Bio-Pedagogi (Journal)
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Penerapan Desain Pembelajaran Sistem Respirasi berbasis Guided Inquiry Learning dipadu AfL untuk Mengubah Kemampuan Berargumentasi Siswa Kelas SMA
Get PDFThe purpose of this study is to change argumentative skill on XI-class students in SMA through implementing a learning design of the respiratory system based on guided inquiry learning combined with assessment for learning. This research is a classroom action research conducted in three cycles from February to April 2016. Each cycle consists of four stages, namely planning, action, observation, and reflection. The subjects were 31 students of class XI SMA in the academic year of 2015/2016. The research data were obtained through essay tests, observation sheets, and interviews. The main data about the argumentative skill was measured by indicators: claim, reasoning and evidence measured by using argumentative-skill test in the form of questions proposed by the researcher in accordance the adequacy of each indicator. The technique of analyzing data was descriptive analysis while the data validation was triangulation technique. The research procedure used Mc.Taggart Kemmi’s spiral research method. The results show that the application of the learning design of the respiratory system based on inquiry learning combined with assessment for learning is able to change the arguing ability of XI-class students in SMA. The pre-cycle result of the students' arguing ability constitutes 42.9%, in the claim aspect, 32.9% in the reasoning aspect, and 20,32% in the evidence aspect. The first cycle constitutes 80.64% in the claim aspect, 64.51% in the reasoning aspect, and 45.16% in the evidence aspect. Cycle II constitutes 100% in claim aspect, 77.41% in the reasoning aspect, and 70.96% in the evidence aspect. Lastly, cycle III constitutes 100% in the claim aspect, 90.32% in the reasoning aspect, and 87.09% in the evidence aspect
ANALISIS SIKAP ILMIAH MAHASISWA CALON GURU IPA PADA MATA KULIAH BIOLOGI DASAR I
Get PDFABSTRACT This research has purpose to analyze the scientific attitude of students in basic bology I. This research is a descriptive research. The subject of research is student of science education STKIP Modern Ngawi first semester in the academic year 2018/2019. Attitude was measure used a questionnaire of scientific attitudes..The percentages of students curiosity attitude 78,84% with good criteria, responsibility accurary was 71,15% with good criteria, conscientious atitude was 71,63% with good criteria, honesty attitude was 72,11% with good criteria, teamwork was 81,72% with good criteria, and ctitical attitude was 69,22% with ctireria enough. Overall, the percentage of the students scintific attitude was good criteria
Penerapan Model Guided Inquiry Learning untuk Meningkatkan Kemampuan Berpikir Tingkat Tinggi Siswa SMA
Get PDFThis research aimed to improve the high-order thinking ability in the 11th MIA 3 graders of SMA Negeri 1 Teras in the school year of 2015/2016 by applying Guided Inquiry Learning model. This study was a Classroom Action Research using Kemmis and Mc.Taggart’s spiral model. The research was conducted in two cycle. Each of cycle consisted of four stages: planning, acting, observing, and reflecting. The objective of research was the 11th MIA 3 graders of SMA Negeri 1 Teras in the school year of 2015/2016, consisting of 34 students. The data of research was obtained through observation, interview, documentation and high-order thinking ability test. Data validation was carried out using triangulation technique. Data analysis was conducted using descriptive qualitative analysis technique. The target of research was an increase by ≥25% in every aspect of high-order thinking ability, ie C4 (analyzing) aspect increased by 25% from 45. 53% to 70.53%, C5 (evaluating) aspect increased by 25% from 47.72% to 72.72%, and C6 (creating) aspect increased by 25% from 48.24% to 73.24%. The result of research showed that the application of Guided Inquiry learning could improve the high-order thinking ability of the students including C4 (analyzing), C5 (evaluating), and C6 (creating) aspects corresponding to the target of research, ≥25%. The percentage gain of C4 was 45.53% in pre-cycle, 82.84% in cycle I, and 87.62% in cycle II. The percentage gain of C5 was 47.72% in pre-cycle, 73.54% in cycle I, and 83.82% in cycle II. The percentage gain of C6 was 48.24% in pre-cycle, 73.53% in cycle I, and 75.12% in cycle II. C4 (analyzing) aspect increased by 42.09% from .53% to 87.62%, C5 (evaluating) aspect increased by 36.1% from 47.72% to 83.82%, and C6 (creating) aspect increased by 26.88% from 48.24% to 75.12%. Considering the result of research, it could be concluded that the application of Guided Inquiry Learning could improve the high-order thinking ability in the 11th MIA 3 graders of SMA Negeri 1 Teras in the school year of 2015/2016
Peningkatan Kemampuan Berpikir Kritis Siswa SMA dengan Model Inkuiri pada Materi Sistem Indera
Get PDFThe aim of this research is to increase the students’ critical thinking through inquiry learning. This research was a classroom action research with 3 cycles conducted from March until April 2015. Each cycle consisted of 4 phases, i.e. planning, acting, observing, and reflecting. The participants of the research are 34 students of grade XI MIA 6 SMAN 4 Surakarta. Data was obtained from questionnaire, multiple choices test, and interview. The main data of the students’ critical thinking includes several aspects as follows: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data was analyzed descriptively, and validated using a triangulation method. The research procedure used was the spiral method by Kemmis and Mc.Taggart. The result of the research shows that inquiry learning increased the students’ critical thinking. The student’s critical thinking from the pre cycle is 35,04 %, the first cycle is 42,40 %, the second cycle is 51,71 %, the third cycle is 63,97 %
Peningkatan Iklim Kelas dan Sikap Ilmiah Siswa Berbasis Model Guided Inquiry Learning di SMA
Get PDFThe research aimed to increase classroom climate and student scientific attitude at class XI student of Science Senior High School by implementing guided inquiry learning model. This research was a Classroom Action Research that performed within 3 cycles. Each cycle consisted of 4 steps, there are planning, action, observing, and reflecting. The research subject is 43 students of class XI student of Science Senior High School. The research data were obtained by observation, questionnaire, interview, and documentation. Data was validated using a triangulation method. Data was analyzed using a analysis descriptive technique. The research prosedure was used the spiral model by Kemmis and Mc. Taggart. The research result shows that classroom climate and scientific attitude were increased. Classroom climate on cycle I is 70,24%, on cycle II is 73,25%, on cycle III is 77,43%. Scientific attitude on cycle I is 72,35%, on cycle II is 74,98%, on cycle III is 79,87%. Guided Inquiry Learning model is able to increase classroom climate and scientific attitud
Profil Kompetensi Abad 21: Komunikasi, Kreativitas, Kolaborasi, Berpikir Kritis Pada Calon Guru Biologi Profile of 21st Century Competency: Communication, Creativity, Collaboration, Critical Thinking at Prospective Biology Teachers
Get PDF21st century competency consists of communication, creativity, collaborative, and critical thinking skills (4Cs). This study aims to determine the profile of 21st century skills (4Cs) in prospective biology teachers. The research method used was survey research. Data collection tool in the form of a questionnaire. The stratified random sampling technique was used in sampling with the number of respondents 120 students of the biology education year 2018/2019. The results of the study show that the 21st century competence of prospective biology teachers is classified as moderate
Memperbaiki Kemampuan Argumentasi Siswa Kelas XI melalui Teknik Bertanya Guru dan Argumentative Assessment
Get PDFAbstrak. Argumentasi merupakan tujuan utama dari pendidikan sains karena dapat melibatkan siswa dalam praktik sains yang kompleks di mana siswa menggagas dan menjustifikasi klaim pengetahuan. Penelitian bertujuan untuk mengetahui perubahan kemampuan argumentasi siswa kelas XI setelah penerapan teknik bertanya guru dan argumentative assessment. Penelitian dilaksanakan selama tiga siklus dengan teknik teknik bertanya guru dan argumentative assessment. Subjek penelitian adalah kelas XI MIPA berjumlah 36 siswa yang dipilih berdasarkan metode purposive sampling. Siswa dibagi menjadi dua kelompok, Low achievement dan High achievement berdasarkan hasil belajar tengah semester. Data yang dianalisis adalah pertanyaan yang disampaikan guru kepada siswa, respon siswa terhadap pertanyaan guru dan hasil jawaban siswa terhadap argumentative assessment yang diberikan guru. Analisis data menggunakan rubrik penilaian level argumentasi yang dikembangkan oleh Osborne, Erduran, & Simon dan modifikasi peneliti dengan skoring level argumentasi. Hasil penelitian menunjukkan adanya perubahan dan peningkatan kemampuan argumentasi siswa setalah diterapkan teknik bertanya guru dan argumentative assessment. Perubahan yang ditunjukkan adalah siswa mampu mengemukakan evidence dan reasoning. Siswa yang termasuk dalam Low achievement dan High achievement mengalami perubahan dalam berargumentasi
PENINGKATAN KUANTITAS DAN KUALITAS PERTANYAAN PESERTA DIDIK MELALUI PENERAPAN MODEL PROJECT BASED LEARNING PADA PEMBELAJARAN BIOLOGI
Get PDFThis research aimed to enhance quantity and quality of student’s questions in biology at grade X MIPA 1 of SMAN 7 Surakarta academic year 2014/2015 through the implementation of project based learning. This research was a Classroom Action Research which consisting of planning, acting, observing, and reflecting. Subject of the research was grade X MIPA 1 of SMAN 7 Surakarta academic year 2014/2015, consisting of 28 students. Data were collected through observation, interview, and video recording, then its collected based on revised Bloom’s Taxonomy. Data were analyzed describe qualitatively. Data were validated using triangulation methods. Research procedure using spiral model.The result of the research showed that quantity and quality of student’s questions enhance from Preaction, Cycle I, and Cycle II. Quantity of student’s questions enhance from 24 to 180 questions. Quality of students’ questions enhanced from the factual, conceptual, and procedural dimension at the C1, C2, and C3 become the factual, conceptual, procedural and metacognition dimension at the C1, C2, C3, C4, C5, and C6. Based on the data analysis result, it can be concluded that the implementation of project based learning is able to enhance quantity and quality of student’s questions in biology at grade X MIPA 1 of SMAN 7 Surakarta academic year 2014/2015
PENGEMBANGAN MODUL PEMBELAJARAN IPA BERBASIS PENDEKATAN KONSTRUKTIVISME UNTUK KELAS V SD
Get PDFThis study aims to describe the validity and practicality of science learning modules based on the constructivism approach to the material adaptation of plants to certain environments to sustain life in valid and practical class V elementary school students. This type of research is Research and Development. The science learning module based on the constructivism approach was developed using 3-D models. This research was conducted in the even semester of the 2018/2019 school year. Data collection is done by validation and testing of modules developed. The module design that was designed was validated by two expert lecturers and then tested in class V of SD Negeri 07 Lubuk Jantan to find out the practicality and validity of the modules developed. The results of the study found that the science learning module based on the constructivism approach on the material adaptation of plants to certain environments to sustain life for students in grade V elementary school is in the category of very valid with an average validity of 3.65. The modules that have been developed are categorized as very practical by educators with an average percentage of practicality of 91%, also categorized as very practical according to students with an average percentage of practicality of 91%. This shows that the science learning module is based on a constructivism approach to the material adaptation of plants to certain environments to maintain the life produced is very valid and very practical so that it can be used in learning in class V SD