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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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Journal : Proceeding Biology Education Conference

 1 
STIMULASI BELAJAR MANDIRI MELALUI PENGEMBANGAN BAHAN AJAR BERBASIS MASALAH PADA MATA KULIAH PLANT EMBRYOLOGY AND REPRODUCTION (SBI PROGRAM) DI PRODI P. BIOLOGI FKIP UNS Probosari, Riezky Maya
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 7, No 1 (2010): Seminar Nasional VII Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Abstract

ABSTRAK Tujuan penelitian ini adalah untuk mengetahui : 1) implementasi  bahan ajar berbasis masalah  dalam merangsang kemandirian belajar mahasiswa pada   mata kuliah Plant Embryology and Reproduction, 2) penggunaan bahan ajar berbasis masalah  dalam meningkatkan keaktifan mahasiswa  pada mata kuliah Plant Embryology and Reproduction Penelitian ini merupakan  penelitian tindakan kelas (Classroom Action research) yang dilaksanakan dalam 2 siklus meliputi identifikasi permasalahan yang ada di kelas, perencanaan tindakan berupa penyusunan langkah-langkah pembelajaran, pelaksanaan tindakan berupa penerapan bahan ajar berbasis masalah, observasi dan evaluasi, serta refleksi untuk tindakan berikutnya. Subyek penelitian adalah mahasiswa semester 4 program SBI di Prodi P. Biologi UNS tahun ajaran 2009/2010 sejumlah 21 mahasiswa. Teknik pengumpulan data menggunakan metode  observasi, wawancara, angket, tes dan kajian dokumen.Validitas data dengan teknik triangulasi. Analisis data dilakukan secara deskriptif kualitatif. Berdasarkan hasil penelitian yang dilakukan,  secara umum didapatkan bahwa pada akhir siklus 2,  prosentase mahasiswa yang lulus sebesar 100% dengan prosentase nilai A dan B.  Penelitian dinyatakan selesai pada akhir siklus 2 karena indikator kinerja yang diharapkan  yaitu jumlah mahasiswa yang lulus minimal sebesar 80%  dengan prosentase mahasiswa yang memperoleh nilai diatas B sebesar 66,67%,  meningkatnya kemandirian belajar dan keaktifan mahasiswa serta meningkatnya performansi mengajar dosen di mata mahasiswa sudah tercapai. Kesimpulan yang bisa diambil adalah 1) bahan ajar berbasis masalah  dapat merangsang kemandirian belajar mahasiswa 2) penggunaan bahan ajar berbasis masalah  dapat meningkatkan keaktifan mahasiswa   baik dalam pencarian sumber belajar maupun partisipasi  dalam pembelajaran.   Kata kunci :  bahan ajar,  berbasis masalah, kemandirian belajar
STUDI KOMPARASI INSTAD DIPADU MIND MAP DENGAN PEMBELAJARAN KONVENSIONALTERHADAP KEMAMPUAN BERPIKIR ANALITIS BIOLOGISISWA KELAS XI IPA SMAN 4 SURAKARTA Utami, Yekti Nur; Probosari, Riezky Maya; Sugiharto, Bowo
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 10, No 1 (2013): Seminar Nasional X Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Abstract

This research is aimed to compare the two models; INSTAD supported by mind map visualization and the conventional teachered center in term of their capabilities in improving student’s analytical thinking.Quasy experimental paradism of research is followed with Posttest Only with Non-equivalent Groups Design. The population in this research was all of the student at the XI Science Class in SMA N 4 Surakarta, at the academic year of 2012/2013. The whole population consist of 188 students that are dispersed within 6 classes. Samples are taken in a group of student (cluster sampling method). The data are collected upon the samples taken using the instrument sheet of examining the analytical thingking capability.The result shows that the mean value of the analytical thingking in the experimental group (74,00) is greater than in the comparison one (60,63). The learning in experimental group using INSTAD supported by mind map could practice the student’s cognitive skill so that the student’s analytical thinking competence could develop. It could not be found in the control group which the learning use conventional method. It can be concluded that INSTAD supported mind map visualization is better than conventional teachered center learning.  Keywords: INSTAD, Mind Map, Biological Analytical Thinking Competency
IMPLEMENTASI PAKEM DENGAN KERJA ILMIAH SEDERHANA UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII SMPN 1 AMBARAWA Wulansari, Yuliana Indah; Santosa, Slamet; Probosari, Riezky Maya
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 7, No 1 (2010): Seminar Nasional VII Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Abstract

ABSTRAK Tujuan penelitian ini adalah untuk mengetahui: 1) pencapaian hasil belajar biologi dengan mengaplikasikan PAKEM dengan metode kerja ilmiah sederhana 2) penggunaan PAKEM pada pembelajaran biologi dengan metode pembelajaran metode kerja ilmiah sederhana dalam meningkatkan penguasaan konsep biologi. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yang dimulai dengan identifikasi permasalahan yang ada di kelas. Penelitian dilakukan dalam 2 siklus. Setiap siklus terdiri dari tahap perencanaan tindakan yang berupa penyusunan langkah-langkah pembelajaran dengan penggunaan PAKEM melalui metode kerja ilmiah sederhana, pelaksanaan tindakan, observasi dan evaluasi, analisis, serta refleksi untuk tindakan berikutnya. Kesiapan belajar siswa kelas VIII SMP Negeri 1 Ambarawa.terhadap mata pelajaran biologi. Subyek penelitian adalah siswa kelas VII SMP Negeri 1 Ambarawa Tahun Ajaran 2007/2008 sebanyak 39 siswa. Data diperoleh dari kajian dokumen, observasi, wawancara, penyebaran angket, catatan lapangan, dan tes evaluasi kognitif. Data dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan jurnal belajar dengan PAKEM bisa meningkatkan partisipasi dan penguasaan konsep biologi siswa. Sebelum  adanya penerapan PAKEM, rata-rata nilai ulangan harian siswa pada materi sebelumnya hanya sebesar 66,5  (data terlampir) yang menunjukkan bahwa hasil belajar siswa masih di bawah batas nilai ketuntasan belajar yang ditentukan di SMP Negeri I Ambarawa yaitu 70. Pada siklus II terjadi peningkatan rata-rata nilai ulangan harian daripada yang dicapai  di siklus  I yaitu 77,15 atau meningkat sekitar 12 %. Semua siswa berada di atas batas ketuntasan minimal, dengan nilai berkisar antara 70-90   Kata kunci :  Peningkatan pencapaian hasil belajar, PAKEM, metode kerja ilmiah sederhana
Penerapan Model Pembelajaran Learning Cycle 5E untuk Meningkatkan Partisipasi Aktif Siswa Kelas X-3 SMA Negeri Gondangrejo Karanganyar Tahun Pelajaran 2015/2016 Nurhuda, Haris; Probosari, Riezky Maya; Prayitno, Baskoro Adi
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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Abstract

The aim of this research is to improve students active participation through the aplication of the learning cycle 5E model in class X-3 SMAN Gondangrejo in academic year 2015/2016. This research was a classroom action research with two cycles conducted from March until April 2016. Each cycle consisted of 4 phases, i.e. planning, acting, observing, and reflecting. The participants of the research are 37 students of grade X-3 SMAN Gondangrejo Karanganyar. Data was obtained from observation, documentation, and interview. The main data of active participation includes several aspects as follows: question, opinions, and discussion. Data was analyzed descriptively, and validated using a triangulation method. The research procedure used was the spiral method by Kemmis and Mc.Taggart. The result of the research shows that learning cycle 5E increased the students’ active participation.. Observations show that the number of students who asked questions on pre-action of three students, or 8%, the first cycle of 10 students or 27%, and the second cycle 20 students or 54%. Students who express opinions on the pre-action as much as four students, or 10%, the first cycle of 15 students or 40%, and the second cycle 19 students or 51%. The average score of student participation in discussions on pre-action was 2,17 points, the first cycle of 2,79 points and the second cycle of 3,65 points.Key Words : learning cycle 5E, active participation, questions, opinions, discussion
Pengaruh Pembelajaran Guided Inquiry Disertai Jurnal Belajar terhadap Kemampuan Berpikir Kritis Siswa pada Pelajaran Biologi Kelas XI SMA Wulandari, Desy; Maridi, Maridi; Probosari, Riezky Maya
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

The purpose of this research is to know the influence of Guided Inquiry learning  with a learning journal on students’ critical thinking skills. The research was considered as quasi experiment research using Nonrandomized Control Group design with Pretest-Posttest. Sampling technique using purposive sampling. The study population is all students of class XI IPA SMA N 1 Karanganyar Academic Year 2017/2018 consisting of eight classes. Sample of class consists of two classes, eksperiment class with Guided Inquiry learning with learning journal and control class with Guided Inquiry learning. Data collection techniques use essays test, observations, and documentation. The normality test with Kormogorov-Smirnov test and homogeneity with Leneve test. Hypothesis test used is Independent t test with 5% (α= 0.05) significance level assisted with SPSS 22. The research procedure includes planning, implementation and data analysis.The conclusion of this research show that  the application of Guided Inquiry learning with learning journal has given effect towards student’s critical thinking skill.
Blended-Problem Solving with Moodle for Increasing Critical Thinking Ability of Student in X-1 Class SMA N 3 Surakarta in Academic Year of 2012/2013 Triyanto, Samuel Agus; Prayitno, Baskoro Adi; Probosari, Riezky Maya
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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Abstract

This study is aimed to improvestudent’s critical thinking abilityin Biology lesson of the X-1 class SMA N 3 Surakarta through the implementation of Blended-Problem Solving with moodle application. Blended-Problem Solving is a combination of learning model in the form of face-to-face and online methods (blended learning) with approach to problem solving (problem solving) based on information and communication technology (ICT). This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research was the students of X-1 class at SMA N 3 Surakarta in academic year of 2012/2013. The data was obtained through the test (essay test) and non-test (interviews and documentations). And be analyzed with descriptive analytical techniques then validated by triangulation techniques. The results showed that students critical thinking ability was increased in Pre-cycle, Cycle I, and Cycle II. Critical thinking consist of six aspects, are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The improvement in interpretation aspect increased from 42,19% to 66,41%. Analysis aspect increased from 36,72% to 78,13%. Evaluation aspect increased from 33,59% to 78,91%. Inference aspect increased from 40,63% to 64,06%. Explanation aspect increased from 30,47% to 73,44%. Self-regulation aspect increased from 43,75% to 78,91%. The conclusion of this study explained that the implementation of Blended-Problem Solving with moodle could improve student’s critical thinking ability ofthe X-1 class at SMA N 3 Surakarta in academic year of 2012/2013.Keywords: Blended-Problem Solving, Moodle, Critical Thingking
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