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PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) PADA MATERI PENCEMARAN LINGKUNGAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI PESERTA DIDIK KELAS X MIA 3 SMA NEGERI 2 SUKOHARJO TAHUN PELAJARAN 2015/2016 Luciana Dwi Noma; Baskoro Adi Prayitno; Suwarno Suwarno
BIO-PEDAGOGI Vol 5, No 2 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i2.5418

This research aimed to improve the high-order thinking ability of students by applying PBL model in Environment Pollution Material in10th MIA 3 graders of SMA Negeri 2 Sukoharjo in the school year of 2015/2016. This study was a classroom, action research use the procedure of research employed Kemmis and Mc.Taggart’s (2005) conducted in 2 cycles, from April to May 2016. Each cycle consisted of 4 stages: planning, acting, observing, and reflecting. Subject of research was the in10th MIA 3 graders of SMA Negeri 2 Sukoharjo in the school year of 2015/2016 consisting of 31 students (18 female and 13 male students). Data of research was obtained using essay test on the high-order thinking ability, interview, observation sheet on the implementation of PBL syntax, observation sheet on affective and psychomotor aspects of students. Essay test of high-order thinking ability includes indicators: analyzing (C4), evaluating (C5), and creating (C6) based on Bloom’s revised taxonomy. Data analysis was carried out using descriptive analysis technique. Data validation was carried out using triangulation technique. The target of research was the improvement of students’ high-order thinking ability in every aspect of ≥ 23% from based line to the end of research cycle. The result of research showed that the application of PBL model in environment pollution material could improve the high-order thinking ability of students including analyzing (C4), evaluating (C5), and creating (C6) aspects consistent with the target of research, by ≥23% from based line to the end of research cycle. The increase of percentage gain in each aspect of high-order thinking ability from precycle to cycle II was as follows: 1) the analyzing aspect increased by 25.16%, 2) the evaluating aspect increased by 26.66%, and 3) the creating aspect increased by 23.95%. Keywords : Problem Based Learning, high-order thinking, environment pollution.

PENERAPAN PROBLEM BASED LEARNING PADA MATERI PENCEMARAN LINGKUNGAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X MIA 3 SMA NEGERI 3 SURAKARTA Hesti Retno Puji Astuti; Baskoro Adi Prayitno; Suwarno Suwarno
BIO-PEDAGOGI Vol 5, No 1 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i1.5404

The purpose of this research is to improve student’s critical thinking skill on Environmental Pollution Subject at class X MIA 3 of SMA Negeri 3 Surakarta. The research is a Classroom Action Research with 2 cycles of action. Each cycle consist of 4 phases which is planning, acting, observing, and reflecting. The result of the observations showed, 1) interpretation skill 43.97%, 2) analysis 29.31%, 3) evaluation 32.76%, 4) inference 43.10%, 5) explanation 53.45%, and 6) self-regulation 52.59%. Average of students’ critical thinking skill procentage is 42,53%. The method of data collection is through observation, tests, and documentation. Technical analysis of data is technical qualitative descriptive. Data validation is use triangulation methods. The results of the application of Problem Based Learning on Environmental Pollution Subject showed an increase of students’ critical thinking skill. Students’ critical thinking skill in the first cycle is 70,83%. Students’ critical thinking skill in the second cycle is 75%. Based on the result of the research, we can conclude that the application of Problem Based Learning on Environmental Pollution Subject in general can improve students’ critical thinking skill at class X MIA 3 of SMA Negeri 3 Surakarta, despite the increase that occurs varies in each cycle. Keywords : Critical Thinking Skill, Problem Based Learning

PENERAPAN MODEL DISCOVERY LEARNING PADA MATERI EKOSISTEM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA KELAS X SMA Bhian Ananda Javanica Rubiyanto; Marjono Marjono; Baskoro Adi Prayitno
BIO-PEDAGOGI Vol 5, No 1 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i1.5394

The research is aimed to improve higher order thinking skills students at class X IPA of SMA through the implementation of discovery learning model on the ecosystem subject. This research was a classroom action research which consists of two cycles. Each cycle contains four phases which were planning, acting, observing and reflecting. The subjects were students at class X IPA of SMA totaling 32 students. The data collecting techniques of this research were using test method obtained through essay test, and nontest method obtained through observation, interview, and documentation. The primary data is advanced higher order thinking skill of students with Bloom revised taxonomy to analyzing, evaluating, and creating measured using essays in accordance researchers any material indicators of ecosystem. The Data validate of this research were triangulation method. Analysis of data using qualitative descriptive analysis technique. The Target of research is to increase the higher order thinking skill’s students ≥25. The increase in higher order thinking skills results by the increasing student achievement of the average score of aspects of higher order thinking skills students were: 1)aspect analyzing of 52.66 with the moderate criteria of being at base line be 66.98 with the moderate criteria of being in the cycle I, then the the cycle II into 80,52 with a high criteria, 2)evaluating aspects of 45.83 with low criteria on base line be 64.17 with the moderate criteria of being in the cycle I, then on the cycle II into 73.96 with moderate criteria, and 3)creating aspects of 50,31 with the moderate criteria of being at base line be 68,49 with the moderate criteria of being in the cycle I, then on the cycle II into 76,35 with high criteria. Implication of discovery learning can increase the high order thinking skills students in base line, Cycle I and Cycle II. The score of test each aspect of higher order thinking skill aspect were: 1)analyzing increased by 27,86, 2)evaluating an increase of 28,13 from, and 3)creating increased by 26,04. This conclusion was implementation of discovery learning could improveas much as ≥25 of high order thinking skills students at class X IPA of SMA. Keywords : higher order thingking skill, discovery learning

Penerapan Pendekatan Kontekstual melalui Model Pembelajaran Investigasi Kelompok untuk Meningkatkan Keterampilan Sosial Siswa Kelas X-3 SMA Negeri 1 Boyolali Tahun Pelajaran 2012/2013 Chandra Adi Prabowo; Puguh Karyanto; Baskoro Adi Prayitno; Ristanti Yustin
BIO-PEDAGOGI Vol 2, No 2 (2013): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v2i2.5288

The purpose of the research to improve the social skill of the X-3 graders of SMA Negeri 1 Boyolali in the school year of 2012/2013 by applying the contextual approach with group investigation learning model. Research method was a Classroom Action Research designed some cycles encompassing 4 stages: planning, acting, observing, and reflecting. The subject of research was the X-3 graders of SMA Negeri 1 Boyolali in the school year of 2012/2013. The data was obtained using non-test technique including interview and questionnaire. The data was analyzed using a descriptive qualitative technique as well as data validation using technique triangulation. Result of the research showed the improved achievement of student social skills. The conclusion was that the application of contextual approach using group investigation learning model could improve the social skill of the X-3 graders of SMA Negeri 1 Boyolali in the school year of 2012/2013. Key Words: Contextual Approach, Group Investigation, Social Skill

PERBEDAAN KEMAMPUAN MEMECAHKAN MASALAH DAN RETENSI MENGGUNAKAN MODEL PBL (PROBLEM BASED LEARNING) DAN CERAMAH BERVARIASI PADA MATERI KEANEKARAGAMAN HAYATI INDONESIA SISWA KELAS X MIA SMA NEGERI 2 SURAKARTA TAHUN PELAJARAN 2014/2015 Tri Utami Widayati; Baskoro Adi Prayitno; Joko Ariyanto
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5366

This research aims to find out: (1) The difference of problem solving skill between PBL model and lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015; (2) The difference of retention between PBL model and lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015. This research was quasi experiment research with using postest only nonequivalent control group design. The population of the research was all student of grade X MIA of SMAN 2 Surakarta as much as five grades. The sampling technique of the research used cluster sampling, therefore the X MIA 5 grade becomes the first experimental class and the X MIA 4 grade becomes the second experimental class. The sampling technique is taken from the test and non-test. The test is used in order to measure the problem solving skill and retention. Problem solving test used to measure the problem solving skill. Posttest and retest used to measure the retention. Retest have done in two weeks after the posttest. Non-test is an observation sheets used to measure syntaxes occurrence, documentation is used to collect the data in order to gain the equality test. The result of the hypothesis test by the t test for the difference of problem solving skill between PBL model and lectures varies show the signification value in 0,00 (sig.<0,05) and the value of tcount is 5,654. Problem solving skill with PBL model is better than lectures varies. The signification value of the difference of retention between PBL model and the lectures varies as big as 0,00 (sig.<0,05) and the value of tcount is 5,627. Retention with PBL model is better than lectures varies. The result of the research summarizes that there is differences of problem solving skill between PBL model and the lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015 and there is differences of retention between PBL model and lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015. Keywords: Problem Based Learning Model, the lectures varies, problem solving skill, retention,

Studi Komparasi Model Pembelajaran Problem Solving dengan Group Investigtion disertai Concept Map terhadap Hasil Belajar Siswa Kelas X SMA N 8 Surakarta Yayuk Widyastuti; Harlita Harlita; Baskoro Adi Prayitno
BIO-PEDAGOGI Vol 3, No 1 (2014): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v3i1.5316

This research is motivated by teachers who often conveying all course materials so that students become less active because they only served to listen and rarely given the opportunity to ask. A less active role in the learning resulted in student’s understanding of the material tends to show and the student’s achievements at the cognitive, affective, and psychomotor less than optimal. This research is aimed to determine differences of student’s achievements between Problem solving-Concept maps with Group Investigation-Concept map. This research is Quasy Experimental use Post-test Only with Nonequivalent Group Design. All of tenth grade students of SMAN 8 Surakarta are sample population. The sampling technique in this study was cluster sampling with a sample size of 53 students. Data collection using tests and non-test method. Test methods include multiple choice questions while the non-test includes observation and documentation. Based on the t-test, cognitive showed that Sig. (0,755) > 0,05, affective showed that Sig. (0,009) < 0,05, and psychomotor showed that Sig. (0,000) < 0,005. The conclusion of this research is didn’t show any difference in student’s achievements in the cognitive between experimental class 1 and experimental class 2 but showed differences in affective and psychomotor domains. Key Words: Problem Solving Learning Model, Group Investigation Learning Model, Concept Map, Student’s Achievements

PENERAPAN MODEL KONSTRUKTIVIS-METAKOGNITIF PADA MATERI SISTEM KOORDINASI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA 1 SMA NEGERI 6 SURAKARTA TAHUN PELAJARAN 2015/2016 Yunita Nur Anggraeni; Baskoro Adi Prayitno; Joko Ariyanto
BIO-PEDAGOGI Vol 5, No 2 (2016): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v5i2.5428

This study aims to improving critical thinking skills of student of class XI MIA 1 SMA Negeri 6 Surakarta in the academic year 2015/2016 through the implementation of Constructivist-Metacogitive model. This research considered as Classroom Action Research that performed whitin 2 cycles and consist of 4 steps namely planning, action, observation, and reflection. The research procedure refers to Kemmis-Mc.Taggart spiral technique. Data are obtained by questionnaire, essay test, interview, and documentation. Data analysis using qualitative descriptive technique. The main data regarding students' critical thinking skills covering several aspects, namely the interpretation, analysis, evaluation, inference, explanation and self-regulation was measured using a test arranged by the researcher. Data analysis using descriptive analysis technique. Data validation using triangulation techniques. The average yield of pre-cycle critical thinking skills is 33.71% (low), then increased to 47.6% (average) at the first cycle, and increased to 75.76% (high) at the second cycle. The student’s critical thingking skill improvement have reached the reseach target (≥20%), Thus, application of constructivist-metacognitive models can improve students' critical thinking skills. The results showed that the application of Constructivist Model-metacognitive improving critical thinking skills of the students of class XI MIA 1 SMA Negeri 6 Surakarta.Keywords: Constructivis-metacognitive models, Critical Thinking Skills, Coordination System.

Peningkatan Pengetahuan dan Keterampilan STEM@Home bagi Guru-Guru Sains dan Biologi Murni Ramli; Sri Dwiastuti; Bowo Sugiharto; Baskoro Adi Prayitno; Kistantia Elok Mumpuni; Chandra Adi Prabowo; Dwika Sarnia Putri; Alysa Nur Chasanah Alam Majid; Ratna Rahayu
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 2 (2023): Mei
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v7i2.10456

STEM (Science, Technology, Education, and Mathematics) adalah salah satu pendekatan pembelajaran sains terintegrasi yang bermanfaat untuk melatihkan problem solving skills dan keterampilan abad 21, serta menjadi salah satu model pembelajaran inovatif yang disarankan untuk diterapkan di kelas sains. Permasalahannya adalah kurangnya pengetahuan dan keterampilan guru tentang STEM, sehingga hampir tidak ada yang menerapkannya. Oleh karena itu tujuan dari kegiatan pengabdian ini adalah memberikan wawasan pengetahuan dan keterampilan kepada guru bagaimana mendesain dan menerapkan STEM, terutama pada masa pandemi. Mitra pada kegiatan pengabdian ini adalah guru-guru Biologi yang tergabung dalam Musyawarah Guru Mata Pelajaran Biologi Karanganyar, Jawa Tengah dan guru-guru Biologi anggota Persatuan Pendidik Biologi Indonesia Folia (PPBIF) cabang Jawa Tengah (N=53). Kegiatan ini berupa workshop yang dilaksanakan sebanyak 5 pertemuan secara online dengan tema: Pengantar STEM, Problem-based Learning dan Project-based Learning, STEM@Home, Desain STEM, dan Evaluasi STEM. Hasil pendampingan menunjukkan adanya peningkatan pengetahuan dan keterampilan guru dalam menyusun Desain STEM dan rencana pembelajarannya. Persepsi guru tentang STEM juga meningkat terkait dengan aspek-aspek yang perlu diperhatikan dalam penerapan STEM@Home pada masa pandemi. Diperlukan implementasi STEM lebih lanjut di kelas pembelajaran jarak jauh untuk melihat keefektifan pendampingan

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