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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.
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Search results for , issue "Vol 4 No 1 (2015)" : 30 Documents clear
PENGEMBANGAN BUKU SAKU BERBASIS MIND MAPPING DAN MULTIPLE INTELLIGENCES MATERI JAMUR DI SMA NEGERI 1 SLAWI
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5232

Abstract

Abstract This study aimed to determine the feasibility and effectiveness of the pocket book based mind mapping and multiple intelligences of fungi material in SMAN 1 Slawi. Based on preliminary observations in mind that needs to be developed as a pocket book supporting student handbook, students learn fungi to overcome difficulties and can develop multiple intelligences of students. The method used Research and Development. In large-scale trials using experimental design True Experimental Design with the type of Post - Test Only Control Group Design. Subjects in this study were students of class X PMIA at SMA Negeri 1 Slawi. Feasibility pocket book based on the results of the validation of 80.37 % with a valid criteria and inter-rater reliability (IRRs) value is good, student responses to the legibility of the pocket books of 87.4 % with very good criteria, the response of students and teachers to use the pocket books of 92.25 % with a very good criteria and 95.65 % with a very good criteria. Classical completeness experimental class < 75 % and based on t test obtained thit = 1.41while ttab = 1.67 then thit < ttab and Ho was accepted, student learning outcomes experimental class was almost the same as the control class so pocketbooks less effective. However, the results of multiple intelligences observations indicated that the use of a pocket book is able to develop students' multiple intelligences. Development of a pocket book based mind mapping and multiple intelligences of fungi material worthy and able to develop multiple intelligences but less effectively improve student learning outcomes. Abstrak Penelitian ini bertujuan untuk mengetahui kelayakan dan efektivitas buku saku berbasis mind mapping dan multiple intelligences materi jamur di SMA Negeri 1 Slawi. Berdasarkan observasi awal diketahui bahwa perlu dikembangkan buku saku sebagai penunjang buku pegangan siswa, mengatasi kesulitan siswa mempelajari jamur dan dapat mengembangkan kecerdasan majemuk siswa. Metode penelitian yang digunakan Research and Development. Pada uji coba skala besar menggunakan desain eksperimen True Experimental Design dengan jenis Post-test Only Control Group Design. Subjek dalam penelitian ini adalah siswa kelas X PMIA di SMA Negeri 1 Slawi. Kelayakan buku saku didasarkan pada hasil validasi sebesar 80,37% dengan kriteria valid dan nilai inter-rater reliability (IRR) baik, tanggapan siswa terhadap keterbacaan buku saku sebesar 87,4% dengan kriteria sangat baik, tanggapan siswa dan guru terhadap penggunaan buku saku sebesar 92,25% dengan kriteria sangat baik serta 95,65% dengan kriteria sangat baik. Ketuntasan klasikal kelas eksperimen < 75% dan berdasarkan uji t diperoleh thitung = 1,41 sedangkan ttabel = 1,67 maka thitung< ttabel dan Ho diterima, hasil belajar siswa kelas eksperimen hampir sama dengan kelas kontrol sehingga buku saku kurang efektif. Namun, hasil observasi kecerdasan majemuk menunjukkan bahwa penggunaan buku saku mampu mengembangkan kecerdasan majemuk siswa. Pengembangan buku saku berbasis mind mapping dan multiple intelligences materi jamur layak dan mampu mengembangkan kecerdasan majemuk tetapi kurang efektif meningkatkan hasil belajar siswa.      
PENGEMBANGAN LEMBAR KERJA SISWA BERBASIS “PDEODE” MATERI SISTEM PENCERNAAN MANUSIA
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5233

Abstract

Abstract The aims of this research are to develop student worksheet based on PDEODE teaching strategy and to measure the effectiveness of student worksheet for the learning outcome and student activity of human digestive system concept. This reaserch was research and development (R & D) with two field testing. Testing of product was VIII D class in Junior High School 1 Jakenan and the use of product was VIII B class in Junior High School 1 Jakenan and VIII A class in Junior High School 1 Winong. The use of product student worksheet using one group pretest-postest design. The result validation of specialist was 86,4% withvery reasonable criteria.The average of N-gain 0,64indicating that there was an increasing learning outcome from pretest to posttest with medium criteria.The average classical completeness of students reached 83,21% and the average percentage classical of student activity reached 72,05% with active criteria. Based on the results of research concluded that the development of student worksheet on the basis of PDEODE was reasonable and effective in learning outcome and student activity for learning of human digestive system concept. Abstrak Penelitian ini bertujuan untuk mengembangkan LKS berbasis PDEODE dan mengukur keefektifan LKS terhadap hasil belajar dan aktivitas siswa pada materi sistem pencernaan manusia. Rancangan penelitian ini adalah penelitian dan pengembangandengan dua uji coba lapangan. Uji coba produk dilaksanakan di SMP N 1 Jakenan kelas VIII D dan uji coba pemakaian dilaksanakan di SMP N 1 Jakenan kelas VIII B dan SMP N 1 Winong kelas VIII A. Uji coba pemakaian LKS menggunakan one group pretest-postest design. Hasil validasi ahli sebesar 86,4% dengan kriteria sangat layak. Rata-rata nilai N-gain sebesar 0,64 menunjukkan adanya peningkatan hasil belajar dari pretest ke posttest dengan kriteria sedang. Rata-rata ketuntasan klasikal mencapai 83,21% dan rata-rata persentase aktivitas siswa secara klasikal mencapai 72,05% dengan kriteria aktif. Berdasarkan hasil penelitian dapat disimpulkan bahwa pengembangan LKS berbasis PDEODE layak dan efektif terhadap hasil belajar dan meningkatkan aktivitas siswa dalam pembelajaran sistem pencernaan manusia.    
ANALISIS KEBIASAAN BERPIKIR KRITIS SISWA SAAT PEMBELAJARAN IPA KURIKULUM 2013 BERPENDEKATAN SCIENTIFIC
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5234

Abstract

Abstract SMP Negeri 9 Magelang has implemented the pilot curriculum 2013 and the students’ habit of critical thinking in science was put as major emphasis. Thinking habits in science   is not automically easy to be implemented, and need some preparations. This study aimed to describe thinking habits of students during their learning. Survey method was implemented during the academic year 2014/2015. The science material learned was physical quantities. Data of the implemented scientific approach in science was gathered by observation sheets and questionnaires. The critical thinking habit in science was measured with questionnaire instrument of critical thinking. The population was all of grade VII students.  Sample was collected by convenience sampling technique, and grade VII B class was treated as a research sample. The data was analysed by descriptive methods. Research result showed that the  implementation of scientific approach in  science procces, on topic ‘physical quantities’ was conducted with syntact as follows : (1) students observed an orange tree picture, continued with reading  the words table of physical quantities; (2) students  asked a questions about the quantities definition; (3) students did not yet  indicate  ‘reasoning activities’  (4) students did not yet  involved in the experiment activities by student, and (5) students  presented their  understanding of  physical quantities. Student habits of critical thinking was obviously indicated by 65% students (1) conducted repetition when gathering data; (2) used the references when sharing opinions; (3) used the correct practicum tools; (4) carefully interpreted the data related; and by 70% students (1) accommodated the suggestion before giving an agreement (2) took a side in right opinion (3) asked the deep explanation to teachers (4) made the hypotesis more than one. Students presented their open thinking and carefulness in collecting reliable information. The management of science teaching was expected to be focussed on the development of high level thinking capability.   Abstrak SMP N 9 Magelang telah menerapkan ujicoba kurikulum 2013 dan kebiasaan berpikir kritis siswa saat pembelajaran IPA merupakan penekanan kurikulum 2013. Pembiasaan berpikir pada pendekatan scientific tidak mudah, menantang, dan membutuhkan persiapan. Penelitian ini bertujuan untuk menganalisis kebiasaan berpikir kritis siswa pada pembelajaran IPA sesuai kurikulum 2013 yang menerapkan pendekatan scientific di SMP N 9 Magelang. Metode survei dilaksanakan di SMP Negeri 9 Magelang pada semester ganjil tahun ajaran 2014/2015. Topik IPA yang dipelajari adalah Besaran Fisika. Data tentang penerapan pendekatan scientific dalam pembelajaran IPA dikumpulkan dengan lembar observasi dan angket kerterlaksanaan. Kebiasaan berpikir kritis dalam IPA diukur dengan instrumen kuesioner berpikir kritis. Populasi penelitian ini adalah seluruh siswa kelas VII SMP N 9 Magelang. Penarikan sampel dilakukan secara convenience sampling dan siswa kelas VII B sebagai sampel penelitian. Data hasil penelitian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan pendekatan scientific pada proses pembelajaran IPA, topik Besaran Fisika berlangsung mengikuti sintak: (1) siswa mengamati gambar pohon jeruk yang dilanjutkan dengan membaca tabel kata-kata besaran fisika; (2) siswa mengajukan pertanyaan  tentang definisi intensitas cahaya dan guru menjawab, kemudian guru memberikan pertanyaan definisi besaran; (3)  belum terlihat kegiatan menalar saat pembelajaran; (4)  belum terlihat  kegiatan percobaan yang dilakukan oleh siswa;  dan (5) siswa mempresentasikan pemahamannya tentang besaran fisika. Kebiasaan berpikir kritis siswa terlihat jelas, saat  65% siswa  (1) melakukan pengulangan saat pengumpulan data; (2) menggunakan referensi dalam berpendapat; (3) menggunakan alat praktikum yang sesuai; (4) menginterprestasi keterkaitan data; dan saat 70% siswa (1) menampung saran sebelum menyetujui; (2) berpihak pada pendapat yang lebih benar; (3) meminta penjelasan lebih lanjut kepada guru; dan (4) membuat hipotesis lebih dari satu. Siswa menunjukkan pemikiran terbuka dan siswa memiliki ketelitian dalam mengumpulkan informasi yang terpercaya. Pengelolaan pembelajaran IPA diharapkan berfokus pada pengembangan kemampuan berpikir tingkat tinggi lainnya.
PRAKTIK TERBAIK PEMBELAJARAN IPA SESUAI KURIKULUM 2013: STUDI KASUS SEKOLAH PILOT SMP N 1 MAGELANG
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5235

Abstract

Abstract This study is a qualitative descriptive study. The purpose of the study to examine the implementation, barriers, and the results of the implementation of the 2013 curriculum in science.The data was collected usingdocumentation research, observation, and interviews. Methods of data analysisusing the technique of triangulation. This study is located in SMP N 1 Magelang.The results show a syllabus for teaching science curriculum 2013 in SMPN 1 Magelang has been accomplished in full, the process of learning science in SMP N 1 Magelang has met all the requirements to obligate the curriculum in2013, and the implementation of the 2013 curriculum has a positive impact onschool performance and student learning. Based on the research results and thediscussion concluded that the implementation of the curriculum in 2013 had apositive impact on the management of science learning. Abstrak Penelitian ini merupakan penelitian deskriptif kualitatif. Tujuan penelitian untuk mengetahui pelaksanaan, hambatan, dan hasil dari implementasi kurikulum 2013 pada mata pelajaran IPA. Pengumpulan data penelitian menggunakan dokumentasi, observasi, dan wawancara. Metode analisis data menggunakan teknik triangulasi. Penelitian ini berlokasi di SMP N 1 Magelang. Hasil penelitian menunjukkan silabus mata pelajaran IPA Kurikulum 2013 di SMP N 1 Magelang telah terlaksana seluruhnya, proses pembelajaran IPA di SMP N 1 Magelang telah memenuhi seluruh persyaratan untuk melakasanakan kurikulum 2013, dan implementasi kurikulum 2013 memiliki dampak yang positif terhadap prestasi sekolah dan belajar siswa. Berdasarkan hasil penelitian dan pembahasan disimpulkan bahwa implementasi kurikulum 2013 berdampak positif terhadap pengelolaan pembelajaran IPA.  
PEMANFAATAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR MENGGUNAKAN METODE POST TO POST PADA MATERI KLASIFIKASI MAKHLUK HIDUP
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5237

Abstract

Abstract The aim of this study to describe the effectiveness of school environment utilization as learning resource used post to post method in matter classification of living things on SMP. The method in this study was pre-experimental with one shoot case study design. Population are entire VII class in SMP. The sample were determined by convinience sampling that were class VII A, VII C and VII G. The results showed that classical student’s activity was very active. Discussion and ask question indicators is very active while the indicator answered questions and express opinions included sufficient active. Cognitive learning outcomes from the average student’s worksheet and posttest value showed 96% students reached KKM.  Student’s worksheet value more dominant to determine the final value than the posttest value. Affective learning outcomes (attitude) showed curiosity get the highest percentage while the lowest was communicative. Classification activity showed student’s ability in classification step is very good, while the ability to make conclusions only sufficient criteria. The results of teachers and student’s opinion showed both of them were interest in application of the post to post method. Based on the analysis and discussion, it can be concluded that the school environment utilization as learning resource used post to post method in matter classification of living things on SMP are effective toward activities and student learning outcomes. Instruments of student’s activity need to be made more specific by classifying the type of student’s questions to avoid incompability of data Abstrak Penelitian ini bertujuan untuk mendeskripsikan efektivitas pemanfaatan lingkungan sekolah sebagai sumber belajar menggunakan metode post to post pada materi klasifikasi makhluk hidup di SMP. Metode yang digunakan pada penelitian ini adalah pre-experimental dengan desain one shoot case study. Populasi penelitian seluruh siswa kelas VII SMP N 1 Petanahan. Sampel penelitian ditentukan secara convinience sampling yaitu kelas VII A, VII C dan VII G. Hasil penelitian menunjukkan bahwa aktivitas siswa secara klasikal berada pada kriteria sangat aktif. Indikator aktivitas kegiatan diskusi dan intensitas bertanya termasuk sangat aktif, sedangkan indikator menjawab pertanyaan dan mengemukakan pendapat pada kriteria cukup aktif. Hasil belajar kognitif menunjukkan nilai akhir siswa dari rata-rata nilai LKS dan posttest menunjukkan 96% siswa tuntas KKM. Nilai LKS lebih dominan menentukan nilai akhir daripada nilai posttest. Hasil belajar afektif menunjukkan sikap rasa ingin tahu memperoleh persentase tertinggi sedangkan yang terendah adalah komunikatif. Kegiatan klasifikasi menunjukkan kemampuan siswa pada urutan langkah klasifikasi sangat baik, sedangkan kemampuan mengambil kesimpulan hanya pada kriteria cukup baik. Hasil analisis tanggapan menunjukkan guru dan siswa tertarik terhadap penerapan metode post to post. Berdasarkan hasil analisis dan pembahasan dapat disimpulkan bahwa pemanfaatan lingkungan sekolah sebagai sumber belajar menggunakan metode post to post pada materi klasifikasi makhluk hidup di SMP efektif terhadap aktivitas dan hasil belajar siswa. Instrumen aktivitas siswa perlu dibuat lebih spesifik dengan mengelompokkan jenis pertanyaan yang diajukan siswa untuk menghindari ketidaksesuaian data yang diperoleh.
STUDI KORELASI ANTARA REGULASI EMOSI DAN MINAT BELAJAR DENGAN PRESTASI BELAJAR BIOLOGI DI SMA
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5238

Abstract

Abstract This study aimed to discribe the correlation between emotional regulation and interest in learning with the learning achievement of students of biology. This study is a correlational study conducted SMA Negeri 1 Muntilan. The study population was a class XI student-MIA as many as 154 students. The sample used is 82 students, taken by simple random sampling. The method of data collection used is the method of questionnaire (emotion regulation’s scale and the scale of interest in learning) and documentation (midterm’s value of biology). Data were analyzed by partial correlation analysis followed by multiple regressions. The coefficient of determination showed that there was a positive correlation in moderate category with the amount 53.1% between emotion regulation and interest in learning together with biology student learning achievement. Thus the statement indicates that the regulation of emotion and interest in learning of biology contribute to the achievement of student learning. Abstrak Penelitian ini bertujuan untuk mendeskripsikan hubungan antara regulasi emosi dan minat belajar dengan prestasi belajar biologi siswa. Penelitian ini adalah penelitian korelasional yang dilaksanakan SMA Negeri 1 Muntilan Kabupaten Magelang pada semester gasal tahun ajaran 2014/2015. Populasi penelitian ini adalah siswa kelas XI-MIA sebanyak 154 siswa. Sampel yang digunakan sebanyak 82 siswa, diambil melalui simple random sampling. Metode pengumpulan data yang digunakan adalah metode kuesioner (skala regulasi emosi dan skala minat belajar) dan dokumentasi (nilai ujian tengah semester biologi). Data dianalisis dengan analisis korelasi parsial dilanjutkan dengan regresi berganda.Hasil koefisien determinasi penelitian menunjukkan bahwa ada hubungan yang positif berkriteria sedang dengan besaran 53,1% antara regulasi emosi dan minat belajar secara bersama-sama dengan prestasi belajar biologi siswa. Dengan demikian pernyataan tersebut menunjukkan bahwa regulasi emosi dan minat belajar berperan terhadap prestasi belajar biologi siswa.
PENGEMBANGAN MODUL PERANAN EKOSISTEM MANGROVE SEBAGAI SUMBER BELAJAR BERBASIS KONSERVASI DI SMA
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5239

Abstract

Abstract Science and technology development is supported by education. SMA N 2 Pekalongan has a mangrove ecosystem that has not been used as a learning resoursce. Learning procces during this run is still centered on teachers and indoor study. The module is a source of learning that guides students to learn independently. The purpose of this study was to obtain a viable and effective of the modules for learning biology ecosystem. This study are included in research and development model with pre-experimental research designs, the sample of this study are obtained by random sampling  The modules development are through the validation phase of small-scale pilot and large scale test. Validation results for the material aspect is 84.46, for the media and presentation aspects of 87.87 and 93.47 for teacher assessment, all ratings in the category very well. Research data taken form the cognitive and affective outcomes belajarn and student responses. Analysis of learning outcomes using the t test. The results of the t test analysis showed that the effective use of learning modules. Students gave the positive response of 95.8% of the modules use the role of mangrove ecosystems as a matter of these conservation-based learning resources. Based on the results of this study concluded that the role of the module-based mangrove ecosystem conservation feasible and effective to use as a source of learning in 1st high school on biology class. Abstrak Perkembangan IPTEK didukung oleh perkembangan dunia pendidikan. SMA N 2 Pekalongan memiliki ekosistem mangrove yang belum dimanfaatkan sebagai sumber belajar. Pembelajaran yang selama ini berjalan masih terpusat pada guru dan pembelajaran di dalam kelas saja. Modul merupakan sumber belajar yang menuntun siswa untuk belajar secara mandiri. Tujuan penelitian ini adalah untuk memperoleh modul yang layak dan efektif untuk pembelajaran biologi ekosistem. Penelitian termasuk dalam  research and development dengan desain penelitian pre experimental design sampel penelitian didapat dengan random sampling. Pengembangan modul melalui tahap validasi ujicoba skala kecil dan uji skala besar. Hasil validasi untuk aspek materi adalah 84,46, untuk aspek media dan penyajian 87,87 dan penilaian guru sebesar 93,47, semua penilaian masuk dalam kategori sangat baik. Data penelitian yang diambil berupa hasil belajar kognitif dan afektif serta tanggapan siswa. Analisis hasil belajar menggunakan uji t. Hasil analisis dengan uji t menunjukkan bahwa modul efektif digunakan dalam pembelajaran. Siswa meberikan tanggapan positif sebesar 95,8% terhadap penggunaan modul peranan ekosistem mangrove sebagai sumber belajar berbasis konservasi ini.  Berdasarkan hasil penelitian dapat disimpulkan bahwa modul peranan ekosistem mangrove berbasis konservasi layak dan efektif digunakan sebagai salah satu media pembelajaran biologi materi ekosistem di SMA kelas X..    
PENGEMBANGAN INSTRUMEN PENILAIAN RANAH AFEKTIF DAN PSIKOMOTORIK PADA MATA KULIAH PRAKTIKUM STRUKTUR TUBUH HEWAN
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5240

Abstract

Abstract This study aimed to develop assessment instruments affective and psychomotor domains in practicum courses animal's body structure. The process of Assessment instrument development was conducted in the Department of Biological Science, Semarang State University. The trials of small-scale products carried out in rombel 1 pure biology and the big-scale products carried out in rombel 3 biology education, Semarang State University. This study used a Research and Development (R&D) which is modified from Sugiyono. Research sampling technique used convenience sampling. The results showed that the assessment instruments affective and psychomotor domains in practicum courses meet the criteria of the animal's body structure is very feasible with the percentage of eligibility according to experts at 88.49%, according to a lecturer at 91.34%, and according to the lab assistant of 83%. Assessment instruments affective and psychomotor domains developed valid and reliable. Validity average of statement grains of 0.822 with a very high category and reliability category average of 0.91 with a very high category. Based on the results of research and development, it can be concluded that the assessment instruments affective and psychomotor domains developed very feasible, valid and reliable to be applied as the assessment tool in practicum course on the animal's body structure. Abstrak Penelitian ini bertujuan untuk mengembangkan instrumen penilaian ranah afektif dan psikomotorik pada mata kuliah praktikum struktur tubuh hewan. Penelitian ini merupakan penelitian Research and Development (R&D), dilaksanakan pada bulan Maret-Agustus 2014 di Jurusan Biologi FMIPA Universitas Negeri Semarang. Teknik pengambilan sampel menggunakan convenience sampling. Sampel ujicoba skala kecil adalah rombel 1 biologi murni sejumlah 10 mahasiswa dan 2 asisten praktikum, sedangkan sampel ujicoba skala besar adalah rombel 3 pendidikan biologi sejumlah 39 mahasiswa dan 8 asisten praktikum. Data kualitas instrumen penilaian dan tanggapan terhadap penggunaan instrumen penilaian dianalisis dengan metode deskriptif persentase, sedangkan data validitas dan reliabilitas butir pernyataan dianalisis dengan bantuan program Anates.  Hasil penelitian menunjukkan bahwa instrumen penilaian ranah afektif dan psikomotorik yang dikembangkan berkualitas, dengan kriteria penilaian ahli  sebesar 88,49%. Tanggapan terhadap penggunaan instrumen penilaian instrumen penilaian sangat layak dengan kriteria penilaian dosen sebesar 91,34% dan asisten praktikum sebesar 83%. Instrumen penilaian ranah afektif dan psikomotorik yang dikembangkan valid dan reliabel. Validitas butir pernyataan sebesar 0,822 (sangat valid) dan reliabilitas sebesar 0,91 (sangat reliabel). Kesimpulan penelitian ini adalah instrumen penilaian ranah afektif dan psikomotorik yang dikembangkan sangat layak, valid dan reliabel untuk diterapkan sebagai alat penilaian pada mata kuliah praktikum struktur tubuh hewan.Abstract This study aimed to develop assessment instruments affective and psychomotor domains in practicum courses animal's body structure. The process of Assessment instrument development was conducted in the Department of Biological Science, Semarang State University. The trials of small-scale products carried out in rombel 1 pure biology and the big-scale products carried out in rombel 3 biology education, Semarang State University. This study used a Research and Development (R&D) which is modified from Sugiyono. Research sampling technique used convenience sampling. The results showed that the assessment instruments affective and psychomotor domains in practicum courses meet the criteria of the animal's body structure is very feasible with the percentage of eligibility according to experts at 88.49%, according to a lecturer at 91.34%, and according to the lab assistant of 83%. Assessment instruments affective and psychomotor domains developed valid and reliable. Validity average of statement grains of 0.822 with a very high category and reliability category average of 0.91 with a very high category. Based on the results of research and development, it can be concluded that the assessment instruments affective and psychomotor domains developed very feasible, valid and reliable to be applied as the assessment tool in practicum course on the animal's body structure. Abstrak Penelitian ini bertujuan untuk mengembangkan instrumen penilaian ranah afektif dan psikomotorik pada mata kuliah praktikum struktur tubuh hewan. Penelitian ini merupakan penelitian Research and Development (R&D), dilaksanakan pada bulan Maret-Agustus 2014 di Jurusan Biologi FMIPA Universitas Negeri Semarang. Teknik pengambilan sampel menggunakan convenience sampling. Sampel ujicoba skala kecil adalah rombel 1 biologi murni sejumlah 10 mahasiswa dan 2 asisten praktikum, sedangkan sampel ujicoba skala besar adalah rombel 3 pendidikan biologi sejumlah 39 mahasiswa dan 8 asisten praktikum. Data kualitas instrumen penilaian dan tanggapan terhadap penggunaan instrumen penilaian dianalisis dengan metode deskriptif persentase, sedangkan data validitas dan reliabilitas butir pernyataan dianalisis dengan bantuan program Anates.  Hasil penelitian menunjukkan bahwa instrumen penilaian ranah afektif dan psikomotorik yang dikembangkan berkualitas, dengan kriteria penilaian ahli  sebesar 88,49%. Tanggapan terhadap penggunaan instrumen penilaian instrumen penilaian sangat layak dengan kriteria penilaian dosen sebesar 91,34% dan asisten praktikum sebesar 83%. Instrumen penilaian ranah afektif dan psikomotorik yang dikembangkan valid dan reliabel. Validitas butir pernyataan sebesar 0,822 (sangat valid) dan reliabilitas sebesar 0,91 (sangat reliabel). Kesimpulan penelitian ini adalah instrumen penilaian ranah afektif dan psikomotorik yang dikembangkan sangat layak, valid dan reliabel untuk diterapkan sebagai alat penilaian pada mata kuliah praktikum struktur tubuh hewan.    
PENGEMBANGAN BUKU SAKU MATERI PEMANASAN GLOBAL UNTUK SMP
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5241

Abstract

Abstract Availability of various learning materials will increase student’s knowledge. Reality in field still limited of learning materials is used in learning process. The aim of this research is to determine global warming pocketbook  which is appropriate to be used as learning materials in Junior High School, and to determine the feasibility and the effectiveness global warming pocketbook to be developed. This research design was Research and Development (R & D). The results assessment of media specialist and materials specialist showed that a global warming pocketbook was well worth the feasibility percentage, respectively for 96,4% and 93,3%. The response percentage of students on product trial was >50%. Student classical learning completeness obtained ≥75% (KKM: ≥75). The response percentage of teacher was >50%. Based on the above results, it can be concluded that global warming pocketbook which is appropriate with necessary of students and teacher is full colour and picture, consists of many exercises and information supported materials. A global warming pocketbook to be developed is feasible and effective for use as a learning materials in learning process. Abstrak Ketersediaan bahan ajar yang bervariasi akan meningkatkan pengetahuan yang diperoleh siswa. Kenyataan di lapangan masih terbatasnya bahan ajar yang digunakan dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui buku saku materi pemanasan global yang sesuai digunakan sebagai bahan ajar di SMP, serta mengetahui kelayakan dan efektifitas buku saku materi pemanasan global yang dikembangkan. Penelitian ini dilaksanakan dengan rancangan penelitian Research and Development (R&D). Hasil penilaian ahli media dan ahli materi menunjukkan bahwa buku saku materi pemanasan global sangat layak dengan persentase kelayakan berturut-turut sebesar 96,4% dan 93,3%. Persentase tanggapan siswa pada uji coba produk mencapai >50%. Ketuntasan belajar klasikal siswa mencapai ≥75% (KKM: ≥75). Persentase tanggapan guru mencapai >50%. Berdasarkan hasil penelitian dapat disimpulkan bahwa buku saku materi pemanasan global yang sesuai dengan kebutuhan siswa dan guru adalah buku saku yang penuh warna dan gambar, serta berisi banyak latihan soal dan informasi pendukung materi. Buku saku materi pemanasan global yang dikembangkan layak dan efektif digunakan sebagai bahan ajar dalam pembelajaran.  
PROFIL POLA INTERAKSI ANTARA GURU DAN SISWA SMP DALAM PEMBELAJARAN BIOLOGI PADA KONSEP EKOSISTEM
Journal of Biology Education Vol 4 No 1 (2015)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v4i1.5242

Abstract

Abstract The purpose of this research is to gain an overview of the question interaction pattern between teacher and student in Biology learning on ecosystem concept. This research is descriptive research. Sample of this research is VII C, VII H, and VII I class as much as 112 students at 12 Junior High School Bandung 2013-2014. The result that in learning process, the question from teacher is much more than the question from student. That was the question from teacher as much as 86% and the question from student just 14% from 76 totality question. Question distribution between 3 class, two class has the evenly distribution in every of corner class, that is VII C class which teached by practice teacher and VII I class which teached by professional teacher. The cognitive level question that appears in the class which teached by practice teacher are C1, C2, C3, C4 and C5. And cognitive level question that appears in the class which teached by professional teacher are C1, C2, C3, and C4. Asking answer interaction pattern that found in class which teached by professional teacher has 3 patterns, those are pattern A, pattern C, and pattern E. And class which teached by practice teacher has all of 5 asking answer interaction patterns.   Abstrak Penelitian ini bertujuan untuk memperoleh gambaran pola interaksi antara guru dan siswa dalam pembelajaran biologi pada konsep ekosistem. Penelitian ini merupakan penelitian deskriptif. Sampel yang digunakan dalam penelitian ini adalah kelas VIIC, VIIH, dan VII I di  SMPN 12 Bandung 2013-2014. Hasil penelitian menunjukkan bahwa dalam proses pembelajaran pertanyaan yang diajukan guru lebih banyak dibandingkan pertanyaan yang diajukan siswa, yaitu pertanyaan yang diajukan oleh guru sebesar 86% dan pertanyaan yang diajukan oleh siswa hanya sebesar 14% dari keseluruhan pertanyaan yang berjumlah 76 buah. Distribusi sebaran pertanyaan, dua kelas diantaranya memiliki distribusi yang merata ke setiap sudut kelas, yaitu kelas VII C yang dimbing oleh guru PPL dan kelas VII I yang dibimbing oleh guru Pamong. Jenjang kognitif pertanyaan yang muncul di kelas yang dibimbing oleh guru PPL adalah pertanyaan C1, C2, C3, C4 dan C5. Sedangkan jenjang kognitif pertanyaan yang muncul di kelas yang dimbing oleh guru Pamong adalah pertanyaan C1, C2, C3, dan C4. Pola interaksi tanya jawab yang ditemukan di kelas bimbingan guru Pamong memiliki tiga pola, yaitu pola A, pola C, dan pola E. Kelas yang dibimbing oleh guru PPL memiliki keseluruhan lima pola interaksi tanya jawab.  

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