Pub Date : 2019-06-30DOI: 10.26555/BIOEDUKATIKA.V7I1.9424
Irwandi Irwandi, Atiek Winarti, Muhammad Zaini
Pendidikan lingkungan perlu ditunjang dengan sumber belajar yang relevan. Sumber belajar menggunakan buku ilmiah populer dipadukan dengan potensi lingkungan siswa menjadi solusi dalam mengatasi permasalahan-permasalahan pada proses pembelajaran. Siswa akan lebih mudah mengikuti karena dekat dengan kehidupan siswa, sehingga menciptakan pembelajaran yang menyenangkan, menantang, dan menerapkan proses pembelajaran bervariasi. Penelitian pengembangan bertujuan untuk menguji validitas prototipe buku ilmiah populer yang berjudul "Penyu Penyangga Kehidupan Pulau Sembilan Kotabaru". Metode pengembangan yang digunakan ialah Plomp dan Nieveen yang dibatasi pada fase evaluasi formatif. Uji data dilakukan pada siswa kelas XI SMAN 1 Pulau Sembilan dengan jumlah tiga orang siswa. Pengambilan data menggunakan instrumen lembar validasi dan angket keterbacaan siswa. Data validitas dianalisis secara deskriptif kuantitatif. Hasil analisis dari aspek validitas memperoleh nilai rata-rata 89,42% masuk dalam kategori sangat valid. Adapun uji keterbacaan memperoleh nilai rata-rata 87,82% dengan kategori sangat baik. Berdasarkan hasil di atas, buku ilmiah populer yang dikembangkan menarik, efektif dan efisien untuk digunakan dalam pembelajaran. Validity of the popular turtle scientific book for coastal high school students'. Environmental education needs to be supported by relevant learning resources. Learning resources using popular scientific books combined with the potential of the student's environment becomes a solution to overcome the problems in the learning process. Students will be easier to follow because it is close to students' lives, thus creating learning that is fun, challenging, and applying a varied learning process. Development research aims to examine the validity of a popular scientific book prototype entitled "Penyu Penyangga Kehidupan Pulau Sembilan". The development methods used are Plomp and Nieveen which are limited to the formative evaluation phase. Data testing was carried out on students of class XI of SMAN 1 Pulau Sembilan with a total of three students. Data retrieval using the instrument validation sheet and student readability questionnaire. Validity data were analyzed descriptively quantitative. The results of the analysis of the validity aspect obtained an average value of 89.42% in the very valid category. The readability test obtained an average value of 87.82% with a very good category. Based on the results above, popular scientific books developed are interesting, effective and efficient for use in learning.
{"title":"Validitas buku ilmiah populer penyu untuk siswa SMA kawasan pesisir","authors":"Irwandi Irwandi, Atiek Winarti, Muhammad Zaini","doi":"10.26555/BIOEDUKATIKA.V7I1.9424","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I1.9424","url":null,"abstract":"Pendidikan lingkungan perlu ditunjang dengan sumber belajar yang relevan. Sumber belajar menggunakan buku ilmiah populer dipadukan dengan potensi lingkungan siswa menjadi solusi dalam mengatasi permasalahan-permasalahan pada proses pembelajaran. Siswa akan lebih mudah mengikuti karena dekat dengan kehidupan siswa, sehingga menciptakan pembelajaran yang menyenangkan, menantang, dan menerapkan proses pembelajaran bervariasi. Penelitian pengembangan bertujuan untuk menguji validitas prototipe buku ilmiah populer yang berjudul \"Penyu Penyangga Kehidupan Pulau Sembilan Kotabaru\". Metode pengembangan yang digunakan ialah Plomp dan Nieveen yang dibatasi pada fase evaluasi formatif. Uji data dilakukan pada siswa kelas XI SMAN 1 Pulau Sembilan dengan jumlah tiga orang siswa. Pengambilan data menggunakan instrumen lembar validasi dan angket keterbacaan siswa. Data validitas dianalisis secara deskriptif kuantitatif. Hasil analisis dari aspek validitas memperoleh nilai rata-rata 89,42% masuk dalam kategori sangat valid. Adapun uji keterbacaan memperoleh nilai rata-rata 87,82% dengan kategori sangat baik. Berdasarkan hasil di atas, buku ilmiah populer yang dikembangkan menarik, efektif dan efisien untuk digunakan dalam pembelajaran. Validity of the popular turtle scientific book for coastal high school students'. Environmental education needs to be supported by relevant learning resources. Learning resources using popular scientific books combined with the potential of the student's environment becomes a solution to overcome the problems in the learning process. Students will be easier to follow because it is close to students' lives, thus creating learning that is fun, challenging, and applying a varied learning process. Development research aims to examine the validity of a popular scientific book prototype entitled \"Penyu Penyangga Kehidupan Pulau Sembilan\". The development methods used are Plomp and Nieveen which are limited to the formative evaluation phase. Data testing was carried out on students of class XI of SMAN 1 Pulau Sembilan with a total of three students. Data retrieval using the instrument validation sheet and student readability questionnaire. Validity data were analyzed descriptively quantitative. The results of the analysis of the validity aspect obtained an average value of 89.42% in the very valid category. The readability test obtained an average value of 87.82% with a very good category. Based on the results above, popular scientific books developed are interesting, effective and efficient for use in learning.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"1 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":"125961629","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.V7I1.12472
Miftahul Khairani, S. Suyanto
Quipper school merupakan bahan ajar yang dapat membantu bagi para guru untuk melaksanakan proses belajar mengajar dan sudah banyak digunakan secara mendunia. Penelitian ini bertujuan untuk: a). Mengetahui kelayakan bahan ajar QS dalam meningkatan manajemen pembelajaran guru; dan b). Mengetahui respon guru terhadap penggunaan bahan ajar quipper school dalam proses pembelajaran. Metode dalam penelitian ini menggunakan metode DDR ( Design and Development Research ) yaitu penelitian yang dimulai dengan mendesain, mengembangkan, dan mengevaluasikan dengan tujuan meciptakan produk yang diinginkan. Penelitian ini dilakukan pada semester genap, pada bulan Maret hingga Mei 2018 , tahun pelajaran 2017/2018 di SMA Negeri 1 Depok Yogyakarta, dan SMA Negeri 6 Yogyakarta. Instrumen yang digunakan dalam penelitian ini berupa lembar observasi dan angket. Hasil dari keseluruhan nilai skor akhir data menyatakan bahwa 90,97% guru memberikan respon positif dan menyatakan sangat setuju terhadap penggunakan bahan ajar quipper school dalam meningkatkan manajemen pembelajaran. Quipper school's teaching material is the latest innovation that is currently worldwide, so that with Quipper School's teaching materials it can make it easier for teachers to carry out teaching and learning activities, which are not only done in the school environment, but can also be done outside of school. This study aims to: a). Knowing the feasibility of Quipper School teaching materials on Environmental Change material used in the learning process to improve teacher learning management; and b). Knowing the teacher's response to the use of Quipper School teaching materials in the learning process. The method in this study using the DDR (Design and Development Research) method is a study that begins with designing, developing, and evaluating with the aim of creating the desired product. This research was conducted in even semester, from March to May 2018, 2017/2018 school year in Depok 1 Public High School, and Yogyakarta 6 Public High School. The instruments used in this study were observation sheets and questionnaires. The results of the study stated that 90.97% of teachers gave a positive response and stated strongly agree with the use of Quipper School teaching materials in improving learning management.
Quipper学校是一种教学材料，可以帮助教师进行教学过程，并在全球范围内广泛使用。本研究的目的是:a)。了解在提高教师学习管理中QS教材的可行性;以及b).了解教师对学习过程中使用quipper教材的反应。本研究方法采用DDR(设计与发展研究)，即从设计、开发和评估与预期产品的目的开始的研究。这项研究是在2018年3月至5月的完成学期上的，2018年3月1日的公立高中和日惹州立高中。本研究采用的工具包括观察表和工资表。数据总分的结果显示，90.97%的教师做出了积极的回应，并表示完全同意使用quipper学校的教材来提高学习管理。Quipper school的教学材料是目前在世界范围内最近的创新，所以与Quipper school的教学材料可以很容易地让老师拿着教学和学习活动，这些活动不仅可以在学校环境中进行，还可以在校外完成。这项研究说明:a)。了解到在学习过程中使用的环境材料变化的重要性;并b)了解教师对在学习过程中使用安静学校教学材料的反应。这项研究的方法是一项研究，它是由设计、开发和评估的决定决定生产的理念。这项研究包括从2018年3月到2018年5月，2018 /2018年高中年度，德波克1公立高中，日惹6公立高中。这项研究的工具是观察公寓和提问。The results of The study stated that 90。97%师范给a的积极响应和stated strongly同意与Quipper School教书材料之用in improving学习管理。
{"title":"Respons guru terhadap pengembangan bahan ajar quipper school pada materi perubahan lingkungan untuk meningkatkan manajemen pembelajaran guru","authors":"Miftahul Khairani, S. Suyanto","doi":"10.26555/BIOEDUKATIKA.V7I1.12472","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I1.12472","url":null,"abstract":"Quipper school merupakan bahan ajar yang dapat membantu bagi para guru untuk melaksanakan proses belajar mengajar dan sudah banyak digunakan secara mendunia. Penelitian ini bertujuan untuk: a). Mengetahui kelayakan bahan ajar QS dalam meningkatan manajemen pembelajaran guru; dan b). Mengetahui respon guru terhadap penggunaan bahan ajar quipper school dalam proses pembelajaran. Metode dalam penelitian ini menggunakan metode DDR ( Design and Development Research ) yaitu penelitian yang dimulai dengan mendesain, mengembangkan, dan mengevaluasikan dengan tujuan meciptakan produk yang diinginkan. Penelitian ini dilakukan pada semester genap, pada bulan Maret hingga Mei 2018 , tahun pelajaran 2017/2018 di SMA Negeri 1 Depok Yogyakarta, dan SMA Negeri 6 Yogyakarta. Instrumen yang digunakan dalam penelitian ini berupa lembar observasi dan angket. Hasil dari keseluruhan nilai skor akhir data menyatakan bahwa 90,97% guru memberikan respon positif dan menyatakan sangat setuju terhadap penggunakan bahan ajar quipper school dalam meningkatkan manajemen pembelajaran. Quipper school's teaching material is the latest innovation that is currently worldwide, so that with Quipper School's teaching materials it can make it easier for teachers to carry out teaching and learning activities, which are not only done in the school environment, but can also be done outside of school. This study aims to: a). Knowing the feasibility of Quipper School teaching materials on Environmental Change material used in the learning process to improve teacher learning management; and b). Knowing the teacher's response to the use of Quipper School teaching materials in the learning process. The method in this study using the DDR (Design and Development Research) method is a study that begins with designing, developing, and evaluating with the aim of creating the desired product. This research was conducted in even semester, from March to May 2018, 2017/2018 school year in Depok 1 Public High School, and Yogyakarta 6 Public High School. The instruments used in this study were observation sheets and questionnaires. The results of the study stated that 90.97% of teachers gave a positive response and stated strongly agree with the use of Quipper School teaching materials in improving learning management.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"82 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":"115242970","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.V7I1.12323
R. Hasan, M. Lukitasari, Vemy Juniarti, I. Irwandi
Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.
{"title":"Improving student problem-solving skill and cognitive learning outcome through the implementation of problem-based learning","authors":"R. Hasan, M. Lukitasari, Vemy Juniarti, I. Irwandi","doi":"10.26555/BIOEDUKATIKA.V7I1.12323","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V7I1.12323","url":null,"abstract":"Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"1 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":"134243927","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 : 2018-12-30DOI: 10.26555/BIOEDUKATIKA.V6I2.9507
Ria Yulia Gloria, S. Sudarmin
Paradigma pembelajaran saat ini telah berubah dari berpusat pada guru menjadi berpusat pada siswa. Hal ini sejalan dengan tuntutan keterampilan abad-21, oleh karena itu diperlukan pembelajaran yang melatih keterampilan berpikir tingkat tinggi seperti pemahaman. Saat ini masih terdapat pembelajaran yang tidak mendorong kearah terbentuknya pemahaman mahasiswa, selain itu proses penilaian yang dilakukan masih berorientasi pada nilai akhir yang tidak autentik. Oleh karena itu dibutuhkan asesmen formatif, yaitu penilaian yang memiliki tiga komponen yang diperlukan yaitu umpan balik ( feedback ), penilaian sejawat ( peer-assessment ), dan penilaian diri sendiri ( self-assessment ) yang bertujuan membentuk pemahaman. Penelitian ini bertujuan untuk mengetahui korelasi dan kontribusi asesmen formatif melalui UbD ( Understanding by Design) dengan pemahaman mahasiswa. Partisipan dalam penelitian ini adalah mahasiswa calon guru Biologi. Penelitian menggunakan rancangan korelasi kuantitatif, untuk mendeskripsikan dan mengukur serta mengetahui derajat keterkaitan antara dua variabel. Uji statistik yang dilakukan adalah uji korelasi dan regresi. Penelitian menghasilkan kesimpulan bahwa terdapat korelasi antara semua komponen asesmen formatif melalui UbD dengan pemahaman mahasiswa. Hasil uji regresi dihasilkan R 2 = 0,547. menunjukkan bahwa tingkat pengaruh komponen asesmen formatif yaitu feedback , peer-assessment , dan self-assessment terhadap pemahaman UbD mahasiswa sebesar 54,7%. The contribution of formative assessment with the stages of understanding by design (UbD) to the understanding of prospective biology teachers. Today’s learning process puts the students as the subject, or in other words, it is student centered in which teachers are only as facilitators. This is in line with the demanded skills of the 21st-century, in which learning is required to train students to have high-level thinking skills such as understanding. However there are still many learning activities that do not lead to the formation of students’ understanding. Besides that the assessment process is still oriented at the final score/grade that is not authentic. A formative assessment, an assessment that has three required components: feedback, peer assessment, and self assessment, is therefore required. This assessment is expected to form an understanding. This study aims to determine the correlation and contribution of formative assessment through UbD to the understanding of the students. Participants in this study were students of prospective Biology teachers. The study used quantitative correlation design to describe and measure, and know the degree of linkage between the two variables. The statistical test performed was correlation and regression test. The study concludes that there is a correlation between all components of the formative assessment through UbD with students’ understanding. Regression test result yielded R2 = 0.547 which means that the level of influence of th
{"title":"Kontribusi asesmen formatif dalam tahapan understanding by design terhadap pemahaman mahasiswa calon guru biologi","authors":"Ria Yulia Gloria, S. Sudarmin","doi":"10.26555/BIOEDUKATIKA.V6I2.9507","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V6I2.9507","url":null,"abstract":"Paradigma pembelajaran saat ini telah berubah dari berpusat pada guru menjadi berpusat pada siswa. Hal ini sejalan dengan tuntutan keterampilan abad-21, oleh karena itu diperlukan pembelajaran yang melatih keterampilan berpikir tingkat tinggi seperti pemahaman. Saat ini masih terdapat pembelajaran yang tidak mendorong kearah terbentuknya pemahaman mahasiswa, selain itu proses penilaian yang dilakukan masih berorientasi pada nilai akhir yang tidak autentik. Oleh karena itu dibutuhkan asesmen formatif, yaitu penilaian yang memiliki tiga komponen yang diperlukan yaitu umpan balik ( feedback ), penilaian sejawat ( peer-assessment ), dan penilaian diri sendiri ( self-assessment ) yang bertujuan membentuk pemahaman. Penelitian ini bertujuan untuk mengetahui korelasi dan kontribusi asesmen formatif melalui UbD ( Understanding by Design) dengan pemahaman mahasiswa. Partisipan dalam penelitian ini adalah mahasiswa calon guru Biologi. Penelitian menggunakan rancangan korelasi kuantitatif, untuk mendeskripsikan dan mengukur serta mengetahui derajat keterkaitan antara dua variabel. Uji statistik yang dilakukan adalah uji korelasi dan regresi. Penelitian menghasilkan kesimpulan bahwa terdapat korelasi antara semua komponen asesmen formatif melalui UbD dengan pemahaman mahasiswa. Hasil uji regresi dihasilkan R 2 = 0,547. menunjukkan bahwa tingkat pengaruh komponen asesmen formatif yaitu feedback , peer-assessment , dan self-assessment terhadap pemahaman UbD mahasiswa sebesar 54,7%. The contribution of formative assessment with the stages of understanding by design (UbD) to the understanding of prospective biology teachers. Today’s learning process puts the students as the subject, or in other words, it is student centered in which teachers are only as facilitators. This is in line with the demanded skills of the 21st-century, in which learning is required to train students to have high-level thinking skills such as understanding. However there are still many learning activities that do not lead to the formation of students’ understanding. Besides that the assessment process is still oriented at the final score/grade that is not authentic. A formative assessment, an assessment that has three required components: feedback, peer assessment, and self assessment, is therefore required. This assessment is expected to form an understanding. This study aims to determine the correlation and contribution of formative assessment through UbD to the understanding of the students. Participants in this study were students of prospective Biology teachers. The study used quantitative correlation design to describe and measure, and know the degree of linkage between the two variables. The statistical test performed was correlation and regression test. The study concludes that there is a correlation between all components of the formative assessment through UbD with students’ understanding. Regression test result yielded R2 = 0.547 which means that the level of influence of th","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122600384","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 : 2018-12-30DOI: 10.26555/bioedukatika.v6i2.9429
Yuyun Maryuningsih, Topik Hidayat, R. Riandi, N. Rustaman
Keterampilan penalaran ilmiah yang merupakan keterampilan berpikir tingkat tinggi yang perlu dilatihkan pada mahasiswa calon guru untuk materi-materi genetika yang bersifat abstrak seperti topik materi genetik dan pindah silang. Penelitian ini merupakan studi pendahuluan dalam perancangan program perkuliahan genetika, untuk mengetahui penggunaan strategi dan metode yang tepat dalam beberapa materi genetika. Implementasi pembelajaran genetika dengan analogi diujikan secara terbatas pada tiga puluh tujuh mahasiswa Pendidikan Biologi yang mengambil mata kuliah genetika. Analogi dilakukan pada topik materi genetik dan pindah silang. Penerapan analogi pada model DNA dengan menggunakan bahan-bahan yang dapat digunakan dalam pembuatan model DNA dan analogi pada pindah silang dengan menggunakan lilin malam/plasticine. Profil keterampilan penalaran ilmiah siswa diukur secara skoring pada model DNA untuk topik materi genetik dan pindah silang. Data dianalisis secara kualitatif untuk melihat profil siswa dalam penalaran ilmiah. Hasil dari penelitian ini bahwa penggunaan analogi dalam pembelajaran genetika dapat diterapkan pada topik materi genetik dan pindah silang. Analogies application of genetic course to arise scientific reasoning skills . Scientific reasoning skills were high-level thinking skills that need to be trained in prospective teacher students for abstract genetic material such as the topic of genetic material and crossovers. This research was a preliminary study in the design of the genetic lecture program, to find out the use of appropriate strategies and methods in some genetic material. The implementation of genetic learning by analogy was limitedly tested on thirty-seven Biology Education students who took genetics courses. The analogy was done on the topic of genetic material and crossovers. The application of analogies to DNA models using materials that can be used in making DNA models and analogies to crossovers using night candles/plasticine. Profiles of students' scientific reasoning skills are measured scoring on DNA models for the topic of genetic material and crossovers. Data were analyzed qualitatively to see students' profiles in scientific reasoning. The results of this study that the use of analogies in genetic learning could be applied to the topic of genetic material and crossovers.
{"title":"Penerapan analogi pada perkuliahan genetika untuk menumbuhkan keterampilan penalaran ilmiah (scientific reasoning)","authors":"Yuyun Maryuningsih, Topik Hidayat, R. Riandi, N. Rustaman","doi":"10.26555/bioedukatika.v6i2.9429","DOIUrl":"https://doi.org/10.26555/bioedukatika.v6i2.9429","url":null,"abstract":"Keterampilan penalaran ilmiah yang merupakan keterampilan berpikir tingkat tinggi yang perlu dilatihkan pada mahasiswa calon guru untuk materi-materi genetika yang bersifat abstrak seperti topik materi genetik dan pindah silang. Penelitian ini merupakan studi pendahuluan dalam perancangan program perkuliahan genetika, untuk mengetahui penggunaan strategi dan metode yang tepat dalam beberapa materi genetika. Implementasi pembelajaran genetika dengan analogi diujikan secara terbatas pada tiga puluh tujuh mahasiswa Pendidikan Biologi yang mengambil mata kuliah genetika. Analogi dilakukan pada topik materi genetik dan pindah silang. Penerapan analogi pada model DNA dengan menggunakan bahan-bahan yang dapat digunakan dalam pembuatan model DNA dan analogi pada pindah silang dengan menggunakan lilin malam/plasticine. Profil keterampilan penalaran ilmiah siswa diukur secara skoring pada model DNA untuk topik materi genetik dan pindah silang. Data dianalisis secara kualitatif untuk melihat profil siswa dalam penalaran ilmiah. Hasil dari penelitian ini bahwa penggunaan analogi dalam pembelajaran genetika dapat diterapkan pada topik materi genetik dan pindah silang. Analogies application of genetic course to arise scientific reasoning skills . Scientific reasoning skills were high-level thinking skills that need to be trained in prospective teacher students for abstract genetic material such as the topic of genetic material and crossovers. This research was a preliminary study in the design of the genetic lecture program, to find out the use of appropriate strategies and methods in some genetic material. The implementation of genetic learning by analogy was limitedly tested on thirty-seven Biology Education students who took genetics courses. The analogy was done on the topic of genetic material and crossovers. The application of analogies to DNA models using materials that can be used in making DNA models and analogies to crossovers using night candles/plasticine. Profiles of students' scientific reasoning skills are measured scoring on DNA models for the topic of genetic material and crossovers. Data were analyzed qualitatively to see students' profiles in scientific reasoning. The results of this study that the use of analogies in genetic learning could be applied to the topic of genetic material and crossovers.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"115 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114059796","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 : 2018-12-30DOI: 10.26555/bioedukatika.v6i2.10925
Prima Mitha Puspitasari Setyaningrum, Murni Ramli, Yudi Rinanto
Evaluasi merupakan kegiatan, untuk melihat sejauh mana keberhasilan pembelajaran telah dilaksanakan. Kegiatan evaluasi memerlukan alat sebagai pengumpul data yang disebut instrumen. Sebuah instrumen dikatakan baik apabila memenuhi beberapa kriteria. Salah satunyadengan melakukan analisis butir soal. Penelitian ini bertujuan untuk mengetahui validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soal pada insrumen diagnostic materi virus. Responden penelitian berjumlah 346 siswa kelas X, XI, dan XII SMA Negeri dan Swasta di Kota Magelang. Instrumen yang diberikan berupa Assessment Diagnostic pada materi virus, yang terdiri dari soal Kolom Bukti Fakta (KBF), essay, dan Structure Communication Grid (SCG). Penelitian ini merupakan penelitian kuantitatif untuk mengetahui kualitas instrumen. Hasil penelitian menunjukkan persentase validitas soal KBF dan SCG 63,2% , soal essay 100%, semua soal reliabel, tingkat kesukaran soal mudah KBF dan SCG 38,6%, soal sedang 37,1%, dan 24,3% soal sukar. Sedangkan kesukaran soal essay 20% pada kategori mudah dan 80% pada kategori sedang. Daya pembeda soal KBF dan SCG sebesar 62,2% kategori jelek, 31,5% kategori cukup, 6,3% kategori baik. Daya pembeda soal essay 60% soal pada kategori cukup dan 40% soal kategori baik. Berdasarkan hasil analisis, dilakukan perbaikan butir soal. Instrumen pada materi virus yang sedang dikembangkan, merupakan yang pertama di Indonesia. Quality analysis of item in the Assessment Diagnostic instrumen to detect misconceptions in high school students on virus material. Evaluation is an activity to see the extent to which the success of learning has been carried out. Evaluation activities require tools as data collectors called instrumens. An instrumenis good, if it meets several criteria. One of them is by analyzing questions’ item. This study was aimed to determine the validity, reliability, level of difficulty, and differentiation of problems in the diagnostic instrumens of virus material. Respondents in this study are 346 students of class X, XI, XII of public and private High Schools in Magelang City. The instrumen provided is in the form of a Diagnostic Assessment on virus material, which consists of the Facts Proof Column (KBF), essay and Structure Communication Grid (SCG). This research is a quantitative studywhich determine the quality of the instrumen. The results showed the percentageof the validity of KBF and SCG questions was 63,2%, essay questionswere 100%, all questions are reliable, the level of difficulty of easy questions of KBF and SCG is 38,6%, moderate questions are 37,1%, and 24,3% are difficult questions. While the difficulty of the essay is 20% in the easy category and 80% in the medium category.The differentiation of the KBF and SCG questions is 62,2% in the bad category, 31,5% in the sufficient category, 6,3% in the good category. The differentiation of essay questions 60% in adequate category and 40% in good categories. Based on the analysis, further improv
评估是一种活动，看看学习成功在多大程度上得到了成功。评估活动需要工具作为数据收集器称为工具。乐器最好符合几个标准。一个是对谷物进行分析。本研究旨在确定病毒材料诊断的有效性、可靠性、困难程度和公分性。接受调查的人包括马格朗市X、11和12年级的高中生346名。病毒物质的评估诊断工具包括事实证据专栏(KBF)、论文和Structure Communication Grid (SCG)。这项研究是确定仪器质量的定量研究。研究表明，KBF和SCG 63.2%、100%的论文、所有的可靠性、KBF和SCG 38.6%的可行性、37.1%和24.3%的硬度。而论文困难的20%在容易的类别和80%在适度的类别。KBF和SCG的公差等级是62.2%，35%是合理的，6.3%是好的。论文的公差为60%的类别足够，40%的类别良好。根据分析结果，进行了谷物方面的改进。目前正在研制的病毒材料中的仪器是印尼第一个。高学生对高病毒材料中缺陷检测仪器的质量分析。评估是一种行为，看到学习成功的结果被考虑。对美国工具收集数据集合进行评估。很好的乐器，如果它很好吃的话。其中一个是分析问题的项目。这项研究可以确定物质病毒诊断工具中的有效性、可靠性、困难程度以及问题的不同。这项研究的回答是马格朗市10年级、11年级和私人高中的346名学生。该仪器提供的是一种对物质病毒的诊断评估形式，其包括事实证明(KBF)、文章和信息通信网格(SCG)。这项研究是衡量仪器质量的量研究。结果表明，KBF和SCG问题的有效性为63.2%，问题100%是可信的，而KBF和SCG的问题是38.6%，中度问题是37.1%，24.3%是困难问题。虽然论文的困难是容易选择的20%，而媒体的困难是80%。KBF和SCG问题的不同之处在于坏人的态度是62.2%，营养不足的比例是31.5%，良好饮食的比例是6.3%。论文的不同之处是60%在试验中提出问题，40%在好类别中提出问题。基于分析，进一步的改进正在进行中。被开发的病毒材料的工具是印尼第一个。
{"title":"Analisis kualitas butir soal instrumen assessment diagnostic untuk mendeteksi miskonsepsi siswa SMA pada materi virus","authors":"Prima Mitha Puspitasari Setyaningrum, Murni Ramli, Yudi Rinanto","doi":"10.26555/bioedukatika.v6i2.10925","DOIUrl":"https://doi.org/10.26555/bioedukatika.v6i2.10925","url":null,"abstract":"Evaluasi merupakan kegiatan, untuk melihat sejauh mana keberhasilan pembelajaran telah dilaksanakan. Kegiatan evaluasi memerlukan alat sebagai pengumpul data yang disebut instrumen. Sebuah instrumen dikatakan baik apabila memenuhi beberapa kriteria. Salah satunyadengan melakukan analisis butir soal. Penelitian ini bertujuan untuk mengetahui validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soal pada insrumen diagnostic materi virus. Responden penelitian berjumlah 346 siswa kelas X, XI, dan XII SMA Negeri dan Swasta di Kota Magelang. Instrumen yang diberikan berupa Assessment Diagnostic pada materi virus, yang terdiri dari soal Kolom Bukti Fakta (KBF), essay, dan Structure Communication Grid (SCG). Penelitian ini merupakan penelitian kuantitatif untuk mengetahui kualitas instrumen. Hasil penelitian menunjukkan persentase validitas soal KBF dan SCG 63,2% , soal essay 100%, semua soal reliabel, tingkat kesukaran soal mudah KBF dan SCG 38,6%, soal sedang 37,1%, dan 24,3% soal sukar. Sedangkan kesukaran soal essay 20% pada kategori mudah dan 80% pada kategori sedang. Daya pembeda soal KBF dan SCG sebesar 62,2% kategori jelek, 31,5% kategori cukup, 6,3% kategori baik. Daya pembeda soal essay 60% soal pada kategori cukup dan 40% soal kategori baik. Berdasarkan hasil analisis, dilakukan perbaikan butir soal. Instrumen pada materi virus yang sedang dikembangkan, merupakan yang pertama di Indonesia. Quality analysis of item in the Assessment Diagnostic instrumen to detect misconceptions in high school students on virus material. Evaluation is an activity to see the extent to which the success of learning has been carried out. Evaluation activities require tools as data collectors called instrumens. An instrumenis good, if it meets several criteria. One of them is by analyzing questions’ item. This study was aimed to determine the validity, reliability, level of difficulty, and differentiation of problems in the diagnostic instrumens of virus material. Respondents in this study are 346 students of class X, XI, XII of public and private High Schools in Magelang City. The instrumen provided is in the form of a Diagnostic Assessment on virus material, which consists of the Facts Proof Column (KBF), essay and Structure Communication Grid (SCG). This research is a quantitative studywhich determine the quality of the instrumen. The results showed the percentageof the validity of KBF and SCG questions was 63,2%, essay questionswere 100%, all questions are reliable, the level of difficulty of easy questions of KBF and SCG is 38,6%, moderate questions are 37,1%, and 24,3% are difficult questions. While the difficulty of the essay is 20% in the easy category and 80% in the medium category.The differentiation of the KBF and SCG questions is 62,2% in the bad category, 31,5% in the sufficient category, 6,3% in the good category. The differentiation of essay questions 60% in adequate category and 40% in good categories. Based on the analysis, further improv","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129167288","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 : 2018-12-30DOI: 10.26555/bioedukatika.v6i2.8844
Endah Puspita, Bambang Hariyadi, Muswita Muswita
Penelitian ini bertujuan menghasilkan media pembelajaran berupa video mengenai mangrove yang dapat digunakan oleh siswa SMA serta masyarakat, khususnya yang tinggal di kawasan pesisir. Pengembangan media dilakukan menggunakan model ADDIE. Data yang dikumpulkan meliputi data kualitatif dan kuantitatif. Pengumpulan data menggunakan instrumen berupa lembar validasi untuk ahli materi dan ahli media, serta angket yang diberikan kepada siswa dan masyarakat. Ujicoba produk dilakukan pada 12 siswa di SMAN 6 Tanjung Jabung Timur Provinsi Jambi serta 9 kelompok masyarakat di Desa Sungai Itik, Kecamatan Sadu, Tanjung Jabung Timur. Hasil validasi produk oleh ahli materi diperoleh penilaian sebesar 85% (kategori sangat layak) dan hasil validasi produk oleh ahli media diperoleh nilai sebesar 80% (kategori layak). Ujicoba pada siswa SMA menunjukkan adanya tanggapan yang sangat baik (85,4%) terhadap video yang dihasilkan. Demikian pula halnya dengan ujicoba pada kelompok masyarakat yang memberikan nilai 84,8% (kategori sangat baik). Berdasarkan hasil tersebut, video mengenai mangrove layak dan baik digunakan dalam membelajarkan mengenai mangrove, baik dari segi kualitas materi maupun media. Video pembelajaran mengenai mangrove dapat dimanfaatkan sebagai alternatif media pembelajaran untuk menjangkau lapisan masyarakat yang lebih luas. The development of mangrove video instructional media for high school students and societies in the coastal areas of Jambi. This study aims to produce video learning media about mangrove. The media development used the ADDIE model. Data in this research include qualitative and quantitative data, collected by means of research instruments in the form of validation sheets for material and media expert. In addition questionnaires were filled in by students of SMAN 6 East Tanjung Jabung as well as 9 community groups in the Sungai Itik Village, East Tanjung Jabung to assess the feasibility of the media. Video validation by material expert obtained value of 85% (very good category) , where as validation by media expert indicate value of 80% (good category). Students' responses to the videos are categorized as excellent (85,4%). Product trial with the community of Sungai Itik obtained public response of 84,8% (very good category). Based on the results obtained from the expert team, as well as responses from students and the community, the mangrove learning video is considered feasible in terms of both material and the media quality. The video can be used as a learning medium for mangrove learning either for students or for community.
本研究旨在为高中生和社区，特别是生活在沿海地区的学生，制作关于mangrove的视频学习媒体。媒体开发是使用ADDIE模型进行的。收集的数据包括定性和定量数据。数据收集使用工具证明材料专家和媒体专家，以及给学生和社区的福利。产品测试在Jambi省的SMAN 6个cape of east cape 6和9个社区小组进行。材料专家验证产品的结果获得了85%(非常有价值的类别)的评级，媒体专家验证产品的成绩为80%(有价值的类别)。高中学生的选拔赛显示，他们对视频的反应非常好(85.4%)。类似的道理也适用于给予84.8%(优秀类别)的集体试验。根据结果，关于mangrove的视频在材料和媒体质量上都是可行的和可以很好地用于mangrove。红树林的视频学习可以被用作学习媒体的替代品，以接触更广泛的社会。高中学生和Jambi社区中心社交活动视频的发展。这个研究可以制作关于mangrove的视频学习媒体。媒体发展利用了艾迪的模型。本研究的数据包括应应性和量量数据，累加在材料和媒体验证形式的研究工具中。此外，提问被西点6号好望角西点6号社区在鸭村成长，东好望角发展，以评估媒体的重要性。85%的材料证明的视频验证值为85%，而媒体专家认为这是80%(好类别)的验证。学生对视频的反应非常出色(85.4%)。鸭仔溪社区试炼84.8%的公共责任。基于专家团队的结果，比如学生和社区的反应，反馈学习视频被认为是一种可接受的材料和质量。这段视频可以用作一种实验性学习的媒介，既可以用于学生，也可以用于社区。
{"title":"Pengembangan video mengenai mangrove sebagai media pembelajaran di Sekolah Menengah Atas (SMA) dan masyarakat di pesisir Jambi","authors":"Endah Puspita, Bambang Hariyadi, Muswita Muswita","doi":"10.26555/bioedukatika.v6i2.8844","DOIUrl":"https://doi.org/10.26555/bioedukatika.v6i2.8844","url":null,"abstract":"Penelitian ini bertujuan menghasilkan media pembelajaran berupa video mengenai mangrove yang dapat digunakan oleh siswa SMA serta masyarakat, khususnya yang tinggal di kawasan pesisir. Pengembangan media dilakukan menggunakan model ADDIE. Data yang dikumpulkan meliputi data kualitatif dan kuantitatif. Pengumpulan data menggunakan instrumen berupa lembar validasi untuk ahli materi dan ahli media, serta angket yang diberikan kepada siswa dan masyarakat. Ujicoba produk dilakukan pada 12 siswa di SMAN 6 Tanjung Jabung Timur Provinsi Jambi serta 9 kelompok masyarakat di Desa Sungai Itik, Kecamatan Sadu, Tanjung Jabung Timur. Hasil validasi produk oleh ahli materi diperoleh penilaian sebesar 85% (kategori sangat layak) dan hasil validasi produk oleh ahli media diperoleh nilai sebesar 80% (kategori layak). Ujicoba pada siswa SMA menunjukkan adanya tanggapan yang sangat baik (85,4%) terhadap video yang dihasilkan. Demikian pula halnya dengan ujicoba pada kelompok masyarakat yang memberikan nilai 84,8% (kategori sangat baik). Berdasarkan hasil tersebut, video mengenai mangrove layak dan baik digunakan dalam membelajarkan mengenai mangrove, baik dari segi kualitas materi maupun media. Video pembelajaran mengenai mangrove dapat dimanfaatkan sebagai alternatif media pembelajaran untuk menjangkau lapisan masyarakat yang lebih luas. The development of mangrove video instructional media for high school students and societies in the coastal areas of Jambi. This study aims to produce video learning media about mangrove. The media development used the ADDIE model. Data in this research include qualitative and quantitative data, collected by means of research instruments in the form of validation sheets for material and media expert. In addition questionnaires were filled in by students of SMAN 6 East Tanjung Jabung as well as 9 community groups in the Sungai Itik Village, East Tanjung Jabung to assess the feasibility of the media. Video validation by material expert obtained value of 85% (very good category) , where as validation by media expert indicate value of 80% (good category). Students' responses to the videos are categorized as excellent (85,4%). Product trial with the community of Sungai Itik obtained public response of 84,8% (very good category). Based on the results obtained from the expert team, as well as responses from students and the community, the mangrove learning video is considered feasible in terms of both material and the media quality. The video can be used as a learning medium for mangrove learning either for students or for community.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124932577","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 : 2018-12-30DOI: 10.26555/bioedukatika.v6i2.10592
Iseu Laelasari, Bambang Supriatno
Tujuan dalam penelitian ini untuk mendeskripsikan tiga komponen utama dalam desain kegiatan laboratorium bioteknologi yakni tujuan, proses dan pertanyaan yang dapat digunakan sebagai dasar untuk melakukan rekonstruksi terhadap desain kegiatan laboratorium tersebut. Pengambilan sampel dilakukan secara purposif dengan mengambil 10 sampel desain kegiatan laboratorium yang terdapat di sepuluh SMA Negeri di kota Bandung. Peneliti mengembangkan instrument berupa tabel deskriptif yang digunakan untuk menganalisis keterkaitan antara komponen tujuan, proses dan pertanyaan. Hasil menunjukkan bahwa praktikum secara keseluruhan mengarah pada kategori meningkatkan pemahaman terhadap materi pelajaran dan mengembangkan keterampilan dasar. Hanya 20% tujuan praktikum mengacu pada indikator hasil penjabaran Kompetensi Dasar, tergambar dalam langkah kerja dan dapat dicapai setelah melakukan kegiatan laboratorium, 20% proses sesuai dengan tujuan, berstruktur logis, sistematis, serta tepat dalam menghasilkan data, dan temuan mengungkap hanya 39,28% pertanyaan yang bersesuaian dengan tujuan dan proses. Sisanya bermasalah terutama dalam hal tidak tergambarnya tujuan dalam langkah kerja, tidak dapat dicapainya tujuan, proses tidak mengacu pada tujuan, tidak logis, dan juga tidak sistematis, tidak menghasilkan data yang diharapkan, serta tidak mengacunya pertanyaan pada tujuan ataupun proses. Hasil tersebut merupakan temuan yang dapat dijadikan sebagai dasar untuk melakukan rekonstruski terhadap desain kegiatan laboratorium bioteknologi. Analysis of the components of the design of biotechnology laboratory activities. The aims of this study was to describe the components of objectives, processes, and questions in Biotechnology lab activities design that can used as a basis for reconstruction it. Sample was taken purposively by taking 10 samples of lab activities design in 10 SMA Negeri in Bandung. Researchers developed descriptive table as instrument that used to analyze the interrelations between objective, process and questions. The results show that overall lab objectives leads to category of developing basic skills and improving understanding of subject matter. There are only 20% of objectives which refer to Basic Competence outcome indicator, illustrated in activity step, and can be achieved after lab activities, 20% of process refers to objectives, systematic and logical structure, and can produce correct data, and only 39,28% of questions refer to objectives and processes. The rest is problematic especially in event that objectives are not illustrated in activity steps, objectives can not be achieved, process is not referring to objectives, not systematic and illogical, and does not produce expected data, question does not refer to objectives or process. These results are findings can be used as a basic for reconstruction lab activities design of biotechnology.
{"title":"Analisis komponen penyusun desain kegiatan laboratorium bioteknologi","authors":"Iseu Laelasari, Bambang Supriatno","doi":"10.26555/bioedukatika.v6i2.10592","DOIUrl":"https://doi.org/10.26555/bioedukatika.v6i2.10592","url":null,"abstract":"Tujuan dalam penelitian ini untuk mendeskripsikan tiga komponen utama dalam desain kegiatan laboratorium bioteknologi yakni tujuan, proses dan pertanyaan yang dapat digunakan sebagai dasar untuk melakukan rekonstruksi terhadap desain kegiatan laboratorium tersebut. Pengambilan sampel dilakukan secara purposif dengan mengambil 10 sampel desain kegiatan laboratorium yang terdapat di sepuluh SMA Negeri di kota Bandung. Peneliti mengembangkan instrument berupa tabel deskriptif yang digunakan untuk menganalisis keterkaitan antara komponen tujuan, proses dan pertanyaan. Hasil menunjukkan bahwa praktikum secara keseluruhan mengarah pada kategori meningkatkan pemahaman terhadap materi pelajaran dan mengembangkan keterampilan dasar. Hanya 20% tujuan praktikum mengacu pada indikator hasil penjabaran Kompetensi Dasar, tergambar dalam langkah kerja dan dapat dicapai setelah melakukan kegiatan laboratorium, 20% proses sesuai dengan tujuan, berstruktur logis, sistematis, serta tepat dalam menghasilkan data, dan temuan mengungkap hanya 39,28% pertanyaan yang bersesuaian dengan tujuan dan proses. Sisanya bermasalah terutama dalam hal tidak tergambarnya tujuan dalam langkah kerja, tidak dapat dicapainya tujuan, proses tidak mengacu pada tujuan, tidak logis, dan juga tidak sistematis, tidak menghasilkan data yang diharapkan, serta tidak mengacunya pertanyaan pada tujuan ataupun proses. Hasil tersebut merupakan temuan yang dapat dijadikan sebagai dasar untuk melakukan rekonstruski terhadap desain kegiatan laboratorium bioteknologi. Analysis of the components of the design of biotechnology laboratory activities. The aims of this study was to describe the components of objectives, processes, and questions in Biotechnology lab activities design that can used as a basis for reconstruction it. Sample was taken purposively by taking 10 samples of lab activities design in 10 SMA Negeri in Bandung. Researchers developed descriptive table as instrument that used to analyze the interrelations between objective, process and questions. The results show that overall lab objectives leads to category of developing basic skills and improving understanding of subject matter. There are only 20% of objectives which refer to Basic Competence outcome indicator, illustrated in activity step, and can be achieved after lab activities, 20% of process refers to objectives, systematic and logical structure, and can produce correct data, and only 39,28% of questions refer to objectives and processes. The rest is problematic especially in event that objectives are not illustrated in activity steps, objectives can not be achieved, process is not referring to objectives, not systematic and illogical, and does not produce expected data, question does not refer to objectives or process. These results are findings can be used as a basic for reconstruction lab activities design of biotechnology.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125515718","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 : 2018-12-30DOI: 10.26555/BIOEDUKATIKA.V6I2.10944
Aisyah Anggraini, Maridi Maridi, S. Suciati
Penelitian ini bertujuan untuk menganalisis berpikir ilmiah siswa SMA Negeri kelas XI IPA di kawasan pegunungan Daerah Istimewa Yogyakarta (DIY). Jenis penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir ilmiah yang terdiri dari 25 item soal yang mengandung aspek berpikir ilmiah yaitu: (1) inquiry; (2) analisis; (3) inferensi; dan (4) argumentasi dan pengambilan data lainnya dengan wawancara. Penelitian dilakukan di SMA Negeri 1 Pakem dan SMA Negeri 1 Girimulyo kelas XI IPA kawasan pegunungan Daerah Istimewa Yogyakarta. Keseluruhan jumlah populasi yaitu 280 siswa dengan jumlah sampel 78 siswa. Pemilihan sampel menggunakan metode cluster random sampling . Data yang diperoleh selanjutnya diuji menggunakan statistik deskriptif kualitatif. Hasil penelitian menunjukkan perolehan pada masing-masing aspek yaitu: (1) inquiry : 43% ; (2) analisis: 44% ; (3) inferensi: 42% ; dan (5) argumentasi: 55%. Hasil persentase menunjukkan bahwa kemampuan berpikir ilmiah masih kurang optimal karena rata-rata perolehan masih di bawah 50%. Hal ini disebabkan sebagian besar kemampuan berpikir ilmiah siswa di kawasan pegunungan DIY masih kurang dioptimalkan. Daerah pegunungan merupakan faktor yang berpengaruh langsung terhadap kemampuan berpikir ilmiah siswa. Scientific thingking skill analyze of students' XI IPA at mountainous region of Daerah Istimewa Yogyakarta. This study aims to analyze the scientific thinking of students of the eleventh grade of science class high school in the mountainous areas of Special Region of Yogyakarta (DIY). This type of research is qualitative descriptive. Data collection was carried out using a scientific thinking ability test consisting of 25 items containing scientific thinking aspects: ( 1) inquiry; (2) analysis; (3) inference; and (4) argumentation and other data collection by interview. The research was conducted at SMA Negeri 1 Pakem and SMA Negeri 1 Giriulyo in 11th grade of science class in the mountainous areas of Special Region of Yogyakarta. The total population is 280 students with a total sample of 78 students. Sample selection using cluster random sampling method. The data obtained are then tested using descriptive qualitative statistics. The results of the study show that the acquisition of each aspect: (1) inquiry: 43%; (2) analysis: 44%; (3) inference: 42%; and (5) argumentation: 55%. The percentage results indicate that the scientific thinking ability is still less than optimal because the average acquisition is still below 50%. This is because most of the scientific thinking abilities of students in the DIY mountainous areas are still not optimized. Mountainous areas are factors that directly influence the ability of students to think scientifically.
{"title":"Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta","authors":"Aisyah Anggraini, Maridi Maridi, S. Suciati","doi":"10.26555/BIOEDUKATIKA.V6I2.10944","DOIUrl":"https://doi.org/10.26555/BIOEDUKATIKA.V6I2.10944","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis berpikir ilmiah siswa SMA Negeri kelas XI IPA di kawasan pegunungan Daerah Istimewa Yogyakarta (DIY). Jenis penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir ilmiah yang terdiri dari 25 item soal yang mengandung aspek berpikir ilmiah yaitu: (1) inquiry; (2) analisis; (3) inferensi; dan (4) argumentasi dan pengambilan data lainnya dengan wawancara. Penelitian dilakukan di SMA Negeri 1 Pakem dan SMA Negeri 1 Girimulyo kelas XI IPA kawasan pegunungan Daerah Istimewa Yogyakarta. Keseluruhan jumlah populasi yaitu 280 siswa dengan jumlah sampel 78 siswa. Pemilihan sampel menggunakan metode cluster random sampling . Data yang diperoleh selanjutnya diuji menggunakan statistik deskriptif kualitatif. Hasil penelitian menunjukkan perolehan pada masing-masing aspek yaitu: (1) inquiry : 43% ; (2) analisis: 44% ; (3) inferensi: 42% ; dan (5) argumentasi: 55%. Hasil persentase menunjukkan bahwa kemampuan berpikir ilmiah masih kurang optimal karena rata-rata perolehan masih di bawah 50%. Hal ini disebabkan sebagian besar kemampuan berpikir ilmiah siswa di kawasan pegunungan DIY masih kurang dioptimalkan. Daerah pegunungan merupakan faktor yang berpengaruh langsung terhadap kemampuan berpikir ilmiah siswa. Scientific thingking skill analyze of students' XI IPA at mountainous region of Daerah Istimewa Yogyakarta. This study aims to analyze the scientific thinking of students of the eleventh grade of science class high school in the mountainous areas of Special Region of Yogyakarta (DIY). This type of research is qualitative descriptive. Data collection was carried out using a scientific thinking ability test consisting of 25 items containing scientific thinking aspects: ( 1) inquiry; (2) analysis; (3) inference; and (4) argumentation and other data collection by interview. The research was conducted at SMA Negeri 1 Pakem and SMA Negeri 1 Giriulyo in 11th grade of science class in the mountainous areas of Special Region of Yogyakarta. The total population is 280 students with a total sample of 78 students. Sample selection using cluster random sampling method. The data obtained are then tested using descriptive qualitative statistics. The results of the study show that the acquisition of each aspect: (1) inquiry: 43%; (2) analysis: 44%; (3) inference: 42%; and (5) argumentation: 55%. The percentage results indicate that the scientific thinking ability is still less than optimal because the average acquisition is still below 50%. This is because most of the scientific thinking abilities of students in the DIY mountainous areas are still not optimized. Mountainous areas are factors that directly influence the ability of students to think scientifically.","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126597781","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 : 2018-12-30DOI: 10.26555/bioedukatika.v6i2.9607
Listika yusi Risnani, Vian Harsution, Apri Restiana Deri
Tujuan penelitian adalah mengetahui efektivitas model guided inquiry untuk meningkatkan penguasaan KPS melalui lesson study . Penelitian dilaksanakan sebanyak 6 siklus ( plan , do dan see ) pada peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto semester gasal tahun ajaran 2016/2017. Teknik pengumpulan data menggunakan wawancara, observasi, tes. Wawancara dilakukan untuk mengumpulkan data tentang kondisi awal peserta didik. Observasi digunakan untuk menggali persentase peserta didik yang melakukan KPS, menghimpun data aspek KPS yang muncul pada setiap siklus dan keterlaksanaan sintaks model guided inquiry . Instrumen tes tertulis digunakan untuk mengukur penguasaan KPS peserta didik. Data dianalisis menggunakan analisis deskriptif kualitatif dan kuantitaif. Hasil penelitian menunjukkan peningkatan kualitas pembelajaran dari siklus 1 hingga siklus 6 dan terjadi peningkatan keterlibatan peserta didik pada aktivitas KPS secara berturut-turut adalah 43% (kurang), 56% (cukup), 61% (cukup), 52 % (cukup), 65% (cukup), dan 69% (cukup). Penguasaan KPS peserta didik menunjukkan tingkat penguasaan basic skills dalam kategori baik, process skills dan investigative skills dalam kategori kurang hingga baik. Hasil tes KPS menunjukan hasil yang baik dengan rata-rata nilai sebesar 74,5 dengan standar deviasi 7,9. Simpulan penelitian, implementasi model pembelajaran guided inquiry melalui lesson study efektif meningkatkan penguasaan KPS peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto. Implementation of guided inquiry model through lesson study to enhance mastery of science process skills (SPS) at SMP Muhammadiyah 3 Purwokerto. The purpose of this research is to know the effectiveness of guided inquiry model to increase SPS through lesson study. The research was conducted 6 cycles (plan, do and see) in class VIIIA students of SMP Muhammadiyah 3 Purwokerto in the academic year of 2016/2017. Technique of collecting data using interview, observation, test. Interviews were conducted to collect data about the initial condition of the learner. Observations were used to probe the percentage of students who did the SPS, collecting the SPS aspect data that appeared on each cycle and the implementation of the guided inquiry syntax. Written test instruments are used to measure students' SPS mastery. Data were analyzed using qualitative and quantitative descriptive analysis. The results of the study showed improvement of learning quality from cycle 1 to cycle 6 and increased participation of students in SPS activity were 43% (less), 56% (enough), 61% (enough), 52% (enough) 65% (enough), and 69% (enough). Mastery of SPS by student shows mastery level to basic skills (good), process skills and investigative skills (less until enough). Mastery of SPS levels with an average score of 74.5 with a standard deviation of 7.9. The conclusion of the research is that the implementation of guided inquiry learning model through lesson study is effective to improves the master
{"title":"Implementasi model guided inquiry melalui lesson study untuk meningkatkan penguasaan keterampilan proses sains (KPS) di SMP Muhammadiyah 3 Purwokerto","authors":"Listika yusi Risnani, Vian Harsution, Apri Restiana Deri","doi":"10.26555/bioedukatika.v6i2.9607","DOIUrl":"https://doi.org/10.26555/bioedukatika.v6i2.9607","url":null,"abstract":"Tujuan penelitian adalah mengetahui efektivitas model guided inquiry untuk meningkatkan penguasaan KPS melalui lesson study . Penelitian dilaksanakan sebanyak 6 siklus ( plan , do dan see ) pada peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto semester gasal tahun ajaran 2016/2017. Teknik pengumpulan data menggunakan wawancara, observasi, tes. Wawancara dilakukan untuk mengumpulkan data tentang kondisi awal peserta didik. Observasi digunakan untuk menggali persentase peserta didik yang melakukan KPS, menghimpun data aspek KPS yang muncul pada setiap siklus dan keterlaksanaan sintaks model guided inquiry . Instrumen tes tertulis digunakan untuk mengukur penguasaan KPS peserta didik. Data dianalisis menggunakan analisis deskriptif kualitatif dan kuantitaif. Hasil penelitian menunjukkan peningkatan kualitas pembelajaran dari siklus 1 hingga siklus 6 dan terjadi peningkatan keterlibatan peserta didik pada aktivitas KPS secara berturut-turut adalah 43% (kurang), 56% (cukup), 61% (cukup), 52 % (cukup), 65% (cukup), dan 69% (cukup). Penguasaan KPS peserta didik menunjukkan tingkat penguasaan basic skills dalam kategori baik, process skills dan investigative skills dalam kategori kurang hingga baik. Hasil tes KPS menunjukan hasil yang baik dengan rata-rata nilai sebesar 74,5 dengan standar deviasi 7,9. Simpulan penelitian, implementasi model pembelajaran guided inquiry melalui lesson study efektif meningkatkan penguasaan KPS peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto. Implementation of guided inquiry model through lesson study to enhance mastery of science process skills (SPS) at SMP Muhammadiyah 3 Purwokerto. The purpose of this research is to know the effectiveness of guided inquiry model to increase SPS through lesson study. The research was conducted 6 cycles (plan, do and see) in class VIIIA students of SMP Muhammadiyah 3 Purwokerto in the academic year of 2016/2017. Technique of collecting data using interview, observation, test. Interviews were conducted to collect data about the initial condition of the learner. Observations were used to probe the percentage of students who did the SPS, collecting the SPS aspect data that appeared on each cycle and the implementation of the guided inquiry syntax. Written test instruments are used to measure students' SPS mastery. Data were analyzed using qualitative and quantitative descriptive analysis. The results of the study showed improvement of learning quality from cycle 1 to cycle 6 and increased participation of students in SPS activity were 43% (less), 56% (enough), 61% (enough), 52% (enough) 65% (enough), and 69% (enough). Mastery of SPS by student shows mastery level to basic skills (good), process skills and investigative skills (less until enough). Mastery of SPS levels with an average score of 74.5 with a standard deviation of 7.9. The conclusion of the research is that the implementation of guided inquiry learning model through lesson study is effective to improves the master","PeriodicalId":391106,"journal":{"name":"JURNAL BIOEDUKATIKA","volume":"6 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132394507","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：