Articles
<![CDATA[Analysis of Students’ Quantitative Literacy in Environmental Pollution ]]>
<![CDATA[Febby Febrianti]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Suharsono Suharsono]]>
<![CDATA[ Mangifera Edu Vol 5 No 2 (2021): Jurnal Mangifera Edu ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mangiferaedu.v5i2.109
<![CDATA[This study aimed to measure and analyze student quantitative literacy in environmental pollution concept based on six indicators quantitative literacy. This method uses qualitative descriptive. This research was carried out at one of the senior high schools in Tasikmalaya wich is included in one of the schools with cluster one, subject technique was carried out in purposive, whose class has the highest score in biology and mathematics of 30 students. The design used is a case study. This research was done in June 2020. The data collection techniques used to test quantitative literacy refer to the American Colleges and Universities' Association, questionnaire, and interview. Based on data analysis, obtained that of 30 students, two students (6.67%) in the high category, 24 students (80%) in the medium category, and four students (13.33%) in the low category.]]>
<![CDATA[The Relationship Level of Critical Thinking Ability and Student Learning Outcomes in Invertebrata Materials ]]>
<![CDATA[Lia Tania Barka]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Vita Meylani]]>
<![CDATA[ Bioeducation Journal Vol 4 No 2 (2020): Bioeducation Journal ]]>
Publisher : <![CDATA[Universitas Negeri Padang Address: Biology Education Study Program Faculty Mathematics and Natural Science (FMIPA) Jl. Prof. Dr. Hamka Air Tawar Barat, Padang-West Sumatera-Indonesia Telp. +62751-7057420 - Fax.+62751-7058772 - Ph. +6281363229286 ]]>
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DOI: 10.24036/bioedu.v4i2.256
<![CDATA[The ability to think critically has a pattern of thinking that can improve learning outcomes, because it can provide new ideas to solve a problem. This study aims to determine the relationship between critical thinking skills and student learning outcomes in invertebrate material. This research was conducted from March to May 2020 in one of the high schools in Tasikmalaya. The research method used is the correlational method with a population of all class X math and science students as many as 6 classes. Samples were taken by using purposive sampling as many as 2 classes namely class X math and science 3 and X math and science 4. Data collection techniques carried out by giving posttest as many as 8 items in the form of description to measure critical thinking skills and 25 items in the form of multiple choice to measure student learning outcomes . The data analysis technique used is correlation regression with α 0.05. The results of the research, data analysis and hypothesis testing show that there is a positive correlation between the ability to think critically with student learning outcomes on invertebrate material. with a yield of 24.2% and fall into the medium category.]]>
<![CDATA[IMPLEMENTASI APLIKASI QUIZIZZ PADA MATERI JARINGAN TUMBUHAN ]]>
<![CDATA[Ambar Ismara Mula Darisman]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Rinaldi Rizal Putra]]>
<![CDATA[ Florea : Jurnal Biologi dan Pembelajarannya Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS PGRI MADIUN ]]>
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DOI: 10.25273/florea.v7i2.5297
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh aplikasi Quizizz terhadap hasil belajar peserta didik pada materi jaringan pada tumbuhan di kelas XI MIPA salah satu SMA berada di perbatasan Kabupaten Garut. Penelitian ini dilaksanakan pada bulan Agustus 2019 sampai dengan bulan September 2019. Metode penelitian yang digunakan adalah quasi experimental dengan desain penelitian Nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh kelas XI MIPA pada tahun 2019-2020. Sampel yang digunakan sebanyak dua kelas yang diambil dengan teknik porposive sampling. Teknik pengumpulan data berupa tes hasil belajar yang dilakukan sebelum dan sesudah kegiatan proses pembelajaran berlangsung. Instrumen yang digunakan adalah tes hasil belajar pada materi jaringan tumbuhan sebanyak 35 soal pilihan majemuk. Data hasil penelitian dianalisis dengan menggunakan uji t. Pada penelitian ini ditemukan peningkatan pada aspek kognitif hasil belajar terutama pada jenjang menganalisis, peningkatan ini terjadi karena aplikasi ini dikombinasikan dengan kegiatan praktikum. Selain itu, kebiasaan mencontek peserta didik dapat diminimalkan karena peserta didik terbiasa mengerjakan soal menggunakan aplikasi ini dengan randomisasi. Sehingga berdasarkan hasil penelitian dapat disimpulkan bahwa ada pengaruh Aplikasi Quizizz terhadap hasil belajar peserta didik pada materi jaringan tumbuhan.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY TERHADAP HASIL BELAJAR KOGNITIF MATERI SISTEM SARAF MANUSIA ]]>
<![CDATA[Sariningsih Sariningsih]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Liah Badriah]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol 12, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um052v12i1p1-7
<![CDATA[Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran guided inquiry terhadap hasil belajar peserta didik di kelas XI MIPA SMA Negeri 1 Sindangkasih pada materi sistem saraf manusia. Penelitian ini dilaksanakan pada bulan September 2018 sampai dengan bulan Juli 2019 di SMA Negeri 1 Sindangkasih. Metode penelitian yang digunakan adalah true experiment. Populasi dalam penelitian ini adalah seluruh kelas XI MIPA SMA Negeri 1 Sindangkasih sebanyak 3 kelas. Sampel yang digunakan sebanyak 2 kelas yaitu kelas XI MIPA 1 sebagai kelas eksperimen dan kelas XI MIPA 3 sebagai kelas kontrol yang diambil dengan teknik cluster random sampling. Teknik pengumpulan data berupa tes tulis hasil belajar pada materi sistem saraf manusia yang dilakukan sebelum dan sesudah pembelajaran berlangsung. Data hasil penelitian dianalisis dengan menggunakan uji ancova. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran guided inquiry terhadap hasil belajar peserta didik pada materi sistem saraf manusia di kelas XI MIPA SMA Negeri 1 Sindangkasih.Abstract. This study aimed to determine the effect guided inquiry learning model toward learning outcomes of students in XI MIPA classes at SMA Negeri 1 Sindangkasih on nervous system subject. This research was conducted from September 2018 until July 2019 at SMA Negeri 1 Sindangkasih. The research used the true experiment method. The population in this study were all XI MIPA at SMA Negeri 1 Sindangkasih as many as 3 classes. The sample used was 2 classes, namely class XI MIPA 1 as the experimental class and class XI MIPA 3 as the control class taken by cluster random sampling technique. Data collection techniques in the form of tests of learning outcomes on the nervous system subject was conducted before and after learning process were taken place. The datas were analyzed by using the Ancova test. The results showed that there was the effect guided inquiry learning model toward learning outcomes of students on nervous system subject in XI MIPA classes at SMA Negeri 1 Sindangkasih.]]>
<![CDATA[Keterampilan Literasi Sains Peserta Didik dengan Model Pembelajaran Reading, Questioning, and Answering (RQA) dalam Pembelajaran Biologi ]]>
<![CDATA[Fitri Hidayahtika]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Diana Hernawati]]>
<![CDATA[ Quagga : Jurnal Pendidikan dan Biologi Vol 12, No 1 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, FKIP Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v12i1.2123
<![CDATA[Keterampilan literasi sains tetap menjadi tantangan utama untuk ditingkatkan melalui model pembelajaran yang aktif. Model pembelajaran RQA (reading, questioning, and answering) merupakan model pembelajaran aktif yang menekankan pada kegiatan membaca, bertanya, dan menjawab pertanyaan yang diharapkan akan mampu meningkatkan keterampilan literasi sains. Penelitian ini bertujuan untuk mengetahui adanya pengaruh model RQA terhadap peningkatakan keterampilan literasi sains peserta didik pada materi sel. Penelitian eksperimen semu ini menggunakan model rancangan penelitian nonequivalent control group design. Penelitian dilakukan di salah satu SMAN di Kota Tasikmalaya yang merupakan sekolah rujukan Gerakan Literasi Sekolah (GLS) tahun ajaran 2018/2019. Variabel bebas pada penelitian ini yaitu Model RQA dan variabel terikat yaitu keterampilan literasi sains peserta didik. Populasi seluruh kelas XI MIPA tahun ajaran 2019/2020. Sampel penelitian menggunakan teknik purposive sampling berdasarkan data minat baca dari GLS, sehingga dapat ditentukan dua kelas sebagai kelas penelitian dengan perlakuan eksperimen dan kontrol. Teknik pengumpulan data menggunakan instrumen tes keterampilan literasi sains. Data dianalisis dengan menggunakan Uji t dua sampel independent, menyatakan thitung ttabel yaitu 3,985 1,997, menyimpulkan terdapat pengaruh peningkatan keterampilan literasi sains dengan menggunakan model RQA.Kata Kunci: keterampilan literasi sains; peserta didik; RQA]]>
<![CDATA[Pelatihan Penggunaan Media 3 Dimensi dalam Pembelajaran Biologi bagi Siswa Tunagrahita di Kota Tasikmalaya ]]>
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Diki Muhamad Chaidir]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 5 No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/002.202053.368
<![CDATA[TRAINING ON 3-DIMENSIONAL MEDIA USAGE IN BIOLOGICAL LEARNING FOR MENTALLY RETARDATION STUDENTS IN TASIKMALAYA. All students have the right to get knowledge that is beneficial in facing various challenges in a community life, no matter how many students. Biological learning done for students of disabled sought to bridge the limitations and barriers that children have and develop the potential of children in order to carry out opportunities for broader life. Through a 3-dimensional media-based learning is expected to provide understanding and skills for students who later can have creative thinking skills. In addition to the 3-dimensional media is also expected to be found several children who have potential in terms of art especially fine art. Based on the results of observations and trainings that have been done, the students are happy and have their own interest in learning to use the 3-dimensional media, but to further develop the thinking skills of students need Continuous effort. The use of 3-dimensional media can also be the basis in the training of manufacturing various products such as in the manufacture of cakes and also some artwork that has its own economic value.]]>
<![CDATA[On the relationship between critical thinking skills, biology learning outcomes, and their visual learning style ]]>
<![CDATA[Witri Noor Ayu Andini]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Vita Meylani]]>
<![CDATA[ Mangifera Edu Vol 7 No 1 (2022): Jurnal Mangifera Edu ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/mangiferaedu.v7i1.137
<![CDATA[Critical thinking ability refers to an individual's capacity for in-depth thought due to the development of diverse thinking talents, including cognitive capabilities, in response to the acquired information. The purpose of the present study was to investigate the relationship between critical thinking skills, biology learning outcomes, and the visual learning style of students. The study used the correlational research method to ascertain the association between critical thinking abilities and biology learning outcomes among students with a visual learning style in class XI MIPA SMAN 6 Tasikmalaya. To this end, 40 students with predominating visual learning styles were selected from 137 students from class XI MIPA 4-7 at SMAN 6 Tasikmalaya. They were asked to fill in a learning style questionnaire with 23 statements. Moreover, they were asked to answer the nine-question evaluation of students' critical thinking abilities regarding biology topics. Students completed learning outcomes from the Year-End Assessment (PAT) grade XI MIPA in biological issues. Pearson product-moment correlation was employed to answer the research question. The result of the study indicated there is critical thinking ability had a limited association with learning outcomes in students who chose a visual learning approach. The correlation coefficient (R) of 0.365 and coefficient of determination (R2) of 0.133 attested to this. The findings revealed that both critical thinking skills and visual learning styles could predict learning outcomes.]]>
<![CDATA[Hubungan Self Awareness Dan Motivasi Belajar Dengan Hasil Belajar Peserta Didik Pada Mata Pelajaran Biologi ]]>
<![CDATA[Ria Rahmawati]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>;
<![CDATA[Dea Diella]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 10, No 3 (2022): JURNAL BIOTERDIDIK ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[This research is a correlational study that aims to determine the correlation between self awareness and motivation to learn with biology learning outcomes. The research sample was 65 students by purposive sampling. Data collection techniques used questionnaires and documentation of end-of-year biology assessment scores. The self awareness questionnaire research instrument consisted of 28 items and the Course Interest Survey (CIS) to measure learning motivation with 22 items. The analysis technique used is Pearson's correlation test and multiple regression test. The results of the study show that there is a relationship between self awareness and learning motivation with student learning outcomes. The correlation coefficient (R) is 0.378, which means that the correlation between the three variables is low. In addition, the coefficient of determination (R2) is 0.143, which means that the contribution of self-awareness and learning motivation to learning outcomes is 14.3%.Penelitian ini merupakan korelasional yang bertujuan untuk mengetahui hubungan antara self awareness dan motivasi belajar dengan hasil belajar biologi. Sampel penelitian sebanyak 65 peserta didik secara purposive sampling. Teknik pengumpulan data menggunakan angket dan dokumentasi skor penilaian akhir tahun biologi. Instrumen penelitian angket self awareness sebanyak 28 item serta Course Interest Survey (CIS) untuk mengukur motivasi belajar dengan 22 item. Teknik analisis yang digunakan adalah uji korelasi pearson dan uji regresi ganda. Hasil penelitian menunjukkan terdapat hubungan antara self awareness dan motivasi belajar dengan hasil belajar peserta didik. Nilai koefisien korelasi (R) sebesar 0,378 yang artinya hubungan ketiga variabel tersebut termasuk rendah. Selain itu diperoleh koefisien determinasi (R2) sebesar 0,143 yang berarti bahwa kontribusi dari self awareness dan motivasi belajar terhadap hasil belajar yaitu sebesar 14,3%.Kata kunci: hasil belajar, motivasi belajar biologi, self awareness DOI: http://dx.doi.org/10.23960/jbt.v10.i3.25576]]>
<![CDATA[Assessing Visual Spatial Intelligence on Biology Content ]]>
<![CDATA[Baiq Fatmawati*]]>;
<![CDATA[Nuryani Y. Rustaman]]>;
<![CDATA[Purwati Kuswarini Suprapto]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 9, No 1 (2021): JANUARY 2021 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v9i1.18577
<![CDATA[One of the assessments in the learning processes is assessment of skills, the drawing is one of the competancy components standard of graduation in 2013 curriculum. However, teachers rarely do this assessment during the learning process instead microscopic practicum on abstract material including biology subjects. The research aim is to assess students' spatial visual intelligence on plant cell material and plant tissues, find out understanding concepts and student responses to apply spatial visual learning. The participants were 20 students SMA NW Pancor. Data collection used was students’ worksheets, and questionnaires. The data analysis was qualitative descriptive. The findings, spatial visual intelligence was seen when the teacher asked students to draw 2D cells and plant tissues before began to the core material, but did not appropriate with its’ original design. There are differences in the acquisition of scores on plant cell and tissue material, this proves that to help students' memory in making 2D images and understanding concepts, contextual media is needed such as by showing real objects and or it can also be done practicum. Therefore, the teacher can identify early about assessing the spatial visual competence, it was done by looking at the similarity of images made to the original, from the images made can be seen the students’ concepts mastery of the material being taught.]]>
