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Proceeding Biology Education Conference
Published by Universitas Sebelas Maret
ISSN : 25285742     EISSN : -     DOI : https://scholar.google.co.id/citations?user=u58wPE
Core Subject : Health, Science,
Biochemistry, Genetics & Molecular Biology Materials Science & Nanotechnology Medicine & Pharmacology Public Health
Proceeding Biology Education Conference was published since 2003, with title Prosiding Seminar Nasional Biologi. The early number of the journal were published offline
Arjuna Subject : Umum - Umum
Articles 24 Documents
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Search results for , issue "Vol 17, No 1 (2020): Proceeding Biology Education Conference" : 24 Documents clear
The Influence of Stim-HOTs Learning Model Toward Student’s Critical Thinking Ability Reviewed from Academic Ability Fida Alya Noor Rahmah; Slamet Santosa; Dwi Oetomo
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

Critical thinking abilities are one of the needed thinking skills to face the challenges of the 21st century. This research aims to determine the influence of the Stim-HOTs learning model toward student's critical thinking ability reviewed from the academic ability. Stim-HOTs is a learning model that can stimulate student's higher-order thinking skills, one of which is critical thinking. This research was a quasi-experimental research with posttest only nonequivalent control group design. The population of this research was all of the 11th-grade students of MIPA in SMA Negeri 5 Surakarta academic year 2019/2020. This research, using 2 classes for the sample, one class using Stim-HOTs learning model as experiment class, and the other class using discovery learning model as control class. The data were collected through a critical thinking essay instrument developed by Prihatiningsih that has been through expert validation. The data that has been tested for normality and homogeneity were analyzed by two-way ANOVA to test the hypothesis. The result using ANOVA two ways test shows 1) critical thinking ability based on learning model has a significant value higher than 0,050, 2) critical thinking based on academic ability has a significant value higher than 0,050, and 3) critical thinking based on learning model and academic ability has a significant value lower than 0,050. The research concluded that 1) Stim-HOTs learning model had a significant effect on critical thinking ability, 2) student's academic ability had a significant effect on critical thinking ability, and 3) there is no interaction between Stim-HOTs model and student's academic ability toward critical thinking ability.
Various Teaching Methods and Models of Virus Learning at High School and College Level: A Systematic Review Hendro Gunadi; Suranto Suranto; Murni Ramli
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

The topic of viruses is closely related to the daily life and problems faced by students. The concept of viruses is considered difficult by students because they are abstract and contain many unfamiliar words. This research aimed to analyze various teaching methods and models of virus learning at the high school and college level and to find out the most suitable models or methods in learning virus concepts effectively. This study reviewed research articles published on online databases, such as Google Scholar, Eric, WorldCat, and ScienceDirect. Articles were selected using the PRISMA method with the keywords "virus concepts" and "high school" "biology education" published from 2011-2020. Matched articles from Google Scholar (N = 52), Eric (N = 5) Science Direct (N = 2) WorldCat (N = 4). The articles were selected based on the research focus according to the topic, there were 10 articles according to the criteria, methods, and results of articles by the objectives of this study and were analyzed. The results showed that virus concept learning in school can be done using various learning methods and models. The best learning methods and models in learning viral concepts are contextual ones such as problem-based learning and the use of learning media such as video games. The results of the article review show that the concept of viruses through contextual learning can improve students' understanding, learning outcomes, misconceptions, and critical thinking
The Development Of Environmental Mobile Learning (EML) For Learning Media In High School Based On The Natural Resources In Mangkunagoro I Forest Park Siti Siwi Wulandari; Nurmiyati Nurmiyati; Muzzazinah Muzzazinah; Alanindra Saputra
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

Introduction: Environmental changes is the last topic in tenth-grade senior high school. This topic can be studied more interestingly when the teacher can present some factual phenomenons all around.This research examined the development of the EML (Environment Mobile Learning) app. Purposes: This research was aimed to (1) Exploits the Mangkunagoro I Forest Park as an instructional media source for Biology learning; (2) Develop an Android-based EML (Environment Mobile Learning) app for learning about environmental changestopic for high school students; (3) Test the feasibility of an Android-based EML (Environment Mobile Learning) app as a learning media for Biology. Methods: The research was a combination of the biological research in Mangkunegoro I Forest Park, and R&D research for the development of the EML app. The ADDIE model by Branch (2009) was used as the research method. The research object was the EML app. The subjects of this study were two media experts, two subject matter experts, a learning expert, two teachers, and tenth graders from one high school in Surakarta. The samples taken from the Forest Park were collected using explorative methods, and the students were selected using purposive random sampling. The data was collected using observations, interviews, and questionnaires. The data collected from Forest Park were analyzed using qualitative descriptive methods. The data were validated and analyzed based on the experts’ judgments. The data from student trials were analyzed using Rasch Models. Results: The result showed (1) The samples and data from the Forest Park were used as EML’s content; (2) The validation result showed that media experts gave a score of 89,58%, the material experts gave 87,5%, 96,13% from learning expert, and 81,55% from Biology teachers; (3) The Rasch Model showed the person reliability score of 0.85, item reliability of 0.87, and 0.87 for Alpha Cronbach. Conclusion: It concluded the EML was suitable as media to learn about environmental changes
The Use of Flip Chart as a Tool to Strengthen Scientific Literacy at Junior High School Student Yen Sastri; Evi Suryawati; Mariani Natalina L; Muhammad Hatta
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

This research aims to determine the effect of using a flip chart on students' scientific literacy on environmental pollution material. This development research used the ADDIE model. This research was carried out until the development phase. The flip chart that has been produced was validated by using validation sheets by 4 validators who experts on media and material, then tested on 20 grade VIII junior high school students. The data of Students' responses about flip chart were collected by using a questionnaire and students' science literacy were collected by using the multiple-choice test. The results of the research indicated that there was an increase in the mean score of pre-test and post-test from 62 (low) to 81 (high). It illustrated that there was a strengthening of science literacy on the competence to explain phenomena scientifically from 61.25% (low) to 87.5% (very good), the competence to design and evaluate scientific inquiry from 53.75% (low) to 71.25% (enough), and the competence to interpret data and evidence scientifically from 80% (good) to 87.5% (very good). This result was supported by student questionnaires when using a flip chart, which is 88.1, it shows that flip charts can be used as a means of strengthening student scientific literacy
Tracking Student’s Order Thinking Process with AKT and Learning Path Ahadia Busyaroh Asyhuri; Sajidan Sajidan; Baskoro Adi Prayitno
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

This study is an exploratory qualitative, aimed to describe student’s order thinking process in remembering, understanding, and applying cognitive level based on Anderson Krathwohl Taxonomy (AKT) with learning path. There are 2 dimensions of AKT that cannot be separated and are equally important to maximize the potential of students and teachers in the learning process as well as learning outcomes. AKT differentiates the dimensions of the cognitive process into 2 levels of thinking, are low order thinking for the C1-C3 categories and high order thinking starting from C4-C6. The student must be mastered first on low-level thinking before reached a higher level. The development of a student’s order thinking process can be tracked with a learning path. A learning path is a route that students take to reach the learning goals. The selection of learning paths can be used as an alternative to developing student’s thinking process and scaffolding. Teachers are free to determine the route they feel more efficient to build students' high-order thinking. The sample of this research was selected by purposive random sampling consisted of 3 students in each level of high, middle, and low academic ability (HAA, MAA, and LAA). The research procedure sets up with knowing student's abilities, preparing instruments, conducting research, and analyzing the data. Results are: 1) The students' thinking process could be accessed using AKT and learning path; 2) The thinking process of students is influenced by academic ability in terms of the learning path; 3) All research subjects have not been able to reach the highest thinking process tested, namely PC3 so that a deeper analysis is needed to determine the cause; and 4) Learning path can be used as a tool to track students' unattainable thinking processes and scaffolding the “missed” thinking process as a solution
The Relationship Between Learning Styles with Learning Outcome and Scientific Literacy of Islamic Junior High School (MTs) Students in Mataram Gito Hadiprayitno; A Wahab Jufri; Siti Syifa’un Nufus
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning following the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive survey research. This research was conducted at MTsN 1 Mataram and MTsN 2 Mataram. The research sample was 55 MTs students in Mataram who were selected non-randomly. The variables measured were learning styles, scientific literacy skills, and science learning outcomes. Learning styles in this study consist of visual, auditory, read/write, and kinesthetic (VARK). Learning styles were measured using the VARK questionnaire which was adapted from Neil D. Fleming's version 8.01 questionnaire which can be accessed through the VARK website. Scientific literacy in this research includes indicators (a) explaining phenomena scientifically, (b) assessing and designing scientific investigations, and (c) interpreting data and evaluating scientific evidence. Science literacy data were collected using a scientific literacy test consists of 40 multiple-choice questions that spread evenly on each indicator. The test instrument used in this study has gone through a validation process by experts. The collection of data on learning styles and scientific literacy carried out online using the Google Form by asking respondents to fill out a learning style questionnaire and to answer questions on the science literacy test. Science learning outcomes data obtained from the even semester science final exam scores. Analysis of the relationship between learning styles and scientific literacy used bivariate correlation, while the analysis of the effect of learning styles on learning outcomes and scientific literacy used ANACOVA.The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).
The Utilization of the Potential of Tahura K.G.P.A.A. Mangkunagoro I through the Development of MARBLE (Moss Android Mobile Learning) Application For 10thGrade Students on Bryophyte Learning Fattahu Husna Nurisma; Muzzazinah Muzzazinah; Alanindra Saputra; Nurmiyati Nurmiyati
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

The development of technology in the 21st century demands to use of technology in learning. However, it should apply contextual learning based on the surrounding environment. The misappropriation of technology and the lack of green areas in the school environment caused biology learning on bryophyte to be hampered. The use of technology in learning can create a fun atmosphere by combining the local potential and technology advancement. This innovation can be realized through developing learning media called MARBLE application. This study aims to: 1) utilize the potential of Tahura Mangkunagoro I for bryophyte learning, 2) produce the new learning media that is MARBLE application, 3) examine the advisability of MARBLE application. The type of research is Research and Development (R&D). This research applies the ADDIE model developed by Branch (2009) which consists of 5 stages, namely: analysis, design, development, implementation, and evaluation. The stages are carried out until the development stage because this study aims to determine the perceptions of teachers and students about the MARBLE application. The research was conducted from January to July 2020. The research was conducted in Tahura as a bryophyte sampling location.  MARBLE feasibility testing was conducted by three media experts, three material experts, one learning expert, and three biology teachers. Data collection was conducted by using a questionnaire. The technique of data analysis was descriptive quantitative obtained from the results of the questionnaire. The results showed that the MARBLE application was declared valid by material experts with a percentage of about 81.7%, media experts with a percentage of about 90%, and biology teachers with a percentage of about 90.3%. The average of all percentages is 87.42% with the most validcategory
From Housewife to Entrepreneur through Homemade Accessories: Challenges and Opportunities in Pandemic Riezky Maya Probosari; Budi Utami; Ashadi Ashadi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

The Covid-19 pandemic has an impact on increasing activity in the home. Changes in communication patterns and routines provide many new perspectives, especially for homemakers. The Family Welfare Program Association in the Karanganyar area, Central Java, Indonesia, mostly non-productive housewives, complained about the decline in family income due to changing activities. The increasing needs of the family have made this group want to develop their potential and increase their family income through training in making various crafts, in the form of patchwork-based accessories. This activity is carried out through community development practices, consisting of forming a team, formulating goals, analyzing needs, determining priority problem solutions, implementing, mentoring, and reviewing and evaluating.The activity results are in the form of various women's accessories and are marketed online through various kinds of social media. In the short term, this activity is intended so that all partners experience an increase in welfare. In the long term, it is hoped that this activity can initiate home industry groups in the surrounding area and further enhance Karanganyar's identity as a producer of accessories from used materials with aesthetics to improve skills in entrepreneurial accessories management and succeed in marketing
Teacher Assessment Profile of Student Collaboration Skillin Science and Biology Learning Nurul Hidayati; Bowo Sugiharto; Maridi Maridi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

Education is a means of creating a generation that is capable of coping with 21st- century challenges. The generation of the 21st century must master various skills that support high-order thinking. One of those skills is collaboration skill. This study aims to analyze the assessment profile of collaboration skills performed by Junior High School science teachers and Senior High School biology teachers in Solo Raya. This research employed a survey method involving 125 samples, comprising 49 Junior High School science teachers and 76 Senior High School biology teachers in Solo Raya. Collecting data use an instrument which was a development of the collaboration skill aspect based on NEA and P21. The data analyzed using the Rasch model. It was found that the items of the questionnaire in each construct had varied discriminatory powers showing that the instrument had a measuring ability. The overall analysis result of the respondents’ opinions was above the mean logit score (+0.00 logit) which proved that the teachers had implemented the assessment of collaboration skills. The results of the univariate analysis based on the respondents’ characteristics concluded that Junior High School science teachers (39.2%) had assessed the students' collaboration skills
The Effect of Discovery Learning with the Scaffolding Method on Science Literacy Ability and Student Motivation in terms of Academic Ability Nofiyanti Safitri; Dwi Oetomo; Slamet Santosa
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 17, No 1 (2020): Proceeding Biology Education Conference
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Abstract

This study aims to 1) The influence of discovery learning model with scaffolding toward the scientific literacy and student’s learning motivation, 2) the influence of academic ability toward scientific literacy and student’s learning motivation, 3) The interaction between learning models and academic abilities on scientific literacy and student motivation.This research is a quasi-experimental research type. The research design used in this study was Postest only nonequivalent design. This research was conducted at SMAN 5 Surakarta as a research subject. The sampling technique used in this study is cluster random sampling. The instrument used in this study used a questionnaire instrument to measure learning motivation and scientific literacy test questions using indicators from NOSLiT. The data analysis technique used is Two Way Analysis of Variance. The results of the study (1) the learning modeldiscovery learning accompanied by scaffolding has an effect on scientific literacy and student learning motivation, (2) students' academic ability has an effect on scientific literacy competence, and (3) there is no interaction between discovery learning and scaffolding learning models in terms of academic ability on scientific literacy skills, and learning motivation.

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