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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Bioeducation Journal Bio-Pedagogi : Jurnal Pembelajaran Biologi Biogenesis: Jurnal Ilmiah Biologi Jurnal Penelitian dan Pembelajaran IPA Jurnal Bioedukatika Bioedukasi: Jurnal Pendidikan Biologi International Journal of Community Service Learning Indonesian Journal on Learning and Advanced Education (IJOLAE) Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini Proceeding Biology Education Conference Medical Sains : Jurnal Ilmiah Kefarmasian Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Proceeding ISETH (International Summit on Science, Technology, and Humanity) Urecol Journal. Part A: Education and Training Prosiding University Research Colloquium JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Medical Sains : Jurnal Ilmiah Kefarmasian
Putri Agustina
Universitas Muhammadiyah Surakarta
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Journal : Proceeding Biology Education Conference

 1 
Pedagogical Content Knowledge (PCK) of 4th Semester Students in Biology Education Department on the Subject of Biology Learning Strategy Putri Agustina
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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This study aimed to describe the Pedagogical Content Knowledge (PCK) Biology student teachers in designing learning scenarios at the moment to take a course Biology Learning Strategy. This research is descriptive exploratory study. The population were all fourth semester students who take a course in Biology Learning Strategy totaling 140 students. Samples taken at random sampling two classes (63 students). The data were analyzed descriptively. The results showed that 75% of students are still difficulties in determining the appropriate materials with basic competence selected. Selection of many theoretical material, only 25% of students who chose contextual material and are directly related to the lives of learners. 60% of students on average chose teaching media in the form of power point slides and video. Preparation of the average slide is still much in the form of minimal explanation and illustration. The selected videos most movies are full length making it less effective used in the learning process. Selection of quite varied learning methods, 50% chose a lecture and question and answer, 25% choose the method of guided discovery, and others prefer a combination of lecture with methods that emphasize student activity. In general, students are still confused in determining the proper method in accordance with the characteristics of the material being taught. From the analysis of learning scenarios developed generally known that students have a mastery of the knowledge of the content (C) and pedagogy (P) were quite good however, the link between pedagogy with content (PCK) is still lacking, especially in selecting methods and instructional media in accordance with material characteristics and levels
STUDI BIODIVERSITAS TANAMAN POHON DI 3 RESORT POLISI HUTAN (RPH) DI BAWAH KESATUAN PEMANGKU HUTAN (KPH) TELAWA MENGGUNAKAN METODE POINT CENTER QUARTER (PCQ) Joko Ariyanto; Sri Widoretno; Nurmiyati Nurmiyati; Putri Agustina
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 9, No 1 (2012): Prosiding Seminar Nasional IX Biologi
Publisher : Universitas Sebelas Maret

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ABSTRAK   Tujuan penelitian ini adalah mengetahui jenis-jenis tumbuhan penutup tanah yang terdapat di KPH Telawa dan mengetahui keanekaragaman dan kemelimpahan (diversitas) tumbuhan penutup tanah di KPH Telawa. Penelitian ini dilaksanakan di beberapa lokasi yang ada di KPH Telawa dalam hal ini digunakan 3 Resort Polisi Hutan (RPH) yaitu RPH Juranggandul, RPH Karengan, dan RPH Rejosari.. Pada tiap RPH ditentukan daerah yang termasuk daerah pertanian (crop area), daerah bebas (free area), dan daerah perumahan (building area). Daerah yang dapat dipakai adalah daerah bebas (free area). Pada tiap RPH dihitung luas total masing-masing RPH. Luas masing-masing RPH yaitu untuk RPH Juranggandul 4062000 m2, RPH Karengan 3311000 m2, dan RPH Rejosari 3817000 m2. Perhitungan yang dilakukan dalam penelitian ini ada 2 yaitu indeks kekayaan dan indeks keragaman (diversitas). Indeks kekayaan yang dihitung adalah indeks Margalef sedangkan indeks diversitas yang dihitung adalah indeks Shanon dan indeks Simpson. Berdasarkan hasil perhitungan dan pengamatan pada semua titik sampel pada ketiga RPH, ditemukan 20 spesies di RPH Juranggandul, 25 spesies di RPH Karengan, dan 14 spesies di RPH Rejosari. Indeks Kekayaan Pada RPH Juranggandul sebesar 3,22. Sedangkan pada RPH Karengan adalah 4,27 dan RPH Rejosari sebesar 2,41. Berdasarkan perhitungan indeks keragaman (indeks diversitas) diperoleh hasil bahwa indeks diversitas pohon di RPH Juranggandul menurut jika dihitung menggunakan formulasi Shannon (English et al) adalah 2,18. rph Karengan adalah 2,05, dan RPH Rejosari sebesar1,835. Berdasarkan kriteria keanekaragaman tumbuhan pohon modifikasi dari Lee et al (1978) dalam Soegianto (1994) keanekaragaman tumbuhan penutup tanah di RPH Juranggandul masuk dalam kategori keanekaragaman tinggi. Perhitungan indeks dominansi Simpson menunjukkan bahwa indeks dominansi tumbuhan penutup tanah di RPH Juranggandul adalah 0,15. Di Karengan 1,22, dan di Rejosari 0,19.  Berdasarkan nilai indek keragaman dan indeks dominasi maka diperoleh kesimpulan bahwa diversitas tanaman pada RPH Jurunggandul, RPH Karengan, maupun RPH Rejosari adalah tinggi.  Tumbuhan yang dominan pada vegetasi di RPH Jurunggandul dan RPH Rejosari hanya 1 jenis, sedangkan tumbuhan yang mendominasi vegetsi di RPH Karenbgan ada beberapa jenis.   Kata kunci: Diversitas, Tumbuhan Pohon, Free Area
Persepsi Guru Biologi SMA tentang Media Pembelajaran Materi Kingdom Animalia Putri Agustina
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 14, No 1 (2017): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Animals Kingdom is one of subject matter of Biology in X grade senior high school. his material is more emphasis on the ability of students to observe the different shapes and arrangements of the body so that the material is considered a difficult material. Learning material for kingdom Animalia requires the right learning media so that students can be taught to identify and determinate simply. This article describes the teacher's perception of High School Biology / MA about learning media material kingdom Animalia. Data obtained from the questionnaire on community service activities organized by the Biology Laboratory FKIP Universitas Muhammadiyah Surakarta on Friday, May 27, 2016. Respondents as many as 20 teachers Biology SMA / MA who came from the city of Surakarta and surrounding areas. The results of the given questionnaire analysis show that: (1) 100% of Biology teachers agree that the material of kingdom Animalia is a difficult material; (2) 75% of Biology teachers say natural media is the most appropriate medium for teaching students to material kingdom Animalia; (3) 25% of teachers stated that the animation media such as flash card suitable as learning media kingdom Animalia; (4) 75% of teachers agree that animal preserved media such as wet preserves, insectariums and taxidermies are suitable for training students to identify and determine animals simply; And (5) 80% of teachers agree that material kingdom Animalia is important to be practiced even though the main constraint is on time allocation.
Kemampuan Mahasiswa Calon Guru Biologi dalam Merancang Pembelajaran Berbasis Praktikum: Studi Kasus Mahasiswa Pendidikan Biologi FKIP UMS Putri Agustina; Puput Putri Kus Sundari; Dewi Eri Ardani
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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This research aimed to analyze Biology students’ pre-service teacher education ability in designing practice based learning. It was a descriptive research. Research subject were students of pre-service teacher education in Biology education department faculty of teacher training and education Universitas Muhammadiyah Surakarta (UMS) which took the PPBS course which amounted to 39 students. Data the ability of students in designing Biology practice based learning obtained from the lesson plan which was developed with the result of their trial in the classroom. Result of this research showed that most of students have been able in designing practice based learning. Lesson plan assessment results show that on average the average score is highest in recognizing aspects of laboratory equipment (78.5) while the lowest is in the planning aspects of the experimental procedure (69.5). If the views of the average total, then generally the value obtained by the students in designing lesson plan included in the category quite well (73.5). The assessment results show that the achievement of learning simulation highest value contained in readiness indicator space, tools, and media lab (77.5), while the lowest for the indicators to guide students to experiment (67.5). If seen from the average value of the overall indicator, the value of students' ability to perform simulations lesson plan included in the category quite well (71.8). The ability of students in designing the lab is one aspect of Pedagogical Content Knowledge (PCK) to be controlled by the student as a professional teacher candidates.Keywords:      Biology learning, practice, lesson plan, pre-service teacher
Kesesuaian Laboratorium Biologi sebagai Penunjang Pembelajaran Biologi di SMA Muhammadiyah se-Surakarta dengan Standar Laboratorium Biologi Putri Agustina1; Alanindra Saputra2; Lina Mufidatun Qonitat1; Runing Dwi Utami1; Yohana Yohana1
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
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Biology Learning can not be separated from the lab. Practicum is one of the method of Biology learning which gives opportunity for students to experience themselves, follow a process, observe an object, analyze, prove, and draw their own conclusions about a certain object, situation, or process. This study aims to analyze the suitability of Biology laboratory in SMA Muhammadiyah in Surakarta with Permendiknas Nomor 24 Tahun 2007 about Education Facilities and Infrastructure Standards. The laboratory observed was the Biology laboratory at SMA Muhammadiyah 1, 2, and 3 Surakarta. The research was conducted in September 2017 until January 2018. Data in the form of laboratory observation result obtained by observation, documentation, and interview. The results showed that in general, the quality of Biology laboratory in SMA Muhammadiyah in Surakarta was in good category with average percentage of 78.17%. Aspects observed include laboratory space, laboratory furniture, educational equipment, experimental tools and materials, educational media, consumables, other equipment, and laboratory managers.
PROBLEMATIKA PELAKSANAAN PEMBELAJARAN BIOLOGI BERBASIS KECAKAPAN HIDUP (LIFE SKILL) DI INDONESIA Putri Agustina; Alanindra Saputra
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 9, No 1 (2012): Prosiding Seminar Nasional IX Biologi
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ABSTRAK   Permasalahan mendasar dalam sistem pendidikan di Indonesia terutama pada jenjang Sekolah Menengah Atas (SMA) adalah belum mampu menghasilkan kualitas SDM yang mempu bersaing dengan bangsa lain. Kualitas yang rendah ini ditandai dengan rendanya keterserapan lulusan di dunia industri sehingga mengakibatkan bertambahnya jumlah pengangguran dimana yang terbanyak ada pada lulusan SMA. Berdasarkan permasalahan terse-but, diperlukan upaya untuk membekali kemampuan pada siswa agar dapat hidup dan bersa-ing di dunia kerja salah satunya melalui pelaksanaan pembelajaran berbasis kecakapan hidup (life skill). Pelaksanaan pembelajaran berbasis kecakapan hidup dapat dilakukan dengan mengintegrasikan aspek-aspek kecakapan hidup pada mata pelajaran salah satunya Biologi. Permasalahan yang muncul dalam implementasi pembelajaran berbasis kecakapan hidup di-antaranya adalah bagaimana merancang perangkat pembelajaran berbasis kecakapan hidup, bagaimana mengembangkan kegiatan pembelajaran berbasis kecakapan hidup dan bagaimana memahami aspek-aspek kecakapan hidup dalam setiap mata pelajaran serta kesulitan dalam mengintegrasikan setiap aspek-aspek kecakapan hidup dalam setiap pokok materi pelajaran sesuai dengan format yang tersedia.   Kata Kunci: Pembelajaran Biologi, kecakapan hidup, life skill
Evaluasi Pelaksanaan Praktikum Biologi di SMA Negeri 1 Polanharjo Klaten pada Tahun Pelajaran 2017/2018 ditinjau dari Kualitas Laboratorium, Pengelolaan, dan Pelaksanaan Praktikum Putri Agustina; Alanindra Saputra; Eva Khusnul Khotimah; Dwi Rohmahsari; Nunuk Sulistyanti
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 16, No 1 (2019): Proceeding Biology Education Conference
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Practicum is one of the learning methods that cannot be separated from Biology learning. Practicum becomes a vehicle for training and developing science process skills and scientific attitudes of students. Practicum can run well if it is carried out in accordance with the standards of practicum implementation. This study aims to evaluate the implementation of Biology practicum in PolanharjoKlaten 1 High School covering laboratory quality, management, and the implementation of 2017/2018 Biology semester practicum. This research is a descriptive research. The parameters studied included the quality of the laboratory, management of the lab, and the implementation of the Biology lab. Data collection techniques are carried out by observation, documentation, and interviews. The results showed that: (1) the quality of the Biology laboratory was in the good category with a percentage of 66.5%; (2) Biology practicum management is included in the good category with a percentage of 63.75%; and (3) Biology practicum is included in the excellent category with a percentage of 95.23%.
PENGEMBANGAN MODUL INKUIRI BERORIENTASI LIFE SKILLS PADA MATERI PENCEMARAN LINGKUNGAN UNTUK SISWA KELAS X SEKOLAH MENENGAH ATAS (SMA) Putri Agustina; Mimien Henie Irawati Al Muhdhar; Mohamad Amin
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
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The purpose of this research is to produce inquiry-oriented life skills modules on environmental pollution materials for high school students of class X and test their effectiveness in teaching Biology. This research is the development that follows the Borg and Gall development procedure includes several steps: (1) research and information gathering; (2) planning; (3) the initial product development; (4) limited trial; (5) revision of the product; (6) The main trial; and (7) the major product revision. The results of the validation and assessment by experts material, teaching material development experts, and practitioners implementing learning indicates that the module in the excellent category with an average percentage of achievement (p) more than 85%. This indicates that the module has been implemented in the learning feasible. Readability test showed performance of 84.90 ataubaik. In the main test phase gain values obtained scores of 0.64 (medium), which means the module has been quite effectively applied in learning. Keywords : inquiry, life skills, learning
PENINGKATAN RESPON AFEKTIF (AFFECTIVE RESPONSE) SISWA KELAS X-1 SMA NEGERI 3 SURAKARTA MELALUI PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE ACTIVE KNOWLEDGE SHARING Putri Agustina; Said Affandi; Najdah Pertiwi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 10, No 2 (2013): Seminar Nasional X Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Penelitian ini bertujuan untuk meningkatkan respon afektif  siswa kelas X-1 SMA Negeri Surakarta pada pembelajaran Biologi melalui penerapan strategi pembelajaran aktif tipe Active Knowledge Sharing. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 3 siklus dengan setiap siklus masing-masing 2 pertemuan. Setiap  siklus terdiri atas 4 tahapan yaitu perenca-naan, tindakan, observasi, dan refleksi. Hasil penelitian membuktikan bahwa dengan penerapan strategi Active Knowledge Sharing dapat meningkatkan respon afektif siswa pada pembelajaran Biologi. Hal ini didasarkan pada hasil observasi, angket, dan wawancara. Rata-rata persentase capaian setiap indikator respon afektif siswa untuk siklus I 71,71% dan siklus II 74,724% (meningkat 2,514%), rata-rata persentase capaian indikator angket respon afektif untuk siklus III sebe-sar 76,691% (meningkat 1,96%). Sedangkan rata-rata nilai capaian setiap indi-ator yang didapat dari hasil observasi respon afektif siswa untuk siklus I sebesar 67,83% dan siklus II 72,058% (meningkat 5,228%), serta pada siklus III sebesar 79,595% (meningkat 7,537%). Berdasarkan hasil tersebut dapat disimpulkan bahwa penerapan strategi Active Knowledge Sharing dapat meningkatkan respon afektif siswa kelas X-1 SMA Negeri 3 Surakarta tahun pelajaran 2010/2011.
Co-Authors Adam Satya Praba Nugroho Adilla Nur Azizah Alanindra Saputra Alanindra Saputra Alanindra Saputra Alanindra Saputra Alanindra Saputra Alanindra Saputra Alanindra Saputra Alanindra Saputra ALANINDRA SAPUTRA Alanindra Saputra2 Annisa Cahyaning Pamasti Bias Winduargo Che Nidzam Che Ahmad Deasy Farisa Destama Einstein Shodiq Dewi Eri Ardani Dimar Mizanudin Robani Dinar Indriati Satiti Dwi Rohmahsari Dwi Rohmahsari Efri Roziaty Efry Roziaty Eka Larasati Zulfa Pratiwi Eka Pratiwi Nugraheni Endang Setyaningsih Eva Khusnul Khotimah Eva Khusnul Khotimah Farid Nur Yusron Fatimah Muyassarah Haryoto Haryoto Ike Wartini Ningsih Irfan Akbar Iyan Sofyan Joko Ariyanto Joko Ariyanto Laily Maudi Meidiana Lina Agustina, Lina Lina Mufidatun Qonitat Lina Mufidatun Qonitat1 M Maridi MARIDI MARIDI Mimien Henie Irawati Mohamad Amin Mohamad Amin Muhammad Luthfi Hidayat Mujiyati, Siti Mukarromah, Tsali Tsatul Najdah Pertiwi Nizar Nauli Sinangkling Novita Eka Nurjanah, Novita Eka Nunuk Sulistyanti Nunuk Sulistyanti Nurmiyati Nurmiyati Nurmiyati Nurmiyati Peni Indrayudha Puput Novita Putri Puput Putri Kus Sundari Resti Rahmawati RIZKA NURFITRIANTI Rosiana Lestari Runing Dwi Utami Runing Dwi Utami1 Said Affandi Sania Rahayu Sania Rahayu Septi Erma Yuningsih Sinta Nuriyah Siti Naily Rohmah Sofyan Anif Sri Widoretno Sri Widoretno Suparti Suparti Suparti Suparti Teguh Handoko Triyan Rifa'i Nur Rohmah Upik Elok Endang Rasmani W Riza Alvyah Wan Nasriha Wan Mohamed Salleh Widiastuti, Yuanita Kristiani Wahyu Y Yohana Yanti Setyowati Yanu Prayudani Yasir Sidiq Yohana Yohana1