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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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Hambatan Pendidik IPA Kelas VII dalam Mengimplementasikan Kurikulum 2013-Revisi Derra Meiasri Putri; Darlen Sikumbang; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

This study aims to describe the barriers of class VII science educators in implementing the K13-revision in the Bandar Lampung Municipality. The sample of this study were all VII grade science educators who applied K13-revision learning. Sampling technique was that purposive sampling. Data were obtained from was questionnaires and interviews that were analyzed descriptively. The results showed that the implementation revised K13 in the 2016/2017 school year in of Bandar Lampung little experiecing obstacles, there were three aspects form four which according to science teacher, that were: (1) information about the revised 2013 curriculum; (2) learning texts; and (3) the learning process with a percentage range of 25%-50%. Aspects that show of obstacles to the process and implementation of the assessment had 63% of aspects in the category of "obstacle".Penelitian ini bertujuan mendeskripsikan hambatan pendidik IPA kelas VII dalam mengimplementasikan K13-revisi se-Kotamadya Bandar Lampung.Sampel penelitian ini adalah seluruh pendidik IPA kelas VII yang menerapkan pembelajaran K13-revisi. Pengambilan sampel dilakukan dengan teknik purposive sampling. Teknik pengambilan data dengan menggunakan angket dan wawancara yang dianalisis secara deskriptif. Desain pada penelitian ini adalah desain penelitian deskriptif. Hasil penelitian menunjukkan bahwa pelaksanaan K13-revisi di tahun ajaran 2016/2017 di Kotamadya Bandar Lampung terdapat tiga aspek yang menurut pendidik IPA “sedikit mengalami hambatan”, yaitu: aspek (1) informasi mengenai kurikulum 2013 revisi; (2) teks pembelajaran; dan (3) proses pembelajaran dengan rentang persentase yaitu 25%-50%. Aspek yang menunjukkan hambatan pada proses dan pelaksanaan penilaian memiliki persentase sebesar 63% aspek tersebut masuk dalam kategori “menghambat”. Kata kunci: hambatan, implementasi, K13-revisi, pendidikan IPA
Pengaruh Model Discovery Learning Terhadap Aktivitas dan Hasil Belajar Kognitif Peserta Didik Nurlida Tri Apria Putri; Rini Rita T Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 4 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

The aim of this research ware to determine the effect of discovery learning on student’s activities and cognitive learning outcomes. The design that being used was the measurement of the experiment by applying Non Equivalent Control Group Design Posttest. The sample of this research were 64 student’s of VIID and VIIF classes that were selected by cluster random sampling technique. The research instrument used pretest-posttest and observation sheets of student’s activities. The activity data were analyzed descriptively, while the learning result analyzed by the Independent Sample t-Test at the 5% of confidence level. The result of the research showed that the pencentage of overall activity was 71,4 which belonged as good criteria. While in the experimental class, student’s cognitive learning outcomes differed significantly from the control class. The average of N-gain values in the experimental class was 0,66 while the control class was 0,30. Therefore, that the discovery learning model had effected on student’s activities and significant to cognitive learning outcomes of student’s. Penelitian ini bertujuan mengetahui pengaruh discovery learning terhadap aktivitas dan hasil belajar kognitif peserta didik. Desain yang digunakan yaitu eksperimen dengan Pretes Postes Non Equivalent Control Group Design. Sampel penelitian adalah peserta didik kelas VIID dan VIIF yang berjumlah 64 orang dan dipilih dengan teknik cluster random sampling. Instrumen penelitian menggunakan lembar pretes-postes dan lembar observasi aktivitas peserta didik. Data aktivitas dianalisis secara deskriptif, sedangkan hasil belajar dianalisis dengan uji Independent Sample t-Test pada taraf kepercayaan 5%. Hasil penelitian menunjukkan persentase rata-rata aktivitas keseluruhan sebesar 71,4 termasuk kriteria baik. Sedangkan hasil belajar kognitif kelas eksperimen berbeda signifikan dengan kelas kontrol. Rata-rata N-gain pada kelas ekperimen sebesar 0,66 sedangkan kelas kontrol sebesar 0,30. Dengan demikian, model discovery learning berpengaruh terhadap aktivitas dan signifikan terhadap hasil belajar kognitif peserta didik.Kata kunci: aktivitas, discovery learning, hasil belajar 
Pengaruh Model Pembelajaran Argument-Driven Inquiry (ADI) Terhadap Keterampilan Berpikir Kritis Peserta Didik Puput Agustin Pertiwi; Neni Hasnunidah; Dewi Lengkana
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 3 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

This study aimed to find out the effect of Argument-Driven Inquiry (ADI) learning model, student's academic ability, and the interaction between learning models and academic ability on the students’ critical thinking skills. The population was students of class MTs Bandar Lampung City. The Samples were students of class VIII D and VIII E which were selected from the population by random cluster sampling technique. The study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The data were statistically analyzed using Ancova test and LSD. The results showed that the learning ADI model, and academic ability significantly influenced critical thinking skills with significant value of each were 0,000 and 0,001. While interaction between the ADI model and academic ability does not have significant effect an critical thinking skills with a significance value of 0,251.Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan model pembelajaran Argument-Driven Inquiry (ADI), kemampuan akademik peserta didik, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan berpikir kritis peserta didik. Populasi penelitian adalah peserta didik kelas VIII MTs Negeri di Kota Bandar Lampung. Sampel penelitian adalah peserta didik kelas VIII D dan VIII E yang dipilih dari populasi dengan teknik cluster random sampling. Penelitian ini merupakan kuasi eksperimen dengan Pretest Post-test Non Equivalent Control Group Design. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI dan kemampuan akademik berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi masing-masing adalah 0,000 dan  0,001. Sedangkan interaksi antara model ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi 0,251. Kata kunci: argument-driven inquiry, kemampuan akademik, keterampilan berpikir kritis
Identifikasi Kendala Pendidik Dalam Pembelajaran IPA Terpadu Di SMP Se-Kabupaten Pringsewu Apsah Gatin Lestari; Darlen Sikumbang; Rini Rita T. Marpaung
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

This study aims to identify difficulties of science teachers of junior hight school at Pringsewu in the Academic Year of 2018/2019. The difficulties included the planning, implementing, assessment, and educational background of teacher. Thus, all science teachers of junior hight school that were selected by purpose sampling technique. This research design was descriptive. Qualitative data were obtained from  questionnaire and interviews  were analysis descriptively. The research result showed that the difficulties of science teachers in planning the learning were classified as low difficult to indicators develop curriculum, teaching materials, and learning methods and strategies. The difficulties in implementing the learning were indicators of preliminary, core, closing, and learning sites was low criteria. The difficulties in assessments the planning and  implementing assessments were indicators of was low criteria. The difficulties in education background teachers to indicators planning, implementing, and assessments was low criteria.  So, teachers difficulties in planning, implementing, assessments, and  teacher background education had low criteria.Penelitian ini bertujuan mengidentifikasi kendala  pendidik dalam pembelajaran IPA terpadu SMP se-Kebupaten Pringsewu tahun ajaran 2018/2019. Sampel penelitian ini adalah pendidik yang dipilih  dengan teknik purpose sampling. Desain penelitian adalah deskriptif. Data Kualitatif diperoleh dari penyebaran angket, wawancara pendidik dalam pembelajaran IPA terpadu dan latar belakang pendidikan pendidik. Hasil penelitian menunjukkan kendala pendidik  IPA dalam merencanakan pembelajaran pada indikator mengembangkan kurikulum, bahan ajar, metode dan strategi pembelajaran tergolong rendah. Kendala dalam melaksanakan pemebelajaran pada indikator kegiatan pendahuluan, inti, penutup, dan tempat pembelajaran tergolong rendah. Kedala dalam penilaian pembelajaran pada indikator perencanaan dan pelaksanaan tergolong rendah. Kendala pada latar belakang pendidikan pendidik dalam  pembelajaran IPA terpadu memiliki kriteria rendah. Jadi, kendala pendidik dalam merencanakan, melaksanakan, penilaian, dan latar belakang pendidikan pendidik dalam pembelajaran IPA terpadu memiliki kriteria rendah. Kata kunci: IPA terpadu, kendala, pembelajaran, pendidik  
Penggunaan Problem Based Learning untuk Meningkatkan Keterampilan Kolaborasi Dan Berpikir Tingkat Tinggi Tri Jalmo; Dwi Fitriyani; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 3 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to determine the use of problem based learning (PBL) model to enhance students collaboration and high order thinking skill. 56 students from two classes was used as sample using purposive sampling technique. Quasi experimental design with pretest-postest control group was used in this research. Collaboration skills data were measured using observation sheets which were analyzed by calculating the average value. Data of high order thinking skill were measured using test instrument analyzed by calculating N-gain and T-test. The result of collaboration and high order thinking data analysis were obtained from experimental class that were higher than the control class. The result showed that problem based lerning (PBL) model can improved collaboration and high order thinking skill of student.Penelitian ini bertujuan untuk mengetahui penggunaan model problem based learning dalam meningkatkan keterampilan kolaborasi dan berpikir tingkat tinggi peserta didik. Sampel penelitian ini sebanyak 56 peserta didik terbagi atas dua kelas yang dipilih dengan teknik purposive sampling. Penelitian ini menggunakan desain Pretes-Postes kelompok kontrol. Data keterampilan kolaborasi diukur menggunakan lembar observasi yang dianalisis dengan menghitung nilai rata-rata. Data keterampilan berpikir tingkat tinggi diukur menggunakan intsrumen tes yang dianalisis dengan menghitung N-gain dan uji T-test. Hasil analisis data kolaborasi maupun berpikir tingkat tinggi yang didapatkan pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Hasil penelitian menunjukkan bahwa model problem based learning dapat meningkatkan keterampilan kolaborasi dan berpikir tingkat tinggi peserta didik. Kata kunci: berpikir tingkat tinggi, kolaborasi, problem based learning
Pengaruh Project Based Learning terhadap Self-efficacy dan Kemampuan Berpikir Kreatif Nurrohmah, Eka; Jalmo, Tri; Yolida, Berti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik
Publisher : Jurnal Bioterdidik: Wahana Ekspresi Ilmiah

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This study aims were to determine the effect of project based learning toward self-efficacy and the significant effect of the project based learning toward creative thinking skills. The population of study were all students of grade VII of SMP Negeri 13 Bandar Lampung. The samples of study were students of grade VII.5 and VII.2 that were selected by cluster random sampling technique. The design of study was the pretest-posttest nonequivalent control group design. Data of self-efficacy and creative product were obtained by using the scale of self-efficacy and creative product assessment rubric which were analyzed descriptively while the data of creative thinking skills were obtained by using pretest and posttest scores were analyzed by the Independent Sample t-test at a significant level of 5%. The results showed that the project based learning had an effect toward self-efficacy with high criteria. The project based learning has a significant effect toward creative thinking skills and creative products with creative criteria.Penelitian ini bertujuan untuk menentukan pengaruh project based learning terhadap self-efficacy dan signifikasi pengaruh project based learning terhadap kemampuan berpikir kreatif. Populasi penelitian adalah seluruh peserta didik kelas VII SMP Negeri 13 Bandar Lampung. Sampel penelitian adalah peserta didik kelas VII.5 dan VII.2 yang dipilih dengan teknik cluster random sampling. Desain penelitian adalah pretest-posttest nonequivalent control group design. Data self-efficacy dan produk kreatif diperoleh menggunakan skala self-efficacy dan rubrik penilaian produk kreatif yang dianalisis secara deskriptif sedangkan data kemampuan berpikir kreatif diperoleh menggunakan nilai pretes dan postes yang dianalisis dengan uji Independent Sample t-tes pada taraf signifikasi 5%. Hasil penelitian menunjukkan bahwa project based learning berpengaruh terhadap self-efficacy dengan kriteria tinggi. Project based learning berpengaruh signifikan terhadap kemampuan berpikir kreatif dan produk kreatif dengan kriteria kreatif. Kata kunci: kemampuan berpikir kreatif, project based learning, self-efficacy
Hubungan Self-Efficacy Berdasarkan Gender Dengan Hasil Belajar Siswa Mata Pelajaran IPA Isnaini Safitri; Berti Yolida; Arwin Surbakti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 3 (2019): Jurnal Bioterdidik
Publisher : Universitas Lampung

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This study aims to determine the differences in self-efficacy among genders, and the relationship in self-efficacy based on gender with student learning outcomes. The samples in this study were students grade VII of junior high school at district kedaton which amount of 186 that were selected by purposive sampling. This research was a simple-descriptive. Data collection were collectedby written test method and questionnaire. Data were analyzed using independent sample t-test  and pearson product moment. The result of independent sample t-test showed that the different on self-efficacy between males and females students was not significant. The result of correlation was positive and there was significant relationship between self-efficacy based on gender with learning outcomes of science subjects. Coefficient of Pearson correlation test showed relationship between self efficacy with students learning outcomes with level ofcloseness that was "low".Keywords: gender, learning outcomes, self-efficacyPenelitian ini bertujuan untuk mengetahui perbedaan self-efficacy antar gender, dan hubungan self-efficacy berdasarkan gender dengan hasil belajar siswa. Sampel penelitian ini adalah siswa kelas VII SMP di Kecamatan Kedaton yang berjumlah 186 yang dipilih secara purposive sampling. Penelitian ini merupakan penelitian deskriptif korelasional. Pengumpulan data dilakukan dengan metode tes tertulis dan angket. Data hasil penelitian dianalisis dengan  menggunakan uji-t sampel independen dan uji pearson product moment. Hasil uji-t menunjukkan terdapat perbedaan yang tidak signifikan antara self efficacy siswa laki-laki dan siswa perempuan. Hasil uji korelasi pearson  menunjukkan terdapat hubungan yang positif dan signifikan  antara self efficacy dengan hasil belajar IPA. Adapun nilai koefisien yang dihasilkan pada korelasi pearson menunjukkan hubungan antara self efficacy dan hasil belajar  adalah “rendah”.Kata kunci : gender, hasil belajar, self-efficacy
Hubungan Self-efficacy berdasarkan Gender dengan Hasil Belajar IPA Ni Ketut Hartini; Berti Yolida; Tri Jalmo
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik
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This study aimed to determine the different self-efficacy between males and females students and the correlation between self-efficacy based on gender with sciences learning outcomes. This study used descriptive correlational design. The samples were VIIIgrade students at SMP in Labuhan Ratu Region amounted of 279 students who were selected trough purposive sampling technique. Data of students self-efficacy were obtained from self-efficacy scale and data of sciences learning outcomes were obtained from test. The result data were analyzed using independent sample t-test and Pearson Product Moment. The result of t-test showed that the difference on self-efficacy between males and females students were not significant. The result of correlation test showed that there was positive and significant relationship between self-efficacy based on gender with sciences learning outcomes. Coefficient correlation indicated weak relationship between self-efficacy and sciences learning outcomes. Penelitian ini bertujuan untuk menentukan perbedaan self-efficacy antara siswa laki-laki dengan perempuan serta hubungan antara self-efficacy berdasarkan gender dengan hasil belajar IPA. Penelitian ini menggunakan desain deskriptif korelasional. Sampel penelitian ini adalah siswa kelas VIII SMP di Kecamatan Labuhan Ratu yang berjumlah 279 dan dipilih dengan teknik purposive sampling. Data self-efficacy siswa diperoleh melalui skala self-efficacy dan data hasil belajar IPA diperoleh melalui tes. Data hasil penelitian dianalisis menggunakan uji-t sampel independen dan uji Pearson Product Moment. Hasil uji-t menunjukkan adanya perbedaan yang tidak signifikan antara self-efficacy yang dimiliki siswa laki-laki dengan perempuan. Hasil uji korelasi menunjukkan terdapat hubungan yang positif dan signifikan antara self-efficacy berdasarkan gender dengan hasil belajar IPA. Adapun nilai koefisien yang dihasilkan pada uji korelasi mengindikasikan hubungan yang rendah antara self-efficacy berdasarkan gender dengan hasil belajar IPA. Kata kunci: gender, hasil belajar IPA, self-efficacy
Pengaruh Argument Driven Inquiry Terhadap Keterampilan Berpikir Kritis pada Materi Sistem Pencernaan Dewie Permata; Neni Hasnunidah; Arwin Surbakti
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 3 (2019): Jurnal Bioterdidik
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This study aims to determine the significance of the influence of the use of the Argument-Driven Inquiry learning model, academic ability, and interaction between learning models and academic abilities on students' critical thinking skills. The population was eighth grade students of SMP Negeri 16 Bandar Lampung. The study samples were students of class VIII A and VIII J that were selected from the population with cluster random sampling technique. This study was a quasi-experimental with Pre-test Post-test Non Equivalent Control Group Design. Data were analyzed statistically by Ankova test and LSD test. The results showed that the ADI learning model had a significant effect on critical thinking skills with a significance value of 0.00. Whereas academic ability and interaction between the ADI learning model and academic ability did not significantly influence critical thinking skills with a significance value of 0.88 and 0.20, respectively.Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan  model pembelajaran Argument-Driven Inquiry, kemampuan akademik, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan berpikir kritis peserta didik. Populasi penelitian adalah peserta didik kelas VIII SMP Negeri 16 Bandar Lampung. Sampel penelitian adalah peserta didik kelas VIII A dan VIII J yang dipilih dari populasi dengan teknik cluster random sampling. Penelitian ini merupakan kuasi eksperimen dengan Pre-test Post-test Non Equivalent Control Group Design. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi 0,00. Sedangkan kemampuan akademik dan interaksi antara model pembelajaran ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi masing-masing 0,88 dan 0,20. Kata kunci: Argument-Driven Inquiry, kemampuan akademik, keterampilan berpikir kritis
Pengaruh Model PjBL terhadap Kemampuan Komunikasi Sains dan Berpikir Kreatif Peserta Didik Era Ariyani; Tri Jalmo; Berti Yolida
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 3 (2019): Jurnal Bioterdidik
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This research aim was to know the effect of PjBL Model toward science communication skills and student creative thinking. The samples which selected by purposive sampling were students of VIIK and VIIL SMPN 15 Bandar Lampung. The design used was a pretest-posttest control group. Science communication skills’s data were obtained by observation and creative thinking skill through pretest-posttest, and creative product assessment instrument. The results, experiment grade has “good” criteria in oral communication skill, “enough” in written communication, and “enough” in student creative thinking skill. Creative thinking skill of the experiment grade significantly different from the control grade that were statistic analyzed by t-test and U test in 0,05. So, it can be concluded that PjBL Model has effect toward science communication skills and creative thinking of students.Penelitian ini bertujuan untuk mengetahui pengaruh model PjBL terhadap kemampuan komunikasi sains dan berpikir kreatif peserta didik. Sampel penelitian yaitu kelas VIIK dan VIIL SMPN 15 Bandar Lampung, dipilih dengan teknik purposive sampling. Desain penelitian menggunakan pretest-postest control group design. Data kemampuan komunikasi sains diperoleh menggunakan observasi dan kemampuan berpikir kreatif melalui nilai pretest-posttest dan penilaian produk kreatif. Hasil penelitian menunjukkan kelas eksperimen memiliki kemampuan komunikasi lisan berkriteria “baik” dan komunikasi tertulis berkriteria “cukup”, serta kemampuan berpikir kreatif melalui produk berkriteria “cukup”. Kemampuan berpikir kreatif peserta didik kelas eksperimen lebih tinggi dari kelas kontrol dan menunjukkan pengaruh signifikan, setelah dianalisis statistik menggunakan uji-t dan uji U dengan taraf kepercayaan 0,05. Jadi, dapat disimpulkan bahwa model PjBL berpengaruh terhadap kemampuan komunikasi sains dan berpikir kreatif peserta didik. Kata kunci: berpikir kreatif, komunikasi sains, model PjBL

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