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JURNAL BIOEDUKATIKA
ISSN : 23386630     EISSN : 25415646     DOI : -
Core Subject : Education,
"JURNAL BIOEDUKATIKA" focuses on the publication of the results of scientific research related to the field of Biology Education. The article published on the internal and external academic community UAD especially in Biology Education. "JURNAL BIOEDUKATIKA" publishes scholarly articles in biology education scope covering: biology curriculum, teaching biology, instructional media, and evaluation. Published article published is the article the results of research, studies or critical and comprehensive scientific study on important issues and current job descriptions included in the journal.
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Articles 169 Documents
Penerapan analogi pada perkuliahan genetika untuk menumbuhkan keterampilan penalaran ilmiah (scientific reasoning) Maryuningsih, Yuyun; Hidayat, Topik; Riandi, Riandi; Rustaman, Nuryani Y
JURNAL BIOEDUKATIKA Vol 6, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.437 KB) | DOI: 10.26555/bioedukatika.v6i2.9429

Abstract

Keterampilan penalaran ilmiah yang merupakan keterampilan berpikir tingkat tinggi yang perlu dilatihkan pada mahasiswa calon guru untuk materi-materi genetika yang bersifat abstrak seperti topik materi genetik dan pindah silang. Penelitian ini merupakan studi pendahuluan dalam perancangan program perkuliahan genetika, untuk mengetahui penggunaan strategi dan metode yang tepat dalam beberapa materi genetika. Implementasi pembelajaran genetika dengan analogi diujikan secara terbatas pada tiga puluh tujuh mahasiswa Pendidikan Biologi yang mengambil mata kuliah genetika. Analogi dilakukan pada topik materi genetik dan pindah silang. Penerapan analogi pada model DNA dengan menggunakan bahan-bahan yang dapat digunakan dalam pembuatan model DNA dan analogi pada pindah silang dengan menggunakan lilin malam/plasticine. Profil keterampilan penalaran ilmiah siswa diukur secara skoring pada model DNA untuk topik materi genetik dan pindah silang. Data dianalisis secara kualitatif untuk melihat profil siswa dalam penalaran ilmiah. Hasil dari penelitian ini bahwa penggunaan analogi dalam pembelajaran genetika dapat diterapkan pada topik materi genetik dan pindah silang. Analogies application of genetic course to arise scientific reasoning skills. Scientific reasoning skills were high-level thinking skills that need to be trained in prospective teacher students for abstract genetic material such as the topic of genetic material and crossovers. This research was a preliminary study in the design of the genetic lecture program, to find out the use of appropriate strategies and methods in some genetic material. The implementation of genetic learning by analogy was limitedly tested on thirty-seven Biology Education students who took genetics courses. The analogy was done on the topic of genetic material and crossovers. The application of analogies to DNA models using materials that can be used in making DNA models and analogies to crossovers using night candles/plasticine. Profiles of students' scientific reasoning skills are measured scoring on DNA models for the topic of genetic material and crossovers. Data were analyzed qualitatively to see students' profiles in scientific reasoning. The results of this study that the use of analogies in genetic learning could be applied to the topic of genetic material and crossovers.
Analisis kemampuan berpikir ilmiah siswa kelas XI IPA kawasan pegunungan Provinsi Daerah Istimewa Yogyakarta Anggraini, Aisyah Ferra; Maridi, Maridi; Suciati, Suciati
JURNAL BIOEDUKATIKA Vol 6, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (580.909 KB) | DOI: 10.26555/bioedukatika.v6i2.10944

Abstract

Penelitian ini bertujuan untuk menganalisis berpikir ilmiah siswa SMA Negeri  kelas XI IPA di kawasan pegunungan Daerah Istimewa Yogyakarta (DIY). Jenis penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir ilmiah yang terdiri dari 25 item soal yang mengandung aspek berpikir ilmiah yaitu: (1) inquiry; (2) analisis; (3) inferensi; dan (4) argumentasi dan pengambilan data lainnya dengan wawancara. Penelitian dilakukan di SMA Negeri 1 Pakem dan SMA Negeri 1 Girimulyo  kelas XI IPA kawasan pegunungan Daerah Istimewa Yogyakarta. Keseluruhan jumlah populasi yaitu 280 siswa dengan jumlah sampel 78 siswa. Pemilihan sampel menggunakan metode cluster random sampling. Data yang diperoleh selanjutnya diuji menggunakan statistik deskriptif kualitatif. Hasil penelitian menunjukkan perolehan pada masing-masing aspek yaitu: (1) inquiry: 43% ; (2) analisis: 44% ; (3) inferensi: 42% ; dan (5) argumentasi: 55%. Hasil persentase menunjukkan bahwa kemampuan berpikir ilmiah masih kurang optimal karena rata-rata perolehan masih di bawah 50%. Hal ini disebabkan sebagian besar kemampuan berpikir ilmiah siswa di kawasan pegunungan DIY masih kurang dioptimalkan. Daerah pegunungan merupakan faktor yang berpengaruh langsung terhadap kemampuan berpikir ilmiah siswa.  Scientific thingking skill analyze of students' XI IPA at mountainous region of Daerah Istimewa Yogyakarta. This study aims to analyze the scientific thinking of students of the eleventh grade of science class high school in the mountainous areas of Special Region of Yogyakarta (DIY). This type of research is qualitative descriptive. Data collection was carried out using a scientific thinking ability test consisting of 25 items containing scientific thinking aspects: (1) inquiry; (2) analysis; (3) inference; and (4) argumentation and other data collection by interview. The research was conducted at SMA Negeri 1 Pakem and SMA Negeri 1 Giriulyo in 11th grade of science class in the mountainous areas of Special Region of Yogyakarta. The total population is 280 students with a total sample of 78 students. Sample selection using cluster random sampling method. The data obtained are then tested using descriptive qualitative statistics. The results of the study show that the acquisition of each aspect: (1) inquiry: 43%; (2) analysis: 44%; (3) inference: 42%; and (5) argumentation: 55%. The percentage results indicate that the scientific thinking ability is still less than optimal because the average acquisition is still below 50%. This is because most of the scientific thinking abilities of students in the DIY  mountainous areas are still not optimized. Mountainous areas are factors that directly influence the ability of students to think scientifically.
Kontribusi asesmen formatif dalam tahapan understanding by design terhadap pemahaman mahasiswa calon guru biologi Gloria, Ria Yulia; Sudarmin, Sudarmin
JURNAL BIOEDUKATIKA Vol 6, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.401 KB) | DOI: 10.26555/bioedukatika.v6i2.9507

Abstract

Paradigma pembelajaran saat ini telah berubah dari berpusat pada guru menjadi berpusat pada siswa. Hal ini sejalan dengan tuntutan keterampilan abad-21, oleh karena itu diperlukan pembelajaran yang melatih keterampilan berpikir tingkat tinggi seperti pemahaman. Saat ini masih terdapat pembelajaran yang tidak mendorong kearah terbentuknya pemahaman mahasiswa, selain itu proses penilaian yang dilakukan masih berorientasi pada nilai akhir yang tidak autentik. Oleh karena itu dibutuhkan asesmen formatif, yaitu  penilaian yang memiliki tiga komponen yang diperlukan yaitu umpan balik (feedback), penilaian sejawat (peer-assessment), dan penilaian diri sendiri (self-assessment) yang bertujuan membentuk pemahaman. Penelitian ini bertujuan untuk mengetahui korelasi dan kontribusi asesmen formatif melalui UbD (Understanding by Design) dengan pemahaman mahasiswa. Partisipan dalam penelitian ini adalah mahasiswa calon guru Biologi. Penelitian menggunakan rancangan korelasi kuantitatif, untuk mendeskripsikan dan mengukur serta mengetahui derajat keterkaitan antara dua variabel. Uji statistik yang dilakukan adalah uji korelasi dan regresi. Penelitian menghasilkan kesimpulan bahwa terdapat korelasi antara semua komponen asesmen formatif melalui UbD dengan pemahaman mahasiswa. Hasil uji regresi dihasilkan R2 = 0,547. menunjukkan bahwa tingkat pengaruh komponen asesmen formatif yaitu feedback, peer-assessment, dan self-assessment terhadap pemahaman UbD mahasiswa sebesar  54,7%. The contribution of formative assessment with the stages of understanding by design (UbD) to the understanding of prospective biology teachers. Today’s learning process puts the students as the subject, or in other words, it is student centered in which teachers are only as facilitators. This is in line with the demanded skills of the 21st-century, in which learning is required to train students to have high-level thinking skills such as understanding. However there are still many learning activities that do not lead to the formation of students’ understanding. Besides that the assessment process is still oriented at the final score/grade that is not authentic. A formative assessment, an assessment that has three required components: feedback, peer assessment, and self assessment, is therefore required. This assessment is expected to form an understanding. This study aims to determine the correlation and contribution of formative assessment through UbD to the understanding of the students. Participants in this study were students of prospective Biology teachers. The study used quantitative correlation design to describe and measure, and know the degree of linkage between the two variables. The statistical test performed was correlation and regression test. The study concludes that there is a correlation between all components of the formative assessment through UbD with students’ understanding. Regression test result yielded R2 = 0.547 which means that the level of influence of the components of the formative assessment i.e. feedback, peer assessment, and self assessment on the students' understanding is 54.7%.
Analisis kualitas butir soal instrumen assessment diagnostic untuk mendeteksi miskonsepsi siswa SMA pada materi virus Setyaningrum, Prima Mitha Puspitasari; Ramli, Murni; Rinanto, Yudi
JURNAL BIOEDUKATIKA Vol 6, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (687.685 KB) | DOI: 10.26555/bioedukatika.v6i2.10925

Abstract

Evaluasi merupakan kegiatan, untuk melihat sejauh mana keberhasilan pembelajaran telah dilaksanakan. Kegiatan evaluasi memerlukan alat sebagai pengumpul data yang disebut instrumen. Sebuah instrumen dikatakan baik apabila memenuhi beberapa kriteria. Salah satunyadengan melakukan analisis butir soal. Penelitian ini bertujuan untuk mengetahui validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soal pada  insrumen diagnostic materi virus. Responden penelitian berjumlah 346 siswa kelas X, XI, dan XII SMA Negeri dan Swasta di Kota Magelang. Instrumen yang diberikan berupa Assessment Diagnostic pada materi virus, yang terdiri dari soal Kolom Bukti Fakta (KBF), essay, dan Structure Communication Grid (SCG). Penelitian ini merupakan penelitian kuantitatif untuk mengetahui kualitas instrumen. Hasil penelitian menunjukkan persentase validitas soal KBF dan SCG 63,2% , soal essay 100%, semua soal reliabel, tingkat kesukaran soal mudah KBF dan SCG 38,6%, soal sedang 37,1%, dan 24,3% soal sukar. Sedangkan kesukaran soal essay 20% pada kategori mudah dan 80% pada kategori sedang. Daya pembeda soal  KBF dan SCG sebesar 62,2% kategori jelek, 31,5% kategori cukup, 6,3% kategori baik. Daya pembeda soal essay 60% soal pada kategori cukup dan 40% soal kategori baik. Berdasarkan hasil analisis, dilakukan perbaikan butir soal. Instrumen pada materi virus yang sedang dikembangkan, merupakan yang pertama di Indonesia. Quality analysis of item in the Assessment Diagnostic instrumen to detect misconceptions in high school students on virus material. Evaluation is an activity to see the extent to which the success of  learning has been carried out. Evaluation activities require tools as data collectors called instrumens. An instrumenis good, if it meets several criteria. One of them is by analyzing questions’ item. This study was aimed to determine the validity, reliability, level of difficulty, and differentiation of problems in the diagnostic instrumens of virus material. Respondents in this study are 346 students of class X, XI, XII of public and private High Schools in Magelang City. The instrumen provided is in the form of a Diagnostic Assessmenton virus material, which consists of the Facts Proof Column (KBF), essay and Structure Communication Grid (SCG). This research is a quantitative studywhich determine the quality of the instrumen. The results showed the percentageof the validity of KBF and SCG questions was 63,2%, essay questionswere 100%, all questions are reliable, the level of difficulty of easy questions of KBF and SCG is 38,6%, moderate questions are 37,1%, and 24,3% are difficult questions. While the difficulty of the essay is 20% in the easy category and 80% in the medium category.The differentiation of the KBF and SCG questions is 62,2% in the bad category, 31,5% in the sufficient category, 6,3% in the good category. The differentiation of essay questions 60% in adequate category and 40% in good categories. Based on the analysis, further improvements were made to the items. Instrumens in the virus material which are being developed are the first in Indonesia.
Implementasi model guided inquiry melalui lesson study untuk meningkatkan penguasaan keterampilan proses sains (KPS) di SMP Muhammadiyah 3 Purwokerto Risnani, Listika Yusi; Harsution, Vian; Deri, Apri Restiana
JURNAL BIOEDUKATIKA Vol 6, No 2 (2018)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.285 KB) | DOI: 10.26555/bioedukatika.v6i2.9607

Abstract

Tujuan penelitian adalah mengetahui efektivitas model guided inquiry untuk meningkatkan penguasaan KPS melalui lesson study. Penelitian dilaksanakan sebanyak 6 siklus (plan, do dan see) pada peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto semester gasal tahun ajaran 2016/2017. Teknik pengumpulan data menggunakan wawancara, observasi, tes. Wawancara dilakukan untuk mengumpulkan data tentang kondisi awal peserta didik. Observasi digunakan untuk menggali persentase peserta didik yang melakukan KPS, menghimpun data aspek KPS yang muncul pada setiap siklus dan keterlaksanaan  sintaks model guided inquiry. Instrumen tes tertulis digunakan untuk mengukur penguasaan KPS peserta didik. Data dianalisis menggunakan analisis deskriptif kualitatif dan kuantitaif. Hasil penelitian menunjukkan peningkatan kualitas pembelajaran dari siklus 1 hingga siklus 6 dan terjadi peningkatan keterlibatan  peserta didik pada aktivitas KPS secara berturut-turut adalah 43% (kurang), 56% (cukup), 61% (cukup), 52 % (cukup), 65% (cukup), dan 69% (cukup). Penguasaan KPS peserta didik menunjukkan tingkat penguasaan basic skills dalam kategori baik, process skills dan investigative skills dalam kategori kurang hingga baik. Hasil tes KPS menunjukan hasil yang baik dengan rata-rata nilai sebesar 74,5 dengan standar deviasi 7,9. Simpulan penelitian, implementasi model pembelajaran guided inquiry melalui lesson study efektif meningkatkan penguasaan KPS peserta didik kelas VIIIA SMP Muhammadiyah 3 Purwokerto. Implementation of guided inquiry model through lesson study to enhance mastery of science process skills (SPS) at SMP Muhammadiyah 3 Purwokerto. The purpose of this research is to know the effectiveness of guided inquiry model to increase SPS through lesson study. The research was conducted 6 cycles (plan, do and see) in class VIIIA students of SMP Muhammadiyah 3 Purwokerto in the academic year of 2016/2017. Technique of collecting data using interview, observation, test. Interviews were conducted to collect data about the initial condition of the learner. Observations were used to probe the percentage of students who did the SPS, collecting the SPS aspect data that appeared on each cycle and the implementation of the guided inquiry syntax. Written test instruments are used to measure students' SPS mastery. Data were analyzed using qualitative and quantitative descriptive analysis. The results of the study showed improvement of learning quality from cycle 1 to cycle 6 and increased participation of students in SPS activity were 43% (less), 56% (enough), 61% (enough), 52% (enough) 65% (enough), and 69% (enough). Mastery of SPS by student shows mastery level to basic skills (good), process skills and investigative skills (less until enough). Mastery of SPS levels with an average score of 74.5 with a standard deviation of 7.9. The conclusion of the research is that the implementation of guided inquiry learning model through lesson study is effective to improves the mastery of Science Process Skills for Students in SMP Muhammadiyah 3 Purwokerto.
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 Prihatin, Jekti; Septiwanti, Nina Naurah; Fikri, Kamalia
JURNAL BIOEDUKATIKA Vol 7, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i2.11132

Abstract

The 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.
ACCELERATED LEARNING MODEL WITH PREZI-ASSISTED CONCEPT MAPPING TO TEACH “MOVEMENT SYSTEM” Nurbadriah, Nurbadriah; Wardhani, Sri; Auliandari, Lia
JURNAL BIOEDUKATIKA Vol 7, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i2.10499

Abstract

An accelerated learning model contained practical methods that can be used to accelerate students? mastery and understanding of learning materials. This study aimed to investigate the effect of Accelerated Learning model with Prezi-assisted concept mapping on the eight-grade students? ability to understand Movement System. This study employed a quasi-experimental pretest-posttest control group design and a cluster random sampling technique to select the sample. It involved students from class VIII.2 (control class) and class VIII.3 (experimental class) of SMP Negeri 3 Sekayu. The result of the t-test analysis showed that the Accelerated Learning model with Prezi-assisted concept mapping had an effect on the students? cognitive achievement (significance level of 0.000 < ?/2 (0.025)). The students? achievement in affective (honesty and discipline) and psychomotor (creativity in creating a mind map) domains was observed and analyzed during the learning process, then presented in percentage form. The result of the analysis indicated that the experimental class achieved better than the control class in affective and psychomotor domains. The experimental students? affective and psychomotor scores were directly proportional to their cognitive achievement. Thus, it can be concluded that the Accelerated Learning Model with Prezi-assisted concept mapping has an effect on the eight-grade students? achievement in cognitive, affective, and psychomotor domains, especially in Motion System lesson.
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 Andreas, Andreas; Situmorang, Risya Pramana; Hastuti, Susanti Pudji
JURNAL BIOEDUKATIKA Vol 7, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i2.12713

Abstract

The 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 & Gall?s 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%.
DOES PROBLEM BASED LEARNING THROUGH OUTDOOR LEARNING ENHANCE CREATIVE THINKING SKILLS? Auliandari, Lia; Agusta, Erie; Bintari, Siti Esa
JURNAL BIOEDUKATIKA Vol 7, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i2.11708

Abstract

Studies 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.
THE ANALYSIS ABILITY OF TECHNOLOGICAL CONTENT KNOWLEDGE (TCK) OF BIOLOGY EDUCATION’S STUDENTS IN UNIVERSITAS AHMAD DAHLAN IN PREPARATION OF LEARNING PLAN Oktamarsetyani, Wahyu; Paidi, Paidi
JURNAL BIOEDUKATIKA Vol 7, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i2.12327

Abstract

Technological Content Knowledge is the student?s (prospective biology teachers) knowledge in determining certain technologies that will be used in the learning process. This knowledge is important for prospective teachers, because it can help students in understanding the material that has been conveyed. The objective of this study is to examine the ability of Technological Content Knowledge (TCK) of biology education?s students in preparing learning plans. The study is a quantitative descriptive research by using survey method. Participants of this study are all biology education?s student a total of 120 students in Faculty of teacher training and education in Universitas Ahmad Dahlan 6th semester academic year 2017/2018. Data collection techniques use non-test instrument of the learning plan document observation sheet and the instrument on the written tests about technological knowledge and biological content. The data obtained is statistically analyzed in a descriptive form intended to figure out the capabilities of the TCK?s student. In order to the acquired results can be trusted and reduce subjectivity, a compatibility test is conducted between panelists. The results showed that: (1) biology education students have TCK ability which is less than reviewed for learning plan, (2) biology education students have TCK skills worth in terms of written test result about TCK knowledge.

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