Jurnal Bioterdidik: Wahana Ekspresi Ilmiah
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Hubungan Bimbingan Belajar di Luar Sekolah dan Motivasi dengan Prestasi Belajar Biologi
Get PDFThis study aimed to describe the core-lation of tutoring activities out of the school and the motivation to learn with the achievement of biology learning. The samples in this research were XI Science grade students at Senior High School 9 Bandar Lampung who followed the tutoring activities out of the school. The samples ware determined by using nonprobability technique with saturated sampling. Data of research were quantitative that include the results of questionnaire guidance, learning motivation, and also learning outcomes from teachers. The data were analyzed quantitatively used SPSS 16. The result of the research showed that there was no significant correlation between tutoring activities and biology learning achievement (r = -1.237). There way sig-nificant corelation between learning motivation and biology learning achievement (r = 0,217). There was significant corelation between tutoring activities and learning motivation with biology learning achievement (r = 0,248).Penelitian ini bertujuan untuk mendeskripsikan hubungan bimbingan belajar di luar sekolah dan motivasi belajar dengan prestasi belajar biologi. Sampel dalam penelitian ini siswa kelas XI IPA SMA Negeri 9 Bandar Lampung yang mengikuti bimbingan belajar yang ditentukan menggunakan teknik sampling nonprobability melalui sampel jenuh. Data penelitian yaitu data kuantitatif yang berupa hasil angket bimbingan belajar dan motivasi belajar serta hasil belajar dari guru. Data dianalisis secara kuantitatif menggunakan analisis korelasi. Hasil penelitian menunjukan bahwa tidak terdapat hubungan signifikan antara bimbingan belajar di luar sekolah dengan prestasi belajar biologi (r=-1,237). Terdapat hubungan signifikan antara motivasi belajar dengan prestasi belajar biologi (r=0,217). Terdapat hubungan signifikan antara bimbingan belajar di luar sekolah dan motivasi belajar dengan prestasi belajar biologi (r=0,248).Kata kunci: bimbingan belajar, motivasi belajar, prestasi belajar biolog
IDENTIFIKASI MISKONSEPSI SISWA PADA MATERI IPA KELAS VII SMPN 2 MARGA SEKAMPUNG
Get PDFThe research was aim to identify students misconceptions of science concept on seventh grade in second. Descriptive research. Samples were taken by simple random sampling that was 64 students. The quantitative data were from the test results of UN (2014-2015), pissa (2006) and TIMS (1999-2011). The qualitative data interviews of students' responses to science material of. The data analysis was conducted by CRI.The identification results misconceptions at 16, 76% 25 questions, 20 multiple choice and 5 reasoned essays. The results identification of students misconception was 26, 19% lower criteria. Material Science of the most common misconceptions ecosystem materi sub concept of interdependence between biotic components with highest. Percentage among other is 37.5% in the low criteria. It can be concluded that students who do not know the concept and had misconception was low criteria.Penelitian bertujuan mengidentifikasi miskonsepsi materi IPA semester genap pada siswa kelas VII. Penelitian deskriptif sederhana. Sampel diambil dengan simple Random Sampling jumlah 64 siswa. Data kuantitatif di peroleh dari hasil tes soal UN(2014-2015), PISSA (2006) dan TIMS (1999-2011). Data kualitatif dari wawancara tanggapan siswa terhadap materi IPA semester genap kelas VII. Analisis data dilakukan dengan metode CRI. Hasil identifikasi miskonsepsi yaitu 16,76% 25 soal, 20 pilihan jamak beralasan dan 5 esay. Hasil identifikasi miskonsepsi siswa 26,19% kriteria rendah. Materi IPA paling banyak terjadi miskonsepsi pada siswa ekosistem sub konsep saling ketergantungan antara komponen biotik. Persentase paling tinggi adalah 37,50% dalam kriteria rendah. Demikian dapat disimpulkan siswa yang tidak tahu konsep, mengalami miskonsepsi berkriteria rendah. Kata kunci: Certainly of Response Index (CRI), materi IPA, miskonseps
PROFIL KEMAMPUAN KERJASAMA SISWA SDN 1 RAJABASA JAYA DALAM PEMBELAJARAN IPA
Get PDFThe research purpose was to describes of cooperative ability and cooperative pattern of students on IV and V grade in Elementary School 1 Rajabasa Jaya Bandar Lampung. This research used simple descriptive design. The samples were all students on IV and V grade which were 50 students that was selected using saturated sampling technique. Qualitative data were cooperative ability and cooperative pattern students that were obtained from observation sheets, students and teacher questionnaire, and teachers interview, this data was then analyzed descriptively. The result showed that overall cooperative ability of students in science learning was high criteria with percentage 61%. The aspects of on the task was the highest that was 68 %. Cooperative pattern there are two cooperative patterns formed, cooperative suplementer and cooperative different. The most dominant cooperative pattern was cooperative suplementer.Penelitian ini bertujuan untuk mendeskripsikan kemampuan kerjasama dan pola kerjasama siswa kelas IV dan V SD Negeri 1 Rajabasa Jaya Bandar Lampung. Desain penelitian menggunakan desain deskriptif sederhana. Sampel penelitian adalah seluruh siswa kelas IV dan V berjumlah 50 siswa yang dipilih menggunakan teknik sampling jenuh. Data kualitatif berupa kemampuan kerjasama dan pola kerjasama siswa yang diperoleh dari lembar observasi, kuesioner siswa dan guru, serta wawancara guru, data tersebut kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan secara keseluruhan kemampuan kerjasama siswa dalam pembelajaran IPA berkriteria tinggi dengan persentase 61%. Aspek berada dalam tugas merupakan aspek dengan persentase tertinggi, yaitu 68%. Terdapat dua pola kerjasama yang terbentuk yaitu pola kerjasama suplementer dan pola kerjasama berbeda. Pola kerjasama paling dominan adalah kerjasama suplementer.Kata kunci: kemampuan kerjasama, pembelajaran IPA, pola kerjasam
Kesulitan Guru IPA Kelas VIII se-Kecamatan Langkapura dalam Merencanakan dan Melaksanakan Asesmen
Get PDFThis study aims to identify the difficulties of science teachers of eighth grade at Langkapura Bandar Lampung in the academic year of 2016/2017. The difficulties include the planing and implementations of assessment for their students. Thus, all science teachers of grade VIII were selected by non probability sampling technique. This research design was descriptive. Qualitative data were obtained from the questionnaire and interviews that were analysis descriptively. The research result showed that the difficulties of science teachers in planning the assessment were classified as quite difficult to determine the purpose of the assessment, arranging the instrument, composing the lattice works of question, writing questions based on the lattice and the rules of writing questions, determining the quality criteria of question, and arranging the scoring guidelines. The difficulties in implementing the assessments were indicators of affective, psychomotor, and cognitive which was classified in high criteria. So, teachers difficulties in planning the assessment is classified in quite criteria, meanwhile implementing the assessment was high criteria.Penelitian ini bertujuan untuk mengidentifikasi kesulitan guru IPA kelas VIII SMP se-Kecamatan Langkapura Kotamadya Bandar Lampung tahun ajaran 2017/2017. Sampel penelitian ini adalah seluruh guru IPA kelas VIII yang dipilih dengan teknik sampling non probability. Desain penelitian adalah desain deskriptif. Data kualitatif diperoleh dari hasil angket dan wawancara pada guru yang dianalisis secara deskriptif. Hasil penelitian ini menunjukkan kesulitan guru IPA dalam merencanakan asesmen tergolong kriteria cukup pada indikator menetapkan tujuan asesmen, menyusun instrumen, menyusun kisi-kisi soal, menulis soal berdasarkan kisi-kisi dan kaidah penulisan soal, menentukan kriteria mutu soal, serta menyusun pedoman penskoran. Kesulitan dalam melaksanakan asesmen pada indikator pelaksanaan asesmen ranah afektif, psikomotorik, dan kognitif tergolong kriteria tinggi. Jadi, kesulitan guru dalam merencanakan asesmen termasuk kriteria cukup dan melaksanakan asesmen termasuk dalam kriteria tinggi.Kata kunci: asesmen, kesulitan, melaksanakan asesmen, merencanakan asesme
Formasi Tempat Duduk terhadap Hasil Belajar Siswa Kelas VII
Get PDFThepurpose of this study was to find out effectiveness of seating formation towards students learning outcomes on the interaction between organisms and their environment subject on junior high school 1 Pesawaran.The design of research was pretes-postes non equivalent. The samples of grade VIIA, VIIB, VIIC were selected by purposive sampling technique from the population that were the entire class VII. The research data were quantitative of cognitive aspect that were obtained from pretest and postes which were statistically analyzed by One-way Anova and t-test, qualitative data were affective and psychomotor aspect that were obtained from student's self-assessment and skill observationwhich were analyzed with increasing value and IPK. The result of each aspect showed that the experimental class I has N-gain and the highest increase in value. Therefore, there are differences in the effectiveness of the three seating formations applied towards student learning outcomes.Penelitian ini bertujuan untuk mengetahui efektivitas formasi tempat duduk terhadap hasil belajar siswa pada materi interaksi antar makhluk hidup dan lingkungannya di SMPN 1 Pesawaran. Desain penelitian pretes-postes non ekuivalen. Sampel kelas VIIA, VIIB, VIIC dipilih dengan teknikpurposive sampling dari populasi yaitu seluruh kelas VII. Data penelitian berupa data kuantitatif yaitu aspek kognitif diperoleh dari pretes dan postes yang dianalisis secara statistik denganOne-way Anovadan uji-t, data kualitatif yaitu aspek afektif dan psikomotorik diperoleh dari penilaian diri siswa dan pengamatan keterampilan yang dianalisis dengan peningkatan nilai dan IPK. Hasilnya pada setiap aspek menunjukkan kelas eksperimen I memiliki N-gain dan peningkatan nilai tertinggi. Oleh karena itu, terdapat perbedaan efektivitas dari ketiga formasi tempat duduk yang diterapkan terhadap hasil belajar siswa.Kata kunci: efektivitas, formasi tempat duduk, hasil belaja
Gaya Belajar Berdasarkan Gender dan Hubungannya dengan Hasil Belajar IPA
Get PDFThe study aim was to describe the learning style based on gender and its correlation with students learning achievement. Design research was a qualitative descriptive. The research samples were 348 students of class VIII SMP Labuhan Ratu sub-district that were selected by purposive sampling. The research data were learning styles and learning achievement, that were obtained from questionnaires and written tests, data were analyzed descriptively and statistically using different test Mann-Whitney U and Kendall's Tau correlation test. As a result, auditory learning styles more dominant than the visual and kinesthetic learning styles. On test Mann-Whitney U there was no significant difference between students learning styles of male and female students. There was no significant correlation between learning styles with learning achievement of male and female students.Penelitian bertujuan untuk mendeskripsikan gaya belajar berdasarkan gender dan hubungannya dengan hasil belajar siswa. Desain penelitian berupa deskriptif kualitatif. Sampel penelitian adalah 348 siswa kelas VIII SMP Se-Kecamatan Labuhan Ratu yang dipilih secara purposive sampling. Data penelitian berupa gaya belajar dan hasil belajar, diperoleh dari angket dan tes tertulis, dianalisis secara deskriptif dan statistik menggunakan uji beda Mann-Whitney U dan uji korelasi Kendalls Tau. Hasilnya, gaya belajar audiotorial lebih dominan dibandingkan gaya belajar visual dan kinestetik. Pada Uji Mann-Whitney U tidak terdapat perbedaan signifikan antara gaya belajar siswa laki-laki dan perempuan. Tidak terdapat korelasi yang signifikan antara gaya belajar dengan hasil belajar pada siswa laki-laki dan perempuan.Kata kunci: gaya belajar, gender, hasil belaja
IDENTIFIKASI UTS DAN UAS MATA PELAJARAN BIOLOGI BERDASARKAN TAKSONOMI BLOOM REVISI ANDERSON
Get PDFThis study aims to describe Mid-semester and end-of semester Biology test according to test and taxonomic bloom revision Anderson et al. The samples were 7 biology teachers who teach in high school sub district Gadingrejo with saturated sampling technique. The data were cognitive dimensions and test. The data analysis used t-test or U-test by using computer program spss 17.0 for windows with probability p-value > 0.05, so H1 is accepted. The result on Mid-semester test showed there was significant difference on public and private schoolson C2 factual and conceptual. Whereas C1 and C3 on Mid-semester test and all cognitive aspects on end semester test showed there is no significant difference and all tests are dominated by plural choie.Penelitian ini bertujuan mendeskripsikan soal tes UTS dan UAS mata pelajaran biologi berdasarkan bentuk soal dan taksonomi Bloom revisi Anderson dkk. Sampel penelitian adalah 7 guru biologi yang mengajar di SMA se-Kecamatan Gadingrejo dengan teknik pengambilan sampling jenuh. Data berupa jumlah soal tiap jenjang kognitif dan bentuk soal, kemudian analisis dilakukan dengan uji perbedaan menggunakan uji-t atau uji-U menggunakan program SPSS 17.0 for windows dengan ketentuan p-value > 0.05, maka H1 diterima. Hasil penelitian soal UTS, dimensi kognitif yang memiliki perbedaan antara sekolah negeri dan swasta adalah C2 faktual dan konseptual. Sedangkan dimensi kognitif C1 dan C3 pada soal UTS serta pada semua dimensi kognitif soal UAS, tidak terdapat perbedaan signifikan dimana seluruh soal didominasi dalam bentuk pilihan jamak.Kata kunci : aspek kognitif, aspek pengetahuan, taksonomi Anderso
IDENTIFIKASI MISKONSEPSI SISWA PADA KONSEP FOTOSINTESIS DAN RESPIRASI TUMBUHAN
Get PDFThis research was aimed to describe the misconceptions and factors that can affected students. The samples were 8th grade student of SMP in sub-district Punggur, Central Lampung that was selected by purposive sampling. The design of this research was descriptive. Data was collected by written test of identification of student misconception and questionnaire. Data misconception analyzed using Certainty of Respons Index (CRI) and factors analyzed using percentage formula and Pearson Product Moment Correlation test. Study result showed that the highest percentage of understanding level to the concept of photosynthesis and plant respiration was misconception that was 58,76%. The students who had misconception on photosynthesis concept were 64,05% with high category. The result of Correlation test showed that was correlation with the opposite direction between students and teachers methods with misconception.Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi siswa dan faktor yang mempengaruhi miskonsepsi. Sampel penelitian adalah siswa kelas VIII SMP se-Kecamatan Punggur Kabupaten Lampung Tengah berjumlah 289 siswa yang dipilih menggunakan teknik purposive sampling. Desain penelitian ini adalah deskriftif sederhana. Pengumpulan data dengan soal tes tertulis identifikasi miskonsepsi siswa dan pemberian angket kepada siswa dan guru. Data miskonsepsi dianalisis menggunakan metode Certainty of Respons Index (CRI) dan faktor dianalisis menggunakan rumus persentase dan uji korelasi Pearson Product Moment. Hasil penelitian menunjukkan bahwa tingkat pemahaman konsep siswa paling tinggi persentasenya adalah kategori Miskonsepsi sebesar 58,76%. Siswa yang mengalami miskonsepsi pada konsep fotosintesis sebesar 63,05% dengan kategori tinggi. Hasil uji menunjukkan adanya korelasi dengan arah korelasi berlawanan arah antara siswa dan metode guru mengajar dengan miskonsepsi.Kata kunci: Certainty of Response Index (CRI), fotosintesis, miskonsepsi, respirasi tumbuha
IDENTIFIKASI MISKONSEPSI MATERI IPA KELAS VII SMP N 1 GUNUNG SUGIH LAMPUNG TENGAH
Get PDFThe purpose of the research was to know the misconception of Biology. The design of the research was descriptive. Research sample VIII grade students of SMPN 1 Gunung Sugih of Lampung Teng was choosed 50% of 123 student by random sampling. This research data were qualitative data and quantitative data. The qualitative data were obtained from science biology teachers interview result about misconception of Biology, while quantitative data was obtained from multple choice test and argumentation essay then analyesed used Certainty of Response Index (CRI) method. The calculation of misconception and dontknow concept reach 45% students. Score misconception was based on criteria CRI answers obtained from average value that was 19.16 15,66. The percentage of students that was 15.57% of misconceptions that was low criteria. The material that had the most dominant misconception was material "ecosystem" in sub concept of "inter-dependence among biotic components" with a percentage of 43.90% with moderate criteria.Penelitian ini bertujuan mengidentifikasi miskonsepsi siswa pada materi IPA Biologi. Desain penelitian ini menggunakan kajian deskriptif. Sampel penelitian siswa kelas VIII Sekoah Menengah Pertama Negeri 1 Gunung Sugih Lampung Tengah dipilih 50% dari 123 jumlah siswa secara random sampling. Data penelitian berupa data kualitatif dan kuantitatif. Data kualitatif diperoleh dari hasil wawancara tentang miskonsepsi kepada guru IPA Biologi, sedangkan data kuantitatif diperoleh dari tes soal pilihan jamak dan esay beralasan dan analisis dengan metode Certainty of Response Index (CRI). Hasil perhitungan dari kategori miskonsepsi dan tidak tahu konsep siswa mencapai 45% dari jumlah siswa. Skor miskonsepsi berdasarkan kriteria jawaban CRI diperoleh rata-rata yaitu 19,16 15,16. Persentase miskonsepsi siswa yaitu 15,57% dengan kriteria rendah. Materi yang memiliki miskonsepsi paling dominan adalah materi ekosistem pada sub konsep saling ketergantungan diantara komponen biotik dengan presentase 43,90% dengan kriteria sedang.Kata kunci : Certainty Of Response Index, IPA Biologi, miskonseps
MISKONSEPSI MATERI SUBSTANSI GENETIKA PADA SISWA SMA SE-KECAMATAN TANJUNG SENANG BANDAR LAMPUNG
Get PDFThis Researchs goal was to identify students misconception and the factors that affected. Samples were senior high school students that were 148 students. Data of understanding level of students were of tained from diagnostic test that was true/false reasonable test while identification of misconseption used CRI method. The factors tht affected students misconception were of tained from students questionnare and it was analyzed by persentage formula and corellation test that was Pearson Product Moment. Based on the analysis result, it showed that students conceptual understanding level had misconception percentage that was 32,9%, the highest misconception of students was DNA concept that was 44,91%. Misconception on students caused by learning motivation and learning method that showed by the correlation with opposite direction between students motivation and learning method with students misconception. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi serta faktor yang mempengaruhi miskonsepsi siswa. Sampel berjumlah 148 siswa. Desain penelitian ini adalah deskriptif sederhana. Data tingkat pemahaman siswa diambil dengan menggunakan tes diagnostik berupa pilihan benar/salah beralasan sedangkan identifikasi miskonsepsi menggunakan metode CRI. Faktor yang mempengaruhi miskonsepsi diperoleh dari hasil angket siswa dan dianalisis menggunakan rumus persentase dan uji korelasi Pearson Product Moment. Hasil analisis data menunjukkan bahwa pada tingkat pemahaman konsep siswa terdapat miskonsepsi yaitu sebesar 32,9%, siswa mengalami miskonsepsi paling tinggi pada konsep DNA sebesar 44,91%. Miskonsepsi yang terjadi pada siswa dipengaruhi oleh motivasi belajar siswa dan metode pembelajaran yang ditunjukkan dengan adanya korelasi dengan arah berlawanan antara motivasi belajar siswa dan metode pembelajaran dengan miskonsepsi siswa.Kata kunci: Certainty of Response Index (CRI), faktor peyebab, miskonsepsi, substansi genetik