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All Journal Pendidikan Biologi Prosiding Seminar Biologi Bioedukasi Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Prosiding Pendidikan Sains Prosiding KPSDA Proceeding of International Conference on Teacher Training and Education PAEDAGOGIA Bioedukasi: Jurnal Pendidikan Biologi Proceeding Biology Education Conference
Riezky Maya Probosari
1Program Studi S3 Pendidikan IPA FKIP Universitas Sebelas Maret, Jl. Ir. Sutami 36-A Surakarta, Indonesia 2Program Studi Pendidikan Biologi FKIP Universitas Sebelas Maret, Jl. Ir. Sutami 36-A Surakarta, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Immunology & microbiology Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Other

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PENERAPAN GUIDED INQUIRY DISERTAI MIND MAPPING UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR BIOLOGI SISWA SMA NEGERI 1 NGEMPLAK BOYOLALI TAHUN PELAJARAN 2011/2012 Nugroho, Purwo Adi; -, Suciati -; Probosari, Riezky Maya
Prosiding Seminar Nasional Pendidikan Sains FKIP UNS Vol 1, No 1 (2014): Seminar Nasional Pendidikan Sains IV (SNPS IV 2014)
Publisher : Universitas Sebelas Maret Surakarta

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Abstract

Penelitian bertujuan untuk meningkatkan: 1) motivasi belajar siswa melalui penerapan Guided Inquiry disertai Mind Mapping, dan 2) hasil belajar biologi siswa kelas XI IPA III SMA Negeri 1 Ngemplak Bololali. Penelitian merupakan penelitian tindakan kelas (Classroom Action Research) yang dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari empat tahapan, yaitu: perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian yaitu siswa kelas XI IPA III SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran 2011/2012. Data-data penelitian diperoleh melalui angket, observasi, wawancara, dan tes. Teknik analisis data menggunakan analisis deskriptif. Validasi data menggunakan triangulasi metode. Hasil penelitian membuktikan bahwa dengan pelaksanaan tindakan kelas melalui penerapan Guided Inquiry disertai Mind Mapping dapat meningkatkan motivasi dan hasil belajar biologi siswa kelas XI IPA III SMA Negeri 1 Ngemplak Boyolali. Hasil yang didapatkan didasarkan pada hasil angket, observasi, tes, dan wawancara. Rata-rata persentase motivasi belajar siswa berdasarkan angket meningkat dari 69,91%, 72,92%, dan 77,93%. Rata-rata persentase ranah afektif berdasarkan lembar observasi meningkat dari 64,17%, 71,25%, dan 80,83%. Rata-rata persentase ranah psikomotor berdasarkan lembar observasi meningkat dari 58,19%, 72,08%, dan 78,61%. Rata-rata persentase ranah kognitif berdasarkan hasil ulangan harian siswa meningkat dari 69,83%, 77,17%, dan 79,83%, dan ketuntasan hasil belajar siswa meningkat dari 56,67%, 70,00%, dan 83,33%. Rata-rata persentase ranah kognitif berdasarkan hasil mind mapping meningkat dari 76,20%, 79,40%, dan 80,20%. Berdasarkan hasil tersebut dapat disimpulkan bahwa penerapan Guided Inquiry disertai Mind Mapping dapat meningkatkan: 1) motivasi belajar siswa, dan 2) hasil belajar biologi siswa kelas XI IPA III SMA Negeri 1 Ngemplak Boyolali Tahun Pelajaran 2011/2012.  
Potensi Aneka Tepung Gluten Free-Casein Free Berbahan Dasar Umbi Sebagai Subtitusi Tepung Terigu Bagi Anak Autis Probosari, Riezky Maya
Prosiding KPSDA Vol 1, No 1 (2015): Prosiding KPSDA 2015
Publisher : Prosiding KPSDA

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Abstract

Kegiatan pengabdian ini bertujuan untuk memberikan bekal pengetahuan mengenai aneka umbi yang bias digunakan sebagai tepung alternatif  pengganti tepung terigu.  Makin tingginya harga   tepung terigu dan makin meningkatnya jumlah penderita autis membuat produk pangan olahan berbahan dasar non terigu semakin diminati.  Salah satu pemicu faktor hiperaktif pada penderita autis antara lain adalah penggunaan bahan makanan yang mengandung gluten dan kasein.  Asupan nutrisi gluten free-casein free sangat diperlukan sebagai salah satu bentuk terapi makanan bagi penderita autis.  Beberapa sumber umbi-umbian yang bisa digunakan sebagai bahan baku olahan gluten free-casein free antara lain adalah kentang, ubi ungu, talas,  ketela pohon dan ubi jalar.  Umbi-umbian ini banyak tersedia di berbagai wilayah Indonesia dengan harga yang murah sehingga mempunyai peluang sebagai tepung substitusi terigu   yang potensial.
PENINGKATAN LITERASI MEMBACA MELALUI PENERAPAN PROBLEM BASED LEARNING PADA PEMBELAJARAN BIOLOGI SISWA KELAS X MIA 1 SMAN 1 BOYOLALI TAHUN PELAJARAN 2014/2015 Pamungkas, Rahmania; Probosari, Riezky Maya; Puspitasari, Dewi
Prosiding SNPS (Seminar Nasional Pendidikan Sains) 2015: Prosiding SNPS (Seminar Nasional Pendidikan Sains)
Publisher : Universitas Sebelas Maret Surakarta

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Abstract

Penelitian bertujuan untuk meningkatkan  literasi membaca siswa melalui penerapan model problem based learning di kelas X MIA 1 SMAN 1 Boyolali tahun pelajaran 2014/2015.  Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yang dilakukan dalam 2 siklus. Setiap siklus terdiri dari perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 33 siswa kelas X MIA 1 SMAN 1 Boyolali tahun pelajaran 2014/2015. Data penelitian diperoleh melalui, tes, wawancara, dan dokumentasi. Analisis data menggunakan teknik analisis deskriptif kualitatif. Validasi data dengan menggunakan teknik triangulasi metode.  Hasil penelitian menunjukkan bahwa ada peningkatan literasi membaca siswa kelas X MIA 1 SMAN 1 Boyolali tahun pelajaran 2014/2015 melalui penerapan model problem based learning.  Peningkatan Literasi Membaca ditunjukkan dengan meningkatnya capaian  rata-rata persentase aspek literasi membaca siswa dari 61,24% pada pra siklus menjadi 66,72% pada siklus I, selanjutnya meningkat menjadi 73,50% pada siklus II Berdasarkan hasil tersebut dapat disimpulkan bahwa ada peningkatan literasi membaca siswa dalam pembelajaran biologi melalui penerapan model problem based learning di kelas X MIA 1 SMAN 1 Boyolali tahun pelajaran 2014/2015.
Improving Scientific Argumentation Through The Hierarchy Of Inquiry Probosari, Riezky Maya; Ramli, Murni; *, Sajidan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This study examined how students’ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry is a comprehensive approach in which students working for anextended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This action research was conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University. The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected. The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation was measured using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument elements: claim, evidence, reasoning, and rebuttal which presented in oral and written. The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation which reflecting their higher-order thinking abilities. We conclude that hierarchy of inquiry is possible in fostering student’s scientific argumentation, doing some inquiry activities, and thus make a positive impact on scientific argumentation ability . The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
Improving Scientific Argumentation Through The Hierarchy Of Inquiry Probosari, Riezky Maya; Ramli, Murni; *, Sajidan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This study examined how students’ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry  is a comprehensive approach in which students  working for an extended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This  action research was  conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University.  The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected.   The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation   was measured using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument elements:  claim,  evidence, reasoning, and rebuttal which presented in oral and written.  The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation   which reflecting their higher-order thinking abilities.      We conclude that hierarchy of inquiry   is possible in fostering student’s scientific argumentation,    doing some inquiry activities, and thus make a positive impact on   scientific argumentation ability .  The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
Improving Scientific Argumentation Through The Hierarchy Of Inquiry Probosari, Riezky Maya; Ramli, Murni; *, Sajidan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (513.621 KB)

Abstract

This study examined how students’ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry is a comprehensive approach in which students  working for an extended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This action research was conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University.  The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected.   The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation   was measured using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument elements:  claim, evidence, reasoning, and rebuttal which presented in oral and written.  The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation   which reflecting their higher-order thinking abilities. We conclude that hierarchy of inquiry   is possible in fostering student’s scientific argumentation, doing some inquiry activities, and thus make a positive impact on   scientific argumentation ability. The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU Probosari, Riezky Maya; Ramli, Murni; Sajidan, Mr.
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 20, No 2 (2015): Jurnal Pengajaran MIPA - Oktober 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.579

Abstract

The purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning.  The participants of this  action research are the 4th semester students of  Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University  who took the course of Plant Embryology.  Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry.  Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that   Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted  argumentative writing skill. ABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat  setelah mereka mendapatkan pembelajaran inkuiri berjenjang.  Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan.  Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio.  Kemampuan menulis  diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims.   Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya  di semua tingkatan jenjang inkuiri.  Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa  pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri  dan  meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif
Profil Keterampilan Argumentasi Ilmiah Mahasiswa Pendidikan Biologi FKIP UNS pada Mata Kuliah Anatomi Tumbuhan PROBOSARI, RIEZKY MAYA; RAMLI, MURNI; HARLITA, HARLITA; INDROWATI, METI; SAJIDAN, SAJIDAN
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 1 (2016): 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.v9i1.3880

Abstract

Lemahnya argumentasi ilmiah mahasiswa dalam pembelajaran telah banyak menjadi perhatian,  terutama   dalam hal mengevaluasi dan mengkonstrak permasalahan dan solusinya.   Penelitian ini bertujuan untuk mengetahui bagaimana profil keterampilan argumentasi ilmiah mahasiswa pada mata kuliah Anatomi Tumbuhan. Penelitian ini merupakan penelitian deskriptif untuk mendapatkan gambaran keterampilan argumentasi mahasiswa semester 3 di Prodi Pendidikan Biologi FKIP UNS melalui tugas tertulis yang diberikan.  Penilaian argumentasi mahasiswa mengacu pada Toulmin’s Argumentation Pattern (TAP) yang memuat komponen claim, evidence, reasoning dan rebuttal.  Hasil penelitian menunjukkan bahwa kemampuan argumentasi ilmiah mahasiswa Pendidikan Biologi FKIP UNS masih tergolong rendah, dibuktikan dengan skor rerata claim sebesar 52%, evidence sebesar 42%, reasoning sebesar 15% dan rebuttal sebesar 10%.  Temuan ini akan dijadikan dasar bagi penelitian lanjutan mengenai model dan strategi pembelajaran inovatif yang dapat meningkatkan kemampuan argumentasi dan penalaran ilmiah terutama bagi calon guru biologi.
HUBUNGAN ANTARA KEMAMPUAN MEMORI DAN MOTIVASI BELAJAR BIOLOGI DENGAN HASIL BELAJARBIOLOGI RANAH KOGNITIF SISWA SMA NEGERI 2 MADIUN TAHUN PELAJARAN 2011/2012 Habsari, Afrisa Mustika; Karyanto, Puguh; Probosari, Riezky Maya
Pendidikan Biologi Vol 4, No 1 (2012): Pendidikan Biologi
Publisher : P Biologi FKIP UNS Surakarta

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Abstract

ABSTRACT ? The  aims of the research were  to find out  the correlation  between: 1) memory ability with cognitive learning achievement of biology of student of SMA Negeri 2 Madiun in academic year of 2011/2012, 2) learning motivation of biology with cognitive learning achievement  of biology  of student  of SMA Negeri  2 Madiun in academic year of 2011/2012,3) memory ability and learning motivation of biology with  cognitive learning achievement  of student  of SMA Negeri  2 Madiun in academic year of 2011/2012. This  is  a correlational research.  The population  taken  were all of the students of SMA Negeri  2 Madiun  in academic year of 2011/2012. The sample was taken among  676  samples of student using  stratified  random sampling technique.  Documentation technique was used to uncover student?s  cognitive learning achievement  and memory ability was measured by using testtechnique. While learning motivation of biology was measured by using questionnaire technique.  The obtained data was analysed using linier regression analysis in SPSS 16. The results  showed that (1)  there was a  positive  correlation between memory ability with cognitive learning achievement of biology ofstudentof SMA Negeri  2 Madiun  in academic year of 2011/2012, 2)  there was a  positive correlation between  learning motivation of biology  with  cognitive learning achievement  of biology ofstudentof SMA Negeri  2 Madiun  in academic year of 2011/2012,  3)  there was a  positive  correlation between  memory ability  and learning motivation of biology with  cognitive learning achievement  of biology of student of SMA Negeri  2 Madiun  in academic year of 2011/2012.  Each of independent  variable, that is  memory ability  and  learning motivation of biology has contribution to dependent variable, that is  cognitive  learning achievement of biology. Keywords :Memory ability,  learning motivation,cognitive learning achievement in biology, linier regression analysis
PENERAPAN BLENDED LEARNING DALAM PEMBELAJARAN BIOLOGI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI IPA 4 PUTRA SMA RSBI PONDOK PESANTREN MODERN ISLAM ASSALAAM SUKOHARJO TAHUN PELAJARAN 2011/2012 Cahyadi, Ferry Dwi; Suciati, Suciati; Probosari, Riezky Maya
Pendidikan Biologi Vol 4, No 1 (2012): Pendidikan Biologi
Publisher : P Biologi FKIP UNS Surakarta

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Abstract

ABSTRACT ? It already been  known that biology as a branch of science will emphasizes on  how to think critically to gain most of its basic concepts. Hence, the weaknesses of mastering this kind of skill will be followed by the unsuccessful mastering of its concepts respectively. Factual phenomenon observed towards high school student of the grade of  XI of Assalam Islamic Boarding School in academic year  2011/2012 showed  that student performing a teacher centered classical learning. Student has never induced and  motivated to be a real learner. This, makes student are unable to perform good critical thinking skill. This is real problem in this class that needs to be solved trough particular strategy.  Blended learning is expected to be an effective strategy since  it facilitates both, student centered learning and optimizing the use of ICT based learning. This research is aimed to ascertain 1) blended learning implementation in biological learning process, 2) blended learning implementation in biological learning process. This research belongs to classroom action research  consist of four cycle and each have four phases, namely planning, actuating, observing and reflecting. The subject of the research is XI IPA 4 Putra students at SMA RSBI Pondok Pesantren Modern Islam Assalaam Sukoharjo in academic year 2011/2012. The data was collected by test and non test technique, it was carried out by using essay test,  observation sheet, questionnaire, and interview. The obtained data were analyzed using descriptive approach and validated through triangulation method. The results showed that the average percentage of critical thinking aspect from essay test, such as the 1st cycle 56,82%, the 2nd cycle 61,93%, the 3rd cycle 68,94% and the 4th  cycle 75,75%. Therefore, it can be concluded that 1) blended learning could be applied in biological learning process, 2) blended learning could be used to improve critical thinking. Keywords: blended learning, critical thinking, biology learning process
Co-Authors Abrari Nur Aan Ilmi Afrisa Mustika Habsari Alvi Rosyidi Aprillia Diah Rahmawati Arifah Purnamaningrum Baskoro Adi P Baskoro Adi Prayitno Bowo Sugiharto desy wulandari Dewi Puspitasari Dwi Listiawan Dwi Teguh Rahardjo Eko Budiono Ferry Dwi Cahyadi Harlita Harlita I Gusti Agung Komang Diafari Djuni Hartawan KOMARIYAH KOMARIYAH Maridi Maridi Meti Indrowati Mr. Sajidan, Mr. Murni Ramli Muzayyinah Muzayyinah Noviawati Noviawati Nurhuda, Haris Nurmiyati Nurmiyati PUGUH KARYANTO Purwo Adi Nugroho Putri Sartika Agustin Rahmania Pamungkas, Rahmania Rinawati Rinawati Sajidan Sajidan Samuel Agus Triyanto, Samuel Agus Sintaria Praptinasari Slamet Santosa Sri Dwiastuti Sri Wulanningsih Suciati - - Suciati Suciati Taufik Widhiyantoro Dwi Saputro Try Nesia Nurhemy UMI FATMAWATI VA Vellariani Dewi Palupi Yekti Nur Utami Yuliana Indah Wulansari