Bio-Pedagogi (Journal)
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Peningkatan Minat Belajar dan Hasil Belajar Siswa Melalui Model Inkuiri Terbimbing Dipadu Kooperatif Jigsaw Kelas X IS-3 SMA Batik 1 Surakarta Tahun Pelajaran 2013/2014
Get PDFThis study aims to improve the student’s learning outcomes and learning interest in biology class X IS-3 SMA Batik 1 Surakarta with guided inquiry combined with cooperative jigsaw model. This research is Classroom Action Research with 3 cycles of action. Each cycle consists of four phases: planning, action, observation, and reflection. The subjects were students of class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014. The data was obtained through test technique with multiple choice and non-test technique with observation, interview, and documentation. Data result of observations, interviews, and documentation was analyzed by descriptive qualitative analysis techniques while data validation using triangulation technique. The result of the research showed that the implementation of the class action through the use of guided inquiry combined with cooperative jigsaw model can improve learning interest and learning outcomes of students in learning biology. It is based on the results of written tests, observation, and interviews. The average percentage students’ attainment in each indicator of student interest learning in pre-cycle was 45.83%, then increased to 74,16% in first cycle (worked up 28.33%), then increased to 88.11% in second cycle (worked up 13.95%). The average percentage students’ attainment in students' knowledge aspects in pre-cycle was 50%, then increased to 62.50% in first cycle (worked up 12.50%), then increased to 92.50 % in second cycle (worked up 30%). The average percentage students’ attainment in each indicator of students’ skills in pre-cycle was 36.87%, then increased to 61.25% in first cycle (worked up 24.38%), then increased to 80.83 % in second cycle (worked up 19.58%). The average percentage students’ attainment in each indicator of students’ learning attitude in pre-cycle was 48.25%, then increased to 62.25% in first cycle (worked up 14.25%), then increased to 77.25% in second cycle (worked up 15%). The results of student and teacher interviews indicated that the use of guided inquiry combined with cooperative jigsaw model provide flexibility for students to find their own concept with fun learning. Based on the result above, it can be concluded that the use of guided inquiry combined with cooperative jigsaw model can improve students’ learning interest and learning outcomes in class X IS-3 SMA Batik 1 Surakarta academic year 2013/2014 to study biology. Key Words: guided inquiry, cooperative jigsaw, learning interest, learning outcome
Peningkatan Keterampilan Bertanya (Posing Question) melalui Penerapan Discovery Learning pada Materi Ekosistem di Kelas X Imersi 1 SMA Negeri 2 Karanganyar Tahun Pelajaran 2013/2014
Get PDFThis research’s aim is to improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material through discovery learning application. This research is a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject is the students in X Imersi 1 of SMA Negeri 2 Karanganyar Academic Year 2013/2014. The data source is from the questions that cover the quantity and quality of the question. The question’s quantity is counted from the sum of questions that is given by the students while the question’s quality is counted from the sum of questions’ kind that is given by the students based on their thinking process and knowledge dimension. Data collecting techniques of this research are using observation, interview and documentation then data validation is using triangulation method. Data analyzing technique of this research is descriptive qualitative analysis which is done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure is using spiral mode which is interdependent. The result of the research shows that the implementation of discovery learning improves the students’ posing question skill that covers the quantity and quality of the question. The question’s quantity improvement from pre-cycle to the first cycle is 70 questions, the first cycle to the second cycle is 46 questions and the second cycle to the third cycle is 20 questions. Then the question’s quality improvement from pre-cycle to the first cycle is 29,16%, the first cycle to the second cycle is 17,18% and the second cycle to the third cycle is 16,14%. This research’s conclusion is the implementation of discovery learning can improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material. Key Words: discovery learning, posing question skil
Penerapan Model Pembelajaran Blended-Problem Solving melalui Aplikasi Moodle untuk Meningkatkan Kemampuan Berpikir Kreatif Kelas XI IPA 4 SMA N 3 Surakata Tahun Pelajaran 2012/2013
Get PDFThis study is aimed to improve critical thinking ability of the X-1 class of SMA N 3 Surakarta through the implementation of Blended-Problem Solving through Moodle application. This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research was the students of X-1 class at SMA N 3 Surakarta in academic year of 2012/2013. The data was obtained through the test (essay test) and non-test (interviews and documentations). And be analyzed with descriptive analytical techniques then validated by triangulation techniques. The results showed that students critical thinking ability was increased in Pre-cycle, Cycle I, and Cycle II. Critical thinking consist of six aspects are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The improvement in interpretation aspect increased from 42,19% to 66,41%. Analysis aspect increased from 36,72% to 78,13%. Evaluation aspect increased from 33,59% to 78,91%. Inference aspect increased from 40,63% to 64,06%. Explanation aspect increased from 30,47% to 73,44%. Self-regulation aspect increased from 43,75% to 78,91%. The conclusion of this study explained that the implementation of Blended-Problem Solving with moodle could improve critical thinking ability of the X-1 class at SMA N 3 Surakarta. Key Words: Blended-Problem Solving, Moodle, Critical Thinkin
Perbandingan Kemampuan Berpikir Kreatif dengan Penerapan Model Pembelajaran POE (Predict Observe Explain) dan POEW (Predict Observe Explain Write) pada Siswa SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013
Get PDFThe research is aimed to find out the difference of creative thinking skills between application of POE (Predict Observe Explain) and POEW (Predict Observe Explain Write) learning model on student at SMA Negeri 1 Ngemplak Boyolali in academis year 2012/2013. The research belonged to the quasi experiment with research design Posttest Only Non-Equivalent Control Group Design. This research applied POE (Predict Observe Explain) learning model in the experimental group 1 and POEW (Predict Observe Explain Write)learning model in the experimental group 2. Population of research was the students in X degree SMA Negeri 1 Ngemplak Boyolali. The sampling used the cluster sampling was used as samply techniquel. The data collection technique was usedwerw test method belonged test shaped essay (for taking the data of students` creative thinking skills) and non-test method belonged documents method (for taking second data) and observation method (for taking the enforceability of the syntax and measure students` achievement psichomotor and affective as supporting data). Hypothesis testing belonged t-test. The results of the research shows that the mean of student`s capability of creative thinking in experiment group 1 higher than experiment group 2, it was 77,35 for experiment group 1 and 70,57 for experiment group 2. The result of hypothesis is analyze by t-test and it gets significant value 0,010 (sig<0,05), so there is difference of creative thinking skills between application of POE learning model and POEW learning model. Conclution of the research is there creative thinking skills between class use POE (Predict Observe Explain)learning model different withclass use POEW (Predict Observe Explain Write) learning model on student at SMA Negeri 1 Ngemplak Boyolali in academis year 2012/2013. Key Words: POE (Predict Observe Explain) Learning Model, POEW (Predict Observe Explain Write) Learning Model, Creative Thinking Skill
Pengaruh Model Pembelajaran Experiential Learning dengan Studi Kasus terhadap Kemampuan Berpikir Kritis Siswa pada Materi Sistem Reproduksi Manusia
Get PDFThe aim of this research was to investigate the influence of the learning model of Experiential Learning with case study of students' critical thinking skills in the human reproductive system material.Research is Quasi Experiment (quasi-experimental) with research design Posttest Only with Non-equivalent Control Group Design. The research population was all students of eleventh (XI) grade IPA SMA Negeri 6 Surakarta academic year 2012/2013. Sampling technique in the study is cluster sampling, with samples of the two classes, there are eleventh grade (XI) IPA 1 with 26 students as the number of experimental class and eleventh (XI) IPA 3 with 28 students a class control. Treatment in the experimental class is the application of the learning model of Experiential Learning with case study and in control class applied conventional learning model with varied lectures. The technique of collection data was using test method (essay) and non-test (documentation and observation). Hypothesis testing is done by using a t-test. The results showed that the average value of the critical thinking skills of students in the experimental class was higher than the control class, which is 64.42 in experimental class and 51 in the control class. The results show the significant value of t test is 0.000 (sig. <0.05), so it can be said that there are significant differences in thecritical thinking skills betweenexperimental class with control class. The research has conclusion that the model of experiential learning with case studygives significant effect on students' critical thinking skills for eleventh(XI) grade IPA SMA Negeri 6 Surakarta in academic year 2012/2013 on the matter of human reproductive system. Key Words: experiential learning, learning method in case study, critical thinking skill
Penerapan Model Pembelajaran Reflektif pada Pembelajaran Biologi terhadap Hasil Belajar Siswa Kelas X SMA Negeri Colomadu Tahun Pelajaran 2012/2013
Get PDFThe purpose of the research is to know the influence application of Refelective Learning model toward biology learning achievement of tenth degree students at SMA Negeri Colomadu in academic year 2012/ 2013. This research was Quasi Experiment research which used Posttest Nonequivalent Control Group Design. This research applyed Reflective Learning model in experimental group and Direct Instruction Learning model in control group. Population’s research is the entire class tenth at SMA Negeri Colomadu in academic year 2012/2013. Sampling technique used Cluster Sampling, result has chosen tenth 5 as experiment group and tenth 4 as control group. Data was collected using document, observation sheet, and multiple choice test. The data were analyzed by t-test. Result of the research in biology learning achievement between experiment and control group have real differents in cognitive, psychomotor, and affective domain. The conclusion that application of Refelective Learning model has taken good effect toward biology learning achievement of tenth degree students at SMA Negeri Colomadu in academic year 2012/2013. Key Words: Refelective Learning Model, Learning Achievemen
Implementasi Model Experiential Learning untuk Meningkatkan Kualitas Pembelajaran Biologi Siswa Kelas XI IPA 1 SMA Negeri 2 Surakarta Tahun Pelajaran 2013/2014
Get PDFThe purposes of this research are to increase quality of biology learning considered by utility of facilities in the classroom, classroom climate, and student motivation of achievement in class XI IPA 1 at State Senior High School 2 Surakarta in academic year 2013/2014. This research was a classroom action research which performed in two cycles. Each cycle consisted of 4 phases, that is planning, action, observation, and reflection. Subject of research is students of XI IPA 1 at State Senior High School 2 Surakarta. Data of research was obtained by test and non test technique. Data validation was used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique. The results of this research showed the average percentage for classroom climate pre cycle (62,59 %), cycle I (75,86 %), and cycle II (82,92 %); student motivation of achievement pre cycle (63,22 %), cycle I (74,88 %) and cycle II (78,62 %); and utility of learning facilities in the classroom have been optimally, that are usage of microscope and other learning media included LCD, pictures, and video as a media to support learning activities. The results showed that the average percentage quality of biology learning aspect such as pre cycle (62,90 %), cycle I (75,37 %), and cycle II (80,77 %). The level increase of quality aspect of biology learning from pre cycle to cycle II is 17,87 %. The conclusion of this research is that the implementation of experiential learning model can improve quality of biology learning considered by utility of facilities in the classroom, classroom climate, and student motivation of achievement in class XI IPA 1 State Senior High School 2 Surakarta in academic year 2013/2014. Key Words: Experiential learning, Quality of biology learnin
