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DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi
Published by Universitas Muhammadiyah Palembang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Didaktika Biologi (Biology Didactics, in english) is a journal that contains scientific articles of research results in the field of biological education. Didaktika Biologi is for teachers, lecturers, students, researchers, and practitioners who concentrate and contribute in the field of biological education.
Arjuna Subject : -
Articles 145 Documents
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PENINGKATAN SIKAP ILMIAH PESERTA DIDIK MELALUI MODEL DISCOVERY LEARNING PADA MATERI SISTEM PERNAPASAN MANUSIA
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 7, No 1 (2023): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v7i1.4479

Abstract

Pembelajaran biologi menuntut peserta didik untuk menemukan pengetahuan berupa fakta, konsep, dan prinsip gejala alam yang diperoleh melalui proses dan sikap ilmiah. Tujuan penelitian ini adalah untuk mengetahui peningkatan sikap ilmiah peserta didik kelas XI MAN 1 Palembang menggunakan model discovery learning pada materi sistem pernafasan manusia. Penelitian ini merupakan jenis penelitian tindakan kelas yang dilaksanakan dengan 2 siklus. Tahapan setiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Subjek penelitian terdiri dari 30 peserta didik kelas XI IPA 2 MAN 1 Palembang tahun pelajaran 2021/2022 semester genap. Penelitiian dilaksanakan pada bulan Januari 2022. Analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan peningkatan sikap ilmiah peserta didik kelas XI IPA 2, pada siklus I dengan indikator rasa ingin tahu sebesar 69,72%; sikap toleransi 71,11%; sikap disiplin 68,33%; sikap jujur 67,22%; dan keteliitan sebesar 70,28%. Pada siklus II mengalami peningkatan menjadi 85,83% pada indikator rasa ingin tahu; 85,56% pada sikap toleransi; 84,44% pada sikap disiplin; 85,00% pada sikap jujur; dan 84,45% pada sikap ketelitian. Learning biology requires students to find knowledge in the form of facts, concepts, and principles of natural phenomena obtained through scientific processes and attitudes. The purpose of this study was to determine the increase students’ scientific attitudes in class XI MAN 1 Palembang using the Discovery Learning model on Human Respiratory System material. This research was a type of classroom action research which was carried out in 2 cycles. The stages of each cycle consisted of planning, implementing, observing, and reflecting. The research subjects consisted of 30 students of class XI IPA 2 MAN 1 Palembang in the academic year 2021/2022 even semester. The research was conducted in January 2022. The data analysis was done quantitatively descriptively. The results showed an increase in scientific attitudes with the application of the discovery learning model. The results of the scientific attitude of students in the first cycle with an indicator of curiosity of 69,72%; tolerance of 71,11%; discipline of 68,33%; honesty of 67,22%; and accuracy of 70,28%. In the second cycle, it increased to 85,83% on the curiosity indicator; 85,56% on the tolerance attitude; 84,44% on the discipline attitude; 85,00% on the honest attitude; and 84,45% on the thoroughness attitude.
KORELASI SELF REGULATED LEARNING DAN SELF EFFICACY DENGAN METAKOGNITIF PESERTA DIDIK PADA MATA PELAJARAN BIOLOGI
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 7, No 1 (2023): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v7i1.5098

Abstract

Metakognitif merupakan salah satu hal yang penting dalam pendidikan di Abad 21. Setiap peserta didik dapat memiliki kemampuan metakognitif berbeda-beda yang dipengaruhi oleh banyak faktor, diantaranya adalah self regulated learning dan self efficacy. Tujuan penelitian ini adalah untuk mengetahui korelasi self regulated learning dan self efficacy dengan metakognitif peserta didik pada mata pelajaran biologi. Metode penelitian yang digunakan adalah korelasional dengan populasi seluruh peserta didik kelas XI MIPA. Sampel dipilih menggunakan teknik purposive sampling yakni kelas XI MIPA 3 berjumlah 38 orang. Instrumen yang digunakan adalah angket Metacognitive Awareness Inventory (MAI) untuk mengukur metakognitif peserta didik, angket self regulated learning untuk mengukur self regulated learning, dan angket self efficacy untuk mengukur self efficacy. Analisis data menggunakan uji korelasi berganda. Hasil penelitian menunjukkan ada korelasi yang signifikan antara self regulated learning dan self efficacy dengan metakognitif peserta didik dengan nilai koefisien korelasi sebesar 0,807 yang artinya hubungan ketiga variabel tersebut termasuk dalam korelasi sangat kuat. Selain itu variabel self regulated learning dan self efficacy memberikan kontribusi sebesar 65,2% terhadap metakognitif peserta didik. Metacognitive is one of the important things in education in the 21st Century. Each student can have different metacognitive abilities that influenced by many factors, including self-regulated learning and self-efficacy. The purpose of this study was to determine the correlation of self-regulated learning and self-efficacy with students' metacognition in biology subjects. This research was used a correlational method. The population in this research are all students of class XI MIPA. The sample used was selected using a purposive sampling technique, namely class XI MIPA 3 which amounted to 38 people. The instruments used were the Metacognitive Awareness Inventory (MAI) questionnaire to measure the metacognitive of students, the self-regulated learning questionnaire to measure self-regulated and the self-efficacy questionnaire to measure self-efficacy. Data analysis used multiple correlation test. The results showed that there was a significant correlation between self-regulated learning and self-efficacy with students’ metacognitive. Obtained correlation coefficient of 0.807, which means that the relationship between the three variables are very strong correlation. In addition, the coefficient of determination was 0.652, which means that the self-regulated learning and self-efficacy variables contributed 65.2% to the metacognitive of students.
INVENTARISASI PEMANFAATAN TUMBUHAN DAN RELEVANSINYA SEBAGAI SUMBER PEMBELAJARAN EKOPEDAGOGIK BERBASIS KEARIFAN LOKAL
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 7, No 1 (2023): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v7i1.5709

Abstract

Indonesia merupakan negara megabiodiversitas salah satunya adalah keberagaman tumbuhan. Tumbuhan memiliki manfaat penting dalam kehidupan masyarakat. Pemanfaatan ini penting untuk dikemas dalam bentuk inventarisasi. Inventarisasi memiliki manfaat dalam pengembangan pendidikan lingkungan atau ekopedagogi berbasis kearifan lokal. Penelitian ini bertujuan untuk mengidentifikasi inventarisasi pemanfaatan tumbuhan oleh masyarakat lokal, dan mendeskripsikan kerangka konseptual relevansi hasil inventarisasi sebagai sumber pembelajaran ekopedagogik berbasis kearifan lokal. Penelitian ini dilaksanakan di Desa Paciran, pesisir Utara Kabupaten Lamongan Jawa Timur. Penelitian ini merupakan penelitian kualitatif dengan analisis deskriptif. Pengumpulan data inventarisasi dilakukan melalui wawancara informan kunci, kemudian dilanjutkan dengan analisis relevansi inventarisasi pemanfaatan tumbuhan sebagai sumber pembelajaran ekopedagogik berbasis kearifan lokal dengan pendekatan studi pustaka. Temuan penelitian ini sebanyak 46 spesies tumbuhan dimanfaatkan oleh masyarakat lokal, didominasi pemanfaatan sebagai obat. Informasi tersebut relevan dikembangkan sebagai sumber pembelajaran ekopedagogik berbasis kearifan lokal. Langkah-langkah yang ditempuh adalah merumuskan data potensi daerah dalam hal ini adalah inventarisasi pemanfaatan tumbuhan oleh masyarakat lokal, kemudian data yang tersedia dikembangkan menjadi sumber pembelajaran ekopedagogik melalui berbagai model pengembangan. Indonesia is a megabiodiversity country, one of which is the diversity of plants. Plants have important benefits in people's lives. This utilization is important to package in the form of an inventory. Inventory has benefits in the development of environmental education or ecopedagogy based on local wisdom. This study aimed to identify an inventory of plant utilization by local society, and describe the conceptual framework for the relevance of inventory results as a source of ecopedagogic learning based on local wisdom. This research was located in Paciran Village, north coastal area of Lamongan Regency, East Java. This research was a qualitative research with descriptive analysis. Inventory data collection was carried out through interviews of key informants, then the research was continued with an analysis of the relevance of inventorying the use of plants as a source of ecopedagogic learning based on local wisdom with a literature study approach. This study resulted that 46 plants species were used by local society, dominated by medicinal use. This information was relevant to develop as a source of ecopedagogic learning based on local wisdom. The steps taken were to formulate regional potential data and in this case was an inventory of plant utilization by local society, then the available data was developed into a source of ecopedagogic learning through various development models.
ANALISIS BIOSAFETY DAN BIOSECURITY LABORATORIUM BIOLOGI SMA DI KABUPATEN SLEMAN
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 7, No 1 (2023): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v7i1.4767

Abstract

Laboratorium biologi Sekolah Menengah Atas (SMA) harus dapat menjamin kesehatan dan keselamatan kerja (K3) selama peserta didik berada di laboratorium sehingga kompetensi pembelajaran dapat tercapai. K dapat terlaksana dengan adanya biosafety dan biosecurity. Fokus kajian dalam artikel ini untuk mengetahui kondisi laboratorium biologi SMA berdasarkan biosafety dan biosecurity. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dan kualitatif. Sampel sekolah dipilih secara random sampling dari SMA negeri dan terakreditasi A di wilayah Kabupaten Sleman. Pengambilan data menggunakan tiga cara, yaitu instrumen angket, observasi dan wawancara dilakukan kepada kepala laboratorium biologi dan laboran. Hasil menunjukkan sekolah belum memenuhi standar sarana dan prasarana sesuai kriteria biosafety level 1 dan biosecurity, belum adanya penggunaan Alat Pelindung Diri (APD) oleh peserta didik untuk mendukung terlaksananya K3, dan kinerja belum sesuai implementasi biosafety dan biosecurity. Hal ini menunjukkan bahwa diperlukan peningkatan kualitas laboratorium biologi SMA untuk memenuhi kriteria biosafety (level 1) dan biosecurity. High school biology laboratories (SMA) must be able to guarantee Occupational Health and Safety (K3) while students are in the laboratory so that learning competencies can be achieved. K3 can be implemented with biosafety and biosecurity. The focus of the study in this article was to determine the condition of the high school biology laboratory based on biosafety and biosecurity. This research used  quantitative and qualitative descriptive approach. The sample schools were randomly selected from state high schools and were accredited A in Sleman Regency area. Data collection used three methods: questionnaire instruments, observations, and interviews with the head of the biology laboratory and laboratory assistant. The results showed that the school has not met the facilities and infrastructure standards according to the biosafety level 1 and biosecurity criteria, students have not used Personal Protective Equipment (PPE) to support the implementation of K3, and performance has not met the implementation of biosafety and biosecurity. This show that it is necessary to improve the quality of high school biology laboratories to meet biosafety criteria (level 1) and biosecurity.
HOME-BASED EXPERIMENT: STUDENTS’ RESPONSES ABOUT INDEPENDENT PRACTICUM AT HOME DURING ONLINE LEARNING
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 7, No 1 (2023): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v7i1.5168

Abstract

This study aimed to reveal students’ responses to the implementation of home-based experiments on photosynthesis materials. The research sample consisted of 1 class that implemented home-based experiment learning, with the number of students involved being 26 students, which was determined using convenience sampling technique.The student response measurement scale used the Guttman scale, which demanded an unequivocal answer from the student to the given question. Students were given a choice of "yes" or "no" answers. Student response questionnaires consisted of 3 aspects, namely students' attitudes toward home-based experiment learning, students' interest in home-based experiment learning, and student's understanding of learning materials after home-based experiment learning. Based on the student practicum report related to the success of carrying out the practicum as evidenced by the drawings of the observation results, the application of home-based experiments by carrying out the Sach experiment practicum showed satisfactory results where in general students completed experimental activities well. Then, the application of home-based experiments received a positive response from students which could encourage the improvement of student cooperation ability, student independent ability, and student enthusiasm as confirmed in the questionnaire items. This study can be a reference and encouragement for science teachers to be able to apply home-based experiments in the learning process as a variety of learning methods, especially during the Covid-19 pandemic. Penelitian ini bertujuan mengungkapkan pandangan dan pendapat siswa terhadap penerapan praktikum dengan home-based experiment pada materi fotosintesis. Sampel penelitian terdiri dari 1 kelas yang mengimplementasikan pembelajaran dengan home-based experiment, dengan jumlah siswa yang terlibat adalah 26 siswa, yang ditentukan secara convenience sampling technique. Pengukuran respon siswa menggunakan skala Guttman dimana menuntut jawaban pasti dari siswa pada pernyataan yang diberikan. Siswa diberikan pilihan jawaban “ya” atau “tidak”. Kuesioner respon siswa terdiri dari 3 aspek, yaitu sikap siswa terhadap pembelajaran dengan home-based experiment, minat siswa terhadap pembelajaran dengan home-based experiment, dan pemahaman siswa terhadap materi pembelajaran setelah penerapan home-based experiment. Berdasarkan pada laporan praktikum siswa terkait dengan keberhasilan melaksanakan praktikum yang dibuktikan dengan gambar hasil pengamatan, maka penerapan home-based experiment dengan melaksanakan praktikum percobaan Sach menunjukkan hasil yang memuaskan dimana pada umumnya siswa menyelesaikan kegiatan eksperimen dengan baik. Kemudian, penerapan home-based experiment mendapatkan respon positif dari siswa dimana dapat mendorong peningkatan kemampuan kerjasama siswa, kemampuan mandiri siswa, dan antusiasme siswa sebagaimana telah dikonfirmasi pada item kuesioner. Penelitian ini dapat menjadi acuan dan dorongan bagi guru IPA untuk bisa menerapkan home-based experiment dalam proses pembelajaran sebagai salah satu variasi metode belajar terutama di masa pandemi Covid-19.

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