Journal of 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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<![CDATA[Science Teaching and Learning Activities at Jincheng Junior High School to Support Students’ Scientific Literacy ]]>
<![CDATA[Kusumaningtyas, Carolina Sari]]>;
<![CDATA[Pukan, Krispinus Kedati]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.36237
<![CDATA[Scientific literacy is an ability to integrate science knowledge with relevant context and encourage people to behave scientifically. This case study describes the teaching and learning activities at Jincheng Junior High School, Tainan, Taiwan in supporting students’ scientific literacy. This study was a qualitative descriptive study that describes teaching and learning activities in supporting students’ scientific literacy as written in the narrative text. The data was collected by using observation, interview, and documentation. The data was then analyzed through five stages of qualitative data analyses by Nowell et al. (2017). The result shows that there were some key activities conducted at Jincheng Junior High involving laboratory, teaching, assessing, and learning activities. However, there were some limitations of the frequency of conducting laboratory activities and developing students’ inquiry. It can be concluded that teaching and learning activities at Jincheng Junior High School could support students’ scientific literacy.]]>
<![CDATA[The Analysis of Creativity's Correlation and Contribution toward UNNES Biology Teacher's Candidate Intention to Become Teacherpreneur ]]>
<![CDATA[Handayani, Defi Fina]]>;
<![CDATA[Ridlo, Saiful]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.36327
<![CDATA[In the industrial revolution 4.0 era, the improvement in the quality of human resources is the concern of all parties. The integration of entrepreneurship education in science education can improve the quality of education. Innovative individuals begin with high creativity. Teacher candidates who have creativity can be involved in entrepreneurship and can increase the intention to become teacherpreneur. The purpose of this study is to determine the relationship between creativity with the intention of becoming a teacherpreneur on UNNES Biology teacher candidates. The quantitative research is analyzed by ex-post facto research strategy. The population in this study are UNNES Biology Education students for 2015, 2016 and 2017. The study sample consists of 190 students which are determined by proportional random sampling. The creativity of teacher candidates is measured by the scale of creativity. Whereas the intention to become a teacherpreneur is measured by the intention to become a teacherpreneur scale. The results of research data analysis using Pearson product-moment correlation technique with the help of SPSS. From the calculation results, it is known that the Sig. is obtained at 0,000 < 0.05 with a correlation value of 0.432 (included in the medium category) shows a significant positive relationship between creativity and intention to become teacherprenenur. The contribution of creativity to the intention to become teacherpreneur is 18.5%. Creativity has a positive and significant effect on the intention to become teacherprenenur. The obtained regression equation is Y = 162,759 + 2,132X]]>
<![CDATA[The Activity and Student Learning Result in the Study of Environment Alteration Subject Using Problem Based Learning Model ]]>
<![CDATA[Zuhrotunnisa, Asri]]>;
<![CDATA[Partaya, Partaya]]>;
<![CDATA[Ngabekti, Sri]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.36571
<![CDATA[Basic of competence 3.11 analyzes data on environmental change, causes, and changes in environmental change for life. Basic competence 4.11. PBL model is suitable to be applied to environmental change learning material. PBL is problem-oriented. So it's good for solving lessons, challenging abilities and increasing student activity. The purpose of this study is to analyze activities, learning outcomes, attitudes, and understand the thinking of learning outcomes with student activities. This type of research is a quasi-experimental research design with non-aquivalent control groups. The population of this research is students of class X IPA 1 and 2 MA Al Asror Semarang. The independent variables contain learning material about the environment using PBL, while the variables are discussed further, learning outcomes, and student attitudes. PBL which plays a role in student activity seen in the Mann Whitney test results with Asymp. Sig. (2-tailed) 0,000 <0.05 indicates Ha received, which means all activities between the experimental class and the control class. Learning outcomes improve the medium category with an n-gain of 0.5315 and achieve classical completeness. The correlation of activities with learning outcomes shows r count 0.589> r table 0.361 including moderate category with r2 34.69%, meaning 34.69% of activities contribute to learning outcomes, 65.31% is determined by other factors. PBL samples affect students seen in the results of independent sample t test sig value of 0,000 <0.05 indicates Ha is accepted, meaning that it is related to the difference between the experimental class and the control class.]]>
<![CDATA[The Development of Gymnospremae Interactive Media Android Based with The Discovery Learning to Improve Student Learning Result on Plantae Subject in Senior High School ]]>
<![CDATA[Amalia, Isna Rizqi]]>;
<![CDATA[Rahayu, Enni Suwarsi]]>;
<![CDATA[HB, Putut Martin]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.36866
<![CDATA[Plantae is one of biology subjects at X grade. The school condition that located in the low area causing not so many diversity of plant in the school environtment and there is no Gymnospermae. The learning method still using lecture with the help of power point and also teacher and student manual book. Students less active and do not really engage in the learning process so it influence the learning result. The aim of this study is to develop Gymnospremae Interactive Media Android Based (MIGA) with The Discovery Learning towards Plantae Subject in Senior High School. This study is a research and development (R&D) study with the phases of data collection, product design, product validation, product revision small scale testing, product revision, huge scale testing, product revision and final product. The assessment result of MIGA validation by subject expert is 91,67% (very valid) and by media expert is 100% (very valid). The media effectiveness which is seen from students learning result based on pre test and post test showed that there was an improvement of knowledge with N-gain average of 0,49 (moderate) and students classical thoroughness of 100%. Besides, MIGA is mentioned as a very practical based on the assessment of teacher’s response in the amount of 85,41% and students in the amount of 83,12%. Based on the analysis of research result, it can be concluded that the developed MIGA is valid, effective, and practical in the learning process.]]>
<![CDATA[Analysis of Biology Daily Assessment According to Cognitive Process Dimension and Higher Order Thingking Skills Question ]]>
<![CDATA[Ansori, Achmad Zanuar]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.37841
<![CDATA[Daily assessment plays an important role to monitor students’ learning achievement. It reflects techers’ ability in composing items and cognitive process dimension. The presence of HOTS questions in the daily assessments is very important to train students in developong higher-order thinking skills. This study aims to determine the distribution of cognitive process dimension and HOTS questions on biology daily assessment items in odd semester 2019/2020. This study also wants to uncover factors that influence biology teachers in presenting HOTS questions. The subjects of this survey study were biology teachers at MAN 1 and MAN 2 Lamongan. Data obtained through documentation and questionnaire techniques. Data in the form of question sets were analyzed with descriptive statistics (percentage). Questionnaire data was treated through the process of collecting, reducing and categorizing, displaying, and drawing conclusions. The results show that the cognitive process dimension of remembering and understanding dominate the daily assessment item in both schools, the percentage of HOTS questions is very low, and the teacher internal factors are hampering the presence of HOTS questions in the daily assessment.]]>
<![CDATA[The Application of Guided Inquiry using LKPD on Animal Tissue Topic and its Impact to Science Process Skills and Students' Outcome Learning ]]>
<![CDATA[Putri, Amalia Nurina]]>;
<![CDATA[Susanti, R.]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.37869
<![CDATA[According to interview with biology teacher of 11th grade of SMA Negeri 9 Semarang, known that teaching-learning process on animal tissue topic implemented teacher-centered learning, so that low students’ participation in the classroom happened and also there is no laboratory activity which resulted in the low ability of science process. One way to solve that problem is to implement learning model that carry out scientific methods and student-centered learning called guided inquiry. This study aims to analyze the effectiveness of implementation of guided inquiry model using LKPD on students’ science process skills as well as the learning outcomes. The participants are 72 students of 11th grade in science class 5 and 6 of SMA Negeri 9 Semarang in the first semester 2019/2020 academic year. This study used pre-experimental design with One Shoot Case design. Implementation of guided inquiry model using LKPD is effective if ≥ 90% score of science process skills reach a minimum of good criteria and excellent, ≥ 75% of students are able to reach the minimum criteria for completeness of studying (KKM ≥ 70) and enhancement pretest-posttest (N-gain) score are in the medium-high category of ≥ 90% students. The results show science process skills in 97,15% of students reach good and excellent criteria, completeness of studying score in 93,06% of students reach the minimum criteria for completeness of studying (KKM ≥ 70) as well as the enhancement pretest-posttest (N-gain) score in 100% of students are in the middle to high category. This study has identified guided inquiry model using LKPD of animal tissue topic as effective implementation strategy for developing science process skills of students as well as boosting the learning outcomes of students in SMA Negeri 9 Semarang.]]>
<![CDATA[The Effectiveness of Make A Match Learning Model on Student Learning Outcomes in the Motion System Material ]]>
<![CDATA[Dewayani, Rahma Dita]]>;
<![CDATA[Pukan, Krispinus Kedati]]>;
<![CDATA[Budi Prasetyo, Andreas Priyono]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.37872
<![CDATA[This study is entitled "The Effectiveness of the Make A Match Learning Model on Student Learning Outcomes on the Motion System Material". The purpose of this study was to examine the effectiveness of the make a match learning model on student learning outcomes. The assessment indicators in this final project include three domains, which are cognitive, affective, and psychomotor learning outcomes. The design of this experimental research is the pretest-posttest control group. The population of this study is all students of class XI MIPA of SMA N 1 Jekulo consisting of 4 classes. The sample of this study is taken by a cluster random sampling technique, where students of class XI MIPA 1 as a control class and students of class XI MIPA 2 as an experimental class. Cognitive learning outcomes data (posttest) are tested, affective learning outcomes (attitudes), psychomotor learning outcomes (skills) and student responses are analyzed in a descriptive qualitative manner. The results show the percentage of classical completeness between the experimental and control classes is 91.66% ˃ 62.85%. The attitude of the experimental class students > the control class in each aspect is classified as good and very good with a difference of ≤ 10% in the aspects of the discipline, cooperation, confidence, and curiosity. The number of students who are highly skilled in the experimental class and control class is 58.33% ˃ 34.29%. Student responses to the application of the make a match learning model 52.77% are very good and 47.77% which is good. The conclusion of this research is the make a match learning model is effectively used in the learning of motion system material in SMA N 1 Jekulo.]]>
<![CDATA[Relationship between Learning Resources and Students’ Learning Methods on Biology Student Learning Outcomes in XI MIPA Class ]]>
<![CDATA[Sari, Mustika]]>;
<![CDATA[Utami, Nur Rahayu]]>;
<![CDATA[Isnaeni, Wiwi]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.38006
<![CDATA[The achievement of student learning outcomes is influenced by various factors, such as learning resources and ways of learning. The purpose of this study is to determine the relationship between learning resources and learning outcomes; know the relationship between how to learn and the learning outcomes; and know the relationship between learning resources and ways of learning on the learning outcomes. The sample in this study was 108 students. The independent variables in this study are learning resources (X1) and ways of learning (X2). The dependent variable in this study is learning outcomes (Y). The data collection method used a questionnaire and documentation. Data analysis in this study used descriptive percentages, multiple linear regression, t test and F test. The results showed that the analysis of multiple linear regression obtained equation: Y = 52.078 + 0.224X1 + 0.203X2. Partially, the influence of learning resources on learning outcomes was 43.3%, while the influence of learning methods was 42.6%. Simultaneously, learning resources and ways of learning influenced the learning outcomes by 47.3%, with SE (X1) = 24.6%, and SE (X2) = 22.7%. Based on the results of the analysis, it can be concluded that learning resources and ways of learning significantly influenced learning outcomes, both partially and simultaneously. In this study, learning resources had a greater influence on learning outcomes compared to the of way of learning on learning outcomes. Thus, schools need to optimize all learning resources both in their existence and utilization, and students need to improve their way of learning in order to get optimal learning outcomes.]]>
<![CDATA[The Influence of Predict Observe Explain (POE) Learning Model on Student Learning Outcomes ]]>
<![CDATA[Prabawati, Reni]]>;
<![CDATA[W.H., Nugrahaningsih]]>;
<![CDATA[Alimah, Siti]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.38065
<![CDATA[This study aims to analyze the influence of Predict Observe Explain (POE) model on student’s learning outcomes. This research was conducted using Quasi Experimental design with Pretest-Posttest Control Group Design. Population of this research is all of XI grade students at MA Al Asror Semarang. The sample that were used are XI IPA 1 as control class and XI IPA 2 as experimental class taken by simple random sampling. The result showed that the learning outcomes experiment class are better than control class in term of cognitive, affective, and psychomotor aspects. The result of N-gain t-test shows there is significant difference of posttest-pretest value between experiment class and control class. The level of affective and psychomotor aspects of the experimental class is better than the control class. This is supported by the responses of teachers and students who respond well to learning with POE model applied. Based on the results of the study concluded that the learning of Predict Observe Explain (POE) model applied have a significant effect on students’s learning outcomes.]]>
<![CDATA[Implementation of Cambridge International Curriculum Biology and the Impact on Critical Thinking Skills of Students in Semesta High School ]]>
<![CDATA[Najah, Suhaila Zakiya]]>;
<![CDATA[Setiati, Ning]]>
<![CDATA[ Journal of Biology Education Vol 9 No 1 (2020): April 2020 ]]>
Publisher : <![CDATA[FMIPA UNNES ]]>
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DOI: 10.15294/jbe.v9i1.38074
<![CDATA[Most of international schools in Indonesia are applying the Cambridge International Curriculum (CIC). This study aimed to explore the implementation of Biology Cambridge International Curriculum in Semesta High School and investigate its impact on students' critical thinking. This qualitative study employed a case study design and purposive sampling. A curriculum coordinator, a biology teacher, and 35 students were purposefully chosen to be a part of this study. Exploration of the implementation of CIC was performed using interview sessions, teaching-learning observations, and written materials. Open-ended questions were distributed to thirty-five students and interview 15 students to investigate the critical thinking of students. The findings of this study showed that Semesta High School provided quality amenities for students to support teaching-learning activities and students scored high in critical thinking tests. Major findings from this study concluded that Cambridge International Curriculum was highly implemented and well managed by Semesta High School and this implementation had a great influence on the critical thinking skills of students.]]>
