Pub Date : 2021-02-25DOI: 10.26555/BIOEDUKATIKA.V9I1.19797
D. A. Akintola, Gabriel Olawumi Ayanlola, M. M. Sulaiman
Despite the importance of Biology in several arears of human endeavors, teaching of practical has been handled with levity both by the teachers and the students. Studies indicated that teachers’ factors, ways and manners related to the teaching of the subject and qualification of Biology teachers are among numerous factors causing students’ poor achievements in Biology. Results from studies suggest that biological drawings could be used to facilitate students’ learning. This study assessed the knowledge of biological drawings possessed by senior school (SS) students based on frequency of Biology practical classes taught by teachers and teachers’ qualification in Oyo State, Nigeria. Descriptive research was employed. A total of 657 Biology students were randomly sampled for the study. Students’ Biological Drawings Achievement Test (SBDAT) was the instrument used with the reliability coefficient of 0.70 using test-retest method. Two hypotheses were generated and tested. Data were analyzed using t-test and ANOVA. Findings of the study showed that; the frequency of Biology practical classes students are exposed to and teachers’ qualification significantly influenced the knowledge of biological drawings possessed by students in Oyo state, Nigeria. It was recommended among others that students should be exposed to high frequency of practical classes. Also, qualified teachers should teach biological drawings in schools.
{"title":"The influence of the frequency of biology practical classes and biology teachers’ qualification on senior school students’ knowledge of biological drawings","authors":"D. A. Akintola, Gabriel Olawumi Ayanlola, M. M. Sulaiman","doi":"10.26555/BIOEDUKATIKA.V9I1.19797","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I1.19797","url":null,"abstract":"Despite the importance of Biology in several arears of human endeavors, teaching of practical has been handled with levity both by the teachers and the students. Studies indicated that teachers’ factors, ways and manners related to the teaching of the subject and qualification of Biology teachers are among numerous factors causing students’ poor achievements in Biology. Results from studies suggest that biological drawings could be used to facilitate students’ learning. This study assessed the knowledge of biological drawings possessed by senior school (SS) students based on frequency of Biology practical classes taught by teachers and teachers’ qualification in Oyo State, Nigeria. Descriptive research was employed. A total of 657 Biology students were randomly sampled for the study. Students’ Biological Drawings Achievement Test (SBDAT) was the instrument used with the reliability coefficient of 0.70 using test-retest method. Two hypotheses were generated and tested. Data were analyzed using t-test and ANOVA. Findings of the study showed that; the frequency of Biology practical classes students are exposed to and teachers’ qualification significantly influenced the knowledge of biological drawings possessed by students in Oyo state, Nigeria. It was recommended among others that students should be exposed to high frequency of practical classes. Also, qualified teachers should teach biological drawings in schools.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"88 44 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":"132599507","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.V9I1.17329
L. Hamidah, I. Suryadarma
Outdoor Learning has been recognized as a learning strategy to be learned and applied in enhancing students’ science process skills and awareness. However, the problem of waste management is the biggest challenge because it has not been realized in vocational high schools. Students’ science process skills and awareness are needed to develop the student's potential insight, attitude, and employability skills. This study aimed to analyze the relationship between science process skills and awareness using the outdoor learning process. The research type is a quasi-experiment . Samples were obtained from students and used purposive sampling. The essay instrument consists of 10 items developed of science process skills. Awareness is measured using a test questionnaire consisting of 19 items. The collected data were analyzed through prerequisite, Independent Sample test T-Test, Gain Score, multivariate analysis of Variance (MANOVA), and Pearson correlation tests. The result showed that the outdoor learning application enables to increase between science process skills and awareness aspects. The test results of each class Showed that the difference significant. It means there was a positive relation, shown by a significant score of 0.042 with 0.05 standard. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship, but the average response value of awareness after learning increased compared before learning in the two treatment groups.
{"title":"The relationship between students' science process skills and awareness in environmental issues using outdoor learning","authors":"L. Hamidah, I. Suryadarma","doi":"10.26555/BIOEDUKATIKA.V9I1.17329","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V9I1.17329","url":null,"abstract":"Outdoor Learning has been recognized as a learning strategy to be learned and applied in enhancing students’ science process skills and awareness. However, the problem of waste management is the biggest challenge because it has not been realized in vocational high schools. Students’ science process skills and awareness are needed to develop the student's potential insight, attitude, and employability skills. This study aimed to analyze the relationship between science process skills and awareness using the outdoor learning process. The research type is a quasi-experiment . Samples were obtained from students and used purposive sampling. The essay instrument consists of 10 items developed of science process skills. Awareness is measured using a test questionnaire consisting of 19 items. The collected data were analyzed through prerequisite, Independent Sample test T-Test, Gain Score, multivariate analysis of Variance (MANOVA), and Pearson correlation tests. The result showed that the outdoor learning application enables to increase between science process skills and awareness aspects. The test results of each class Showed that the difference significant. It means there was a positive relation, shown by a significant score of 0.042 with 0.05 standard. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship, but the average response value of awareness after learning increased compared before learning in the two treatment groups.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"28 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":"131273436","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 : 2020-06-28DOI: 10.26555/bioedukatika.v8i2.14160
W. Kusumawardani, M. Muzzazinah, M. Ramli
Module design for students’ laboratory activities plays an important role in the effective implementation of scientific investigation in the laboratory. The purpose of this review is to examine the types, topics, competencies, and approaches to develop laboratory module for biology students. The review of the literature was conducted systematically. Eighteen research articles were selected from 41 articles published within 2009 and 2019. The systematic review followed 5 steps. The research articles were searched using Google Scholar's online database and then traced back from the relevant international and national journals. The articles collected were selected by two reviewers who rated the quality. The results of the analysis showed that the laboratory modules are designed using the following basis: online, research, quantitative skills, inquiry, and traditional. The biology topics focused are Genetics, Ecology, Phylogenetics, Biochemistry, Molecular Biology, Evolution, Biotechnology, and Tissue Culture. The methods used for laboratory module development by Indonesian researchers are 4D, ADDIE, R & D, Dick & Carey, and Borg & Gall, while international researchers generally do not specify the name of the method used. Generally, the need analysis which focuses on the novelty of the developed concept is conducted in the beginning. It continues with module designing, validation, implementation, and response survey from the students as the module users.
{"title":"Laboratory module design for Biology Students: A Systematic review","authors":"W. Kusumawardani, M. Muzzazinah, M. Ramli","doi":"10.26555/bioedukatika.v8i2.14160","DOIUrl":"https://doi.org/10.26555/bioedukatika.v8i2.14160","url":null,"abstract":"Module design for students’ laboratory activities plays an important role in the effective implementation of scientific investigation in the laboratory. The purpose of this review is to examine the types, topics, competencies, and approaches to develop laboratory module for biology students. The review of the literature was conducted systematically. Eighteen research articles were selected from 41 articles published within 2009 and 2019. The systematic review followed 5 steps. The research articles were searched using Google Scholar's online database and then traced back from the relevant international and national journals. The articles collected were selected by two reviewers who rated the quality. The results of the analysis showed that the laboratory modules are designed using the following basis: online, research, quantitative skills, inquiry, and traditional. The biology topics focused are Genetics, Ecology, Phylogenetics, Biochemistry, Molecular Biology, Evolution, Biotechnology, and Tissue Culture. The methods used for laboratory module development by Indonesian researchers are 4D, ADDIE, R & D, Dick & Carey, and Borg & Gall, while international researchers generally do not specify the name of the method used. Generally, the need analysis which focuses on the novelty of the developed concept is conducted in the beginning. It continues with module designing, validation, implementation, and response survey from the students as the module users.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128504948","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 : 2020-06-28DOI: 10.26555/bioedukatika.v8i2.14315
Vitta Yaumul Hikmawati, Y. Ningsih
Critical thinking skills and information literacy are two competencies that students need to have in the millennial era that is loaded with a wide range of types and sources of information. This research was conducted to investigate the effectiveness of blended-problem based learning through Google Classroom application to increase students’ critical thinking and information literacy in material about cell. This research was a quasi-experimental with pretest-posttest control group design. Two classes were selected randomly from eight Mathematics and Natural Science (MIPA) grade XI classes in state high school of SMA Negeri 1 Majalengka. The experiment group experienced blended-problem based learning and the control group received a conventional-problem based learning (PBL). Critical thinking skills were measured through a test consisting of essay questions with a reliability of 0.73. Information literacy competency was measured through a questionnaire using 26 items that had been tested for validity and reliability, resulting in an alpha coefficient of 0.896. Data were analyzed quantitatively using independent t-test and produced p-value of 0.021 and 0.018 for critical thinking skills and information literacy respectively. This shows that statistically there are significant differences in students’ critical thinking skills and information literacy between blended-PBL and conventional-PBL. This research indicates that the blended-PBL strategy can be implemented as a learning strategy, especially in Biology to prepare students for the 21 st century challenges.
批判性思维技能和信息素养是学生在千禧年时代需要具备的两种能力，这个时代充满了各种类型和来源的信息。本研究旨在探讨透过Google课堂应用程式进行混合问题式学习，以提高学生对细胞资料的批判性思维和资讯素养的有效性。本研究为准实验，采用前测后测对照组设计。从SMA Negeri 1 Majalengka公立高中11年级8个数学与自然科学(MIPA)班中随机抽取2个班。实验组采用基于混合问题的学习方法，对照组采用基于常规问题的学习方法。批判性思维能力是通过一个由文章问题组成的测试来衡量的，信度为0.73。信息素养能力的测量采用问卷的形式，问卷共有26个条目，经信度和效度检验，alpha系数为0.896。采用独立t检验对数据进行定量分析，得出批判性思维技能和信息素养的p值分别为0.021和0.018。这表明，在统计上，混合型pbl与传统型pbl在学生的批判性思维技能和信息素养方面存在显著差异。该研究表明，混合pbl策略可以作为一种学习策略来实施，特别是在生物学中，以帮助学生为21世纪的挑战做好准备。
{"title":"Blended-problem based learning: critical thinking skills and information literacy in cell learning","authors":"Vitta Yaumul Hikmawati, Y. Ningsih","doi":"10.26555/bioedukatika.v8i2.14315","DOIUrl":"https://doi.org/10.26555/bioedukatika.v8i2.14315","url":null,"abstract":"Critical thinking skills and information literacy are two competencies that students need to have in the millennial era that is loaded with a wide range of types and sources of information. This research was conducted to investigate the effectiveness of blended-problem based learning through Google Classroom application to increase students’ critical thinking and information literacy in material about cell. This research was a quasi-experimental with pretest-posttest control group design. Two classes were selected randomly from eight Mathematics and Natural Science (MIPA) grade XI classes in state high school of SMA Negeri 1 Majalengka. The experiment group experienced blended-problem based learning and the control group received a conventional-problem based learning (PBL). Critical thinking skills were measured through a test consisting of essay questions with a reliability of 0.73. Information literacy competency was measured through a questionnaire using 26 items that had been tested for validity and reliability, resulting in an alpha coefficient of 0.896. Data were analyzed quantitatively using independent t-test and produced p-value of 0.021 and 0.018 for critical thinking skills and information literacy respectively. This shows that statistically there are significant differences in students’ critical thinking skills and information literacy between blended-PBL and conventional-PBL. This research indicates that the blended-PBL strategy can be implemented as a learning strategy, especially in Biology to prepare students for the 21 st century challenges.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134281202","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 : 2019-12-29DOI: 10.26555/BIOEDUKATIKA.V7I2.11132
J. Prihatin, Nina Naurah Septiwanti, Kamalia Fikri
The reading interest of people living in coastal areas is still low. To improve the reading interest, a module that can support learning and attract students' attention are developed through the use of mnemonic and mind mapping based on the Brain-Based Learning (BBL) approach. The objective of the study is to develop a valid, practical and effective Natural Science module that is suitable for coastal communities. This study is a research and development (R&D) which used the Thiagarajan 4-D Model. The stages were limited into three (define, design, and develop) while the other stage (disseminate) was not conducted. The instruments used for data collection consisted of validation sheets, pre-test post-test questions, and student questionnaire response. The preliminary product testing was conducted in a limited number and in a large group setting. The subjects of the study were students in class 7A, 7C, and 7F of SMPN 5 Situbondo in the academic year of 2017/2018. In terms of validity, practicality and effectiveness, the analysis of the module shows that it was very valid, very practical, and quite effective. Therefore, it is suitable to be applied in coastal areas Natural Science learning.
{"title":"The development of Organization of Living Things module through the use of mnemonic and mind mapping using a brain-based learning approach for junior high school Natural Science learning in coastal areas","authors":"J. Prihatin, Nina Naurah Septiwanti, Kamalia Fikri","doi":"10.26555/BIOEDUKATIKA.V7I2.11132","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I2.11132","url":null,"abstract":"The reading interest of people living in coastal areas is still low. To improve the reading interest, a module that can support learning and attract students' attention are developed through the use of mnemonic and mind mapping based on the Brain-Based Learning (BBL) approach. The objective of the study is to develop a valid, practical and effective Natural Science module that is suitable for coastal communities. This study is a research and development (R&D) which used the Thiagarajan 4-D Model. The stages were limited into three (define, design, and develop) while the other stage (disseminate) was not conducted. The instruments used for data collection consisted of validation sheets, pre-test post-test questions, and student questionnaire response. The preliminary product testing was conducted in a limited number and in a large group setting. The subjects of the study were students in class 7A, 7C, and 7F of SMPN 5 Situbondo in the academic year of 2017/2018. In terms of validity, practicality and effectiveness, the analysis of the module shows that it was very valid, very practical, and quite effective. Therefore, it is suitable to be applied in coastal areas Natural Science learning.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133881458","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 : 2019-12-29DOI: 10.26555/BIOEDUKATIKA.V7I2.12547
Galuh Arga Wisnu Saputra, B. Subali
The purpose of this research was to discover the differences in learning outcomes of fact-finding in the implementation of guided discovery and semi-guided discovery learning models on plantae material at X grade of National 1 High School of Jetis Bantul. This research was conducted on experimental group class that carried out learning with guided discovery and the control class with semi-guided discovery learning. The design of this research was the randomized pretest-posttest control group design. The quantitative data were the learning outcomes of cognitive domain which obtained from the values of pretest and posttest, that analyzed through T test at 5% significance level. Based on the test, it was obtained p=0.000 (p<0.05) so there was a significant difference between the guided discovery and semi-guided discovery learning model toward the fact-finding skill on the learning outcomes of student. The fact-finding skills of guided discovery was higher than semi-guided discovery learning with pretest average of control class students (41.53) and the experimental class (41.97), while the postest average of control class (69.75) and experimental class (80.66). The learning through the implementation of guided discovery learning model was more effective than semi-guided discovery learning model toward fact-finding skill.
{"title":"Effectiveness comparison of guided discovery and semi-guided discovery learning models toward the fact-finding skill on plantae material","authors":"Galuh Arga Wisnu Saputra, B. Subali","doi":"10.26555/BIOEDUKATIKA.V7I2.12547","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I2.12547","url":null,"abstract":"The purpose of this research was to discover the differences in learning outcomes of fact-finding in the implementation of guided discovery and semi-guided discovery learning models on plantae material at X grade of National 1 High School of Jetis Bantul. This research was conducted on experimental group class that carried out learning with guided discovery and the control class with semi-guided discovery learning. The design of this research was the randomized pretest-posttest control group design. The quantitative data were the learning outcomes of cognitive domain which obtained from the values of pretest and posttest, that analyzed through T test at 5% significance level. Based on the test, it was obtained p=0.000 (p<0.05) so there was a significant difference between the guided discovery and semi-guided discovery learning model toward the fact-finding skill on the learning outcomes of student. The fact-finding skills of guided discovery was higher than semi-guided discovery learning with pretest average of control class students (41.53) and the experimental class (41.97), while the postest average of control class (69.75) and experimental class (80.66). The learning through the implementation of guided discovery learning model was more effective than semi-guided discovery learning model toward fact-finding skill.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124687882","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 : 2019-06-30DOI: 10.26555/BIOEDUKATIKA.V7I1.10362
D. Dharmono, Atikah Rahmawati
Naturalist intelligence was the expertise in recognizing and classifying various species of flora and fauna from an individual environment. The principle of learning of Plant Botany in higher education was the application of the process of observing, measuring, testing, estimating, analyzing, comparing, classifying, experimenting and making conclusions by applying the principle of learning by doing. Therefore naturalist intelligence was very necessary. This study aims to determine the naturalist intelligence of students in the High Plant Botany course. This study uses a quantitative descriptive approach with the Action Research model Inquiry method. The study was conducted on 40 students of high plant botany Biology Education Subjects PMIPA Department FKIP Lambung Mangkurat University with 12 practicums as many times as measurements (1st practicum Cycadopsida Class, 6 Class Magnoliopsida practicum and 12 Liliopsida Class labs). The character of naturalist intelligence was measured using student worksheets which include; 1) Sensitivity to plants, 2) Expertise in differentiating members of plant species, 3) Ability to recognize the existence of plant species, and 4) Ability to map relationships between several plant species. Data were analyzed descriptively. The results of the study showed that there was a tendency to decrease the value of students' naturalist intelligence in high plant botany courses from repeated observations made. Based on the categories in a row with a high category (grades 75.6-90.5) as many as 21.3% of students, medium category (grades 60.6-75.5) as many as 76.6% students, and low categories (grades 40, 6-60.5) as many as 3.1% of students.
{"title":"Student's naturalist intelligence in studying high plant botanicals by inquiry model","authors":"D. Dharmono, Atikah Rahmawati","doi":"10.26555/BIOEDUKATIKA.V7I1.10362","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I1.10362","url":null,"abstract":"Naturalist intelligence was the expertise in recognizing and classifying various species of flora and fauna from an individual environment. The principle of learning of Plant Botany in higher education was the application of the process of observing, measuring, testing, estimating, analyzing, comparing, classifying, experimenting and making conclusions by applying the principle of learning by doing. Therefore naturalist intelligence was very necessary. This study aims to determine the naturalist intelligence of students in the High Plant Botany course. This study uses a quantitative descriptive approach with the Action Research model Inquiry method. The study was conducted on 40 students of high plant botany Biology Education Subjects PMIPA Department FKIP Lambung Mangkurat University with 12 practicums as many times as measurements (1st practicum Cycadopsida Class, 6 Class Magnoliopsida practicum and 12 Liliopsida Class labs). The character of naturalist intelligence was measured using student worksheets which include; 1) Sensitivity to plants, 2) Expertise in differentiating members of plant species, 3) Ability to recognize the existence of plant species, and 4) Ability to map relationships between several plant species. Data were analyzed descriptively. The results of the study showed that there was a tendency to decrease the value of students' naturalist intelligence in high plant botany courses from repeated observations made. Based on the categories in a row with a high category (grades 75.6-90.5) as many as 21.3% of students, medium category (grades 60.6-75.5) as many as 76.6% students, and low categories (grades 40, 6-60.5) as many as 3.1% of students.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122114012","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 : 2019-06-30DOI: 10.26555/BIOEDUKATIKA.V7I1.9965
Yakobus Bustami, Endang Suarsini, Ibrohim Ibrohim
Keterampilan berpikir kritis sangat diperlukan dalam kehidupan sehari-hari. Pendidikan tinggi memiliki peranan dalam memberdayakan keterampilan berpikir kritis. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis mahasiswa dalam perkuliahan zoologi di STKIP Persada Khatulistiwa Sintang. Metode penelitian yang digunakan berupa metode survei. Responden dalam penelitian melibatkan 114 mahasiswa biologi yang telah mengambil mata kuliah zoologi. Instrumen penelitian menggunakan lembar angket. Analisis data menggunakan analisis deskriptif yang bertujuan untuk mendeskripsikan nilai rerata yang diperoleh dari hasil penelitian survei dalam bentuk narasi dan persentase. Hasil penelitian menunjukkan keterampilan berpikir kritis mahasiswa biologi dalam kategori sangat kurang. Indikator berpikir kritis menunjukkan 25,44% mahasiswa mampu memberikan argumen, 40,35% dapat mengajukan pertanyaan dengan benar, 13,16% mampu menjawab pertanyaan yang menantang dan 21,93% dapat menjawab pertanyaan berdasarkan sumber. Hal ini menunjukkan bahwa pemberdayaan keterampilan berpikir kritis mahasiswa pada perkuliahan zoologi di STKIP Persada Khatulistiwa Sintang belum optimal. Profile of Students Critical Thinking Skills in Zoology. The critical thinking skills are necessary for everyday life, therefore, higher education has a role in empowering of critical thinking skills. This research aims to students' critical thinking skills in zoology learning at STKIP Persada Khatulistiwa Sintang. The research was survey method. Respondents in this research were 114 biology students who had taken zoology courses. The research instrument was a questionnaire. Data analysis using descriptive analysis that aims to describe the average value obtained from survey research results in the form of narration and percentage. The results show that the overall average value of critical thinking skills was classified as a very low category. The results of the questionnaire show that the average value of student give argument skill was 25.44%, ask questions correctly was 40.35%, answer challenging questions was 13.16% and answer questions by the source was 21.93%. These results provide the conclusion that the empowerment of critical thinking skills of students in zoology learning at STKIP Persada Khatulistiwa Sintang has not been optimal.
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Pub Date : 2019-06-30DOI: 10.26555/BIOEDUKATIKA.V7I1.12532
Dwi Hartanti, Sajidan Sajidan, Baskoro Adi Prayitno
Pemanfaatan potensi lokal merupakan salah satu alternatif yang dapat digunakan untuk membantu siswa mempelajari materi biologi. Penggunaan modul DiscoveryLearning ( DL ) dengan menggunakan potensi lokal Umbul Tlatar diharapkan dapat mempermudah pemahaman siswa terutama pada materi struktur tumbuhan. Tujuan penelitian ini yaitu untuk: 1) mengetahui karakteristik modul DL ; 2) mengetahui kelayakan modul DL ; 3) mengetahui efektivitas modul DL terhadap keterampilan regulasi diri dan sikap kepedulian lingkungan peserta didik. Metode penelitian menggunakan model penelitian dan pengembangan BorgG 2) knowing the feasibility of the DL module; 3) knowing the effectiveness of the DL module on the ability of self regulation and the Awarness toward environment of students. The research method uses a modified Borg & Gall research and development model, namely: 1) preliminary research and information gathering 2) planning 3) initial product design development 4) small group trials 5) main product revisions 6) limited field tests 7) product revisions. The instruments that used include: questionnaires, observation, interviews and tests. The data obtained are the results of expert validation data, validation of education practitioners, and the results of the trial were analyzed quantitatively descriptively. The results of research and development show 1)module characteristics developed based on discovery learning syntax include: stimulation, problem statement, data collection, data processing, verification, and generalization 2) the module is feasible declared by material experts, module presentation experts, learning device experts. The module is declared appropriate by teachers and students 3) the operational test results related to self-regulation show a significance 0.00 <0.05 and the results of operational tests related to environmental care show a significance 0.00 <0.05, it can be concluded that the Discovery Learning module (DL) by using the local potential of useful Umbul Tlatar effectively in improving self-regulation and environmental care attitudes of high school students.
{"title":"Pengembangan modul discovery learning struktur tumbuhan dengan memanfaatkan potensi lokal umbul tlatar untuk meningkatkan regulasi diri dan sikap kepedulian lingkungan siswa SMA","authors":"Dwi Hartanti, Sajidan Sajidan, Baskoro Adi Prayitno","doi":"10.26555/BIOEDUKATIKA.V7I1.12532","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I1.12532","url":null,"abstract":"Pemanfaatan potensi lokal merupakan salah satu alternatif yang dapat digunakan untuk membantu siswa mempelajari materi biologi. Penggunaan modul DiscoveryLearning ( DL ) dengan menggunakan potensi lokal Umbul Tlatar diharapkan dapat mempermudah pemahaman siswa terutama pada materi struktur tumbuhan. Tujuan penelitian ini yaitu untuk: 1) mengetahui karakteristik modul DL ; 2) mengetahui kelayakan modul DL ; 3) mengetahui efektivitas modul DL terhadap keterampilan regulasi diri dan sikap kepedulian lingkungan peserta didik. Metode penelitian menggunakan model penelitian dan pengembangan BorgG 2) knowing the feasibility of the DL module; 3) knowing the effectiveness of the DL module on the ability of self regulation and the Awarness toward environment of students. The research method uses a modified Borg & Gall research and development model, namely: 1) preliminary research and information gathering 2) planning 3) initial product design development 4) small group trials 5) main product revisions 6) limited field tests 7) product revisions. The instruments that used include: questionnaires, observation, interviews and tests. The data obtained are the results of expert validation data, validation of education practitioners, and the results of the trial were analyzed quantitatively descriptively. The results of research and development show 1)module characteristics developed based on discovery learning syntax include: stimulation, problem statement, data collection, data processing, verification, and generalization 2) the module is feasible declared by material experts, module presentation experts, learning device experts. The module is declared appropriate by teachers and students 3) the operational test results related to self-regulation show a significance 0.00 <0.05 and the results of operational tests related to environmental care show a significance 0.00 <0.05, it can be concluded that the Discovery Learning module (DL) by using the local potential of useful Umbul Tlatar effectively in improving self-regulation and environmental care attitudes of high school students.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128768398","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 : 2019-06-30DOI: 10.26555/BIOEDUKATIKA.V7I1.11936
Dwi Setyawan, T. Permana, R. Latifa
The Lesson Study for Learning Community (LSLC) has become promising for improving school progress. However, there has not been much assistance in the community of teacher learning and collaboration that should lead to new approaches to increase classroom learning quality. This study aimed to explain how the process of assessing and the implementation LSLC at SMA Negeri 4 Malang. This qualitative descriptive study uses teachers and lecturers as research subjects with an unspecified amount in their participation. The data was obtained by using a monitoring checklist, interview, and documentation of the implementation lesson study. The results showed that the application of LSLC was running well, but at the 'Do' phase, there were still observers who worked not following their assignment procedures, and the involvement of teachers in LSLC activities even less. Therefore, it is suggested to implement LSLC which improve collegial participation of teachers and lecturers.
{"title":"Lesson study for learning community: A way of collegial participation of teachers and lecturers","authors":"Dwi Setyawan, T. Permana, R. Latifa","doi":"10.26555/BIOEDUKATIKA.V7I1.11936","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I1.11936","url":null,"abstract":"The Lesson Study for Learning Community (LSLC) has become promising for improving school progress. However, there has not been much assistance in the community of teacher learning and collaboration that should lead to new approaches to increase classroom learning quality. This study aimed to explain how the process of assessing and the implementation LSLC at SMA Negeri 4 Malang. This qualitative descriptive study uses teachers and lecturers as research subjects with an unspecified amount in their participation. The data was obtained by using a monitoring checklist, interview, and documentation of the implementation lesson study. The results showed that the application of LSLC was running well, but at the 'Do' phase, there were still observers who worked not following their assignment procedures, and the involvement of teachers in LSLC activities even less. Therefore, it is suggested to implement LSLC which improve collegial participation of teachers and lecturers.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133270872","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}
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