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Bio-Pedagogi : Jurnal Pembelajaran Biologi
Published by Universitas Sebelas Maret
ISSN : 22526897     EISSN : 2715176X     DOI : https://doi.org/10.20961/bio-pedagogi
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Other
Bio-Pedagogi. Jurnal Pembelajaran Biologi adalah jurnal yang dimiliki oleh Program Studi Pendidikan Biologi FKIP UNS. Jurnal Bio-Pedagogi akan menerbitkan artikel-artikel ilmiah dalam cakupan bidang ilmu pembelajaran biologi. Artikel yang dimuat adalah artikel hasil penelitian, kajian atau telaah ilmiah kritis dan komprehensif atas isu penting dan terkini atau resensi dari buku ilmiah yang tercakup dalam pembidangan jurnal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 162 Documents
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Memperbaiki Kemampuan Argumentasi Siswa Kelas XI melalui Teknik Bertanya Guru dan Argumentative Assessment Kristianti, Tirsa Putri
BIO-PEDAGOGI Vol 8, No 2 (2019): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v8i2.12548

Abstract

Abstrak. Argumentasi merupakan tujuan utama dari pendidikan sains karena dapat melibatkan siswa dalam praktik sains yang kompleks di mana siswa menggagas dan menjustifikasi klaim pengetahuan. Penelitian bertujuan untuk mengetahui perubahan kemampuan argumentasi siswa kelas XI setelah penerapan teknik bertanya guru dan argumentative assessment. Penelitian dilaksanakan selama tiga siklus dengan teknik teknik bertanya guru dan argumentative assessment. Subjek penelitian adalah kelas XI MIPA berjumlah 36 siswa yang dipilih berdasarkan metode purposive sampling. Siswa dibagi menjadi dua kelompok, Low achievement dan High achievement berdasarkan hasil belajar tengah semester. Data yang dianalisis adalah pertanyaan yang disampaikan guru kepada siswa, respon siswa terhadap pertanyaan guru dan hasil jawaban siswa terhadap argumentative assessment yang diberikan guru. Analisis data menggunakan rubrik penilaian level argumentasi yang dikembangkan oleh Osborne, Erduran, & Simon dan modifikasi peneliti dengan skoring level argumentasi. Hasil penelitian menunjukkan adanya perubahan dan peningkatan kemampuan argumentasi siswa setalah diterapkan teknik bertanya guru dan argumentative assessment. Perubahan yang ditunjukkan adalah siswa mampu mengemukakan evidence dan reasoning. Siswa yang termasuk dalam Low achievement dan High achievement mengalami perubahan dalam berargumentasi.
Analisis Masalah Guru dan Siswa terhadap Perangkat Pembelajaran Biologi Berbasis Group Investigation untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Wa Suriati; ELSJE THEODORA MAASAWET; SONJA V.T. LUMOWA
BIO-PEDAGOGI Vol 7, No 1 (2018): BIO-PEDAGOGI: Jurnal Pembelajaran BIologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v7i1.20520

Abstract

AbstractThe purpose of this research is to obtain 1) the understanding of teachers related to Group Investigation-based biology learning tools and critical thinking skills, 2) description of students' ability in critical thinking, 3) solutions to solve teacher and student problems related to group invetigation-based learning. Understanding of teachers and students obtained by interview and questionnaire is analyzed descriptively qualitative. The result of this research are: 1) the understanding of biology teacher related to biology learning device based on group investigation is still less so less optimal learning process, 2) biology teacher still experiencing difficulties in developing learning device so that require socialization, 3) critical thinking of student in learning still less , 4) the need for direction and guidance to develop learning tools. The sample observations in this analysis were teachers and students at SMAN 6 PPU. The results showed that 78.15% of teachers experienced difficulties in developing learning tools. Teacher states that the students in the class less critical thinking by 70.10%.Keyword:
Pengembangan Model Pembelajaran Group Investigation Media Vido Story Pokok Bahasan Keseimbangan Lingkungan Untuk Meningkatkan Berpikir Kritis Siswa Sofiyati Awaliya; Hernik Pujiastutik
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20686

Abstract

Tuban Regency is one of the areas that holds the potential of nature, this can be seen from the number of large factories established in Tuban Regency. The existence of this large factory causes changes in the surrounding environmental balance. Based on the results of observation of learning in SMA Muhammadiyah 03 Bancar class X on the subject of environmental balance is still conventional with the lecture method and discussion of this matter leads to less interesting and boring learning therefore there needs to be a development of learning models where students can engage in a social solution Namely the Group Investigation learning model (GI). The purpose of this research is to develop a model of learning by using the environment as a learning medium that is packaged in the form of video story to cultivate students' critical thinking skills. The students' critical thinking ability can be measured from aspects of identifying problems, interpreting, giving relevant ideas and drawing conclusions. This type of research is a research development, which is the development of a learning model that is very appropriate for the material of environmental balance class X semester even, the resulting draft then validated by two experts and one teacher as a user. The results showed the average validation of two experts and one user is 83.529% which indicates valid criteria and is worthy of use. From the results of small-scale test results amounted to 15 students who analyzed with the normalized gain obtained N gain> 0.7. These results indicate that there is a significant improvement in critical thinking of the students so that it can be concluded that the development of this learning model is very valid and feasible to be applied to improve critical thinking of the students.
Penerapan Model Pembelajaran Kooperatif Tipe NHT Berbantuan Alat Peraga Sistem Pernapasan Manusia Uki, Nonci M.
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20690

Abstract

Hasil observasi di beberapa sekolah di Kabupaten Timor Tengah Selatan (TTS) menunjukkan bahwa hasil belajar yang diperoleh siswa masih di bawah kriteria ketuntasan minimum (KKM). Hal ini disebabkan karena keterbatasan kreativitas guru dalam memilih metode yang tepat dalam proses pembelajaran, dan masih banyak guru yang belum memanfaatkan media pembelajaran sehingga siswa merasa bosan dan pada akhirnya berpengaruh pada hasil belajar siswa. Penelitian ini bertujuan untuk Menganalisis keefektifan model pembelajaran kooperatif tipe NHT dan Konvensional berbantuan alat peraga terhadap hasil belajar siswa pada materi sistem pernapasan manusia. Metode penelitian yang digunakan adalah Quasi Experiment dengan desain Nonequivalent Control Group Design yang melibatkan dua kelas, yaitu kelas yang menggunakan model pembelajaran  NHT dan Konvensional. Data dikumpulkan melalui tes hasil belajar dan dianalisis menggunakan uji N-Gain. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar kelompok NHT (0,70) dan Konvensional (0,57). Penggunaan model pembelajaran kooperatif tipe NHT berbantuan alat peraga lebih efektif meningkatkan hasil belajar siswa dibandingkan model Konvensional
Peningkatan Kemampuan Berpikir Kreatif Melalui Penerapan Project Based Learning Pada Materi Pencemaran dan Daur Ulang Limbah Gilang Akbar Nugroho; Baskoro Adi Prayitno; Joko Ariyanto
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20692

Abstract

This study aims to improve the ability of creative thinking through Project Based Learning on pollution and waste recycling materials. This research is a classroom action research conducted for 2 cycles. Each research cycle consists of 4 stages, namely planning, action, observation, and reflection. The subjects of the study were the students of grade X SMA N 2 Boyolali with 37 students. Research data obtained through class observation, interviews, documentation, and tests of creative thinking ability that consists of aspects of fluency, flexibility, originality, and elaboration. Validation of data is done by triangulation technique. Data analysis using qualitative descriptive analysis technique. The results showed that each aspect of creative thinking ability in pre-cycle that is fluency 25,4% included in category less, flexibility 24,8% included in category less, originality 15,9% included in category less, and elaboration 18,6 % Included in the category less. The achievement percentage of each aspect of the ability of creative thinking in the first cycle that is fluency 34.5% included in the category enough, flexibility 41.8% included in the category enough, originality 37% included in the category enough, and elaboration 40.5% included in the category enough. The achievement percentage of each aspect of creative thinking ability in cycle II that is fluency 78,6% included in creative category, flexibility 52,1% included in enough category, 48,9% originality included in enough category, and elaboration 58,6% including In sufficient category. The achievement of students' creative thinking ability from pre-cycle to cycle II has increased according to the research target of ≥20% through the implementation of Project Based Learning model
Analisis Kemampuan Berfikir Kritis Siswa yang Bergaya Kognitif Reflektif dan Impulsif pada Pembelajaran Biologi melalui Model SQ3R (Survey, Question, Read, Review, Recite) dengan Media Kartu Bergambar ARNIYAWATI ARNIYAWATI; IMAS CINTA MULYA
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20694

Abstract

In the curriculum of 2013 critical thinking ability is a demand that must be implemented, but in reality the process of learning in the class has not been empowering students' critical thinking skills. Then besides critical thinking another aspect to note is the aspect of cognitive style. This study aims to determine the ability of critical thinking students’ cognitive reflective and impulsive style. The subjects of this study are the students of class VII A SMP Negeri 4 Tuban as many as 23 students, with 13 students with reflective cognitive style, and 10 students with cognitive impulsive style. Data collection technique in this research is MFFT (Matching Familiar Figures Test) developed by warli (2010) to know cognitive style and critical thinking test based on Ennis indicator (2011), then data about critical thinking of cognitive-style students Reflective and impulsive, was analyzed using nonparametric statistics through the Mann-Whitney test. The results in this study show the similarities between students who are reflective cognitive style with students who have cognitive impulsive style in students' critical thinking ability, because the result of the students in the same reflective style with impulsive students is because this subject is taken from the sample Class VII A where the class is the preferred class (superior). Thus it can be concluded that students' critical thinking ability with reflective cognitive style does not differ with cognitive impulsive students in Biology learning through SQ3R model (Survay, Question, Read, Recite, And Review) with pictorial card media.
Pengembangan Modul Sistematika Tumbuhan Tinggi Berbasis Guided Discovery untuk Mengembangkan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Biologi Anwari Adi Nugroho; Singgih Subiyantoro
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20696

Abstract

This study aimed to know the characteristic of high plants systematics module based guided discovery in developing the ability to critical thinking for biology education students and to know the validity and practicality of it. This research used modified Borg & Gall's method that was research and information collecting, planning, develop preliminary from of product, preliminary field testing, main product revision, main field testing, operational product revision. The product was high plants systematics module based guided discovery that a valid and practical. Characteristic of this high plants systematics module based guided discovery was contains activities with stimulation, problem statement, data collection, data processing, verification, and generalization. The result of preliminary field testing include learning module expert validation, module expert validation and learning materials expert validation indicated that the module was feasible and did not need any revision. The results of main field testing included practitioner and student test shows that the module is feasible (practical).
Meningkatkan Hasil Belajar menggunakan Tipe Jigsaw pada Materi Jaringan Tumbuhan Siswa Kelas VIII SMPN 2 Pematang Karau dengan Media Leaflet Amir Amir; Muhammad Zain
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20698

Abstract

Classroom action research was conducted at SMP Negeri 2 Pematang Karau Pematang Karau Subdistrict, East Barito Regency. Problems experienced by teachers is on the learning process has not been maximized. There are 33 students of class VIII SMP Negeri 2 Pematang Karau, 8 students of whom are willing to interact actively. Learning outcomes average grade VIII students was 45. Whereas Minimum Competence Score is 75. This study result to improve learning outcomes using Jigsaw Type cooperative model on the topic of Plant systematics. The study was conducted two cycles. Based on the results it can be concuded that the implementation of Jigsaw cooperative learning can improve learning outcomes
Meningkatkan Hasil Belajar dan Keterampilan Berfikir Kritis Siswa melalui Pendekatan Inkuiri pada Konsep Ekosistem Kelas VII A SMP Negeri 3 Kusan Hilir Pusparini, Dini
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20700

Abstract

Based on the results of science learning process in SMP Negeri 3 Kusan Hilir, in the learning process especially KD 7.2 and KD. 7.4 on Ecosystems, learners are always given conceptual learning and teachers are reluctant to invite directly to the environment to learn, learners do not do the learning in groups so that learning is still centered on the teacher. Such learning leads to the lack of creativity and involvement of learners in the learning process that impacts on the classical completeness of only 60%. The purpose of this study is to improve the ability to think critically about what is happening in their environment and to instill environmental ethics in their minds, that the importance of environmental sustainability for the present to the future by using Inquiry approach. This research is Classroom Action Research (PTK). This study was conducted 2 cycles in accordance with the effective learning time of 8 hours lesson. Cycle I as much as 2 meetings and cycle II as much as 2 times meetings. Subjects in this study were students class VII A SMP Negeri 3 Kusan Hilir which amounted to 22 students consisting of 10 women and 12 men. The results showed that by using the Inkuiri approach can improve students' critical thinking skills from classical mastery 13.63% in the first cycle of meeting 1 to 45.50% at the 2nd meeting and 68% in the second cycle of meeting 1 to 95% At the meeting 2. The cognitive learning outcomes of learners have increased from classical completeness 22.72% in the first cycle of meeting 1 to 55% at meetings 2 and 77% in cycle II meeting 1 to 95% at the meeting 2. The implementation process Lessons from the less category in the first cycle of meeting 1 become sufficient category at the 2nd meeting and from the good category in the second cycle of meeting 1 become very good category at the meeting 2. Positive student response to the learning process using Inquiry approach.
Pengembangan Modul IPA Berbasis Creative Problem Solving (CPS) untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sondra Swestyani; Mohammad Masyuri; Baskoro Adi Prayitno
BIO-PEDAGOGI Vol 6, No 2 (2017): BIOPEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v6i2.20702

Abstract

Penelitian ini dilatarbelakangi oleh kebutuhan sumber daya manusia yang mampu berpikir kreatif untuk memecahkan masalah. Salah satu cara untuk mengatasinya adalah mengoptimalkan peningkatan kemampuan berpikir kreatif pada siswa. Penelitian ini bertujuan untuk mengetahui kelayakan dan efektifitas modul IPA berbasis Creatif Problem Solving (CPS) untuk meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini merupakan jenis penelitian Research and Development. Pengembangan modul menggunakan model four-d mengacu pada model Borg & Gall, meliputi tahap define, design, development,dan disseminate. Modul dikembangkan menggunakan model pembelajaran Creatif Problem Solving (CPS), meliputi tahap objective finding, fact finding, problem finding, idea finding, solution finding, dan acceptance finding. Teknik Pengumpulan data menggunakan angket dan soal tes open-ended. Pengujian menggunakan metode eksperimen pretest postest control group design yang melibatkan 30 siswa kelas VII untuk setiap grup. Teknik analisis data menggunakan analisis deskriptif untuk menganalisis kelayakan modul dan t-test untuk menganalisis kemampuan berpikir kreatif. Hasil penelitian menunjukkan bahwa kelayakan modul hasil pengembangan adalah sangat baik berdasarkan penilaian ahli, praktisi, dan teman sejawat. Berdasarkan hasil uji-t terdapat perbedaan yang signifikan antara hasil pretest dan posttest pada kemampuan berpikir kreatif yaitu 0,000. Hasil n-gain kemampuan berpikir kreatif pada kelas eksperimen adalah 0,368 (sedang), n-gain kemampuan berpikir kreatif pada kelas kontrol adalah 0,150 (rendah). Hal ini menunjukkan bahwa modul IPA berbasis Creatif Problem Solving (CPS) memiliki efektifitas tinggi dan mampu meningkatkan kemampuan berpikir kreatif siswa serta layak digunakan dalam pembelajaran

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