Bio-Pedagogi (Journal)
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Penggunaan Media Kartu Berbahasa Indonesia-Mandarin Terhadap Pemahaman Materi Biologi Siswa Bilingual Di Pontianak
Get PDFInstructional media in the learning process not only as a tool but a messenger or learning information that must be in accordance with the student needs. In this study, researchers developed a media that integrates biology learning with Mandarin so that when students learn biology, also simultaneously recognize objects in biology and organizational level of life in Mandarin. Instructional media that will be made in the cards form contains about the object and scope of biology. The purpose of this study is to measure the effectiveness of Indonesian-mandarin biology card on biology learning outcomes for secondary school. The method used is one shot case study. Research is done through the preparation, implementation, and data analysis. The results of the use media of Indonesian-mandarin card seen based on the average value of learning outcomes obtained test of 76.29% with mastery learning is in good criteria. Thus it can be concluded that the use of Indonesian-mandarin card can be one strategy to improve student learning outcomes in biology learning
Peningkatan Aktivitas Dan Hasil Belajar Kognitif melalui Model STAD disertai Mind Mapping
Get PDFThis research aims at improvement the learning activity and the concept achievement through the use of STAD Model with Mind Mapping. This research is a classroom Action Research conducted into two cycles, from February 2016 to March 2016. Each cycle consist of four stages, namely Planning, Acting, Observing, and Reflecting. The research subject is 31 students of class XI MIPA 4 at SMA Negeri 6 Surakarta in the Academic Year of 2015/2016. The data art obtained from the observation, test, questionnaires, interview, and documentation. The data about the learning activities includes visual activities, oral activities, listening activities, writing activities, drawing activities, and emotional activities, measured by the observation field notes. The concept achievement is measured by using a cognitive test in the form of an objective test of multiple choices. The data art analysed by using descriptive analysis technique. The validity is measured by using triangulation technique. The research procedures are conducted by using spiral Kemmis and Mc. Targart. Target of the study is 25% of the base line. Through the observation, the research can enhancement of precycle to cycle II has increased. The analysis of the research show that the visual activity increased from 25,81% to 96,77%, oral activities increased from 22,58% to 90,32%, listening activities increased from 45,16% to 93,55%, writing activities increased from 67,74% to 70,79%, drawing activities increased from 9,68% to 90,32%, motor activities increased from 0% to 83,87%, mental activities increased from 35,48% to 67,74%, emotional activities increased from 32,26% to 93,55%, the concept test increased from 25,81% to 87,1%
Analisis Kebutuhan Pengembangan Bahan Ajar Mata Kuliah Pengantar Profesi Guru Biologi Di Pendidikan Biologi Universitas Ahmad Dahlan Yogyakarta
Get PDFBahan ajar merupakan salah satu komponen penting yang diperlukan dalam proses pembelajaran. Dengan adanya bahan ajar yang sesuai diharapkan dapat membantu kelancaran kegiatan pembelajaran. Mata kuliah pengantar profesi guru biologi merupakan mata kuliah yang wajib ditempuh oleh mahasiswa semester dua pada program studi pendidikan biologi FKIP UAD. Mata kuliah ini berisi tentang segala hal yang berkaitan dengan profesi seorang guru. Bahan ajar yang selama ini digunakan dalam kegiatan pembelajaran merupakan bahan ajar sederhana yang dibuat oleh dosen dengan mengggunakan referensi berupa aturan perundang-undangan tentang guru. Tujuan penelitian ini adalah untuk mengetahui bahan ajar yang perlu dikembangkan untuk mata kuliah pengantar profesi guru biologi. Subjek penelitian adalah mahasiswa pendidikan biologi angkatan 2016 Universitas Ahmad Dahlan. Sampel dipilih secara acak sebanyak 75 mahasiswa. Data dikumpulkan dengan menggunakan lembar observasi kegiatan perkuliahan dan angket terbuka untuk mahasiswa. Hasil observasi menunjukkan bahwa kendala yang dihadapi pada pembelajaran mata kuliah pengantar profesi guru biologi adalah belum adanya bahan ajar yang bisa dijadikan sebagai pegangan dalam proses pembelajaran. Hasil analisis angket kebutuhan mahasiswa menunjukkan bahwa 1) bahan ajar diperlukan oleh mahasiswa adalah berupa buku ajar, 2) materi di dalam buku ajar berisi tentang: sejarah guru, peraturan tentang guru, kompetensi guru, kompetensi guru biologi, sertifikasi guru, dan profil guru di negara lain. Studi ini merupakan bagian dari studi awal pengembangan buku ajar sebagai bahan ajar mata kuliah pengantar profesi guru biologi
Hubungan antara Gaya Belajar, Motivasi dan Kemandirian Belajar dengan Hasil Belajar Biologi Siswa SMP
Get PDFThe research aims (i) to describe learning style, motivation, learning independence, and Biology learning results; (ii) to discover the relation between learning style and Biology learning results; (iii) to discover the relation between motivation and Biology learning results; (iv) to discover the relation between learning independence and Biology learning results; (v) to discover the relation of learning style, motivation, and learning independence simultaneously with Biology learning outcomess. The research is ex-post facto with the sample total are 288 students. The results of the research reveal that learning style tends to be in visual type and auditori type, then motivation, learning independence, and Biology learning outcomes were in high category. The learning style and Biology learning results have correlation coefficient by 0,985, and it can be stated that they have positive and very strong relation significantly. The motivation and Biology learning results have correlation coefficient by 0,984, and it can be stated that they have positive and very strong relation significantly. The learning independence and Biology learning results have correlation coefficient by 0,991, and it can be stated that they have positive and very strong relation significantly. Simultaneously, the learning style, motivation, and learning independence with Biology learning results have correlation coefficient by 0,991, and it can be stated that they have positive and very strong relation significantly
Teknik Instruksional Pertanyaan Guru di Tahap Searching for the Theoritical Background of the Driving Question pada Project Based Learning untuk Meningkatkan Skor Pattern Concept Map
Get PDFThe aim of the study was to calculate the score pattern on the concept map (CM) of the students by applying instructional instruction technique of teacher in searching for the theoretical background of the driving question on project based learning. The subjects were 32 high school students. The research is a classroom action research with research procedure including: planning to prepare RPP and its completeness, implementation on activity of action, observation to calculate CM pattern score and reflection for next action. Triangulation validation test includes: verification of conformity of CM pattern score and documentation based on expert pattern CM and interview to represent learners' skill structure. Reduction is done to select the completeness of data, presenting the data and drawing conclusions based on the complete data pattern. Data analysis with qualitative descriptive. The results showed that the pattern score based on the expert pattern of CM on precycle was obtained from 40% -60% range with 46,875% of total learner got score below average and 0% above average. Cycle I obtained a score range of 40% -100% with 9.375% showing scores below average and 43.75% above average. Cycle II obtained a score range of 40% -80% with 15.625% indicating scores below average and 12.5% above average, thus the instructional technique question in the searching phase for the theoretical background of the driving question project based learning increases the score pattern CM both individual and classical.
Penerapan Guided Inquiry Berbantu Memory Match Game untuk Meningkatkan Retensi dan Kemampuan Berpikir Kritis Siswa Kelas X SMA
Get PDFThis research aimed to improve the retention and the critical thinking skill of the biology students in X grade of SMA N 1 Karanganyar through the implementation of Guided Inquiry assisted Memory Match Game. This research was a classroom action research which is divided by several cycles. Each cycle includes four stages: planning, action, observation, and reflection. The subject of this research is the students of X IPA 6 class of SMA N 1 Karanganyar in academic year of 2013/2014. Data collecting are test and non-test technique. The test is used in order to measure the retention and the critical thinking skill. Non-test of this research was observation, interview and documentation. Data analysis of this research was descriptive qualitative analysis and data validation by using triangulation method. The results of this research show that students retention and critical thinking skill increase. It can be seen in students retention from Pre-cycle, Cycle I, and Cycle II, it increase from 62,38% to 93,33%. The critical thinking skill consist of 6 aspects includes; interpretation, analysis, evaluation, inference, explanation, and self regulation. Interpretation aspect increase from 64,76% to 53,33%, analysis aspect increase from 52,14% to 82,85%, evaluation aspect increase from 56,42% to 77,14%, inference aspect increase from 53,57% to 88,57%, explanation aspect increase from 54,28% to 76,42%, and self regulation aspect increase from 56,71% to 85,71%. Based on the results of this research, the researcher draws a conclusion that the implementation of Guided Inquiry with Memory Match Game can improve students retention and the critical thinking
Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik
Get PDFThe research aimed to improve students’ critical thinking ability through the implementation of guided inquiry learning. The research was a Classroom Action Research conducted in three cycles. Each cycle consisted of four stages: planning, acting, observing, and reflecting. Subject of the research was the second grader at science 3 class SMAN 6 Surakarta academic year 2014/2015, consisting of 14 boys and 19 girls. Data collecting techniques used in this research were essay test, observation, and interview, which data validation using triangulation technique. Essay test that used in this reasearch containing six aspects of critical thinking ability: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were analyzed using descriptive qualitative technique. Spiral model were used for the research procedure.The result of the research showed that each aspect of critical thinking ability increased within three cycles of guided inquiry learning implementation. Interpretation increased 30,30%; analysis 36,36%; evaluation 41,67%; inference 31,82%; explanation 37,88%; and self-regulation 24,25%.Based on the data analysis result, it can be concluded that the implementation of guided inquiry learning is able to improve students’ critical thinking ability of second grader at science 3 class SMAN 6 Surakarta academic year 2014/201
Perbedaan Model Problem-Based Learning Berbasis Potensi Lokal dan Model Konvensional terhadap Literasi Sains dan Kesiapan Berperilaku Peduli Lingkungan
Get PDFThe purposes of this research are to know (1) difference of Problem-Based Learning model based on localities and conventional model toward the student’s scientific literacy ,(2) to know the difference of Problem-Based Learning model based on localities and conventional model toward the student’s readiness environmental behavior attitude, and 3) the influence Problem-Based Learning model based on localities toward student’s scientific literacy, (4) Highest score of student’s scientific literacy and readiness environmental attitude behavior, and (5) the interaction between scientific literacy and readiness environmental behavior attitude of student’s at grade X SMA Al Islam 1 Surakarta. This research was quasi experimental research with post-test non equivalent control group design and cluster sampling technique. The sample was two classes, they’re experiment class used Problem-Based Learning model base on localities and control class with conventional model (discussion and expository methods). Data collection were objective test score, questionnaire of environmental attitude, observation report, and student’s early score. Analysis of data used t-test, pearson product moment correlation, and linear regression.The result of this research, tcount >ttable and sig. <0,05 for student’s scientific literacy, student’s readiness environmental knowledge and student’s environmental behavior, means Ho was rejected in t-test. It has showed that scientific literacy and student’s environmental attitude in experiment and control class was significantly different. Interaction between scientific literacy and readiness environmental knowledge result ,tcount > ttable and sig. <0.05, means Ho was accepted and interaction scientific literacy and readiness environmental behavior result, tcount <ttable and sig. >0.05, its means Ho was rejected.The conclution of research, there was student scientific literacy and readiness environmental behavior attitude used treatment Problem-Based Learning model based on localities better than conventional model, there was no interaction between scientific literacy and readiness environmental knowledge, and there was interaction between scientific literacy and readiness environmental behavior of grade X SMA Al Islam 1 Surakarta Academic Year 2013/201
IMPLEMENTASI SETS (SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY) PADA PEMBELAJARAN IPA SD BERBASIS INQUIRY TERHADAP BERPIKIR ILMIAH SISWA KELAS 4 MI AL-IRSYAD MADIUN
Get PDFThis research aims to find out how far of students to apply the SETS approach on inquiry-based learning. Through the SETS approach students are conditioned to be willing and able to apply the science principles to produce technological work followed by thoughts to reduce or prevent possible negative impacts that may arise from the emergence of this technology product to the environment and society based on the principle of inquiry. This SETS application is about scientific thinking so it is expected to improve scientific thinking science. Design research, the data analysis technique used is descriptive qualitative. Analysis of scientific thinking through multiple cycles. While the analysis of qualitative description with interactive analysis consists of data reduction, data presentation, and conclusion is done in an interactive form with data collection as a cycle process. The results showed pre cycle 28,44%, then at cycle I 52,33%, and at cycle II 80,33% which mean SETS approach able to improve student's scientific thinking. There is a positive response to students with SETS approach means that science learning with hands-on experience can make students think critically in solving a problem
Penerapan Penelitian Tindakan Kelas Cooperative Learning Tipe Peer Teaching untuk Meningkatkan Keterlibatan Siswa Dalam Pembelajaran Biologi
Get PDFThe research aims to increase students' engagement in Biology learning by applying cooperative learning method specifically peer teaching. The subjects consisted of 32 high school students focusing on Low Achievement (LA) and High Achievement (HA) students. This research is classroom action research (CAR) with 3 Cycles. The research procedure includes the stage of reflection, planning, implementation of action and observation. Behavioral Engagement (BE) data obtained through observation, other data in the form of Psychological Engagement (PE) and Cognitive Engagement (CE) obtained through student engagement questionnaire based on Student Engagement Instrument (SEI). Technique of data validation used is triangulation technique. Technique of analysis data performed by data reduction, data presentation and drawing conclusions based on qualitative descriptive analysis. The results showed that cooperative learning method specifically peer teaching can increase student engagement in biology learning. The average percentage of all BE aspects observed in LA students before the treatment given, Cycle I, Cycle II and Cycle III respectively was 13.72%; 35.24%; 48.26% and 64.24% respectively. Meanwhile BE results of HA students before the treatment given, Cycle I, Cycle II and Cycle III respectively were 22.22%; 48.97%; 56.6% and 64.76% respectively. The results of PE of LA students before the treatment given to Cycle III increased by 3.54% while PE in HA students before the treatment given to Cycle III increased from 3.75%. The result of CE analysis of LA students has increased before the treatment given toward Cycle III that is 2.94% while in HA students increased by 2.95%