JURNAL BIOEDUKATIKA
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Validitas buku ilmiah populer penyu untuk siswa SMA kawasan pesisir
Full text linkPendidikan lingkungan perlu ditunjang dengan sumber belajar yang relevan. Sumber belajar menggunakan buku ilmiah populer dipadukan dengan potensi lingkungan siswa menjadi solusi dalam mengatasi permasalahan-permasalahan pada proses pembelajaran. Siswa akan lebih mudah mengikuti karena dekat dengan kehidupan siswa, sehingga menciptakan pembelajaran yang menyenangkan, menantang, dan menerapkan proses pembelajaran bervariasi. Penelitian pengembangan bertujuan untuk menguji validitas prototipe buku ilmiah populer yang berjudul "Penyu Penyangga Kehidupan Pulau Sembilan Kotabaru". Metode pengembangan yang digunakan ialah Plomp dan Nieveen yang dibatasi pada fase evaluasi formatif. Uji data dilakukan pada siswa kelas XI SMAN 1 Pulau Sembilan dengan jumlah tiga orang siswa. Pengambilan data menggunakan instrumen lembar validasi dan angket keterbacaan siswa. Data validitas dianalisis secara deskriptif kuantitatif. Hasil analisis dari aspek validitas memperoleh nilai rata-rata 89,42% masuk dalam kategori sangat valid. Adapun uji keterbacaan memperoleh nilai rata-rata 87,82% dengan kategori sangat baik. Berdasarkan hasil di atas, buku ilmiah populer yang dikembangkan menarik, efektif dan efisien untuk digunakan dalam pembelajaran.Validity of the popular turtle scientific book for coastal high school students'. Environmental education needs to be supported by relevant learning resources. Learning resources using popular scientific books combined with the potential of the student's environment becomes a solution to overcome the problems in the learning process. Students will be easier to follow because it is close to students' lives, thus creating learning that is fun, challenging, and applying a varied learning process. Development research aims to examine the validity of a popular scientific book prototype entitled "Penyu Penyangga Kehidupan Pulau Sembilan". The development methods used are Plomp and Nieveen which are limited to the formative evaluation phase. Data testing was carried out on students of class XI of SMAN 1 Pulau Sembilan with a total of three students. Data retrieval using the instrument validation sheet and student readability questionnaire. Validity data were analyzed descriptively quantitative. The results of the analysis of the validity aspect obtained an average value of 89.42% in the very valid category. The readability test obtained an average value of 87.82% with a very good category. Based on the results above, popular scientific books developed are interesting, effective and efficient for use in learning
Lesson study for learning community: A way of collegial participation of teachers and lecturers
Full text linkThe Lesson Study for Learning Community (LSLC) has become promising for improving school progress. However, there has not been much assistance in the community of teacher learning and collaboration that should lead to new approaches to increase classroom learning quality. This study aimed to explain how the process of assessing and the implementation LSLC at SMA Negeri 4 Malang. This qualitative descriptive study uses teachers and lecturers as research subjects with an unspecified amount in their participation. The data was obtained by using a monitoring checklist, interview, and documentation of the implementation lesson study. The results showed that the application of LSLC was running well, but at the 'Do' phase, there were still observers who worked not following their assignment procedures, and the involvement of teachers in LSLC activities even less. Therefore, it is suggested to implement LSLC which improve collegial participation of teachers and lecturers
Improving student problem-solving skill and cognitive learning outcome through the implementation of problem-based learning
Full text linkProblem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. Thisresearch is aquasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students
Pengembangan modul discovery learning struktur tumbuhan dengan memanfaatkan potensi lokal umbul tlatar untuk meningkatkan regulasi diri dan sikap kepedulian lingkungan siswa SMA
Full text linkPemanfaatan potensi lokal merupakan salah satu alternatif yang dapat digunakan untuk membantu siswa mempelajari materi biologi. Penggunaan modul DiscoveryLearning (DL) dengan menggunakan potensi lokal Umbul Tlatar diharapkan dapat mempermudah pemahaman siswa terutama pada materi struktur tumbuhan. Tujuan penelitian ini yaitu untuk: 1) mengetahui karakteristik modul DL; 2) mengetahui kelayakan modul DL; 3) mengetahui efektivitas modul DL terhadap keterampilan regulasi diri dan sikap kepedulian lingkungan peserta didik. Metode penelitian menggunakan model penelitian dan pengembangan Borg&Gall yang dimodifikasi yaitu: 1)penelitian pendahuluan dan pengumpulan informasi 2) perencanaan 3)pengembangan desain produk awal 4)uji coba kelompok kecil 5)revisi produk utama 6)uji lapangan terbatas 7)revisi produk akhir. Instrumen yang digunakan meliputi: angket, observasi, wawancara dan tes. Data yang diperoleh yaitu data hasil validasi ahli, validasi praktisi pendidikan. Hasil uji coba dianalisis secara deskriptif kuantitatif. Hasil penelitian dan pengembangan menunjukkan 1) karakteristik modul dikembangkan berdasarkan sintaks Discovery Learning meliputi: stimulation, problem statement, data collection, data processing,  verification  dan generalization, 2) Modul dinyatakan layak oleh ahli materi, ahli penyajian modul, ahli perangkat pembelajaran. Modul dinyatakan layak oleh guru dan siswa, 3) Hasil uji operasional terkait regulasi diri menunjukkan signifikansi 0,00<0,05 dan hasil uji operasional  terkait kepedulian lingkungan menunjukkan signifikansi 0,00<0,05, disimpukan modul Discovery Learning(DL) dengan potensi lokal Umbul Tlatar bermanfaat secara efektif dapat meningkatkan regulasi diri dan sikap kepedulian lingkungan siswa SMA.Development of discovery learning module plant structures by using potential of umbul tlatar area to enhance self regulation capability and awarness toward  environment attitude of high school students. Utilization of local potential is an alternative that can be used to help students learn biological material. The use of the Discovery Learning (DL) module by using the potential of Umbul Tlatar area is expected to facilitate students' understanding, especially in plant structure materials. The purpose of this research is to: 1) knowing the characteristics of DL modules; 2) knowing the feasibility of the DL module; 3) knowing the effectiveness of the DL module on the ability of self regulation and the Awarness toward environment of students. The research method uses a modified Borg & Gall research and development model, namely: 1) preliminary research and information gathering 2) planning 3) initial product design development 4) small group trials 5) main product revisions 6) limited field tests 7) product revisions. The instruments that used include: questionnaires, observation, interviews and tests. The data obtained are the results of expert validation data, validation of education practitioners, and the results of the trial were analyzed quantitatively descriptively. The results of research and development show 1)module characteristics developed based on discovery learning syntax include: stimulation, problem statement, data collection, data processing, verification, and generalization 2) the module is feasible declared by material experts, module presentation experts, learning device experts.  The module is declared appropriate by teachers and students 3) the operational test results related to self-regulation show a significance 0.00 <0.05 and the results of operational tests related to environmental care show a significance 0.00 <0.05, it can be concluded that the Discovery Learning module (DL) by using the local potential of useful Umbul Tlatar effectively in improving self-regulation and environmental care attitudes of high school students
Does problem based learning through outdoor learning enhance creative thinking skills?
Full text linkStudies of PBL and outdoor learning in improving creative thinking skills in Indonesia are still conducted separately. Although there are studies that combine PBL with outdoor learning, the dependent variables are still learning outcomes and motivation, not yet reaching creative thinking ability. This study aimed to determine the influence of the PBL model through outdoor learning in improving students' creative thinking ability on Environmental Changes at grade X SMA PGRI Tanah Abang PALI. This study used the quasi-experimental design (using nonequivalent control group design) the sampling technique used purposive sampling. The instrument used essay questions consisting of aspects of fluency, flexibility, originality, elaboration, and evaluation. The descriptive data analysis used gain score and inferential data analysis used independent sample t-test supported by the effect size r independent t-test. The results showed there was the influence of the PBL model through outdoor learning to improve students' creative thinking ability on Environmental Changes at grade X SMA PGRI Tanah Abang PALI (sig 0,00 < ± 0,05/2). The limitation of this study is the determination of the observation location of pollution objects. If the PBL model through outdoor learning wants to be used, the purpose of the observed problem should be a more real problem and directly to the location of pollution, so that outdoor learning becomes more optimal
Effectiveness comparison of guided discovery and semi-guided discovery learning models toward the fact-finding skill on plantae material
Full text linkThe purpose of this research was to discover the differences in learning outcomes of fact-finding in the implementation of guided discovery and semi-guided discovery learning models on plantae material at X grade of National 1 High School of Jetis Bantul. This research was conducted on experimental group class that carried out learning with guided discovery and the control class with semi-guided discovery learning. The design of this research was the randomized pretest-posttest control group design. The quantitative data were the learning outcomes of cognitive domain which obtained from the values of pretest and posttest, that analyzed through T test at 5% significance level. Based on the test, it was obtained p=0.000 (p<0.05) so there was a significant difference between the guided discovery and semi-guided discovery learning model toward the fact-finding skill on the learning outcomes of student. The fact-finding skills of guided discovery was higher than semi-guided discovery learning with pretest average of control class students (41.53) and the experimental class (41.97), while the postest average of control class (69.75) and experimental class (80.66). The learning through the implementation of guided discovery learning model was more effective than semi-guided discovery learning model toward fact-finding skill
Respons guru terhadap pengembangan bahan ajar quipper school pada materi perubahan lingkungan untuk meningkatkan manajemen pembelajaran guru
Full text linkQuipper school merupakan bahan ajar yang dapat membantu bagi para guru untuk melaksanakan proses belajar mengajar dan sudah banyak digunakan secara mendunia. Penelitian ini bertujuan untuk: a). Mengetahui kelayakan bahan ajar QS dalam meningkatan manajemen pembelajaran guru; dan b). Mengetahui respon guru terhadap penggunaan bahan ajar quipper school dalam proses pembelajaran. Metode dalam penelitian ini menggunakan metode DDR (Design and Development Research) yaitu penelitian yang dimulai dengan mendesain, mengembangkan, dan mengevaluasikan dengan tujuan meciptakan produk yang diinginkan. Penelitian ini dilakukan pada semester genap, pada bulan Maret hingga Mei 2018 , tahun pelajaran 2017/2018 di SMA Negeri 1 Depok Yogyakarta, dan SMA Negeri 6 Yogyakarta. Instrumen yang digunakan dalam penelitian ini berupa lembar observasi dan angket. Hasil dari keseluruhan nilai skor akhir data menyatakan bahwa 90,97% guru memberikan respon positif dan menyatakan sangat setuju terhadap penggunakan bahan ajar quipper school dalam meningkatkan manajemen pembelajaran.Quipper school's teaching material is the latest innovation that is currently worldwide, so that with Quipper School's teaching materials it can make it easier for teachers to carry out teaching and learning activities, which are not only done in the school environment, but can also be done outside of school. This study aims to: a). Knowing the feasibility of Quipper School teaching materials on Environmental Change material used in the learning process to improve teacher learning management; and b). Knowing the teacher's response to the use of Quipper School teaching materials in the learning process. The method in this study using the DDR (Design and Development Research) method is a study that begins with designing, developing, and evaluating with the aim of creating the desired product. This research was conducted in even semester, from March to May 2018, 2017/2018 school year in Depok 1 Public High School, and Yogyakarta 6 Public High School. The instruments used in this study were observation sheets and questionnaires. The results of the study stated that 90.97% of teachers gave a positive response and stated strongly agree with the use of Quipper School teaching materials in improving learning management
Profil keterampilan berpikir kritis mahasiswa dalam perkuliahan zoologi
Full text linkKeterampilan berpikir kritis sangat diperlukan dalam kehidupan sehari-hari. Pendidikan tinggi memiliki peranan dalam memberdayakan keterampilan berpikir kritis. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis mahasiswa dalam perkuliahan zoologi di STKIP Persada Khatulistiwa Sintang. Metode penelitian yang digunakan berupa metode survei. Responden dalam penelitian melibatkan 114 mahasiswa biologi yang telah mengambil mata kuliah zoologi. Instrumen penelitian menggunakan lembar angket. Analisis data menggunakan analisis deskriptif yang bertujuan untuk mendeskripsikan nilai rerata yang diperoleh dari hasil penelitian survei dalam bentuk narasi dan persentase. Hasil penelitian menunjukkan keterampilan berpikir kritis mahasiswa biologi dalam kategori sangat kurang. Indikator berpikir kritis menunjukkan 25,44% mahasiswa mampu memberikan argumen, 40,35% dapat mengajukan pertanyaan dengan benar, 13,16% mampu menjawab pertanyaan yang menantang dan 21,93% dapat menjawab pertanyaan berdasarkan sumber. Hal ini menunjukkan bahwa pemberdayaan keterampilan berpikir kritis mahasiswa pada perkuliahan zoologi di STKIP Persada Khatulistiwa Sintang belum optimal.Profile of Students Critical Thinking Skills in Zoology. The critical thinking skills are necessary for everyday life, therefore, higher education has a role in empowering of critical thinking skills. This research aims to students' critical thinking skills in zoology learning at STKIP Persada Khatulistiwa Sintang. The research was survey method. Respondents in this research were 114 biology students who had taken zoology courses. The research instrument was a questionnaire. Data analysis using descriptive analysis that aims to describe the average value obtained from survey research results in the form of narration and percentage. The results show that the overall average value of critical thinking skills was classified as a very low category. The results of the questionnaire show that the average value of student give argument skill was 25.44%, ask questions correctly was 40.35%, answer challenging questions was 13.16% and answer questions by the source was 21.93%. These results provide the conclusion that the empowerment of critical thinking skills of students in zoology learning at STKIP Persada Khatulistiwa Sintang has not been optimal
The development of Organization of Living Things module through the use of mnemonic and mind mapping using a brain-based learning approach for junior high school Natural Science learning in coastal areas
Full text linkThe reading interest of people living in coastal areas is still low. To improve the reading interest, a module that can support learning and attract students' attention are developed through the use of mnemonic and mind mapping based on the Brain-Based Learning (BBL) approach. The objective of the study is to develop a valid, practical and effective Natural Science module that is suitable for coastal communities. This study is a research and development (R&D) which used the Thiagarajan 4-D Model. The stages were limited into three (define, design, and develop) while the other stage (disseminate) was not conducted. The instruments used for data collection consisted of validation sheets, pre-test post-test questions, and student questionnaire response. The preliminary product testing was conducted in a limited number and in a large group setting. The subjects of the study were students in class 7A, 7C, and 7F of SMPN 5 Situbondo in the academic year of 2017/2018. In terms of validity, practicality and effectiveness, the analysis of the module shows that it was very valid, very practical, and quite effective. Therefore, it is suitable to be applied in coastal areas Natural Science learning
The development of learning song-integrated module based on flipped learning model to improve self-regulated learning and cognitive learning outcome of junior high school students
Full text linkThe objectives of the research are to develop and produce a learning song-integrated module based on flipped learning model and to evaluate its effectiveness to improve student self-regulated learning and cognitive learning outcome. This development research is underpinned by Borg, W. R & Galls theory which has been modified into eight stages. Data collection techniques used were questionnaire, written test, and observation. During the development process, the data was analyzed using descriptive qualitative analysis, quantitative method and paired sample t-test. The results show that (1) the learning song-integrated module based on flipped learning model which was developed was feasible and effective to improve students self-regulated learning and cognitive learning outcome, 2) the learning song-integrated module based on flipped learning model about human digestive system material was feasible and effective in enhancing self-regulated learning and cognitive learning outcome of Grade VIII students of Grace Anak Terang Junior High School, Salatiga. The finding is supported by average percentage of self-regulated learning reaching 80% and cognitive learning outcome of students with a significance value of 0.00 < 0.05 (significance level 0.05) or 80.5%