Pendidikan Biologi
Not a member yet
100 research outputs found
Sort by
Improvement of Argumentation Skill through Implementation of Problem Based Learning in X MIA 1 SMA Batik 2 Surakarta in the Academic Year 2014/2015
Full text linkThis research was aimed to improve students’ argumentation skill through the implementation of problem based learning in X MIA 1 SMA Batik 2 Surakarta Academic Year 2014/2015. This research is a classroom action research which consisted of three cycles. Each cycle contained planning, acting, observing and reflecting. The subjects of this research were students in X MIA 1 of SMA Batik 2 Surakarta Academic Year 2014/2015. The data was collected using test, interview, and documentation. The data validation used triangulation technic. The data were analyzed descriptive was based on three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research procedure is using spiral method. The results showed that argumentation skill of students increase from pre cycle, cycle I, cycle II, and cycle III. The average of students’ argumentation skill increase from 28,96% to 50,06%. Claim aspect increase from 61,62% to 82,49%; evidence aspect increase from 15,66% to 37,37%; and reasoning aspect increase from 9,60% to 30,30%. Based on the result of the research, the conclusion is there are improvement of argumentation skill through implementation of problem based learning in X MIA 1 SMA Batik 2 Surakarta.Keywords: argumentation skill, problem based learnin
THE INFLUENCE OF PROBLEM BASED LEARNING MODEL WITH KEY RELATION CHART MEDIA TOWARD CRITICAL THINKING AND STUDENT’S GROUP COOPERATION IN CLASS VIII SMP NEGERI 14 SURAKARTA ACADEMIC YEAR 2012/2013
Full text linkThe purposes of this research are to know the influence of problem based learning model with key relation chart media toward the student’s critical thinking and group cooperation in VIII class of SMP Negeri 14 Surakarta Academic Year 2012/2013. This research was quasi experimental research with post-test non equivalent control croup design and cluster sampling technique. The population of this research was all students in VIII class of SMP Negeri 14 Surakarta Academic Year 2012/2013, the sample was two classes, they are experiment class used problem based learning model with key relation chart media and control class with convensional model, that is variative speech learning model with simple chart. Data collection technique was with essay test, cooperation observation sheet, questionnaire of cooperation, and student’s early value documentation. Based on hypothesis test result with t test, it has obtained t count value, that are 2,169 and sig. are 0,037 for student’s group cooperation value. Sig’s value from two t test for critical thinking variable and student’s group cooperation were bigger than 0,05, so Ho was denied. It has showed that critical thinking and student’s group cooperation in experiment and control class was really different. The result of data analysis above proof that there was an influence of problem based learning model with key relation chart media toward critical thinking and student’s group cooperation in VIII class of SMP Negeri 14 Surakarta Academic Year 2012/2013. Keywords: problem based learning model, key relation chart media,critical thinking, group cooperation
THE COMPARISON STUDY OF CRITICAL THINKING SKILL BETWEEN INSTAD LEARNING MODEL COMBAINED CONCEPT MAP AND CONVENTIONAL LEARNING IN STUDYING BIOLOGY
Full text linkThe purpose of the research was to know there was difference of critical thinking skill between INSTAD learning model combained concept map and conventional learning in studying biology of second grade students SMA Negeri 4 Surakarta specify on sains in 2012/2013 academic year.Quasy experiment and post-test only with nonequivalent group design were applied in this research. The populations were the second grade students of SMA Negeri 4 Surakarta specify on sains in 2012/2013 academic year. It was 188 students. The samples were 62 students that taken using cluster sampling technique in the form of two classes and placed into experimental class and comparitional class. The critical thinking skill information was determined by essay test with Facione’s critical thinking skill indicators. The demographic information was collected by a researcher –made questionnaire and observation sheet. T-test was used for data analysis.The t-test’s value was -4,926 and significance value was 0,000 (lower than 0.05). The syntax of INSTAD learning model combained concept map had done well. Students agreed that INSTAD learning model combained concept map could train their critical thinking skill. There was difference of critical thinking skill between INSTAD learning model combained concept map and conventional learning in studying biology of second grade students SMA Negeri 4 Surakarta specify on sains in 2012/2013 academic year. Keyword: critical thinking skill, INSTAD learning model combained concept map, conventional learnin
Efektifitas Pembelajaran dengan Eksperimen Tak Terintegrasi Didahului Pemberian Peta Konsep terhadap Prestasi Belajar Siswa SMA Batik 2 Surakarta
Full text link The purpose of this research is to compare the un-integrated experimental and lecture teaching methods. In the un-integrated experimental teaching method, the students are given a concept chartfirst. The subject matter of this research is the movement on plants; This research used experimental method with randomized control-group only design. The populations are the second grade students of SMU Batik 2 Surakarta, year 2013/2014 The sample is 86 students that taken using cluster random sampling technique. The first data are taken from the value of once grade students of an odd semester. They are used to test the early ability of students. The second data are gotten from post test. Data are analyzed using t-test. The conclusion of this research is that the teaching using un-integrated experimental methods is more effective to increase the achievement of students than conventional method.. Keywords: un-integrated experimental method, convention method, student achievemen
Student's Critical Thinking Skill On Biology Learning Through The Implementation Of Accelerated Learning A Case Study Of X Grade Students SMA Negeri Karangpandan Karanganyar
Full text linkThe aim of study is to know the student's critical thinking skill on biology learning through the implementation of accelerated learning of x grade students of SMA Negeri Karangpandan. Karanganyar. The purpose of this research is motivated by the implementation of the biological learning process that has not been able to take an active role in student learning. This cause the students do not understand in understanding biological materials so that learning objectives are not achieved. Students tend to be passive and could not pull out his mind freely. Alternative approaches that can improve critical thinking skills of the students' are using Accelerated Learning (AL).The research included in the quasi-experimental research design using post-test and Non Equivalent Control Group Design. This study uses a Accelerated Learning in the experimental group and the deductive approach with the method of discussion, lecture and question and answer in the control group. The study population was all students of class X SMA Karangpandan. Karanganyar academic year 2012/2013. Sampling technique with cluster sampling. Data collection techniques using test and non-test methods. The description of the methods of non-test methods and test using the documentation and observation. Hypothesis test using t-test.The conclusions of this study approached AL significantly affect skills students in critical thinking in class X SMA Karangpandan. AL accommodate many learning elements that can make learning fun so excited and learning process better. Joyful learning can assist students in developing critical thinking skills. Key Words: approach to accelerate learning, critical thinking skills
Implementation of Guided Inquiry in Coordination System Material to Improve Science Process Skill at Class XI IPA 3 Students in SMA Batik 2 Surakarta in Academic Year 2013/2014
Full text linkThis research aimed to improve science process skill in coordination system material of Biology subject at XI IPA 3 Class SMA Batik 2 Surakarta with implementation of Guided Inquiry. This research is a Classroom Action Research which was done in two cycles. Each cycle consists of 4 steps, those are: planning, acting, observation, and reflection. The technique of data collection used questionaire, observation sheet, test, and interview. Validity used triangulation method, while data analysis used descriptive analysis. The results of this research showed that implementing classroom research by using guided inquiry could improve students’ science process skill in Biology subject, matched with second cycle target. The percentage of achievement aspect in science process skill at pre-test was low because the teaching and learning was dominated by teaching centered. While the average percentage of achievement aspect in science process skill in accordance with the observation sheet in first cycle was 53,29% and second cycle was 77,68% (increased 24,39%), average of achievement in first cycle was 56,1 % and second cycle was 78,35% (increased 22,25%). Therefore, implementation of teaching technique by using guided inquiry could stimulate students and force them to be more active in Biology subject. Based on the research result above, it can be concluded that the implementation of guided inquiry in coordination system material of Biology subject can improve science process skill of students at class XI IPA 3 SMA Batik 2 Surakarta in academic year 2013/ 2014. Keywords: Guided Inquiry, Science Process Skil
THE DIFFERENCES OF ANALYTICAL THINKING SKILLS IN PROBLEM BASED LEARNING MODEL EQUIPPED BY MIND MAP WITH CONVENTIONAL CLASS TOWARDS SCIENCE FIRST GRADE STUDENTS OF SMA AL ISLAM 1 SURAKARTA IN THE ACADEMIC YEAR 2013/2014
Full text linkThe research aims to find out the differences of the analytical thinking skills in Problem Based Learning model equipped by Mind Maps with conventional class towards science first grade students of SMA Al Islam 1 Surakarta in the academic year 2013/2014. The research was quasi-experimental research with posttest only non-equivalent control group design. The population of the research was all of science first grade students SMA Al Islam 1 Surakarta in the academic year 2013/1014. The techniques of collecting data are test and non-test methods. The form of test method is essay, whereas the forms of non-test method are documentation and observation sheets. Data were analyzed by T-test, Kolmogorof-Smirnov test, and Levene's test with SPSS 16. The results show that there are some differences in the analytical thinking skills in Problem Based Learning model equipped by Mind Maps with conventional class towards science first grade students of SMA Al Islam 1 Surakarta in the academic year 2013/2014. The application of the learning model of Problem Based Learning equipped by Mind Map has the higher average than the application of conventional methods. The observation results indicate the resemblance of Problem Based Learning with the Mind Map syntax. The result of the T-test shows a significant difference (sig <0.05) towards the analytical thinking skills between the control class and the experimental class T-test value is 0.009. The results of this study can be concluded that there are some differences in the analytical thinking skills towards Problem Based Learning model equipped by Mind Maps with conventional class towards science first grade students of SMA Al Islam 1 Surakarta in the academic year 2013/2014. Referring to the differences of the analytical thinking skills mean, the application of Problem Based Learning model equipped by Mind Maps can affect the analytical thinking skills students to be better. Keywords: analytical thinking skills, problem based learning, mind ma
THE IMPLEMENTATION OF ACTION LEARNING STRATEGY TOWARD STUDENTS’ CARACTER BUILDING IN BIOLOGY LEARNING PROCESS
Full text linkThis research aims to find out the extent of character building differences (care, smart, dependent, and responsible) between the control group and Action Learning treated group.This research is quasi experiment in nature using the Non-equivalent Control Group Design. This research used Action Learning method applied in experiment group and conventional method (discussion, presentation, and exchange of ideas) in control group. The participant of this research was all students of grade VIII SMP Negeri 5 Surakarta 2012/2013. The sampling technique used was cluster sampling. As a result, VIII class participated as the experiment group and VIIIH participated as the control group. The data was collected using questionnaire, check point test, observation, and character rubric. Anacova was used to test the hypothesis with the covariant pre-test.The conclusion of this research is there are differences students’ character building (care, smart, dependent, and responsible) between the control group with Action Learning treated group. Keywords: Action Learning strategy, character education, character
IMPROVE THE STUDENTS’ LOGICAL THINKING THROUGH DISCOVERY LEARNING APLICATION ABOUT REPRODUCTION SYSTEM MATERIAL IN XI MIA 1 OF SMA BATIK 2 SURAKARTA ACADEMIC YEAR 2014/2015
Full text linkThis research was aimed to improve the students’ logical thinking in XI MIA 1 of SMA Batik 2 Surakarta Academic Year 2014/2015 about reproduction system material through discovery learning application. This research was a class action research which consisted of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject was the students in XI MIA 1 of SMA Batik 2 Surakarta Academic Year 2014/2015. The data source was from the mind map that cover the logical thinking aspects. Data collecting techniques of this research used observation, interview and documentation then data validation was using triangulation method. Data analyzing technique of this research was descriptive qualitative analysis which was done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure used spiral mode which is interdependent. The result of the research showed that the implementation of discovery learning improves the students’ logical thinking that covers aspects of knowledge, comunication, thinking, and application. The persentage of knowledge aspect was 53,23% in pre cycle, 81,04% in first cycle , 89,11%, in second cycle, and 95,16% in third cycle . The persentage of comunication aspect was 28,33% in pre cycle, 35,08% in first cycle, 67,74% in second cycle, and 71,77% in third cycle. The persentage of thinking aspect was 28,33% in pre cycle, 58,87% in first cycle, 49,19% in second cycle, and 73,39% in third cycle. Then the persentage of knowledge aspect was 41,53% in pre cycle, 72,18% in first cycle, 79,03% in second cycle, and 77,42% in third cycle. This research’s conclusion was the implementation of discovery learning can improve the students’ logical thinking in X MIA 1 of SMA Batik 2 Surakarta academic Year 2014/2015 about reproduction system material. Keywords :discovery learning, logical thinkin
Comparative study of Open Ended- Group Investigation Learning Models and conventional Learning Toward Creative Thinking and Science Process Skills of X Grade Students at SMA Negeri 8 Surakarta
Full text linkThe aim of this research was to ascertain the difference of:1. Creative thinking between open ended- group investigation learning models and conventional learning of X Grade students at SMA Negeri 8 Surakarta.2. Science process skills between open ended- group investigation learning models and conventional learning of X grade students at SMA Negeri 8 Surakarta. This research was quasi experiment research which used posttest only nonequivalent control group design. This research applied open ended- group investigation learning models in experimental group and conventional (lecture, discussion, experiments) learning models in control group. The population of this research was all of X grade students at SMA Negeri 8 Surakarta in academic year 2012/2013. Sampling techniques used cluster sampling that choosed X.9 as experiment group and X.10 as control group. Data was collected using ability think creatively test, KPS test, observation sheet, and document. The hypotheses analyzed by t-test. Results of hypotheses for creative thingking showed that sig.> 0,05 is 0,206 and tcount< t table is 1,282<2,007 so that Ho is accepted. The test results that the KPS hypotheses for sig.< 0,05 is 0,04 and tcount> t table is 3,009<2,007 so Ho is rejected.Based the result of discussion in this study, the conclusion is: 1. There is no difference of creative thingking between open ended- group investigation learning models and conventional learning at SMA Negeri 8 Surakarta. 2. There is a difference of science process skill between open ended- group investigation learning models and conventional learning at SMA Negeri 8 Surakarta. Keywords: open ended-group investigation learning models, creative thinking, science process skills