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Journal of Biology Education
Published by Universitas Negeri Semarang
ISSN : 2540833X     EISSN : 22526579     DOI : -
Core Subject : Science, Education,
Biochemistry, Genetics & Molecular Biology Education
Journal of Biology Education [e-ISSN 2540-833X | p-ISSN 2252-6579 | DOI 10.15294/jbe | DOAJ toc/2252-6579 | Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang] publishes research articles and conceptual analysis of philosophy, education theory, biology education research, instrument of biology learning tools, biology of learning media, biological experiments developing, and evaluation of biology learning.
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol 12 No 2 (2023): Agustus 2023" : 15 Documents clear
Development of Basic Tissue Histology Atlas to Improve Student Motivation and Learning Outcomes on Animal Tissue Structure Materials in High School Anik Rahmawati; Lisdiana ,
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.49119

Abstract

This study aims to characteristics, validity, applicability and effectiveness of Basic Tissue Histology Atlas to improve student motivation and learning outcomes. This research design is Research and Development (R&D) with reference to Sugiyono's development model. The research subjects were students of class XI SMA Negeri Gondangrejo, with 30 students in the small-scale trial and 35 students in the large-scale trial. Methods of data collection in the form of media and material validation questionnaires, teacher and student response questionnaires, learning motivation questionnaires, and tests totaling 20 multiple choice questions. The results showed that the Basic Tissue Histology Atlasthat was developed obtained an average percentage of 92.2% with very valid criteria, 95% teacher responses and 100% student responses with applicable categories, 82.8% learning motivation with motivated categories. and highly motivated, as well as an increase in learning outcomes of 0.67 in the medium category. Based on the results of the study, it can be concluded that the Basic Tissue Histology Atlasthat was developed has characteristics that can be seen from each component of the atlas and a systematic and full color display, valid to be used as a learning medium in high school, can be applied as a learning medium, and is effectively used to improve student motivation and learning outcomes.
Development of ICT Oriented Reproductive System Materials Learning Module for Training the High School Students’ Information Literature Skill Dwi Widya Arumsari; Wiwi Isnaeni
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.50628

Abstract

The explosion of information that occurred due to advanced technology caused people to have information literacy skills. Information literacy skills are needed by students so that they are able to obtain accurate information from trusted sources. The purpose of this research was to develop the module and to find out the potential and to test the feasibility of the module in training information literacy to students. In this study, the Research and Development/R&D method based on Sugiyono’s theory of 2015 version was used with modifications. The method sequentially included the potential and problem stages, initial information collection, module design, module validation by experts, module revision phase I, trial use of small-scale modules, revision of phase II modules, and large-scale module trials. The trial design used a pre-experimental design method in the form of a one-shot case study. The module trial was carried out at SMAN 3 Tegal involving 9 students of class XI-MIPA 1 and SMAN 14 Semarang involving 30 students of class XI-MIPA 2. The data collected includes data on students' perceptions of the information literacy content in the module and data on the module's ability to practice information literacy through tasks/activities on the module. Data were collected through questionnaires and instruments in the form of assignments in the module. The data were analyzed quantitatively using the formula for the percentage of qualitative criteria. The results showed that the developed module was suitable to be used regarding the material expert assessment results that reached 96.87%, while the assessment of media experts was 95.24%, and the assessment of biology teachers was 99.62%. In addition, the student assessment data was obtained stating that the module could be used as a learning resource. Based on the data analysis of the potential of the module in training students' information literacy, it could be seen that in the small-scale trial, a percentage of 85.49% was obtained with the criteria of highly eligible, while in the large-scale trial, the percentage of 77.41% was obtained with the criteria of eligible. Thus, it could be concluded that the developed module was eligible to be used and it was able to train students' information literacy.
The Ability of Biology Education Students in Arrange 2019 Revised Lesson Plan Nurul Janah; Nugrahaningsih WH
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.53241

Abstract

Lesson plans serve as guidelines for teachers when managing classes. However, some teachers choose to use the previous school year's lesson plans or copy their colleagues' lesson plans, this is due to the very detailed preparation of the 2013 curriculum lesson plans. This is the background for the Minister of Education and Culture to issue Letter Number 14 of 2019 concerning Simplification of lesson plan into three main components, namely learning objectives, learning activities, and assessment.. The purpose of this study was to analyze the ability of Biology Education Students in arrange the 2019 Revised lesson plan. The research method used was descriptive quantitative with survey techniques. The research sample was 50 UNNES Biology Education Students. Instruments in the form of lesson plan assessment sheets and student response questionnaires. The results obtained are the ability of Biology Students in general is included in the very good category by 14%, in the good category by 10%, in the average category by 44%, in the low category by 28%, and in the very low by 4%. Biology Education Students are mostly in the average category of 22 students. The total of students in the very good, good, and average categories is 34 students with a minimum score of 79,2. Most of the Biology Education Students in preparing the 2019 Revised lesson plan (34 students) have been able to compose the lesson plan components, especially the lesson plan identity components, learning objectives, selection of learning media, learning steps, assessment, and good language in preparing lesson plan. Although there are some students who have general deficiencies in the time allocation component that is not included in the learning scenario, learning resources that only use textbooks, lesson plans do not bring students closer to interacting with the environment, evaluations do not include remedial and enrichment programs, and assessment attachments are sometimes missed. The results of the student response questionnaires became crosscheck to determine the level of student knowledge .The result of learning objective percentage of 91.2%, an assessment of 90.8%, an evaluation of 89.2%, preparation and guidelines lesson plan 87.6%, learning steps 86.4%, basic knowledge about the differences between the 2013 Curriculum lesson plan and the 2019 Revised lesson plan 85.36%, knowledge about the advantages and disadvantages of lesson plan 84.13%. The concluision is most (34 students) Biology Education Students have been able to prepare the 2019 Revised lesson plan highest achievement is 99 and the lowest achievement is 68. The results of the student response questionnaire generally show that Biology Education students are good at understanding the arrange of the 2019 lesson plan.
The Effectiveness of Visual Media Human Coordination System to Improve Students' Metacognition and Concept Mastery on Learning with Group Investigation Model Anggun Yuliana; Siti Alimah
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.58325

Abstract

This study aims to determine the effectiveness of visual media human coordination system to improve students' metacognition and concept mastery in learning with the group investigation model. The research was carried out at SMA Negeri 1 Ungaran for the academic year 2021/2022. The research method used is an experimental research method with quasi-experimental type two group pretest-posttest with control design. Sampling was done by purposive sampling. Class XI MIPA 5 as the experimental group used the visual media human coordination system in learning with the GI model and class XI MIPA 6 as the control group used video and PPT in learning with the GI model. The effectiveness of the visual media human coordination system in learning with the Group Investigation (GI) model to improve metacognition ability was determined from hypothesis testing, there was a significant difference in metacognitive ability between the experimental class and the control class. The effectiveness of the visual media human coordination system in learning with the Group Investigation (GI) model to improve students' conceptual mastery skills is determined by the criteria, 1) Achievement of KKM, 2) Obtaining N-Gain, and 3) There are significant differences in the results of students' concept mastery between the experimental class and control class. The results of the metacognitive ability hypothesis test showed that there was no significant difference in the metacognitive ability of the experimental class and the control class. The results of the concept mastery ability showed that the experimental and control class classical mastery > 75% with the increase in students' classical mastery in the experimental class which was higher than the control class. The results of the N-gain test showed that the students' mastery of concepts in the experimental class had reached the criteria. The results of the hypothesis test showed that there was a significant difference in the mastery of the concept of the experimental class and the control class. The conclusion of this study is that the visual media of the human coordination system ­in learning with the GI model is effective in increasing the ability to master concepts but is not effective in increasing students' metacognitive abilities.
The Application of 7E Learning Cycle Model Based on Multiple Representations on Understanding the Concept of Classification and Communication Skills in Protist Learning Material Lifa Khalifatunnisa; Ibnul Mubarok
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.59432

Abstract

The purpose of this study was to examine the effect of the 7E learning cycle model based on multiple representations on students understanding the concepts of classification and communication skills on Protist learning material. The research method uses a quasi-experimental design with a nonequivalent control group. The research sample is class X MIPA 4 and X MIPA 5 at MAN 02 Brebes. The data analysis technique used independent sample t-test. The results showed that understanding the classification concept and communication skills had a sig (2-tailed) value of 0.000 < 0.05 so that there was a significant difference in the average post-test scores and skill scores between the two classes. The percentage of understanding the concepts of classification in the experimental class was 33.33% (high) and 66.67% (medium), while the control class was 97.14% (medium) and 2.86% (low). The classical completeness of understanding the concept of classification in the experimental class was 16.67 %, while the control class was 0%. The percentage of communication skills in the experimental class is 75% (medium) and 25% (low), while the control class is 20% (medium) and 80% (low). The percentage of the implementation of the learning model in the experimental class based on observation was 100% (high), while the student questionnaire responses were 55.55% (high) and 44.45% (medium). Based on the research data, it can be concluded that the 7E learning cycle model based on multiple representations has a significant effect on understanding the concepts of classification and communication skills in Protist learning material.
The Development of Interactive Flipbook Teaching Supplement Mechanism of Heavy Metal Toxicokinetic Based on Laboratory Research Intan Kharyna Solekhah; Aditya Marianti
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i1.61380

Abstract

This study aims to describe the characteristics and analyze the feasibility of interactive flipbook teaching supplements on heavy metal toxicokinetic mechanisms based on laboratory research as supporting teaching materials in the learning process. This research was conducted at the Laboratory of the State University of Semarang and SMA N 12 Semarang. The type of research is research and development (RnD). The subjects of this study were material experts and media experts to assess the feasibility of materials and designs of laboratory research-based interactive flipbook teaching supplements, as well as students of class XII MIPA 4 and teachers of biology subjects at SMA N 12 Semarang to see the effectiveness of teaching supplements through response questionnaires response. The results showed that the characteristics of the interactive flipbook teaching supplement were developed to contain the results of the latest laboratory research as a learning resource for students, easy to use and exciting, and could help understand the material. The feasibility of interactive flipbook teaching supplements based on laboratory research is based on assessing material expert validators at 88.86% and media expert validators at 93.75%. Based on the responses of students and teachers, teaching supplements are considered exciting and suitable for use, with percentages of 86.39% and 96.25%, respectively. It shows that the interactive flipbook teaching supplement based on laboratory research produced in this study is considered to meet the characteristics of an interactive teaching supplement containing research and is suitable to be used to support the fulfillment of KD material on the digestive system and excretory system.
The Development of My Repro Media In Learning The Human Reproductive System to Improve Learning Outcomes of High School Students Anang Ma'ruf Setyawan; Nur Rahayu Utami
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.64785

Abstract

With advances in science and information technology, the learning process which initially used conventional learning has shifted to technology-based learning. In the global era, students make smartphones a necessity in life. Android smartphones have a positive impact if the content is filled with educational content and can be used as fun and interesting learning suggestions. The unavailability of android-based learning media in biology lessons on the Human Reproductive System material. The purpose of this research is to develop my repro media in learning the Human Reproductive System in class XI MIPA. The research location is SMA 2 Bae and SMA 1 Bae. The type of research used is research and development. The development model used is the 4D development model. Data collection techniques, namely questionnaires and objective tests in the form of multiple choice totaling 30 questions. My repro media is considered very feasible based on the validation of 86% media experts and 81% material experts. The percentage of eligibility from the teacher and student questionnaire is 87%. My repro media is effective on learning outcomes which are characterized by moderate to high N-Gain values of > 80% of the 95 students.
The Effect of Reciprocal Teaching on Cognitive Learning Outcomes and Learning Interests of Learners on the Theme of Environmental Change and Preservation Aidah Wuryaningtyas; Andin Irsadi
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.65296

Abstract

The Covid 19 pandemic has reduced student learning outcomes. The decrease in learning outcomes is directly proportional to the decrease in learning interest. The reciprocal teaching model supports students to play an active role in learning with the teacher as a facilitator. The purpose of this study was to analyze the effect of the reciprocal teaching model on cognitive learning outcomes and students' interest in learning about environmental change and preservation at MAN 1 Semarang. This type of research is quasi-experimental with a non-equivalent control design. The sample in the study was determined by purposive sampling technique with X MIPA 3 as the experimental class and X MIPA 4 as the control class. Data on students' cognitive learning outcomes were measured using a test instrument and learning interest was measured using a questionnaire instrument. The results showed that there was a significant difference in the average cognitive learning outcomes in the experimental class compared to the control class with an average learning outcome of 83.89 > 73.47. The average increase in learning outcomes in the experimental class and control class is in the same category, namely moderate and significantly different with an N-Gain value of 0.46 > 0.33. The classical completeness of the experimental class was 91.67% and that of the control class was 61.11%. The experimental class gave a response that greatly increased interest in learning with an average percentage of 87.48% and the control class gave a response that did not increase interest in learning with an average percentage of 65.88%. The conclusion of this study is that the reciprocal teaching model has an effect on cognitive learning outcomes and students' interest in learning at MAN 1 Semarang.
The Development of a Reading Literacy Ability Test Refers on Problem-Based Biology Learning for High School Students Ainun Hidayah; Saiful Ridlo
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i1.65545

Abstract

Reading literacy is a prerequisite for achieving 21st century skills. To measure students' reading literacy skills, the Indonesian Ministry of Education and Culture released a Minimum Competency Assessment program known as AKM. This study aims to develop a reading literacy test instrument refers on Problem-Based biology learning for high school students. The test was developed using references from the AKM test model. The type of research used is Research and Development (R&D) with a 4-D model. In this study, the data collected were qualitative data and quantitative data. The qualitative data is the design result of a reading literacy test. The quantitative data includes the validity of the content of the instrument, the characteristics of the question items, the implementation of Problem-Based biology learning, and the level of student literacy ability. The data is analyzed descriptively using a variety of appropriate criteria according to the type of data collected. The reading literacy ability test refers on Problem-Based biology learning contains questions in the form of multiple choice (6 items), complex multiple choice (12 items), matching (3 items), short answer question (2 items) and essay (7 items). The question items are arranged with the content of the informational text and the context of the scientific text on the excretory system material. The validity rate is very valid (93.14%). The test questions have a "medium" difficulty level with a P value of 0.671. The differentiating index of the question item is included in the "good" criteria with a value of Rpbis 0.380. The reliability of the question item is very high (Alpha 0.854). The functioning of the choices is categorized as good. The percentage of implementation the Problem-Based biology learning is very high (100%). The reading literacy level of class XI students of Godong 1 Public SHS is dominated by the proficient level (54%) while class XI students of Semarang 12 Public SHS are dominated by an advanced level (46%). Based on the results of the research, it can be concluded that the reading literacy test refers on Problem-Based biology learning developed is very valid to be used in measuring high school students' literacy ability.
The Effectiveness of A Guided-Inquiry Learning Model Based On Biotechnology Practicum Materials in Improving The Learning Outcomes of High School Students Sovia Mega Lestari; Ely Rudyatmi
Journal of Biology Education Vol 12 No 2 (2023): Agustus 2023
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i2.65854

Abstract

Prior learning of biotechnology material was carried out without the process of finding concepts by students. Learning is still centered on the teacher and does not involve student activity. So there is a need for learning that can be applied to improve understanding of concepts and student activities in learning. Theoretically, the guided-inquiry learning model can improve students understanding of concepts and active roles . The purpose of this study was to analyze the effectiveness of the guided-inquiry learning model based on biotechnology practicum material in improving high school student learning outcomes. The research design is quasi-experimental with the nonequivalent control group design. Cognitive aspects of learning outcomes were measured using multiple choice test sheets, analyzed using the N-gain test , Wilcoxon test, and Mann-Whitney test . Psychomotor aspects of learning outcomes were measured using multiple choice test sheets, analyzed using the t test; and observation sheet analyzed descriptive percentage. The teacher's response was measured with a questionnaire sheet instrument which was analyzed descriptively qualitatively. Students' responses and the implementation of learning were measured with a questionnaire sheet instrument analyzed descriptively percentage. The average N-gain cognitive aspect of the experimental class is in the medium category and the control class is in the low category. The results of learning cognitive aspects and skills based on student tests in the experimental class > control class significantly. Sixty nine percent of students are highly skilled and twenty eight percent are skilled. The teacher's response is that this guided-inquiry learning model makes it easier to emphasize concepts but there is a need for better class and time management. The response of the majority of students was good. All the learning steps of the experimental class were carried out, while in the control class the instructions recorded important points that were not conveyed. Conclusion, the guided-inquiry learning model based on biotechnology practicum materials in improving the learning outcomes of high school students.

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