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Peningkatan Keterampilan Proses Sains melalui Penerapan Model Pembelajaran Inkuiri Terbimbing di Kelas XI MIA 2 SMA Negeri Colomadu Karanganyar Isnaini Fajriah; Marjono Marjono; Sri Dwiastuti
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 2 (2017): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

The research objective was to improve student’s Science Process Skill (SPS) through the use of guided inquiry learning model at grade XI MIA 2 of SMA Negeri Colomadu Karanganyar academic year 2015/2016.The research is considered as Classroom Action Research that performed by planning, action, observation, and reflection in each cycle. The subject of research is students of XI MIA 2 SMA Negeri Colomadu Karanganyar that consist of 34 students. Data are obtained by observation, interview, test, and documentation. Data validation used triangulation method. Data were analyzed using qualitative descriptive technique. The research procedure used spiral methods.The result of research showed that application of guided inquiry learning model improved the science process skill of XI MIA 2 SMA Negeri Colomadu academic year 2015/2016. Precentage average of science process skill aspect in pre-cycle is 46,08%, in cycle 1 is 50,71% (improve 4,63%), and in cycle 2 is 61,94% (improve 11,23%).The conclusion of this research describes there was increasing science process skill of student on biology through the application of guided inquiry learning model at grade XI MIA2 in SMA Negeri 2 Colomadu Karanganyar academic year 2015/2016.

PENGARUH PEMBERIAN PETA KONSEP TERHADAP PRESTASI BELAJAR BIOLOGI POKOK BAHASAN SISTEM PENCERNAAN MAKANAN SISWA KELAS II SEMESTER GENAP MADRASAH ALIYAH NEGERI KLATEN TAIHUN PELAJARAN 2002/2OO3 MARJONO MARJONO; LITHON SUNYOTO; SITI MAHMUDAH
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.v2i1.3974

The aim of this research was loowing the student understand.ing on a digestive concept by giving astudent a mapping concept of a subject.the population of sample are the student of second grade of MAN Klaten. The collected data was then tested by Chi' Square to test the normality, then analized by T test with significance level of 0.05 to compare the two population between treated (that concept mapping was given) and untreaed..The result showed that by giving a student with mapping concept of a subject will raise theunderstanding of a subject and student achievement respectively, Those can be seen trom a t test result showing that t value was higher than t table

Penggunaan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dalam Pembelajaran Biologi Siswa Kelas VII di Salah Satu SMP Negeri di Surakarta Wiji Sutanto; Marjono Marjono; Murni Ramli
Bioedukasi: Jurnal Pendidikan Biologi Vol 11, No 1 (2018): BIOEDUKASI: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

This research was aimed to improve the student’s creative thinking skill in VII F of SMP Negeri 8 Surakarta academic years 2014/2015 about biology lesson through problem based learning application.This research was a class action research which consisted of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject was the 30 students of VII F of SMP N 8 Surakarta Academic Year 2014/2015. Data collecting techniques of this research used testing, observation, and interview then data validation was using triangulation method. Data analyzing technique of this research was descriptive qualitative analysis which was done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure used spiral mode which is interdependent.The research’s result showed that the implementation of problem based learning improves the student’s creative thinking skill that covers aspects of fluency, flexibility, originality,danelaboration. The percentages of fluency aspect was 45,00% in pre cycle, 51,79% in first cycle, 59,17% in second cycle, and 73,33% in third cycle. The percentages of flexibility was 31,67% in pre cycle, 33,93% in first cycle, 44,17% in second cycle, and 56,67% in third cycle. The percentages of originality aspect was 18,33% in pre cycle, 24,11% in first cycle, 30,00% in second cycle, and 39,17% in third cycle. The percentages of elaboration aspect was 35,00% in pre cycle, 41,96% in first cycle, 50,00% in second cycle, and 55,83% in third cycle.This research’s conclusion was the implementation of problem based learning can improve the student’s creative thinking skill in VII F of SMP N 8 Surakarta academic year 2014/2015 about biology lesson.

Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kritis Siswa Kelas X MIA Pada Materi Pencemaran Lingkungan di Surakarta Ikhlasun Dwi Masitoh; Marjono Marjono; Joko Ariyanto
Bioedukasi: Jurnal Pendidikan Biologi Vol 10, No 1 (2017): 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.v10i1.11276

ABSTRAK-Penelitian bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis siswa kelas X MIA pada materi pencemaran lingkungan di SMA A Surakarta.Penelitian ini merupakan penelitian eksperimen semu (quasi experimental research) dengan desain penelitian posttest only nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA SMA A Surakarta Tahun Pelajaran 2013/2014. Teknik pengambilan sampel yang digunakan dalam penelitian adalah cluster sampling. Teknik pengumpulan data menggunakan metode tes dan non tes. Metode tes meliputi soal uraian kemampuan berpikir kritis sedangkan metode non tes meliputi observasi dan dokumentasi. Uji hipotesis dengan menggunakan uji-t (t-test) dibantu SPSS versi 16.Hasil uji hipotesis pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis diperoleh nilai sig.<a yaitu 0,013 < 0,05 dan nilai thitung>ttabel(a,df) yaitu 2,563 > 1,670 sehingga H0 ditolak. Hal ini berarti perolehan rata-rata kemampuan berpikir kritis antara eksperimen kelas dan kelas kontrol berbeda nyata. Perbedaan tersebut juga didukung secara deskriptif yaitu dari nilai rata-rata kemampuan berpikir kritis kelas eksperimen (81,44) lebih tinggi dari kelas kontrol (75,97). Hasil capaian aspek berpikir kritis pada kelas eksperimen yaitu interpretation 90 %, analysis 53 %, inference 76 %, explanation 95 %, evaluation 82% dan self-regulation 93 %, sedangkan pada kelas kontrol yaitu interpretation 84 %, analysis 45 %, inference 84 %, explanation 91 %, evaluation 61 % dan self-regulation 91 %. Capaian tiap aspek berpikir kritis pada kelas ekperimen lebih tinggi dari kelas kontrol pada semua aspek kemampuan berpikir kritis kecuali aspek inference.Berdasarkan hasil uji hipotesis dan analisis data dapat disimpulkan bahwa ada pengaruh signifikan model pembelajaran inkuiri terbimbing terhadap kemampuan berpikir kritis dalam pembelajaran biologi pada aspek interpretation, analysis, explanation, evaluation, dan self-regulation namun tidak signifikan pada aspek inference. Kata kunci: Model Pembelajaran Inkuiri Terbimbing, Kemampuan Berpikir KritisABSTRACT- The objective of this research was to find out the influence of guided inquiry learning toward the critical thinking skills of X MIA students on environmental pollution material in SMA A Surakarta. This research was a quasi experimental research with posttest only nonequivalent control group design. The population of the research is all of the X MIA students of SMA A Surakarta in the academic year of 2013/2014. The sample was selected through cluster sampling. The data were collected using test and non-test method. The test applied test method is critical thinking essay, while the applied non-test method is observation and documentation. The hypothesis testing is done by applying t-test with SPSS version 16. From the hypothesis result of the influence of guided inquiry learning toward critical thinking skill, the obtained result of the significance value is 0.013 (a< 0.05) and t = 2.563 > ttable(a,df) = 1.670. There is a significant difference in the mean score of critical thinking skill between experimental group and control group. The mean score of experimental group (81.44) is higher than control group (75.97). The achievement of each critical thinking skills aspects of experimental group on interpretation is 90 %, analysis is 53 %, inference is 76 %, explanation is 95 %, evaluation is 82% dan self-regulation is 93 %, while the achievement of each critical thinking skills aspects of control group on interpretation is 84 %, analysis is 45 %, inference is 84 %, explanation is 91 %, evaluation is 61 % dan self-regulation is 91 %. The achievement of each critical thinking skills aspects of experimental group is higher than control group in all of critical thinking skills aspects except inference. Based on hypothesis testing and data analysis it can be concluded that guided inquiry learning gives significant effect toward the critical thinking skill in biology learning on interpretation, analysis, explanation, evaluation, and self-regulation aspect but not significant on inference aspect.

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