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Indah Juwita Sari
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Biodidaktika : Jurnal Biologi dan Pembelajarannya
Published by Universitas Sultan Ageng Tirtayasa
ISSN : 1907087X     EISSN : 25274562     DOI : 10.30870/biodidaktika.v18i1.17311
Core Subject : Science, Education, Social,
Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Social Sciences Other
Biodidaktika : Jurnal Biologi dan Pembelajarannya is a peer-reviewed journal that covers research and review articles in Biology and Biology Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol 18, No 2 (2023)" : 6 Documents clear
Profile of Student Learning Outcomes on Learning Differentiated on Virus Concepts Anggi Anrisyah Utami; Danik Prastiningsih; Toyyibah Toyyibah
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 18, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/biodidaktika.v18i2.19721

Abstract

Each student has various characteristics in carrying out the learning process. But so far, learning is often done without regard to this diversity. The research method in this research is the descriptive research method. The instruments used were initial assessment instruments to identify learning styles, low vision PDBK special needs assessments, and daily assessment instruments for Virus learning concepts. Identifying students' learning styles determines the type of learning media given to students. Students with audio learning and visual learning styles are given learning media in audio-visual videos, while students with kinesthetic learning styles are given learning media in the form of puzzles. From the results of observations, it was found that one student with special needs (PDBK) had low vision and was then given learning media in the form of a text/PowerPoint file with a larger and thicker image size. Differentiated learning based on learning styles and the needs of students can improve student learning outcomes, including low vision PDBK. This can be seen from the results of the daily assessment of viral concept, which has increased. The research results show that differentiated learning by providing different learning media according to the learning styles and special needs of students can improve student learning outcomes on Virus concepts.
Development of Differentiated Instruction Module Based on SICOMO (Searching Information Communication Modeling) on Membrane Transport Concept to Improve Critical Thinking Laila Rahmah Zahranie; Usman Usman; Mila Ermila Hendriyani; Suppamai Promkaew
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 18, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/biodidaktika.v18i2.21242

Abstract

This study aimed to develop a differentiated teaching module on the concept of membrane transport. This teaching module was expected to be an example of the development of differentiated teaching modules in Biology subjects. This research method was Research and Development which consists of several stages including potential and problems, data collection, product design, design validation, design revision. The development of teaching modules uses Canva, google sites, barcode websites, M.S word. The teaching module developed consists of three differentiated learning, namely process, content and product differentiation. The three learning differentiations were based on diagnostic analysis of student interests, learning profiles and student learning readiness. The teaching module also contains guidelines for differentiated learning activities on membrane transport material. The feasibility of the teaching module content obtained a score of 97.6 with a very good interpretation. The feasibility of teaching module users obtained a score of 95.19 with the interpretation of very feasible to use. The acquisition of this value indicates that the teaching module product developed is feasible to use and can be used as a guide in designing differentiated teaching modules in biology subjects. In developing teaching modules, it is better to use media that are more integrated with varied technologies such as quiz and teaching modules that can cover environmental differentiation as well.
Development of Learning Media Using SAC Software in Coordinate Systems Concepts for 11th Grade Senior High School Students Annisa Viantami Budiono
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 18, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/biodidaktika.v18i2.19595

Abstract

The rapid development of technology has a positive impact on the world of education, one of which is in the development of learning media. The aim of this research is to determine the feasibility and response of teachers and students to audio-visual learning media coordination on the Coordinate System concept by showing the expert's validation. The research was carried out using the modified Research and Development method which includes definition, design, and development. Learning concepts are limited only to the Coordinate System. The first step is observation. Observations were conducted on 168 eleventh grade students from four different schools in the Blitar city, Indonesia. The results show that the concept which they find difficult to understand is the Coordinate System. On the other hand, the learning method that makes students master the concept more quickly is the listening and seeing style learning method. The problem is formulated into two, namely how the feasibility of coordinating audio-visual learning media and how the response of teachers and students to the learning media. The results of the research are Audio Visual Coordination learning media in the form of an Android-based application that contains animated and explanatory videos. The results of validation by three experts consists of media, concept and language experts were 90.45%, 88% and 88.6% with very good categories. While the results of the teacher's response were 92% in the very good category and 82% for students in the good category.
The Effectiveness of Guided Inquiry Learning Model on Student Learning Outcomes Andi Irvan Fausy; Ismail Ismail; Abd. Muis
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 18, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/biodidaktika.v18i2.20134

Abstract

This study aimed to determine the learning outcomes of students who were taught using the guided inquiry learning model and to determine the effectiveness of the implementation of the trained inquiry learning model on the learning outcomes. This research was a pre-experimental research using one group pretest-posttest design. The population in this study were students of class X science. The sample of this study was selected with a specific purpose (purposive sampling), namely the technique of determining the model with specific considerations so that one class was obtained, which amounted to 23 students. The data collection technique was through multiple-choice test before (pretest) and after (posttest). The analysis technique used is descriptive analysis and the N-Gain test. The results showed that student learning outcomes using the guided inquiry learning model increased before and after treatment, from 60.00% to 84.00%. Based on the N-Gain test, student learning outcomes are in the medium category (59.32%). This shows that learning using the guided inquiry learning model in biology learning is effective in improving the learning outcomes.
Students' Perceptions on Biology Learning in the Senior High School Yulisa Yulisa; Suryanti Suryanti
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 18, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/biodidaktika.v18i2.19985

Abstract

This study aimed to determine students' perceptions on the implementation of biology learning in school. This research was quantitative research which uses a survey method. Data collection was carried out using questionnaires, interviews, observation, and documentation. The sample in this study were 128 students. The distributed questionnaire consisted of 35 statements. Based on the results of the study, the perceptions of science class of grade 10 students towards the implementation of biology learning were in very good category on preliminary activity indicators and good category on the core activity indicator and closing activities. It can be concluded that the average student perception of the implementation of biology learning in science class of grade 10 students was in the very good category with a percentage of 83.17%.
Analysis of Students’ Analytical Thinking Skills in Biology Learning through the Problem-Solving Model Based on Socio-Scientific Issues Rya Angraini Safitri; Heffi Alberida; Muhyiatul Fadilah; Suci Fajrina
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 18, No 2 (2023)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/biodidaktika.v18i2.21280

Abstract

This research aimed to analyze analytical thinking skills of students in biology learning through a problem-solving model based on socio-scientific issues. The method was experimental that used a One-Group Pretest-Posttest design. The subjects in this research were students of class X in senior high school. The instrument was in the form of pretest-posttest questions that measure three indicators of the ability to think analytically; differentiating, organizing, and attributing. Data analysis was performed using the Mann-Whitney U Test and gain scores for each indicator of analytical thinking ability. The results of the study show the sig. (2-tailed) 0.000 which is less than 0.05. In addition, the experimental class gain value is 0.6 in the quite effective category. Based on the research results, learning biology by implementation of problem-solving models based on socioscientific issues has a positive effect on improving students' analytical thinking skills. As a result, students can come up with new ideas, evaluate the information they find, understand concepts, and solve complex problems.

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