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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioedukasi: Jurnal Pendidikan Biologi Proceeding Biology Education Conference
Sri Widoretno
Pendidikan Biologi FKIP UNS
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Immunology & microbiology Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health

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Teknik Instruksional Pertanyaan Guru Di Tahap Evaluating Data, Driving A Conclusion, Presenting The Project In Class As Preffered & Discussion Project Based Learning Untuk Meningkatkan Skor Valid Relationship Concept Map Yacinta Arum Dwi Rahayu; Yudi Rinanto; Sri Widoretno
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

This research aimed to calculate the valid relationship score of concept map (CM) using instructional technique of teacher’s questions in the stages of evaluating data, driving a conclusion, presenting the project in class as preferred & discussion project-based learning. This research was a classroom action research. This research was a classroom action research with the research subject of 36 students in X MIPA of Senior High School. The research procedure was including: planning, lesson plan completed with assessment, acting, observing and reflecting. Validity test in this research was using triangulation method that consisted of verification of valid relationship CM score, documentation based on expert CM and interview to present the valuable relation between concepts. Reduction done to choose the data completion, data interpretation and conclusion based on the complete valid relationship data. Data analysis was using descriptive qualitative. The result of this research shows that valid relationship score of expert CM in pre-research, cycle I and cycle II were written as follows. 1.95%-14.98% with 13.89% of the under averaged students’ score and 11.11% of the over averaged students’ score. 3.08%-61.54% with 19.44% of the under averaged students’ score and 11.11% of the over averaged students’ score. 16.58%-32.16% with 11.11% of the under averaged students’ score and 16.67% of over averaged students’ score. Thus, the use of instructional technique of questioning in the stages of evaluating data, driving a conclusion, presenting the project in class as preferred & discussion project-based learning improving the valid relationship CM score on the individual and classical
CONTRIBUTION OF THE TEACHER'S COMPETENCE AND THE STUDENT'S EMOTIONAL QUOTIENT TOWARD THE ACHIEVEMENT ON BIOLOGY OF THE STUDENT OF SMUN 2 SUKOHARJO IN ACADEMIC YEAR OF 2OO4l2005 SUMANTO SUMANTO; Sri Widoretno; LAELY TRI ASTUTI
Bioedukasi: Jurnal Pendidikan Biologi Vol 2, No 2 (2005): BIOEDUKASI: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v2i2.3964

Abstract

The purposes of this research were to find out the contribution of the teacher's competence and Students' emotional iquotient toward the achievement on biolog of the student of SMU Negeri 2 Sukoharjo in theacademic year of 2004/2005.The study carried out by descriptive quantilative method. 'the population of the study was all students of the second grade in SMA Negeri 2 Sukoharjo, in the academic year of 2004/2005. The sampling technique used in the sludy was random sampling. The techniques usedfor collecling data were questionaire and documentation technique. The data were then analized by regression analysis.Considering upon the results, the research concluded that there were significant contribution of the: (I) Teachers' competence to biological learning achievment (r,ry : 0,450 at the level of significance S%o); (2) Sludenls'emotional quotient to biological learning achievement (re, = 0,410.at the level of significance 5%o); (3) Teachers' competence and students' emotional quotient (R = 0, 5373 at the level of significance 5%o).Teachers' compelence gives a dominant contribution on biological learning achievment at 56, 4g%o. Teachers' compelence and students'emotional intelligence give effective contributions on biological learning achievment.at 28.8%.
KESULITAN BELAJAR BIOLOGI DITINJAU DARI KEMAMPUAN AWAL DAN KEMANDIRIAN BELAJAR PADA SISWA KELAS II SEMESTER GASAL SMU NEGERI 4 SURAKARTA TAHUN PELAJARAN 2003/2004 SRI WIDORETNO; LITHON SUNYOTO; LAYLA NURJANNY
Bioedukasi: Jurnal Pendidikan Biologi Vol 2, No 1 (2005): BIOEDUKASI: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v2i1.3976

Abstract

The goals of this research were knowing difficulties of biological learning in a point of view of personal pre-academic ability and self-learning processes of second grade of SMUN 4. The research was carried out bycollecting the data by using the ex post facto method. Cluster random sampling technique was used when sampling. Two ways Anava was used to analyze the observed data.The result showed that there are significant impacts of personal pre academic ability, and self-learning processes toward the difficulties of biological learning. Those can be seen from the value of F observed <o, os.-2. 3o>=12,667 > Ftable {0,05:2, 30)-3> 32. Fobserved {0,05:2, 30) ml2,667 > Ftable (0, 05:2, 30) — 3, 32."> The goals of this research were knowing difficulties of biological learning in a point of view of personalpre-academic ability and self-learning processes of second grade of SMUN 4. The research was carried out bycollecting the data by using the ex post facto method. Cluster random sampling technique was used whensampling. Two ways Anava was used to analyze the observed data.The result showed that there are significant impacts of personal pre academic ability, and self-learningprocesses toward the difficulties of biological learning. Those can be seen from the value of F observed <o, os.-2. 3o>=12,667 > Ftable {0,05:2, 30)-3> 32. Fobserved {0,05:2, 30) ml2,667 > Ftable (0, 05:2, 30)— 3, 32.
Teknik Instruksional Concept Map di Tahap Deciding - Project Based Learning terhadap Keterampilan Argumentasi Siswa Rakhmatdi Rakhmatdi; Sri Widoretno; Joko Ariyanto; Bowo Sugiharto; Sri Dwiastuti; Chandra Adi Prabowo
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3157

Abstract

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations
Co-Authors Bowo Sugiharto Chandra Adi Prabowo Joko Ariyanto LAELY TRI ASTUTI LAYLA NURJANNY LITHON SUNYOTO Rakhmatdi Rakhmatdi Sri Dwiastuti SUMANTO SUMANTO Yacinta Arum Dwi Rahayu Yudi Rinanto