Bio-Pedagogi (Journal)
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The Influence of INSTAD Learning Strategies Toward Students High Order Thingking Skills In Studying Biology
Get PDFThis research aims to ascertain the influence of INSTAD learning strategies towards high order thinking in biology.This research was considered as a research, hence quantitative approach was used in this research.. The research design was pretest-posttest randomized subject control group using two classes which was taken by cluster ramdom sampling. The data was collected through four kinds of method, namely documentation, questionnaire, test, and observation. Documentation method was used to obtain the cognitive score. The data of high order thinking was taken by using test method. Questionnaire was used to assess student’s response to INSTAD and thinking skill, while implementation of INSTAD was examined through observation. The overall data were analyzed by using anacova.The conclution was that, the application of INSTAD strategy gave unsignificant to high order thinking skill in learning biology. Key Words: INSTAD learning strategies, HOT
The Result Of Study Biology Observed From Preview, Question, Read, Reflect, Recite, Review (PQ4R) Learning Method and learning Interest Of Student’s on X Grade Of Sma Negeri 1 Kebakkramat In Academic Year 2011/2012
Get PDFThe purposes of this research were to know: 1) the influence of Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod to the result of study biology; 2) the influence of student’s learning interest to the result of study biology; 3) the interaction between learning metod and learning interest to the result of study biology: and 4) the influence of better learning metod to the result of study biology. This research was quasi experiment research using Randomized Control Only design. Learning metod and learning interest were independent variables and student’s achievement of study biology was the dependent variable. The population of this research was all of X grade of natural science students of SMA Negeri 1 Kebakkramat. The samples of this research were the students of class X-5 as the control group and students of class X-4 as the experimental group. The sample of this research was established by cluster random sampling. The data about the result of study biology collected by use test and observation. Learning interest meansured by using questionnaires. The analisis of this research was anava two away in different cell and the advance test used Bunfferoni test. The conclusion of this research were: 1) Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod had significant influence to the result of study biology in cognitive domain on X grade of SMA Negeri 1 Kebakkramat; 2) Learning interest had significant influence to the result of study biology on X grade of SMA Negeri 1 Kebakkramat; 3) There wasn’t interaction between learning metod and learning interest to the result of study biology on X grade of SMA Negeri 1 Kebakkramat: and 4) Preview, Question, Read, Reflect, Recite, Review (PQ4R) learning metod was better than conventional to the result of study biology in cognitive domain on X grade of SMA Negeri 1 Kebakkramat.
The Implication of Inquiry Learning Approach Toward Students’ Achievement in Biology of X Grade Students of SMA Negeri 2 Surakarta
Get PDFThis research aims are to find out: 1) the influence of inquiry approach toward student’s achievement in cognitive domain; 2) the influence of inquiry approach toward student’s achievement in affective domain; 3) the influence of inquiry approach toward student’s achievement in pshycomotor domain; 4) the best approach toward student’s achievement; and 5) the most effective approach toward student’s achievement of studying biology on X grade of SMA Negeri 2 Surakarta. This research is a quasi experiment research with randomized control only design using inquiry approach and conventional approach as independent variables and student’s achievement of study biology as the dependent variable. Here, it is acquired three classes as the samples, there are the student’s of class X-1 as the control class, student’s of class X-2 as the first experimental class, and student’s of class X-3 as the second experimental class. The population of this research is all of the student’s was X grade of SMA Negeri 2 Surakarta. The sample of this research was established by cluster random sampling. The techniques for collecting data are by using test, questionnaire, and documentation. The data were analyzed by anova and then by scheffe test. The conclusion of this research are: 1) There is an influence of inquiry approach toward student’s achievement in cognitive domain; 2) There is no influence of inquiry approach toward student’s achievement in affective domain; 3) There is an influence of inquiry approach toward student’s achievement in pshycomotor domain; 4) Modified free inquiry is the best approach to influence the student’s achievement based on cognitive domain, guided inquiry approach and modified free approach are better to influence the student’s achievement on pshycomotor domain; and 5) The most effective approach to influence the student’s achievement is modified free inquiry. Key Words: inquiry learning approach, achievement, Biology.
The Influence Of Inquiry-Stad Learning Strategies (Instad) Toward Science Process Skills And Student’s Achievement In Studying Biology
Get PDFAims of this research are to know the influence of INSTAD learning strategies toward sciences process skills and influence of INSTAD learning strategies toward student’s achievement in studying biology of SMA Batik 1 Surakarta. This research was quasi experiment research using quantitative approach. The research was designed using posttest only randomized control group by using the experimental classes (application of INSTAD strategy) and control classes (conventional learning). Population studies are all students of SMA Batik 1 Surakarta in academic year 2011/2012. Sampling techniques with cluster random sampling, so chosen X-5 as the experiment class and X-4 as the control class. Data was collected using questionnaire, essay test, observation sheet, and document. The data were analyzed by t-test.The conclusion of this research were science process skills was significantly affected by INSTAD and the application of INSTAD has taken effect on student’s cognitive and psychomotor, but hasn’t taken effect on student’s affective achievement in studying biology of SMA Batik 1 Surakarta. Key Words: INSTAD learning strategies, science process skills, biology student’s achievemen
Increasing Students Science Process Skills and Achievement Through the Implementation of Guided Inquiry Learning Strategy of Class VIII-F SMP Negeri 5 Surakarta Class Year 2011/2012
Get PDFTwo research objectives have been stated, namely improving student learning achievement and science process skill improvement. This two objectives were ascertained ofter the application of Guided Inquiry strategy towards junior high school student of Surakarta. This research was conducted upon junior high school student of SMP Negeri 5 Surakarta in academic year of 2011/2012. As in a classroom action research, this research performed within 4 cycles and each consist of 4 phases namely planning, action, observation and reflection. The obtained data were analized descriptively ofter validated using split half method. The result showed that Guided Inquiry did a good job. According to the observation the percentage of science process skill had been improved from the baseline 50,62% to 54,43% in 2nd cyle to 64,57% in 3rd cycle and ended up by 68,48% in the last cycle. This it can be concluded that Guided Inquiry has given effects towards science process skill student learning achievement has also been improved from baseline. The cognitive achievement has been improved from 14,53% to 15,12% in 2nd cyle to 15,75% in 3rd cycle and ended up by 15,25% in the last cycle. This improvement can also been seen in the affective and psikomotoric as well. The affective achievement has been improved from 49,96% to 51,72% in 2nd cyle to 61,07% in 3rd cycle and ended up by 61,61% in the last cycle. The Psikomotoric achievement has been improved from 43,80% to 52,01% in 2nd cyle to 62,72% in 3rd cycle and ended up by 71,93% in the last cycle. Hence it can be concluded that Guided Inquiry has considered as effective to improve learning achievement. Key Words: Guided Inquiry, Science Process Skills, Achievemen
The Improvement of Science Process Skill and Learning Achievement Through the Application of Guided Inquiry Strategy of Student in SMP Negeri 26 Surakarta Class VIII-B Class Year 2011/2012
Get PDFThe purposes of this research is to increase students science process skills and achievement of class VIII-B SMP Negeri 26 Surakarta through the implementa-tion of Guided Inquiry learning strategy. This research is a Classroom Action Research with 4 cycles of action. Each cycle consisting of 4 phases which is planning, acting, observing, , and reflecting. Observational data obtained from the observation, and test. Technical analysis of data is technical descriptive both qualitative and quantitative. Data validation is use split half method.Result of this research show that with the implementation of Guided Inquiry strategy could increase students science process skills and achievement in Biological learning. It’s based on the result of observation and test. Average procentage for each aspect of science process skills from the result of observation first cycle are 33,19 % (worked up 16,97%), second cycle 43,22 % (worked up 10,03%), third cycle 48,23 % (worked up 5,01%), dan last cycle 60,38 % (worked up 12,15%). Average score of knowledge dimension of cognitive achievement on the first cycle 37,10 %, second cycle 42,64%, third cycle 37,72%, and the last cycle 45,22%. Score of affective achievement on the first cycle 18,52% (worked up 2,3%), second cycle 28,06% (worked up 9,54%), third cycle 38,73% (worked up 10,67%), and the last cycle 45,22% (worked up 6,49%). Score of psikomotor achievement on the first cycle 38,95% (worked up 22,71%), second cycle 43,71% (worked up 4,76%), third cycle 46,39% (worked up 2,68%), and the last cycle 48,9% (worked up 2,51%). According to this result, can be concluded that the implementation of Guided Inquiry learning strategy could increase students science process skills and achievement of class VIII B SMP Negeri 26 Surakarta class year 2011/ 2012. Key Words: Guided Inquiry, Science Process Skills, Achievemen
Peningkatan Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa Kelas VII-A Melalui Penerapan Model Guided Inquiry dengan Bantuan Social Network Facebook di SMPN 1 Kartasura
Get PDFThis study is aimed at improving the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura through the implementation of guided inquiry model assisted by the use of facebook. This research is a classroom action research involving several cycles in which each cycle includes four stages those are planning, action, observation, and reflection. The subject of this research is the students of VII A class at SMPN 1 Kartasura in academic year of 2012/2013. The data are obtained through the test (essay and multiple-choice) and non-test (observation, interviews and questionnaires). The data are analyzed through descriptive analytical techniques and validated through triangulation techniques. Critical thinking ability consists of six aspects those are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The average improvement percentage of critical thinking ability test in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (41,36%; 52,66%; 65,32%; 77,26%). Students’ achievement is viewed from the increase of student learning completeness consisting of cognitive, psychomotor, and affective. The result of percentage attainment average from cognitive aspects in Pre-cycle, Cycle I, Cycle II, and Cycle III sequently are (36,11%; 47,22%; 72,22%; 100%). Psychomotor students’ achievement consists of three aspects, those are stringing experimental tool, observing the object changes that occur in the experiment, and communicating the results of experiments and worksheets in the presentation. The result of percentage attainment average from psychomotor aspects in Cycle I, Cycle II, and Cycle III sequently are (64,12%; 81,25%; 90,66%). Affective students’ achievement includes three aspect which are being meticulous in observing object from results of the experiment, being discipline in collecting worksheets, and being cooperative in a group discussion. The result of percentage attainment average from affective aspects in Cycle I, Cycle II, and Cycle III sequently are (61,81%; 77,31%; 91,92%). Based on the results of the research it can be concluded that the implementation of guided inquiry model assisted by the use of facebook can improve the students’ critical thinking ability and achievement in Biology of VII A class of SMPN 1 Kartasura. Key Words: Guided Inquiry, Facebook, Biology Critical Thinking Ability, Students’ Achievement in Biolog