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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 2 (2015): BIO-PEDAGOGI: Jurnal Pembelajaran Biologi" : 11 Documents clear
PENERAPAN INKUIRI TERBIMBING DIPADU BRAINSTORMING ACTIVITIES UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS TERPADU PADA PEMBELAJARAN BIOLOGI SISWA KELAS XI MIA 2 SMA N 1 KARANGANYAR Amalia Rosyada; Murni Ramli; Dewi Puspita Sari
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5374

Abstract

The research objective was to improve student’s Intergated Science Process Skill (SPS) on biology by guided inquiry learning combined with brainstorming activities of XI MIA 2 SMA N 1 Karanganyar. The research was Classroom Action Research with 2 cycles which consisted of 4 phases namely planning, action, observation, and reflection. Intergated Science Process Skill was assessed in this research were constructing hypothesis, designing investigation, investigation, collecting and processing data was assessed by observation and integrated SPS cognitive test. The subject of the research was 36 students of XI MIA 2 SMA Negeri 1 Karanganyar academic year 2014/2015. The data were analyzed using qualitative descriptive technique. The result in cycles I and II showed that Intergated SPS on biology significantly increased by the guided inquiry learning model combined with brainstorming activities. The improvement based on observation results in constructing hyphothesis was about 62,8%, designing investigation was about 72,69%, investigation was about 79,63%, and collecting and processing data was about 68,98%. The improvement based on Integrated SPS cognitive test results in constructing hyphothesis was about 91,67%, designing investigation was about 82,41%, collecting and processing data was about 65,97%. The research concluded Integrated SPS was significantly increased guided inquiry model combined with brainstorming activities at grade XI MIA 2 in SMA Negeri 1 Karanganyar Keywords: guided inquiry learning model, integrated science process skill, brainstorming activities
PENINGKATAN KPS PESERTA DIDIK MELALUI PENERAPAN MODEL PEMBELAJARAN BIL KELAS X MIA 2 SMA N 1 SURAKARTA TAHUN PELAJARAN 2014/ 2015 Serli Ayu Pramudita; Sri Dwiastuti; Suciati Sudarisman
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5386

Abstract

The research aimed to improve students’ KPS through BIL model in biological learning process on 1st  grade of science 2 at SMA Negeri 1 Surakarta in Academic Year of 2014/ 2015. The research belongs to classroom action research consist of two cycle and each have four phases, namely: planning, actuating, observing, and reflecting.  Research was carried out on four aspects of the students’ KPS that includes aspects of measuring, formulating the problem, formulating hypotheses and experimental plan to achieve an increase of 20%. The Subject of this research is 1st  grade 31 students of science 2 at SMA N 1 Surakarta. Sources of data obtained from the teacher and students. Test and non test technics were used to collect the data. It was carried out by using KPS question test, observation, and interview. The obtained data were analyzed using descriptive qualitative method consist of three components , namely: data reduction, data presentation, and conclusion or verification. Validated through using triangulation method. The method of research was spiral method. The result showed that BIL able to improve four aspects of student’s KPS from Pre-Cycle, 1st Cycle and 2nd Cycle, such as: 1) in aspect measuring (24,74%, 82,28%, 86,57%) achieve an increase of 61,83%; 2) formulating the problem (22,80%, 88,71%, 91,58%) achieve an increase of 68,78%; 3) formulating hypotheses (24,60%, 86,78%, 94,31%) achieve an increase of 69,71%; 4) experimental plan (17,40%, 76,90%, 85,31%) achieve an increase of 67,91%. Therefore, it can be concluded that BIL in biological learning process could improved students’ KPS more than 20% on 1st  grade students of science 2 at SMA N 1 Surakarta in Academic Year of 2014/2015. Keywords: BIL model, KPS
PENERAPAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X MIPA 2 SMA NEGERI 6 SURAKARTA TAHUN PELAJARAN 2014/2015 Ana Hariani Salim; Slamet Santosa; Umi Fatmawati
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5376

Abstract

This study was aimed to improve critical thinking ability of the student in X MIPA 2 class of SMA Negeri 6 Surakarta in learning biology through the implementation of Problem Based Learning (PBL).This research was a Classroom Action Research which consists of three cycles. Each cycle consists of four stages: planning, action, observation, and reflection. The subject of this research were the students in X MIPA 2 of SMA Negeri 6 Surakarta academic year 2014/2015. The data were collected using critical thinking test, observation sheet, interview, and documentation. The data were validated using triangulation method. The data of test, observation, interview, and documentation were analyzed using qualitative analysis which was done in three components, they were: data reduction, data presentation, and drawing the conclusion or verification. The research procedure was using spiral method. The results show that students critical thinking ability was increased in Pre-cycle, Cycle I, Cycle II and Cycle III. The average of students critical thinking ability increase from 35,22% to 64,92%. Aspect of interpretation rise from 41,13% to 68,55%. Aspect of analysis rise from 28,23% to 58,06%. Aspect of inference increase from 38,71% to 67,74%.Aspect of evaluation increase from 43,55% to 66,94%. Aspect of explanation rise from 27,42% to 62,10%. Aspect of self-regulation rise from 32,26% to 66,13%.  This research’s conclusion was the implementation of Problem Based Learning can improve critical thinking ability of the student in X MIPA 2 class at SMA Negeri 6 Surakarta academic year 2014/2015. Keywords : Problem Based Learning, Critical Thinking
PENINGKATAN KUANTITAS DAN KUALITAS PERTANYAAN SEBAGAI INDIKATOR PROSES BERPIKIR PESERTA DIDIK MELALUI PENERAPAN DISCOVERY LEARNING DI KELAS XI MIA 7 SMA NEGERI 3 SURAKARTA TAHUN AJARAN 2014/2015 Aziz, Subhan Abdul; Widoretno, Sri; Sari, Dewi Puspita
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5388

Abstract

The objective of research was to improve the question’s quantity and quality as indicator of student’s thinking process through the application of discovery learning model at grade XI MIA 7 of State Senior High School 3 Surakarta academic year 2014/2015. This study was a Classroom Action Research (CAR), conducted in fourth cycles, consisting of four stages: planning, acting, observing, and reflecting. Subject were 32 students of XI MIA 7 State Senior High School 3 Surakarta academic year 2014/2015. Data collected through observation, interview, and documentation. The data validation  used triangulation method. The obtained data were analyzed using qualitative-descriptive analysing technique that consist of data reduction, data display, and drawing conclusion. The result of research showed that application of discovery learning model improve the students question’s quantity and quality in grade XI MIA 7 State Senior High School 3 Surakarta acaedmic year 2014/2015. The improvement of students question’s quantity and quality was indicated by the student’s question at pre-cycle activity was 13 questions with C1 procedural question as the highest quality question become 126 questions with C4 metacognitive question as the highest quality question at the final cycle. The conclusion of research was the application of discovery learning model improve the quantity and quality of question as the indicator of student’s thinking process at grade XI MIA 7 State Senior High School 3 Surakarta academic year 2014/2015. Keywords: discovery learning, question’s  quantity and quality
PENGARUH PEMBELAJARAN KOOPERATIF STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) DISERTAI LKS TERHADAP HASIL BELAJAR BIOLOGI SISWA KELAS VII SMP NEGERI 21 SURAKARTA Nur W, Ari Adi; Maridi, Maridi; Harlita, Harlita
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5378

Abstract

This research aims to find out the effect of the implementation of cooperative learning type Student Team Achievement Divisions (STAD) with LKS towards students’ learning achievement of the class  VII  at SMP N 21 Surakarta.This study is a quasi-experimental studies which use Posstest Only Control Group Design. The independent variable in this research is the application of cooperative learning, the Student Team Achievement Divisions (STAD) whereas the dependent variable is students’ achievement in learning biology at 3 levels’, namely: cognitive, affective, and psychomotor. The population of the study is the entire class  VII  at SMP N 21 Surakarta in academic year 2012/2013. The samples are taken towards control and treatment group. The sample is taken by using Purposive Sampling method. The data are collected by using test (for cognitive achievement) whereas for the affective and psychomotor aspects the data are taken by using observation methods. The obtained data are analyzed by using t-test.The result shows that the implementation of Student Team Achievement Divisions (STAD) with LKS has taken good effect towards students’ achievement in affective and psychomotor aspects, but has not on the cognitive achievement students in class  VII  at SMP N 21 Surakarta. Keywords: Cooperative Learning, Student Team Achievement Divisions (STAD), Learning Achievement, LKS.
PENGARUH MODEL PEMBELAJARAN BIOLOGI BERBASIS KONSTRUKTIVIS-KOLABORATIF TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA NEGERI 2 KARANGANYAR TAHUN PELAJARAN 2012/2013 Utami, Nova Indri; Prayitno, Baskoro Adi; Santosa, Slamet
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5390

Abstract

The aim of this research is to ascertain the influence of collaborative- constructivist learning models toward critical thinking ability of X grade students at SMA Negeri 2 Karanganyar in academic year 2012/2013.  This research was quasi experiment research which used posttest only nonequivalent control group design.  The population of this research was all of X grade students at SMA Negeri 2 Karanganyar in academic year 2012/2013.   Sampling techniques used cluster sampling that choosed X6 as experiment group and X7 as control group. Data was collected using test and non test.  Test method using critical thinking test. Non test method using observation sheet and document.  The hypotheses analyzed by t-test. This research concluded that application of collaborative- constructivist learning models has real influential toward critical thinking ability of X grade students at SMA Negeri 2 Karanganyar. Keywords: Collaborative-Constructivist Learning Model, Critical Thinking Ability
PENGARUH MODEL GUIDED DISCOVERY LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X SMA NEGERI 8 SURAKARTA TAHUN PELAJARAN 2014/2015 Widura, Hakim Surya; Karyanto, Puguh; Ariyanto, Joko
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5380

Abstract

The aim of this research to know the influence of Guided Discovery Learning with case study of students' critical thinking skills system material. Research was Quasi Experiment (quasi-experimental) with research design Posttest Only with Non-equivalent Control Group Design. The research population was all students of ten (X) grade SMA Negeri 8 Surakarta academic year 2014/2015. Sampling technique in the study is cluster sampling, with samples of the two classes, there are ten grade (X) MIA 2 with 26 students as the number of experimental class and ten (X) MIA 4 with 24 students a class control. Treatment in the experimental class is the application of the learning model of Guided Discovery Learning with case study and in control class applied conventional learning model with varied lectures. The technique of collection data was using test method (essay) and non- test (documentation and observation). Hypothesis testing is done by using a t-test. The results showed that the average value of the critical thinking skills of students in the experimental class was higher than the control class, which is 79.07 in experimental class and 68.2 in the control class. The results show the significant value of t-test is 0.035 (sig. <0.05), so it can be said that there are significant differences in the critical thinking skills between experimental class with control class. The research has conclusion that the model of guided discovery learning gives significant effect on students' critical thinking  skills  for  ten (X)  grade  MIA  SMA  Negeri  8  Surakarta  in  academic  year 2014/2015. Keywords: guided discovery learning, critical thinking skills
PENGARUH PENGGUNAAN MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMA N KARANGPANDAN TAHUN PELAJARAN 2012/2013 Agung Sularso; Puguh Karyanto; Bowo Sugiharto
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5370

Abstract

The purpose of this study was to determine: 1) to determine the effect of the use of guided inquiry learning model in biology learning to critical thinking skills of class X SMA N Karangpandan academic year 2012/2013; 2) to determine the effect of learning styles of students to critical thinking skills class X SMA N Karangpandan academic year 2012/2013; 3) to determine the interaction between guided inquiry learning model with the learning styles of students' to critical thinking skills class X SMA N Karangpandan academic year 2012/2013.This study is a quasi-experimental research . Guided inquiry learning model was as independent variable, learning styles was as a moderate variable, and critical thinking skills was as the dependent variable. The study population was the entire class X SMA N Karangpandan first semester of the academic year 2012/2013. The sample was class X6 as  control class and X3 grade students was as experiment class. The sampling technique used in this reserach was Cluster Random Sampling. Data collection techniques used critical thinking skills test technique while learning styles used questionnaire technique. Test the hypothesis using two-way Anava test and assisted by SPSS 20 with a significance level of 5%.Results from this research are: 1) The first hypothesis, based on two-way Anava test result was known that there is the influence of guided inquiry learning model to the critical thinking skills; 2) The second hypothesis, two-way ANOVA test result showed that learning styles do not affect the  critical thinking skill; 3) The third hypothesis, the results of two-way ANOVA test showed that there was no interaction between guided inquiry learning model with learning style of the students to critical thinking skill.Based on the results of research the conclusions are: 1) guided inquiry learning model affects on students' critical thinking skills class X SMA Karangpandan 2012/2013 academic year, 2) the student's learning style does not give effect to the critical thinking skills class X SMA Karangpandan academic  year 2012/20133) There is no interaction between guided inquiry learning model with the learning styles of students' to critical thinking skills class X SMA Karangpandan academic year 2012/2013. Keywords: Guided Inquiry Learning Model, Critical Thinking Skill, Learning Styles
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS X-4 SMA NEGERI KEBAKKRAMAT TAHUN PELAJARAN 2014/2015 Septariana Arlinta Putri; Yudi Rinanto; Marjono Marjono
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5384

Abstract

This study was aimed to improve the students critical thinking ability of the biology student in X-4 SMA Negeri Kebakkramat academic year 2014/2015. This research was a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The subject of this research was the student in X-4 SMA Negeri Kebakkramatand the amount was 36. The data collecting techniques of this research are test critical thinking ability, observation, interview and documentation. The data validation of this research was triangulation method. The data were analyzed by qualitative description techniques. The result shows that student critical thinking ability is increased in Pre-cycle, Cycle I, Cycle II, and Cycle III. Interpretation aspect increase from 42,36% to 95,14%; inference aspect increase from 56,94% to 83,33%; evaluation aspect increase from 58,33% to 95,14%; explanation aspect increase from 49,31% to 95,14%; analyze aspect increase from 59,72% to 88,89%; self-regulation aspect increase from 46,53% to 95,75%. This research’s conclution is the implementation of Problem Based Learning can improve critical thinking ability of the student in X-4 SMA Negeri Kebakkramat academic year 2014/2015. Keywords: Problem Based Learning, Critical Thiking
PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KEAKTIFAN BERTANYA DAN BERDISKUSI SISWA KELAS X MIA 3 SMA NEGERI 7 SURAKARTA TAHUN PELAJARAN 2014/2015 Lilis Yuli Pramesti; Slamet Santosa; Suwarno Suwarno
BIO-PEDAGOGI Vol 4, No 2 (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.v4i2.5382

Abstract

The objective of research was to improve the questioning and discussion activeness through applying inquiry learning model in X MIA 3 graders of State Senior High School 7 Surakarta in the school year of 2014/2015. This study was a Classroom Action Research (CAR), each of which consisted of four stages: planning, acting, observing and reflecting. The data consisted of student questioning and discussion activeness collected through observation, interview and supporting data from documentation. The data validation was tested using triangulation technique. The data analysis was conducted using a descriptive qualitative technique. The research procedure employed spiral model. The result of research with  improvement of questioning activeness was indicated by the improved contribution of students based on knowledge dimension in which 13 students posed factual questions, 19 students posed conceptual questions, and 16 students posed procedural questions in cycle I; 26 students posed factual questions, 21 students posed conceptual questions, 2 students posed metacognitive questions, and 11 students posed procedural questions in cycle II. In addition, it was also indicated by knowledge dimension based on thinking process dimension in which 18 students posed C1 questions, 23 students posed C2 questions, 9 students posed C4 questions, and 3 students posed C6 questions in cycle I. 16 students posed C1 questions, 24 students posed C2 questions, 4 students posed in C3 questions, 15 students posed C4 questions, 3 students posed C5 questions, and 10 students posed C6 questions in cycle II. The improvement of discussion activeness was indicated by the increased gain of mean percentage from 63.86% in cycle I and increased to 78.19% in cycle II.The conclusion of research was that the application of inquiry learning model could improve the questioning and discussion activeness through applying inquiry learning model in the 10th MIA 3 graders of SMA Negeri 7 Surakarta in the school year of 2014/2015. Keywords: Inquiry learning model, questioning activeness, discussion activeness

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