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All Journal Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Proceeding Biology Education Conference
Joko Ariyanto
Pendidikan Biologi FKIP Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Materials Science & Nanotechnology Medicine & Pharmacology Public Health Other

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Study Komparasi Hasil Belajar Biologi dengan Penerapan Model Pembelajaran Inquiry Based Learning (IBL) dan Problem Based Learning (PBL) pada Siswa Kelas X SMA Negeri 5 Surakarta Tahun Pelajaran 2013/2014 Tyas Nyonita; Slamet Santosa; Joko Ariyanto
BIO-PEDAGOGI Vol 3, No 2 (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.v3i2.5332

Abstract

This study aimed to find out the difference of Biology learning outcome in the applications of Inquiry Based Learning (IBL) and Problem Based Learning (PBL) models in the X graders of SMA Negeri 5 Surakarta in the school year of 2013/2014. This study was a quasi experimental research with posttest only with nonequivalent control group design. This study employed Inquiry Based Learning model in the experiment-1 group and Problem Based Learning in the experiment-2 group. The population of research was all of the X MIPA graders of SMA Negeri Surakarta in the school year of 2013/2014. The sampling technique used was cluster sampling one, so that the X MIPA 2 grade was obtained as experiment 1 and X MIPA 5 grade as experiment 2 groups. Techniques of collecting data used were multiple choice test, observation sheet, and school document. The hypothesis testing was conducted using t-test. From the result of research, it could be concluded that there was a difference of biology learning outcome in the applications of Inquiry Based Learning (IBL) and Problem Based Learning (PBL) models in the X graders of SMA Negeri 5 Surakarta in the school year of 2013/2014. Key Words: Inquiry Based Learning model, Problem Based Learning model, biology learning outcome
Perbandingan Kemampuan Berpikir Kreatif dengan Penerapan Model Pembelajaran POE (Predict Observe Explain) dan POEW (Predict Observe Explain Write) pada Siswa SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran 2012/2013 Nurul Qomariyah; Meti Indrowati; Joko Ariyanto
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.v3i1.5322

Abstract

The research is aimed to find out the difference of creative thinking skills between application of POE (Predict Observe Explain) and POEW (Predict Observe Explain Write) learning model on student at SMA Negeri 1 Ngemplak Boyolali in academis year 2012/2013. The research belonged to the quasi experiment with research design Posttest Only Non-Equivalent Control Group Design. This research applied POE (Predict Observe Explain) learning model in the experimental group 1 and POEW (Predict Observe Explain Write)learning model in the experimental group 2. Population of research was the students in X degree SMA Negeri 1 Ngemplak Boyolali. The sampling used the cluster sampling was used as samply techniquel. The data collection technique was usedwerw test method belonged test shaped essay (for taking the data of students` creative thinking skills) and non-test method belonged documents method (for taking second data) and observation method (for taking the enforceability of the syntax and measure students` achievement psichomotor and affective as supporting data). Hypothesis testing belonged t-test. The results of the research shows that the mean of student`s capability of creative thinking in experiment group 1 higher than experiment group 2, it was 77,35 for experiment group 1 and 70,57 for experiment group 2.  The result of hypothesis is analyze by t-test and it gets significant value 0,010 (sig<0,05), so there is difference of creative thinking skills between application of POE learning model and POEW learning model. Conclution of the research is there creative thinking skills between class use POE (Predict Observe Explain)learning model different withclass use POEW (Predict Observe Explain Write) learning model on student at SMA Negeri 1 Ngemplak Boyolali in academis year 2012/2013. Key Words: POE (Predict Observe Explain) Learning Model, POEW (Predict Observe Explain Write) Learning Model, Creative Thinking Skills
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

Abstract

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,
The Implementation of Card Sort Active Learning with Mind Mapping to Increase Students’ Learning Interest in Biology at the Students’ of VII-E SMP Negeri 5 Surakarta Ninik Ambarini; Alvi Rosyidi; Joko Ariyanto
BIO-PEDAGOGI Vol 2, No 1 (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.v2i1.5280

Abstract

The  purpose of this research is to improve students’ learning interest in biological  study  by  applying  of active  learning  Card Sort  accompanied Mind Mapping strategy at the students of 5 Junior High School in class VII-E. This research was a classroom action research which the research design consist  of two  cycles.  Each  cycle  consisted of four  basic  steps, they  were planning, action, observation,  and  reflection. The  data  were  collected by  using questionnaire, observation, and interview  methods. The  data  collected were arranged in the form of table and graph and then were analysed. The technics of analysing data that used in this research was qualitative analysis. The qualitative analysis described the data resulted from questionnaire, observation and interview during the action research. The  conclusion  of  research obtained  that  the  application  of  active learning  Card Sort  accompanied Mind Mapping  can improve  students’  learning interest in biological study. This matter seen from result of research proved that improvement each indicator of  learn  interest  in biological study  have  earned to reach goals which have been determined that was 75%. Result of mean percentage of learn interest questionnaire pre-cycle was 68,64%, and last cycle was 76,71%. While result of mean percentage of learn interest observation pre-cycle was 30%, and last  cycle  was  81,67%. Research discontinued at  second  cycle  considering goals have been reached. Key Words: Card Sort, Mind Mapping, Learning Interest
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

Abstract

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.
Penerapan Model Pembelajaran SETS (Science Environment Technology and Society) untuk Meningkatkan Internalisasi Karakter Siswa Kelas XI IPA 2 SMA Muhammadiyah 1 Karanganyar Hanifah Nur Diana; Joko Ariyanto; Sri Dwiastuti; Muhtar Sanusi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 14, No 1 (2017): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this research is to improve students internalization character through the implementation of learning model SETS (Science Environment Technology and Society) in class XI IPA 2 SMA Muhammadiyah 1 Karanganyar academic year 2016/2017. This research is an action research (Classroom Action Research), was held two cycles. Each cycle consists of three stages: planning, execution and observation, and reflection. The subjects were students of class XI IPA 2 SMA Muhammadiyah 1 Karanganyar academic year 2016/2017. The data research obtained through observation, tests, self-assessment questionnaires and friends, and interviews. The validity of the data using triangulation techniques. Analysis of data using qualitative descriptive analysis techniques. The research procedures using spiral model Kemmis and Mc Taggart. Aspects of the character values of students researched were honest, disciplined, hard working, creative, independent, curious, caring environment, and responsibility. The results of attitude observation 76.9%, student self-assessment 80.8%, and friend assessment 76.5%. Student achievement scores on internalizing character prasiklus 41,3%, 60,8% the first cycle and the second cycle 78.1%. Based on these research it can be concluded that the implementation of learning models SETS (Science Environment Technology and Society) can improve the character internalization towards the eleventh grade students of science 2 program (XI IPA 2) at SMA Muhammadiyah 1 Karanganyar.
PENERAPAN MODEL PEMBELAJARAN SETS (SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY) UNTUK MENINGKATKAN INTERNALISASI KARAKTER SISWA KELAS XI IPA 2 SMAMUHAMMADIYAH 1 KARANGANYAR Hanifah Nur Diana; Joko Ariyanto; Sri Dwiastuti; Muhtar Sanusi
Jurnal Pembelajaran Biologi: Kajian Biologi dan Pembelajarannya Vol 5, No 1 (2018)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sriwi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/fpbio.v5i1.7052

Abstract

The purpose of this research is to improve students internalization character through the implementation of learning model SETS (Science Environment Technology and Society) in class XI IPA 2 SMA Muhammadiyah 1 Karanganyar academic year 2016/2017. This research is an action research (Classroom Action Research), was held two cycles. Each cycle consists of three stages: planning, execution and observation, and reflection. The subjects were students of class XI IPA 2 SMA Muhammadiyah 1 Karanganyar academic year 2016/2017. The data research obtained through observation, tests, self-assessment questionnaires and friends, and interviews. The validity of the data using triangulation techniques. Analysis of data using qualitative descriptive analysis techniques. The research procedures using spiral model Kemmis and Mc Taggart.Aspects of the character values of students researched were honest, disciplined, hard working, creative, independent, curious, caring environment, and responsibility. The results of attitude observation 76.9%, student self-assessment 80.8%, and friend assessment 76.5%. Student achievement scores on internalizing character prasiklus 41,3%, 60,8% the first cycle and the second cycle 78.1%.Based on these research it can be concluded that the implementation of learning models SETS (Science Environment Technology and Society) can improve the character internalizationtowards the eleventh grade students of science 2 program  (XI IPA 2)at SMA Muhammadiyah 1 Karanganyar. Keywords: SETS (Environment Science Technology and Society), internalizationcharacter, character education
Co-Authors Alvi Rosyidi Baskoro Adi Prayitno Hanifah Nur Diana Meti Indrowati Muhtar Sanusi Muhtar Sanusi Ninik Ambarini Nurul Qomariyah Slamet Santosa Sri Dwiastuti Tri Utami Widayati Tyas Nyonita Yunita Nur Anggraeni