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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 11 Documents
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Search results for , issue "Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi" : 11 Documents clear
PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING BERBANTU INSTAGRAM TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA KELAS X SMA NEGERI 8 SURAKARTA Rina Putri Utami; Riezky Maya Probosari; Umi Fatmawati
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5364

Abstract

The purpose of this research was to know the influence of Project-Based Learning  models by Instagram toward creative thingking of tenth grade students at SMA negeri 8 Surakarta. The research was a quasi experimental research which used posttest only non-equivalent control groups as a research design. The population in the reserach was the students of tenth grade in the second semester of SMA Negeri 8 Surakarta.  The sampling technique used cluster sampling. The collecting data were by test and non test method. The method was essay question of creative thingking and the non test method using observation, and documentation. Hypothesis test were analysed by t-test using SPSS version 16. The research results were received H1 and H0 rejected. It means there was a difference of student creative thingking between control class with conventional models and experiment class using Project-Based Learning models by Instagram. The conclusion of the research was there was the influence of Project-Based Learning models toward increase creative thingking of  tenth grade students at SMA Negeri 8 Surakarta. Keywords: Project Based Learning,Instagram, Creative Thingking
PENERAPAN INTEGRASI MODEL PROBLEM SOLVING DAN STAD (PROSTAD) BERBASIS POTENSI LOKAL PADA MATERI MANUSIA DAN LINGKUNGAN UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS SISWA KELAS X2 SMAN 1 CEPOGO Dhian Utami; Suciati Sudarisman; Baskoro Adi Prayitno
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5354

Abstract

The purpose of the research is to improve student’s scientific literacy on Human and Environment concepts in class X2 SMAN 1 Cepogo by applying integration between Problem Solving Model and STAD (PROSTAD) based on local potential.This research is a class action research which consist of three cycles. Each cycle consist of four phases, i.e. planning, implementation, observation and reflection. The research subject is the students in X2 of SMAN 1 Cepogo Academic Year 2013/2014. The data was collected from the cognitive test used to measure student’s scientific literacy skills, observation of student’s skills and attitude, and interview with students and teacher. The data was validated using triangulation technique. Data analysis was a qualitative descriptive analysis conducted in three components: data reduction, data display, and conclusion drawing. Research achievement target is increase ≥15% for each aspect. Research procedures were mutually continuous spiral model of Kemmis and McTaggart. The results showed that the treatment of integration Problem Solving Model and STAD (PROSTAD) based on local potential improved the student’s scientific literacy skills. The aspect of identifying scientific issues on Pre-Cycle, Cycle I, Cycle II, and Cycle III in a row is 3,21%, 9,59%, 24,11%, 36,15%. Aspect explaining phenomena scientifically on Pre-Cycle, Cycle I, Cycle II, and Cycle III in a row is 21,36%, 14,83%, 30,00%, 40,45%. Aspect using scientific evidence on Pre-Cycle, Cycle I, Cycle II, and Cycle III in a row is 43,50%, 51,58%, 54,00%, 59,17%. The Conclusions of research is the implementation of integration between Problem Solving and STAD (PROSTAD) based on local potential on Human and Environment concept can improve student’s scientific literacy skills of grade X2 SMAN 1 Cepogo. Keywords: problem solving, Student Team Achievement Division, local potential, scientific literacy
PERBEDAAN KEMAMPUAN MEMECAHKAN MASALAH DAN RETENSI MENGGUNAKAN MODEL PBL (PROBLEM BASED LEARNING) DAN CERAMAH BERVARIASI PADA MATERI KEANEKARAGAMAN HAYATI INDONESIA SISWA KELAS X MIA SMA NEGERI 2 SURAKARTA TAHUN PELAJARAN 2014/2015 Tri Utami Widayati; Baskoro Adi Prayitno; Joko Ariyanto
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5366

Abstract

This research aims to find out: (1) The difference of problem solving skill between PBL model and lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015; (2) The difference of retention between PBL model and lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015. This research was quasi experiment research with using postest only nonequivalent control group design. The population of the research was all student of grade X MIA of SMAN 2 Surakarta as much as five grades. The sampling technique of the research used cluster sampling, therefore the X MIA 5 grade becomes the first experimental class and the X MIA 4 grade becomes the second experimental class.  The sampling technique is taken from the test and non-test. The test is used in order to measure the problem solving skill and retention. Problem solving test used to measure the problem solving skill. Posttest and retest used to measure the retention.  Retest have done in two weeks after the posttest. Non-test is an observation sheets used to measure syntaxes occurrence, documentation is used to collect the data in order to gain the equality test. The result of the hypothesis test by the t test for the difference of problem solving skill between PBL model and lectures varies show the signification value in 0,00 (sig.<0,05) and the value of tcount is 5,654. Problem solving skill with PBL model is better than lectures varies. The signification value of the difference of retention between PBL model and the lectures varies as big as 0,00 (sig.<0,05) and the value of tcount is 5,627. Retention with PBL model is better than lectures varies. The result of the research summarizes that there is differences of problem solving skill between PBL model and the lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015 and there is differences of retention between PBL model and lectures varies in the Indonesian biodiversity material of X MIA grade of SMAN 2 Surakarta in academy year 2014/2015.            Keywords: Problem Based Learning Model, the lectures varies, problem solving skill, retention,
PENERAPAN MODEL PEMBELAJARAN GUIDED DISCOVERY UNTUK MENINGKATKAN AKTIVITAS BELAJAR BIOLOGI SISWA KELAS X-2 SMA MUHAMMADIYAH 1 KARANGANYAR TAHUN PELAJARAN 2013/2014 Utami, Fitri Astuti Wahyu; Sajidan, Sajidan; Dwiastuti, Sri
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5356

Abstract

The purpose of the research was to improve student’s biology learning activity in class X-2 SMA Muhammadiyah 1 Karanganyar in the academic year 2013/2014 through by implementation of Guided Discovery learning model. The research was a classroom action research which performed in two cycles. Each cycle consisted of 4 phases, that was planning, action, observation, and reflection. Subject of the research was students of class X-2 SMA Muhammadiyah 1 Karanganyar in the academic year 2013/2014. Data of the research was obtained by test and non test technique consisted observation, interview and documentation. The obtained data were analyzed using descriptive technique and were validated using triangulation of methods. Target of the research was to achieve 75,00% for each aspect of student’s biology learning activity. The results of the research showed the percentage student’s biology learning activity aspect for oral activities pre cycle (31,94%), cycle I (69,50%), and cycle II (75,00%), motor activities pre cycle (25,46%), cycle I (77,00%), and cycle II (79,33%), mental activities pre cycle (31,02%), cycle I (72,26%), and cycle II (79,81%), emotional activities pre cycle (30,56%), cycle I (81,00%), and cycle II (87,38%), writing activities pre cycle (46,30%), cycle I (77,00%), and cycle II (80,77%), listening activities pre cycle (36,11%), cycle I (76,00%), and cycle II (82,41%), drawing activities pre cycle (27,78%), cycle I (63,00%), and cycle II (78,70%), and visual activities pre cycle (30,56%), cycle I (72,00%), and cycle II (78,70%). The results showed that the average percentage student’s biology learning activity aspect such as pre cycle (32,47%), cycle I (73,47%), and cycle II (80,26 %). The conclusion of the research is the implementation of Guided Discovery learning model can improve student’s biology learning activity in class X-2 SMA Muhammadiyah 1 Karanganyar in the academic year 2013/2014. Keywords : Guided Discovery, Student’s Biology Learning Activity
PENGARUH MODEL BRAIN BASED LEARNING (BBL) TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS X SMA NEGERI COLOMADU TAHUN PELAJARAN 2012/2013 Saparina, Riska; Santosa, Slamet; Ariyanto, Joko
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5368

Abstract

The aim of this research is to know the influence of brain based learning (BBL) model toward biology learning achievement of X degree students at SMA Negeri Colomadu in academic year 2012/2013.This research was a quasi experiment research using posttest only non equivalent group design. This research applied BBL model in experimental group and deduktif approach with discussion, classical course and question-answer method in control group. The population of this research was all of X degree students at SMA Negeri Colomadu in 2011/2012 academic year. Sampling techniques used cluster sampling, that has chosen X4 as experiment group and X5 as control group. Data was collected using  multiple choice test, observation sheet, and document. The data were analyzed by t-test. This research concluded that the application of BBL model has taken good effect toward student’s achievement cognitive, psychomotor, and  affective domain in learning biology of SMA Negeri Colomadu. Keywords: Brain Based Learning Model, Biology Learning Achievement.
UPAYA MENINGKATKAN KEMAMPUAN KOMUNIKASI ORAL SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION SISWA KELAS VII-A SMP NEGERI 22 SURAKARTA TAHUN PELAJARAN 2012/2013 Wahyudi, Wahyudi; Widoretno, Sri; Sugiharto, Bowo
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5358

Abstract

The purpose of the research is for increasing students oral communication skills through the implementation of Problem Based Instruction learning model.This research is classroom action research that is doing by 2 cycle, each consist of 4 phase that  is planning, acting, observing, and reflecting. Data that resulted from this research are students oral communication skills that gained by observation and  supported by the result of  interview, documentation, and cognitive test. Resource of data are from observation paper, information from the result of  students and teacher interview, observation note, and learning material that are silaby, lesson plan, and students worksheet. Data collection is through the observation, interview, and documentation. Data validity is test by method triangulation. Data analysis is done by qualitative descriptive technique. Result in this research is showed that students oral communication skills generally increased in the each cyle. Score performance of answering teacher questions indicator are 9,09% on pracycle; 30,30% on 1st cycle; and 45,45% on 2nd cycle. Score performance of ask about related topic indicator are 3,03% on pracycle; 0% on 1st cycle; and 27,27% on 2nd cycle. Score performance of give an opinion on the class disscussion indicator are 0% on pracycle; 3,03% on 1st cycle; and 15,15% on 2nd cycle. Score performance of give an opinion on the group disscussion indicator are 3,03% on pracycle; 60,61% on 1st cycle; and 54,55% on 2nd cycle. Score performance of capability in organizing material indicator are 0% on pracycle; 69,70% on 1st cycle; and 60,61% on 2nd cycle. Score performance of using appropriate language indicator are 0% on pracycle; 51,52% on 1st cycle; and 52,52% on 2nd cycle. Score performance of appropriate body languade as a eye contact indicator are 0% on pracycle; 18,18% on 1st cycle; and 63,64% on 2nd cycle. Score performance of hearing all of students opinion indicator are 0% on pracycle; 48,48% on 1st cycle; and 63,64% on 2nd cycle. Score performance of give a responses with a language and body about others opinion indicator are 0% on pracycle; 39,39% on 1st cycle; and 63,64% on 2nd cycle. The conclusion of the research showed that there was enhancement of the students oral communication skills through the implementation of Problem Based Instruction learning model. Keywords : oral communication skills, problem based instruction
Biodegradasi Minyak Bumi oleh Mikroba pada Media Air Laut dan Air Tawar OETOMO, DWI
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5348

Abstract

Biodegradation of crude oil depends on the kind of microbe and capability of microbe in the process of biodegradation. Results of the microbe isolate from the aquatic environment polluted by crode oil have varying capabilities. Some of the microbe isolates, such as Pseudomonas sp., Staphylococcus  sp., Bacillus sp., Nocardia  sp., Vibrio sp. and Mycobacterium  sp. could live and use erode oil as source.of carbon and energy. Hydrocarbon in crude oil was used as source of carbon.  Biodegradation  of  crude oil  did  not  depend  on  sea and  freshwater. Pseudomonas sp. and the mixed of all microbe isolates can degrade the crude oil more effective than the other single species of microbe. Keywords:  Biodegradation, microbe isolate, crude oil, seawater, freshwater
PENINGKATAN HASIL BELAJAR BIOLOGI DENGAN PENERAPAN MODEL KOOPERATIF TIPE STAD PADA SISWA KELAS X-F SMA NEGERI 1 TANGEN SRAGEN TAHUN PELAJARAN 2013/2014 Nanang Riyadi; Meti Indrowati; Bowo Sugiharto
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5360

Abstract

This research aimed to improve biology learning achievement with STAD type of cooperative model application in the X-F graders of SMA Negeri 1 Tangen Sragen in the school year of 2013/2014. This study was a classroom action research conducted in 2 cycles, each of wich consisted of planning, acting, observing, and reflecting. The indicator of achievement in this research was the student’ learning output improving to 72 from KKM (Minimum Passing Criterion) of 70. The data was analyzed descriptively qualitatively and statistically descriptively. The data validation was carried out using observer triangulation. The results of research showed that the biology learning achievement of 62,78 in pre-cycle could be increased with the application of STAD learning model to 70,52 in cycle 1 and 73,02 in cycle 2. The conclusion that could be drawn was that the application of STAD learning model could improve the biology learning achievement of the X-F graders of SMA Negeri 1 Tangen Sragen in the school year of 2013/2014. Keywords: Student Teams-Achievement Divisions (STAD), Biology Learning Achievement.
PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR BIOLOGI SISWA KELAS X SMA NEGERI JUMAPOLO TAHUN PELAJARAN 2013/2014. Andi Wahyudi; Marjono Marjono; Harlita Harlita
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5350

Abstract

The research aims to examine the influence of Problem Based Learning model on science process skills and biology learning achievement. This research held upon senior high school student of SMA Negeri Jumapolo in academic year 2013/2014. This research was a quasi-experimental. This research design used was posttest Only Control Group Design with the experiment grup applying Problem Based Learning model and control group applying conventional learning model. The population of research was all X graders of SMA Negeri Jumapolo in academic year 2013/2014. The technique sampling used was Cluster Sampling. The sample of research consisted of  X.2 grade as the experiment group and X.3 grade as control group. Techniques of data collecting using tests, observation and documentation. Documentation was using skor of the 2nd half of the school year test in academic year 2013/2014. Essay test to measure learning outcomes of knowledge. Observation sheet for measure of science process skills and attitude domains of learning outcomes. The hypothesis testing using Manova test with SPSS version 16. This research concluded that the Problem Based Learning affected significantly the science process skills (Sig. 0,001 < 0,05) and the biology learning achievement in knowledge domains (Sig. 0,008 < 0,05) but has no affected significantly on biology learning achievement in attitude domains (Sig. 0,615 > 0,05) of the X graders SMA Negeri Jumapolo in academic years 2013/2014. Keywords: Problem Based Learning, Science Process Skills, Learning Outcomes in Biology
PENERAPAN MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATERI SISTEM EKSKRESI PADA SISWA KELAS XI IPA ICT SMAN KEBAKKRAMAT Qodarnisa Prehtiningsih; Murni Ramli; Nurmiyati Nurmiyati
BIO-PEDAGOGI Vol 4, No 1 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v4i1.5362

Abstract

The purposes of this action research are (1) to improve the concept understanding on excretion system through the implementation of guided inqury learning model, (2) to know the influence of guided inquiry learning model toward students concept understanding on excretory system, and (3) to know the level of student understanding on excretory system concepts. This study is an action research (Classroom Action Research) was carried out in three cycles. Each cycle consists of four stages: planning, action, observation, and reflection. The subjects were students of class XI IPA ICT SMAN Kebakkramat in academic year 2013/2014. Data were obtained through cognitive tests, observations, and interviews. Data analysis techniques using qualitative descriptive analysis techniques. Data validation using triangulation techniques. The results showed an increase in students' understanding of concepts for each sub subject of Excretory System. The level of understanding of the concept increased by 33.7% in the sub subject of skin excretory system, 8.93% in sub subject excretory system of the lungs, 22.62% in sub subject of renal excretory system, 20.7% in the sub-principal discussion liver excretory system, 8.93% in sub subject excretory system disorders, and 17.27% in sub subject of animal excretion system. Based on the results of this study concluded that learning through Guided Inquiry models can enhance students' understanding of the concept of excretory system grade XI IPA ICT SMAN Kebakkramat in academic year 2013/2014. Keywords : Guided Inquiry Learning Model, Understanding Concept

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