajar siswa, hasil belajar siswa, problem based learning
PERBANDINGAN MODEL GUIDED DISCOVERY LEARNING DENGAN GUIDED INQUIRY TERHADAP HASIL BELAJAR SISWA Intania Riska Putrie; Arwin Achmad; Berti Yolida
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 differences in learning outcomes of students cognitive and affective aspects between Guided Discovery Model with Guided Inquiry Model. The design of this research was the randomized pretest-posttest control group design. The quantitative data were obtained from pretest, posttest, N-gain that were analyzed by t test and U test. The qualitative data were affective aspect which obtained and analyzed descriptively using observation sheet. The result of this research showed that the average N-gain of experiment class II (71.21) with high criteria was better than the experiment class I (43.69) with medium criteria. Then, students result in affective aspect in experiment class II was 71.69 with good criteria, while the experiment class I was 68.75 with enough criteria. Thus, Guided Inquiry model is better than Guided Discovery Learning in improving student learning outcomes.Penelitian ini bertujuan mengetahui perbedaan hasil belajar aspek kognitif dan afektif siswa dalam menggunakan model Guided Discovery dengan Guided Inquiry. Desain penelitian ini menggunakan the randomized pretest-posttest control group design. Data kuantitatif, diperoleh dari pretest, posttest, N-gain yang dianalisis menggunakan Uji-t dan Uji U. Data kualitatif berupa hasil belajar aspek afektif yang diperoleh dari lembar observasi dan dianalisis secara deskriptif. Hasil penelitian menunjukkan rata-rata N-gain kelas eksperimen II (71,21) dengan kriteria tinggi lebih baik dibandingkan kelas eksperimen I (43,69) dengan kriteria sedang. Rata-rata hasil belajar aspek afektif kelas eksperimen II (71,69) berkriteria baik, sedangkan kelas eksperimen I (68,75) berkriteria cukup. Dengan demikian, model pembelajaran Guided Inquiry lebih baik dibandingkan Guided Discovery Learning dalam meningkatkan hasil belajar siswa.Kata kunci: guided discovery learning, guided inquiry, hasil belajar
PENGARUH MODEL DISCOVERY LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA Vifty Octanarlia Narsan; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 10 (2015): Jurnal Bioterdidik
Publisher : Universitas Lampung

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The purpose of this research was to find out the influence of discovery learning model to critical thinking skill and students learning activity on immune system subject matter. The sample were students of IX IPA1 and IPA2 SMAN 16 Bandar Lampung. The design of this research was pretest posttest non equivalent. The quantitative data were critical thinking skill that were obtained from pretest and posttest which analyzed by using t-test and U-test with signification level of 5%. Learning activity data and students perception were analyzed descriptively. The results showed that N-gain of critical thinking skill on experiment class was 45,63 which was higher than control class was 29,36. Learning activity on experiment class was 75% which was higher than control class was 59,19%. Therefore, discovery learning model gave significantly influence in improvement of critical thinking skill and students learning activity on immune system subject matter.Penelitian ini bertujuan untuk mengetahui pengaruh model discovery learning terhadap keterampilan berpikir kritis dan aktivitas belajar siswa pada materi sistem pertahanan tubuh. Sampel penelitian adalah siswa kelas IX IPA1 dan IPA2 SMAN 16 Bandar Lampung. Desain penelitian pretest posttest non equivalent. Data kuantitatif berupa keterampilan berpikir kritis yang diperoleh dari pretest dan posttest dan dianalisis menggunakan uji-t dan U dengan taraf signifikansi 5%. Data aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Hasil penelitian menunjukkan N-gain keterampilan berpikir kritis kelas eksperimen (45,63) lebih tinggi dibandingkan kelas kontrol (29,36). Aktivitas belajar kelas eksperimen (75%) lebih tinggi dibandingkan kelas kontrol (59,19%). Sehingga, model discovery learning berpengaruh signifikan terhadap peningkatan keterampilan berpikir kritis dan aktivitas belajar siswa pada materi sistem pertahanan tubuh.Kata kunci: aktivitas belajar, berpikir kritis, discovery learning
KREATIVITAS SISWA PADA MATERI DAUR ULANG LIMBAH MENGGUNAKAN MODEL PjBL Ardi Nova Irawan; Arwin Surbakti; Rini Rita 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 investigate the students creativity in using PjBL model. The research used type one-shot case study design. The sample of this research were X2 grade students of SMAN 1 Gunung Alip. They were chose using purposive sampling technique. Qualitative data were obtained from rubric assessment, that were: students creativity, students product, and scoring questionnaire about other product and students comment about PjBL model. The result showed that most of the students creativity categorized as creative (65%) in planning including the aspect of making plan, interdicipline of knowledge and concept application, exploration and developing ideas of product designing, choosing the right materials, and using tools. Most of product was categorized as quite creative (45,58%) including the new aspects, unique, useful, correct, economic value and heuristic. So, PjBL model could improve the students creativity categorized as creative and quite creative product.Penelitian ini bertujuan mengetahui kreativitas siswa menggunakan model PjBL. Desain penelitian yang digunakan adalah tipe one-shot case study. Sampel penelitian adalah kelas X2 SMAN 1 Gunung Alip, dengan teknik purposive sampling. Data kualitatif diperoleh melalui rubrik penilaian: kreativitas siswa, produk siswa, angket penilaian siswa terhadap produk lainnya dan angket tanggapan siswa terhadap model PjBL. Hasil penelitian menunjukkan rata-rata kreativitas siswa berkriteria kreatif (65%) dalam perencanaan meliputi aspek membuat perencanaan, interdisiplin ilmu dan aplikasi konsep, eksplorasi dan mengembangkan gagasan mendesain produk, memilih bahan yang tepat dan menggunakan alat. Rata-rata produk berkriteria cukup kreatif (45,58%) meliputi aspek baru, unik, berguna, benar, nilai ekonomi produk, dan heuristik. Dengan demikian, PjBL dapat meningkatkan kreativitas siswa yaitu berkriteria kreatif dan produk yang cukup kreatif.Kata kunci: daur ulang limbah, kreativitas , PjBL
PENGARUH MODEL INKUIRI TERBIMBING TERHADAP HASIL BELAJAR DAN KETERAMPILAN GENERIK SAINS SISWA Mei Triani; Berti Yolida; 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 find out the influence of guided inquiry model to learning outcomes and students generic science skill on ecosystem subject matter. The samples were students of X3 and X7 SMAN 1 Seputih Banyak by Purposive Sampling technique. Design of this research was control group non equivalent. The learning outcomes data and generic skill were analyzed using t-test and U-test. The qualitative data consist of generic skill observation and student responses that were analyzed descriptively. Generic science skill average of experiment (67,83) class was higher than control class (47,89). The increasing of generic science skill in indicator of observation, formed the concept and simbolic language was followed by learning outcomes with N-gain average of experiment class was 66,70 and control class was 45,55. Based on this research ,it can be concluded that guided inquiry model gave significant influence to the improvment of learning outcomes and students generic science skill of ecosystem subject matter.Tujuan penelitian ini adalah untuk mengetahui pengaruh model inkuiri terbimbing terhadap hasil belajar dan keterampilan generik sains (KGS) siswa materi pokok Ekosistem. Sampel adalah kelas X3 dan X7 di SMAN 1 Seputih Banyak dengan teknik Purposive sampling. Desain penelitian ini kelompok kontrol non-ekuivalen. Data hasil belajar dan KGS siswa dianalisis menggunakan uji-t dan uji U. Data kualitatif berupa data hasil observasi KGS dan tanggapan siswa yang dianalisis secara deskriptif. Rata-rata KGS siswa kelas eksperimen (67,83) lebih tinggi dari kelas kontrol (47,89). Meningkatnya KGS pada indikator pengamatan langsung, membangun konsep dan bahasa simbolik diikuti dengan meningkatnya hasil belajar dengan rata-rata N-gain kelas eksperimen 66,70 dan kelas kontrol 45,55. Berdasarkan hasil penelitian dapat disimpulkan bahwa model inkuiri terbimbing berpengaruh signifikan terhadap peningkatan hasil belajar dan KGS siswa materi Ekosistem.Kata kunci: ekosistem, hasil belajar , inkuiri terbimbing, keterampilan generik sains
PENGARUH PENGGUNAAN KETERAMPILAN PROSES SAINS DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA Wana Ginandi Putra; Tri Jalmo; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 6 (2015): Jurnal Bioterdidik
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The purpose of this study was to determine the effect of science process skills to the improvement of students' critical thinking skills in the structure and function of plant parts subject matter in Elementary School 1 Kampung Baru. The samples were students of IVB and IVA chosen by purposive sampling technique. The data of this research were quantitative and qualitative data. Quantitative data was obtained from the average test scores that were analyzed using t-test. The qualitative data was obtained from the observation sheet student learning activities that were analyzed descriptively. The results of the study showed that use of experimental class science process skills (KPS) gave an effect on the improvement of students' critical thinking skills. Thus, the use of science process skills could enhance critical thinking skills in the subject matter structure and function of plant parts by the students of SD Negeri 1 Kampung Baru.Tujuan penelitian ini adalah untuk mengetahui pengaruh keterampilan proses sains terhadap peningkatan keterampilan berfikir kritis siswa pada materi pokok struktur dan fungsi bagian tumbuhan di SD Negeri I Kampung Baru. Sampel penelitian adalah siswa kelas IVB dan IVA yang dipilih dengan teknik purposive sampling. Data penelitian ini berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai tes yang dianalisis menggunakan uji-t. Data kualitatif diperoleh dari lembar observasi aktivitas belajar siswa yang dianalisis secara deskriptif. Hasil penelitian pada kelas eksperimen menunjukkan penggunaan keterampilan proses sains (KPS) berpengaruh terhadap peningkatan keterampilan berfikir kritis siswa. Dengan demikian, penggunaan Keterampilan Proses Sains dapat meningkatkan keterampilan berfikir kritis pada materi pokok struktur dan fungsi bagian tumbuhan oleh siswa SD Negeri 1 Kampung baru.Kata kunci : aktivitas belajar, diskusi, keterampilan proses sains, keterampilan berpikir kritis, struktur dan fungsi bagian tumbuhan.
PENGARUH PENGGUNAAN MULTIMEDIA INTERAKTIF TERHADAP PENGUASAAN MATERI DAN AKTIVITAS BELAJAR SISWA Harry Haryono; Tri Jalmo; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 4, No 1 (2016): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This research was purposed to know the influence of interactive multimedia towards the conceptual understanding and students learning activity. The samples were students of VIIC and VIID SMP Muhammadiyah 3 Bandar Lampung that were chosen by Purposive Sampling technique. The research used pretest-posttest non equivalent design. The data were obtained from the pretest, posttest, and N-gain which were analyzed by using U-Test. Learning activities and student responses were analyzed descriptively. The increasing of conceptual understanding with N-gain average that was 49,00 was significantly different with control class that was 40,00. Activity of presenting the result of discussions had less citeria, while expressing opinions or ideas, working in teams, asking questions had enough criteria. Therefore, interactive multimedia improved conceptual understanding and students activity on subject matter of the characteristics of living things.Penelitian ini bertujuan mengetahui pengaruh multimedia interaktif terhadap peningkatan penguasaan materi dan aktivitas belajar siswa. Sampel penelitian adalah siswa kelas VIIC dan VIID SMP Muhammadiyah 3 Bandar Lampung, dipilih dengan teknik purposive sampling. Desain penelitian menggunakan pretest-posttest tak ekuivalen. Data penguasaan materi siswa diperoleh dari pretest, posttest dan N-Gain yang dianalisis menggunakan uji U. Data aktivitas belajar dan tanggapan siswa dianalisis secara deskriptif. Peningkatan penguasaan materi siwa kelas eksperimen dengan rata-rata N-gain (49,00) berbeda signifikan dengan kelas kontrol (40,00). Aktivitas mempresentasikan hasil diskusi berkriteria kurang, sedangkan aktivitas mengemukakan pendapat atau ide, bekerjasama dalam kelompok, mengajukan pertanyaan berkriteria cukup. Dengan demikian, penggunaan multimedia interaktif dapat meningkatkan penguasaan materi dan aktivitas belajar siswa pada materi pokok ciri-ciri makhluk hidup.Kata kunci : aktivitas belajar, ciri-ciri makhluk hidup, multimedia interaktif, penguasaan materi
PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF-EFFICACY DAN HASIL BELAJAR Kadek Mela Dwityaningsih; Arwin Surbakti; Rini Rita Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 3, No 8 (2015): Jurnal Bioterdidik
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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 VIIA and VIIE Junior High School 1 Seputih Mataram that were selected by purposive sampling. Data of learning outcomes were obtained from pretest, posttest, and N-gain that were analyzed by Anova One way test. Qualitative data were learning outcomes and student self-efficacythat analyzed descriptively. The result showed that learning outcomesof experiment class was Medium criteria (57,73). The improvement of student self-efficacy in performance achievement aspects shown by the experiment class was General criteria (68%). Therefore, it can be concluded that Problem Based Instruction improved learning outcomes and effected significantly to improve 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 VIIA dan VIIESMPN 1 Seputih Mataram yang dipilih secara purposive sampling.Data hasil belajar diperoleh daripretes, postes, dan N-gain yang dianalisis dengan uji Anova.Data kualitatif berupa self-efficacydiperoleh dari angket self-efficacy siswa yang dianalisis secara deskriptif.Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen berkriteria sedang (57,73). Peningkatan self-efficacydalam aspek pencapaian kinerja yang diamati pada kelas eksperimen berkriteria pada umumnya (68%).Dengan demikian, disimpulkan bahwa problem based instructionmeningkatkan hasil belajar siswa dan berpengaruh terhadap self-efficacy siswa.Kata kunci: hasil belajar, self-efficacy, problem based instruction

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