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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 956 Documents
 87   88   89   90   91 
Cooperative Character Education In Biology Learning In Sekolah Indonesia Kota Kinabalu Sabah Malaysia
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.40390

Abstract

RI Law No. 20 of 2003 explains the purpose of education is not only to educate students but also to shape the character of students. Character education is important to be implemented in schools as a manifestation of the regulation. Character education can be integrated in biology subjects. One example of character education is cooperation, cooperation is one of the basic values’s Sekolah Indonesia Kota Kinabalu Sabah Malaysia. The purpose of this study was to determine the application of cooperative character education on biology learning in Sekolah Indonesia Kota Kinabalu Sabah Malaysia. Thus the focus of this study are (1) application of character education; (2) implementation of basic values; (3) implementation of cooperative character education in learning at indoor and outdoor classroom. The study uses descriptive qualitative and triangulation techniques. The sample in this study was X-MIA students. Data collection is done by interview, observation, and documentation. The interview data used 6 samples, 2 students of X-MIA class, biology teacher, Deputy for Student Affairs, Deputy for Curriculum, and Principal. Observation data were carried out using observation guidelines in check lists form and observations of student’s learning process in class and outside classroom. Documentation data uses RPP. The final results of the cooperative character education research on biology learning in Sekolah Indonesian Kota Kinabalu Sabah Malaysia implemented by the school to students are well proven based on the results of observations, interviews, and documentation that have been carried out on biology learning both in the classroom and outside the classroom.
The Research-Based Respiration System Teaching Material Supplements to Improve Attitudes Refuse Shisha
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.41859

Abstract

The development of teaching material supplements is tailored to the needs of students and complements existing teaching materials. Based on KD 3.8 for class XI in the 2013 curriculum, the material for respiration systems, learning begins with an analysis of facts. The facts from the latest research presented in the book are still limited. So that research-based teaching material supplements are needed. Teaching material supplements are developed by integrating the facts of research results, namely related to exposure to shisha smoke to the respiratory system. The purpose of this study was to determine the validity, practicality and effectiveness of the developed teaching material supplements. This research is a Research and Development study which refers to the modified steps of Sugiyono (2015). The stages in this research are identification of potential problems, data collection, product design, design validation, design revision, product testing and product revision. Product validation is carried out by material expert lecturers and media expert lecturers. Product trials were conducted by collecting teacher and student response data to teaching material supplements. The results showed that teaching material supplements were very valid according to material experts with a percentage of 84.68% and very valid according to media experts with a percentage of 98.08%. The practicality level of teaching material supplements by the teacher is considered very practical with a percentage of 85% and very practical according to students with a percentage of 83.81%. The effectiveness level of teaching material supplements based on a questionnaire on the attitude of rejecting shisha before and after being given teaching material supplements has a very high increase in rejecting shisha.
The Students Worksheets Based on Problem Based Learning (PBL) on Ecosystem Materials
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.48250

Abstract

Based on observations, the worksheets used in Senior High School 11 Semarang only contain a summary of the content of the material and the questions so that the activities presented do not facilitate the students. In addition, the learning process had not stimulated students to solve real problems. Learning tends to be memorized and textual. Implementation of Students Worksheets based on PBL can improve activities and student learning outcomes also guide students towards concept development through information and instructional task instructions to conduct investigations or problem solving, students are active in learning, and collaborative learning. This research aimed to analyze the validity, legibility, and effectiveness of Students Worksheets based on PBL on ecosystem material. This research was conducted at Senior High School 11 Semarang with a Research & Development (R&D) research design. The research steps included potential and problem identification, data collection, product design, design validation, design revision, small-scale trials, product revisions, large-scale trials, product revisions, and final products. Small-scale trials were carried out on 10 students of class XII MIPA 5 and a biology teacher. A large-scale trial was conducted on 36 students of class X MIPA 6 online due to the Covid-19 pandemic using a pre-experimental design in the form of a one-group pretest-posttest. The data analysis used descriptive percentages. Students Worksheets based on PBL have printed teaching materials with A4 paper size, combined with attractive pictures, illustrations, and colors, containing real problems around students such as the eutrophication of Rawa Pening and the eruption of Mount Merapi, and containing PBL syntax according to Arends (2012). Students 'classical completeness was 86.11% with an increase in students' understanding of the concept of the medium category. The average percentage of students' skills competency assessment obtained very good criteria. Students responded very well in large-scale trials. Based on these results, it can be concluded that the development of Students Worksheets based PBL on ecosystem materials is feasible and effectively used to improve student learning outcomes.
The Relationship of Technological Pedagoical and Content Knowledge Capabilities with Mastery of Biological Concepts of Prospective Biology Teachers
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.49825

Abstract

Technological Pedagogical and Content Knowledge is a framework that integrates technology into aspects of pedagogy and content. TPACK ability is very important for prospective teachers in era 4.0. Prospective teachers who have TPACK skills will be better than teachers who only have PCK capabilities, in addition to TPACK prospective teachers also need to master the concept of materials that will be delivered when teaching. Prospective teachers who have mastery of good concepts can avoid inconsistencies that occur in students, because prospective teachers will explain according to the correct concept. Prospective teachers who do not master the concept of science well are feared to be the cause of misconceptions in students. The purpose of this study is to describe the ability of TPACK prospective biology teachers, master the concept of prospective biology teachers, and analyze the relationship between the two. The sample from this study was prospective biology teacher students in semesters 8 and 10 which amounted to 64 students. This study uses a correlation research design with test instruments in the form of multiple choice and non-test questions in the form of structured interview guidelines The results of the data analysis showed that the aspect of TK (58%), PK (63%), CK (64%), TPK (61%), TCK (62%) belonged to the sufficient category, while the PCK aspect (80%) was in the good category. Mastery of the concept of prospective teachers is in the medium category, with mastery of the highest concept on the concept of grouping animals based on their phylum, while the lowest is in the concept of ecosystems. From the results of mastery of the following concept is a concept measured mastery, namely the concept of biodiversity, classification of 5 kingdoms, viruses, fungi, plantae, animalia, cells, plant tissues, animal tissues, ecosystems, motion systems, digestive system, nervous system, growth and development, enzymes, genes, inheritance of traits, and evolution. Analysis of the two variables, namely TPACK and mastery of concepts, was tested using product moment correlation and produced the number 0.230 which makes TPACK and mastery of the concept is in a low category. Supporting aspects such as CK, TCK and PCK even when tested only pck aspects that occupy the medium category, for the CK and TCK aspects occupy the low category. This is because TPACK has technological and pedagogical aspects as well, so when connected with mastery of the concept of low correlation results.
Analysis of Student Interests and Learning Outcomes related to Biology Teachers' Creativity in Using Learning Management Systems in Pandemic Period
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.50149

Abstract

Distance learning requires teachers to take advantage of digital platforms in order to continue to carry out learning activities. Therefore, a learning management system (LMS) emerged as a solution. One form of LMS that is most widely used in Indonesia, including at SMAN 9 Bandar Lampung, is Google Classroom. The purpose of this study is to analyze how much influence the creativity of teachers in using LMS has on students' interest and learning outcomes during the Covid-19 pandemic. The approach in this research is quantitative with ex post facto design. The sample is 178 students of class XI IPA SMAN 9 Bandar Lampung. Research data was obtained through questionnaires distributed online, as well as documentation of mid-semester assessment scores from Biology teachers. The results showed that the creativity of teachers 1, 3 and 4 showed a data significance of < 0.005, which proves that teacher creativity has a significant influence on student learning outcomes. Reinforced by the coefficients sequentially, namely: 0.646, 0.675, and 0.812, which means that 1% of the increase in teacher creativity will have an impact on student interest in learning which will also increase by 64.6%, 67.5%, and 81.2%. , but the creativity of teachers 1, 2, and 4 on student learning outcomes has no significant effect, although there is a significant effect on teacher 3 with a coefficient of 0.028, and still shows a relatively small effect of 2.8%, so it can be concluded that teacher creativity in utilizing LMS can affect student learning interest, but is not able to have a significant impact on student learning outcomes which have the potential to be influenced by other internal and external factors.
The Ecosystem Problem-Based Learning E-module To Train Critical Thinking Skills During COVID-19 Pandemic
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.55257

Abstract

The form of Biology teaching materials nowadays was still limited, in contrast with digital platforms’ fast development. Incomplete learning experiences cause difficulties in understanding difficult topics such as ecosystems, which lead to critical thinking skills training obstacles, more so during the COVID-19 pandemic. Therefore, it was necessary to develop teaching materials to train this skill. The problem-based learning model required the students to actively solve the problems, in turn training them to think critically. The purpose of this research is to develop a valid, readable, and practical ecosystem problem-based learning e-module to train high school students’ critical thinking skills. This research used the ADDIE model, data gathering use validation, Fry Graph, and questionnaire method on the 10 students of SMAN 1 Dawarblandong grade 10 as the participant, and the descriptive-quantitative techniques used to analyze the data. The result of this research, namely the developed e-module with authentic problems and hands-on activities; the 3.78 validity score; the suitable readability for 10th-grade students; and 96.94% positive response on practicality. Accordingly, the ecosystem problem-based learning e-module to train high school students’ critical thinking skills declared very feasible in terms of validity, readability, and practicality.
The Bacteria Material E-Pocket Book to improve Learning Outcomes and Motivation and Curiosity of Class X Students
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.55349

Abstract

This study aims to produce a valid and effective e-pocket book media development product for bacteria material to improve learning outcomes, motivation, and curiosity of students in class X Mathematics and Natural Sciences. This research uses Research and Development research. The data taken include validity, practicality, and effectiveness (motivation and curiosity and learning outcomes). The data collection technique was carried out by non-test (questionnaire) and tests. Data analysis techniques include validity analysis, practicality analysis, and effectiveness analysis. The e-pocket book was tested at SMA PL Don Bosko Semarang for a small-scale test in one class, namely X MIPA 1 and a large-scale test in 3 classes, namely X MIPA 1, 2, and 3. The results showed that the e-pocket book media was declared very good. Valid, based on the percentage of scores obtained by media and material experts, namely 93% and 85%, with an average of 89%. It is stated to be very practical, based on the acquisition of percentage scores by teachers and students, namely 95% and 90%, with an average of 93%. It was stated that it was effective in increasing students' motivation and curiosity, based on the acquisition of the average score percentage per class ≥70%, namely X MIPA 1 = 80%, X MIPA 2 = 78%, X MIPA 3 = 79%. The results of the pre and posttests resulted in an average N-gain score for each class of more than 0.30 and less than 0.70, namely X MIPA 1 = 0.47, X MIPA 2 = 0.57, X MIPA 3 = 0.61 scale currently. Based on the results of the study, it can be concluded that the e-pocket book material developed by bacteria is effectively used as a learning media in class X MIPA SMA PL Don Bosko Semarang to improve student learning outcomes, motivation, and curiosity.
Analysis and Remediation of Student Misconceptions Using P2OC2R-Based Learning Model on Fungi Materials in Senior High School
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.56477

Abstract

Misconceptions are ideas from students that are not accordance with the conception agreed upon by scientists who are believed to be true. Misconceptions need to be identified and remedied so that they don’t have a negative impact on the acceptance and understanding of further concepts. The purpose of this study was to analyze the profile of students' conceptions using the three-tier diagnostic test before and after of the P2OC2R learning model treatment, and to analyze the effect of applying the P2OC2R learning model to students' conceptions by comparing the results of the pretest and posttest. This research was a quasi-experimental research with one group pretest-posttest design, namely adaptation of three tier questions, testing pretest questions, P2OC2R treatment, testing posttest questions, analyzing research results with category tables and criteria for misconception levels, comparing pretest and posttest results, and drawing conclusions. The subjects in this study were 21 students of tenth grade who had received fungi material. The results showed that the average student conception profile before treatment was 44.93% misconceptions, 29.81% don’t understand concepts, and 25.26% understand concepts. The criteria for student misconceptions showed as many as 33.33% high misconceptions, 42.86% moderate misconceptions and 23.81% low misconceptions. After P2OC2R learning treatment, the average conceptual profile of students with misconceptions decreased to 23.18%, students didn’t understand concepts decreased to 7.67% and students understood concepts increased to 69.15%. Meanwhile, the criteria for students with high misconceptions decreased to 0%, moderate misconceptions decreased to 28.57% and low misconceptions increased to 71.43%. This proves that there is a significant effect or change before and after P2OC2R learning treatment.
The Problem-Based E-Module as Learning Suplement of Enviromental Changes Material to Improve Student Learning Outcomes
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.56846

Abstract

The research aims to develop problem-based e-modules as a learning supplement of environmental change material that is feasible, effective in improving students' learning outcomes, and practically used in learning. This type of research is Research and Development (R&D). The subjects in this research were 34 students of SMAN 2 Kebumen class X MIPA 2. The research results on the feasibility of e-module from validity test obtained an average percentage score of 80.6% from material experts and 94.37% from media experts so that the e-module meets the category feasible for use in learning. In the small-scale test obtained an average percentage score of 81.2% from students with feasible categories. The results of the responses on the large-scale test obtained from students got an average score of 83.5% and from teacher 82.5% which were included in the feasible category. Problem-based e-module is proven to be effective in improving student learning outcomes obtained from the N-gain value of 0.56 in the medium category and classical completion obtained 100%. The results of the practicality test from students obtained an average score of 85.4% and from teacher 82.5% with a very practical category. The results showed that problem-based e-module on environmental changes material is feasible, effective for improving student learning outcomes and practically used in learning.
PBL-Based Teaching Materials E-Supplements on Excretion System Materials to Improve Critical Thinking Ability of High School Students
Journal of Biology Education Vol 11 No 2 (2022): August 2022
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v11i2.58110

Abstract

Biology learning in high school is expected to be able to improve students' abilities in facing challenges and competition in the 21st century era. One of the students' abilities that need to be improved is critical thinking skills because students' critical thinking skills in Indonesia are still relatively low. This is evidenced by the TIMSS research which states that Indonesia's average score is still far from the international average score. Critical thinking skills are needed in excretory system material so that students can analyze the relationship between human life patterns and disorders of the excretory system. There is no material on human life patterns that affect the excretory organs in textbooks, so a complementary teaching material is needed. This study aims to analyze the validity, readability, and effectiveness of the developed e-supplement teaching materials. The research method used in this research is Research and Development (R&D) according to Sugiyono which has been modified. The indicators measured in the study were the validity, readability, and effectiveness of PBL-based e-supplement teaching materials. The validity of the e-supplement of teaching materials is determined from the validation of material experts, media experts, and biology teachers. Meanwhile, the readability of e-supplements for teaching materials was determined from the responses of nine students in class XI-MIPA 2 and a biology teacher. The results of the effectiveness were determined based on the classical completeness test and the N-Gain test from the results of the pretest-posttest students of class XI-MIPA 1 and XI-MIPA 2. The results showed that the percentage of the validity of e-supplements teaching materials was 88% with very valid criteria and the percentage of readability of e-supplements teaching materials was 84.88% with very good criteria. While the effectiveness test got 78% classical completeness, the N-Gain result was 0.5 (medium), and critical thinking ability was 71.76 (critical). The conclusion obtained from this research is that the e-supplement of PBL-based teaching materials on excretory system material is valid, reads very well, and is effective for improving critical thinking skills of high school students.

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