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Journal Mangifera Edu

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Muhammad Syaipul Hayat, Sciprofile linkNuryani Y Rustaman, Adi Rahmat, Sri Redjeki
Published: 20 August 2019
Mangifera Edu, Volume 4, pp 19-31; doi:10.31943/mangiferaedu.v4i1.41

Abstract:The paradigm of learning science, including biology continues to show a fundamental shift. Biology is taught not only through conventional inquiry, but also inquiry that envisions the debriefing of student lifelong learning. One strategy that can build this vision is through entrepreneurship oriented inquiry learning programs. In the mechanism, learning is designed into four stages based on conformity with indicators of entrepreneurship, i.e. stage I (basic), stage II (development), stage III (advance), and stage IV (professional). In the learning experience, students are provided with a variety of skills in a comprehensive manner in accordance with the standards of lifelong learning, among which those that will be studied in this paper are Communication and Collaboration Skills. These two standards become important things to study, because learning biology must not only be scientific but also students must be able to communicate their ideas and be able to build teamwork in solving problems. This research was conducted on the V semester students of the Biology Education Department in one teachers college in Central Java who took part in the course on Plant Diversity. The samples involved in the data collection were 31 people. Data was collected using observation sheets and questionnaires in the form of the Communication & Collaboration rubric adapted from Marzano's framework lifelong learning. There are six items in the rubric that represent data, three of which are about Communication Skills and three about Collaboration. The results of the study showed that on average the Communication Skills of students based on the results of observations had developed at each stage, i.e. stage I (2.45), stage II (2.83), stage III (3.17), and stage IV (3.54). In accordance with the Collaboration data students showed significant developments, i.e. stage I (2.47), stage II (2.89), stage III (3.32), and stage IV (3.60). Based on the results of the questionnaire collected before and after learning, the data showed a significant increase in both communication and collaboration skills. Thus it can be concluded that entrepreneurship-oriented inquiry learning programs applied to plant diversity course can improve student Communication and Collaboration Skills well
Published: 21 August 2019
Mangifera Edu, Volume 4, pp 62-70; doi:10.31943/mangiferaedu.v4i1.42

Abstract:Learning is a process that requires resources as a support in the success of learning. As an educator, teachers must be careful in choosing the learning resources needed by students, so that the learning process can be achieved according to the purpose of learning. But in fact, the learning that teachers do in schools is still not utilizing the media as an appropriate learning resource for students, especially in the understanding of abstract biological concepts that require supporting media for student learning. This study aims to describe differences in student learning outcomes that use interactive multimedia with textbooks in biology learning at senior high school. The method used in this study is quasi-experimental, with Control Group Pretest - Posttest Design. Population in this research is class XI-MIPA I and XI-MIPA II. Class XI-MIPA I as experimental class and class XI-MIPA II as control class. The data were obtained by using a multiple choice test instrument of 30 questions. Based on the results of the pretest and posttest it was found that the average value of the experimental class was greater than the control class. Based on these findings, it can be concluded that there are differences in student learning outcomes that use interactive multimedia with textbooks in biology learning at senior high school.
Sciprofile linkSri Maryanti, Siti Sa'adah, M Sholehah
Published: 20 August 2019
Mangifera Edu, Volume 4, pp 32-45; doi:10.31943/mangiferaedu.v4i1.35

Abstract:The purpose of this study was to determine student perceptions of vertebrate zoological field study at LIPI Cibinong. The research method used is a descriptive method with survey techniques. The survey was conducted on 52 students of Biology Education department at UIN SGD Bandung. The results showed that 80.2% of students gave positive perceptions of vertebrate zoology field study because according to the students this field study could increase the meaningful learning, expand knowledge about vertebrate zoology, and strengthen the intimacy between students. Also, students believe that the field study is an implementation of Edutainment activities.
Yohanes N. Bunga
Published: 31 July 2017
Mangifera Edu, Volume 2, pp 50-58; doi:10.31943/mangiferaedu.v2i1.18

The publisher has not yet granted permission to display this abstract.
Anilia Ratnasari
Published: 31 January 2018
Mangifera Edu, Volume 2, pp 78-88; doi:10.31943/mangiferaedu.v2i2.30

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Maria Imaculata Rume, Sofia Dhengi
Published: 31 January 2018
Mangifera Edu, Volume 2, pp 89-97; doi:10.31943/mangiferaedu.v2i2.31

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Rosmiati
Published: 31 July 2017
Mangifera Edu, Volume 2, pp 32-41; doi:10.31943/mangiferaedu.v2i1.16

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Sugiarti
Published: 31 July 2017
Mangifera Edu, Volume 2, pp 43-49; doi:10.31943/mangiferaedu.v2i1.17

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Barnabas Pablo Puente Wini Bhokaleba1, Felicia Agnes Mengi
Published: 1 February 2019
Mangifera Edu, Volume 3, pp 122-132; doi:10.31943/mangiferaedu.v3i2.26

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