Pub Date : 2021-10-30DOI: 10.26555/bioedukatika.v9i3.21439
Ma Lidi, M. H. Daud
{"title":"Project-based learning based on local wisdom through google classroom to improve process skills in pandemic times","authors":"Ma Lidi, M. H. Daud","doi":"10.26555/bioedukatika.v9i3.21439","DOIUrl":"https://doi.org/10.26555/bioedukatika.v9i3.21439","url":null,"abstract":"","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122596126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.26555/bioedukatika.v9i3.20790
R. C. Handziko, I. Suryadarma
{"title":"The impacts of instructional media on the concept mastery of Merapi ecosystem succession","authors":"R. C. Handziko, I. Suryadarma","doi":"10.26555/bioedukatika.v9i3.20790","DOIUrl":"https://doi.org/10.26555/bioedukatika.v9i3.20790","url":null,"abstract":"","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134144730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.26555/BIOEDUKATIKA.V9I2.19977
Bambang Hariyadi, A. Subagyo, W. Kartika
The improper uses of peatlands degrade the lands, making them vulnerable to fire. Restoration and conservation of Indonesian peatlands have not succeeded, yet the forest fires tend to increase in severity and frequency. Therefore, it is urgent to have more systematic efforts to conserve the peatlands through education, mainly in schools. This study aims to assess the knowledge and perceptions of high school biology teachers about the peatland ecosystem and identify the potential for integrating peatland-associated materials in learning biology. Data and information were collected through observation, online questionnaires, literature reviews, and focus group discussions. The data were analyzed qualitatively to reveal the biology teacher's knowledge and perceptions about peatlands. Although peatland is a vital resource on the east coast of Jambi Province, most biology teachers in the region do not have good knowledge about peatland. However, the teachers aware of the importance of integrating peatland material in learning biology. They argue that the integration facilitates students to understand the surrounding environment, including the peatland. Therefore, in the long run, they could actively involve in protecting and conserving the peatland. This research has identified several peatlands-associated materials that are relevant to be integrated into biology learning.
{"title":"Peat Ecosystem: Teachers' knowledge and perception, and its integration in learning biology","authors":"Bambang Hariyadi, A. Subagyo, W. Kartika","doi":"10.26555/BIOEDUKATIKA.V9I2.19977","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I2.19977","url":null,"abstract":"The improper uses of peatlands degrade the lands, making them vulnerable to fire. Restoration and conservation of Indonesian peatlands have not succeeded, yet the forest fires tend to increase in severity and frequency. Therefore, it is urgent to have more systematic efforts to conserve the peatlands through education, mainly in schools. This study aims to assess the knowledge and perceptions of high school biology teachers about the peatland ecosystem and identify the potential for integrating peatland-associated materials in learning biology. Data and information were collected through observation, online questionnaires, literature reviews, and focus group discussions. The data were analyzed qualitatively to reveal the biology teacher's knowledge and perceptions about peatlands. Although peatland is a vital resource on the east coast of Jambi Province, most biology teachers in the region do not have good knowledge about peatland. However, the teachers aware of the importance of integrating peatland material in learning biology. They argue that the integration facilitates students to understand the surrounding environment, including the peatland. Therefore, in the long run, they could actively involve in protecting and conserving the peatland. This research has identified several peatlands-associated materials that are relevant to be integrated into biology learning.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129092540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.26555/BIOEDUKATIKA.V9I2.20675
A. M. Amin, Romi Adiansyah, N. Hujjatusnaini
The ability to give arguments is very essential for students in order that they can take more roles in various aspects of life. The quality of students' arguments can be reflected in their ability to accommodate higher-order thinking skills to generate an argument. This study aims at analyzing students’ ability to make arguments and the quality of their arguments after the implementation of Reading, Questioning and Answering ( RQA ) , ADI (Argument-Driven Inquiry) , RQA integrated with ADI, and conventional learning strategies. This research is a survey research using a descriptive quantitative approach. The subjects of this research were the Biology Education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi, consisting of 92 students. The collected data were in the form of students’ argumentation skill data obtained from the observation sheets in each class through the implementation of RQA strategy, ADI strategy, RQA integrated with ADI strategy, and conventional learning strategy on animals Physiology learning. The results of this research showed that the quality of students' arguments at the implementation of RQA, ADI, RQA integrated with ADI learning strategies was at the level of application, analysis, evaluation, and creation, while at the implementation of conventional learning their argumentation quality was at the level of memorizing and understanding.
{"title":"Students’ argumentation quality and argumentation skill biology education student","authors":"A. M. Amin, Romi Adiansyah, N. Hujjatusnaini","doi":"10.26555/BIOEDUKATIKA.V9I2.20675","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I2.20675","url":null,"abstract":"The ability to give arguments is very essential for students in order that they can take more roles in various aspects of life. The quality of students' arguments can be reflected in their ability to accommodate higher-order thinking skills to generate an argument. This study aims at analyzing students’ ability to make arguments and the quality of their arguments after the implementation of Reading, Questioning and Answering ( RQA ) , ADI (Argument-Driven Inquiry) , RQA integrated with ADI, and conventional learning strategies. This research is a survey research using a descriptive quantitative approach. The subjects of this research were the Biology Education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi, consisting of 92 students. The collected data were in the form of students’ argumentation skill data obtained from the observation sheets in each class through the implementation of RQA strategy, ADI strategy, RQA integrated with ADI strategy, and conventional learning strategy on animals Physiology learning. The results of this research showed that the quality of students' arguments at the implementation of RQA, ADI, RQA integrated with ADI learning strategies was at the level of application, analysis, evaluation, and creation, while at the implementation of conventional learning their argumentation quality was at the level of memorizing and understanding.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131202223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.26555/BIOEDUKATIKA.V9I2.17788
H. Suganda, R. Riandi, W. Purwianingsih
This study aims to analyze and identify teachers 'perceptions of TPACK that can influence teachers' knowledge and understanding of 21st-century learning. The research method used in this research is the survey method with a cross-sectional research design. The research subjects consisted of 25 biology teachers with different teaching experiences ranging from learning experience ages less than five to more than 15. The results showed that biology teachers with TPACK perceptions were quite good. Teachers 'perceptions of 21st-century learning are constrained by understanding students' abilities on indicators of creativity and critical thinking. The consideration of teaching according to the skills demands of the 21st century is quite good. Teachers with low teaching experience still have less understanding of the latest learning technology. Each range of teacher teaching experiences has different abilities and perceptions and considerations of 21st-century learning that can become the foundation of teachers in implementing learning in the 21st century that puts forward the 4Cs aspect.
{"title":"TPACK perception analysis of teachers in facing 21st-century learning","authors":"H. Suganda, R. Riandi, W. Purwianingsih","doi":"10.26555/BIOEDUKATIKA.V9I2.17788","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I2.17788","url":null,"abstract":"This study aims to analyze and identify teachers 'perceptions of TPACK that can influence teachers' knowledge and understanding of 21st-century learning. The research method used in this research is the survey method with a cross-sectional research design. The research subjects consisted of 25 biology teachers with different teaching experiences ranging from learning experience ages less than five to more than 15. The results showed that biology teachers with TPACK perceptions were quite good. Teachers 'perceptions of 21st-century learning are constrained by understanding students' abilities on indicators of creativity and critical thinking. The consideration of teaching according to the skills demands of the 21st century is quite good. Teachers with low teaching experience still have less understanding of the latest learning technology. Each range of teacher teaching experiences has different abilities and perceptions and considerations of 21st-century learning that can become the foundation of teachers in implementing learning in the 21st century that puts forward the 4Cs aspect.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116796701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.26555/BIOEDUKATIKA.V9I2.17951
S. Sriyati, Findi Septiani, K. Udayani, A. Amprasto
Improving students' problem-solving skills can be done through teaching materials. Teaching materials used in schools throughout Indonesia have not been integrated with local potential or wisdom. This research aims to develop teaching materials based on local wisdom to improve students' problem-solving abilities. The local wisdom raised in the teaching materials is the local wisdom of agriculture in Binjai Medan and the Balinese environment based on the local wisdom of the Tumpek Wariga ceremony. The development of teaching materials uses the ADDIE design model (Analyze, Design, Develop, Implement, Evaluate). The implementation phase uses a quasi-experimental method with a non-equivalent control group design in a high school located where the local wisdom applies. The results showed that the feasibility test of teaching materials and the readability test showed that teaching materials based on local agricultural wisdom in Binjai were 83.643% (very feasible) and 77.13% (high). In contrast, environmental teaching materials in Bali were based on local wisdom Tumpek Wariga. Successively very feasible (88.10%) high (95.39%). Students' problem-solving ability has increased with an N-gain of 0.67 (medium) on teaching materials based on local agricultural wisdom in Binjai and 0.71 (high) in Balinese environmental teaching materials based on Tumpek Wariga. The study results showed that teaching materials based on local wisdom of Agriculture in Binjai and Tumpek Wariga in Bali were valid and could improve students' problem-solving skills on Ecosystem and Environmental Change materials.
{"title":"Local wisdom-based teaching materials to improve student problem-solving","authors":"S. Sriyati, Findi Septiani, K. Udayani, A. Amprasto","doi":"10.26555/BIOEDUKATIKA.V9I2.17951","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I2.17951","url":null,"abstract":"Improving students' problem-solving skills can be done through teaching materials. Teaching materials used in schools throughout Indonesia have not been integrated with local potential or wisdom. This research aims to develop teaching materials based on local wisdom to improve students' problem-solving abilities. The local wisdom raised in the teaching materials is the local wisdom of agriculture in Binjai Medan and the Balinese environment based on the local wisdom of the Tumpek Wariga ceremony. The development of teaching materials uses the ADDIE design model (Analyze, Design, Develop, Implement, Evaluate). The implementation phase uses a quasi-experimental method with a non-equivalent control group design in a high school located where the local wisdom applies. The results showed that the feasibility test of teaching materials and the readability test showed that teaching materials based on local agricultural wisdom in Binjai were 83.643% (very feasible) and 77.13% (high). In contrast, environmental teaching materials in Bali were based on local wisdom Tumpek Wariga. Successively very feasible (88.10%) high (95.39%). Students' problem-solving ability has increased with an N-gain of 0.67 (medium) on teaching materials based on local agricultural wisdom in Binjai and 0.71 (high) in Balinese environmental teaching materials based on Tumpek Wariga. The study results showed that teaching materials based on local wisdom of Agriculture in Binjai and Tumpek Wariga in Bali were valid and could improve students' problem-solving skills on Ecosystem and Environmental Change materials.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130719836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.26555/BIOEDUKATIKA.V9I1.19666
Kurnia Fadila, N. Nahadi, T. Rahman
This study was aimed to develop a Three-Tier Diagnostic Test instrument to identify students' alternative conceptions about Food Chain Feeding Relationships. This instrument was developed based on stages of development proposed by Treagust. This study involved 102 students of grade VII. There were 4 students included in the interview, 28 students answered the open-ended questions, and 70 students were involved in the implementation of instrument developed. The instrument items' content was then validated by five expert judgment. The analysis showed that the Content Validity Ratio and Content Validity Index value for nine items was 1, while an item acquired 0.6 value. This indicated that Food Chain Feeding Relationships Diagnostic Instrument (FCFRDI) is valid and feasible to be tested on students. The test result data were analyzed using the Rasch Model to determine the item fit and reliability. The difference between item reliability value and the person reliability demonstrated a significant result, which means that the instrument developed has good item quality. Overall, it can be concluded that the FCFRDI developed has met the content and empirical validity so that it can be used to identify students’ misconceptions.
{"title":"The development of a three tier diagnostic test to identify misconception on food chain feeding relationships","authors":"Kurnia Fadila, N. Nahadi, T. Rahman","doi":"10.26555/BIOEDUKATIKA.V9I1.19666","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I1.19666","url":null,"abstract":"This study was aimed to develop a Three-Tier Diagnostic Test instrument to identify students' alternative conceptions about Food Chain Feeding Relationships. This instrument was developed based on stages of development proposed by Treagust. This study involved 102 students of grade VII. There were 4 students included in the interview, 28 students answered the open-ended questions, and 70 students were involved in the implementation of instrument developed. The instrument items' content was then validated by five expert judgment. The analysis showed that the Content Validity Ratio and Content Validity Index value for nine items was 1, while an item acquired 0.6 value. This indicated that Food Chain Feeding Relationships Diagnostic Instrument (FCFRDI) is valid and feasible to be tested on students. The test result data were analyzed using the Rasch Model to determine the item fit and reliability. The difference between item reliability value and the person reliability demonstrated a significant result, which means that the instrument developed has good item quality. Overall, it can be concluded that the FCFRDI developed has met the content and empirical validity so that it can be used to identify students’ misconceptions.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123319811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.26555/BIOEDUKATIKA.V9I1.18160
Irva Faoji Anwar, R. Rusdi, E. Lisanti
Problem Based Learning (PBL) is a learning model that encourages students to solve problems. At the same time, intrapersonal intelligence is a skill needed by students in solving problems so that students can solve problems well. This research aims to determine the effect of the Problem Based Learning (PBL) model and intrapersonal intelligence on high school students' problem-solving skills. The method used was an experiment with a quasi-experimental research type and a 2x2 factorial design—multistage random sampling sample selection technique. All students of class IX reach the population at SMAN 1 Baros. The target population for all class IX of SMAN 1 Baros is 130 students. The research sample consisted of 2 classes IX for the experimental class and two classes IX for the Control class, each of which totaled 65 students. The instrument for the ability to solve problems in the form of description questions consists of 11 items and intrapersonal intelligence in a questionnaire totaling 25 statements. Data analysis and hypothesis testing using two-way ANOVA with the help of the SPSS 21.0 software program. The results showed that the PBL model and intrapersonal intelligence significantly affected problem-solving skills with a sig < 0.05. The data analysis conclusion shows that there is an influence of the PBL model and the intrapersonal intelligence of high school students on the material of the human reproductive system.
{"title":"Problem based learning and intrapersonal intelligence: Effect on the problem-solving ability of human reproductive system material","authors":"Irva Faoji Anwar, R. Rusdi, E. Lisanti","doi":"10.26555/BIOEDUKATIKA.V9I1.18160","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I1.18160","url":null,"abstract":"Problem Based Learning (PBL) is a learning model that encourages students to solve problems. At the same time, intrapersonal intelligence is a skill needed by students in solving problems so that students can solve problems well. This research aims to determine the effect of the Problem Based Learning (PBL) model and intrapersonal intelligence on high school students' problem-solving skills. The method used was an experiment with a quasi-experimental research type and a 2x2 factorial design—multistage random sampling sample selection technique. All students of class IX reach the population at SMAN 1 Baros. The target population for all class IX of SMAN 1 Baros is 130 students. The research sample consisted of 2 classes IX for the experimental class and two classes IX for the Control class, each of which totaled 65 students. The instrument for the ability to solve problems in the form of description questions consists of 11 items and intrapersonal intelligence in a questionnaire totaling 25 statements. Data analysis and hypothesis testing using two-way ANOVA with the help of the SPSS 21.0 software program. The results showed that the PBL model and intrapersonal intelligence significantly affected problem-solving skills with a sig < 0.05. The data analysis conclusion shows that there is an influence of the PBL model and the intrapersonal intelligence of high school students on the material of the human reproductive system.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120974022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.26555/BIOEDUKATIKA.V9I1.19384
N. Hidayati, T. Idris, P. Handayani, F. Arsih
Portfolio assessment with the dimension of learning approach is an ideal combination to improve mastery concept and habits of mind students. The use of this assessment and approach can fully describe the students abilities during the learnig process. This study aims to determine the effect of using portfolio assessment with the dimension of learning approach on students' mastery of concepts on the excretion system material at the state senior high school in Pekanbaru City. This research is a weak experiment research with pretest posttest group design. The instrument in this study was a matter of conceptual mastery using Marzanos’ taxonomy. The instrument used was valid and reliable with a value of 0.56. The data were processed descriptively using the N-Gain formula and inferential statistics with one sample t test with a value of 0.31. The results of this study indicate that the students' mastery of concepts after the use of portfolio assessment with the dimension of learning approach increased for W senior high school 0.39 (sufficient); X senior high school 0.54 (sufficient); Y senior high school 0.68 (sufficient) and Z senior high school0.39 (sufficient) with an average of 0.50 in the sufficient category. After the inferential test was carried out, it was obtained t count (10.67)> t table (0.00) so that it could be concluded that the use of portfolio assessment with the dimension of learning approach could significantly influence students' mastery of concepts. Referring to the findings of this study, teachers at the senior high school level, especially in the field of biology, can use portfolio assessment with the dimension of learning approach as a form of innovative assessment in the learning process.
档案袋评估与学习方法的维度相结合，是提高中学生掌握观念和习惯的理想组合。这种评价方法的使用可以充分描述学生在学习过程中的能力。本研究旨在探讨在北干巴鲁市州立高中，采用学习方法的维度进行档案袋评估对学生对排泄系统教材概念掌握的影响。本研究是采用前测后测组设计的弱实验研究。本研究中的工具是一个使用Marzanos分类法的概念掌握问题。所用仪器有效可靠，误差值为0.56。数据采用N-Gain公式和推理统计进行描述性处理，单样本t检验值为0.31。本研究结果表明，W高中学生在使用学习方法维度的档案袋评估后，对概念的掌握程度提高了0.39(充分);X高中0.54(足够);Y高中为0.68(充分)，Z高中为0.39(充分)，在充分类别中平均为0.50。经过推理检验，得到t count (10.67)> t table(0.00)，因此可以得出结论，使用学习方法维度的档案袋评估可以显著影响学生对概念的掌握。参考本研究的发现，高中教师，特别是生物教师，可以在学习过程中使用具有学习方法维度的档案袋评估作为一种创新的评估形式。
{"title":"Portfolio assessment with dimension of learning: an approach on the mastery of concept","authors":"N. Hidayati, T. Idris, P. Handayani, F. Arsih","doi":"10.26555/BIOEDUKATIKA.V9I1.19384","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I1.19384","url":null,"abstract":"Portfolio assessment with the dimension of learning approach is an ideal combination to improve mastery concept and habits of mind students. The use of this assessment and approach can fully describe the students abilities during the learnig process. This study aims to determine the effect of using portfolio assessment with the dimension of learning approach on students' mastery of concepts on the excretion system material at the state senior high school in Pekanbaru City. This research is a weak experiment research with pretest posttest group design. The instrument in this study was a matter of conceptual mastery using Marzanos’ taxonomy. The instrument used was valid and reliable with a value of 0.56. The data were processed descriptively using the N-Gain formula and inferential statistics with one sample t test with a value of 0.31. The results of this study indicate that the students' mastery of concepts after the use of portfolio assessment with the dimension of learning approach increased for W senior high school 0.39 (sufficient); X senior high school 0.54 (sufficient); Y senior high school 0.68 (sufficient) and Z senior high school0.39 (sufficient) with an average of 0.50 in the sufficient category. After the inferential test was carried out, it was obtained t count (10.67)> t table (0.00) so that it could be concluded that the use of portfolio assessment with the dimension of learning approach could significantly influence students' mastery of concepts. Referring to the findings of this study, teachers at the senior high school level, especially in the field of biology, can use portfolio assessment with the dimension of learning approach as a form of innovative assessment in the learning process.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131202074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.26555/BIOEDUKATIKA.V9I1.16887
T. S. Mukti, M. Elvira, Fantika Febry Puspitasari
Students must have various abilities, one of which is critical thinking skills. Critical thinking is an ability that is an indicator of successful learning and is directly related to real life. Should carry out the development of critical thinking skills effectively and efficiently in education. Critical thinking skills of students, accurate measurement tools are needed. The measuring instrument is in the form of a test instrument developed through research. Conduct the researched with a quantitative approach by describing the characteristics of the critical thinking test instrument. The research method was the development of a test with the research subjects of class X MIPA students from seven public high schools in Kendal Regency with the criteria of high, medium, and low ranking schools. Developed the test in the form of multiple-choice reasoned with three scoring categories for each item according to the scoring of the polytomous items in the PCM 1-PL model (Partial Credit Model 1 Parameter Logistic). The feasibility test of the critical thinking test instrument was carried out with experts in measurement, assessment, and Biology Learning and was tested empirically on 1118 students. The research data were analyzed using the EXCEL, SPSS 16, QUEST and PARSCALE applications. The results showed that: (1) The test instrument with four categories of scores fit the PCM 1-PL model; (2) the test instrument has a high-reliability value; (3) The test instrument has a right level of difficulty; (4) The test instrument can be used to measure the ability of students in the range of -3.7 to 2.9. The test instrument developed was feasible to be used to measure students' critical thinking skills with three categories of polytomous scoring with the PCM 1-PL model.
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