JURNAL BIOEDUKATIKA

Journal Information
ISSN / EISSN : 2338-6630 / 2541-5646
Published by: Universitas Ahmad Dahlan, Kampus 3 (10.26555)
Total articles ≅ 128
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Latest articles in this journal

Viina Miratun Nisa, Ria Yulia Gloria, Mujib Ubaidillah
Published: 30 June 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 75-83; https://doi.org/10.26555/bioedukatika.v9i2.18743

Abstract:
One example of an integrative approach in learning is the integration of Islamic values in Biology learning. This article describes and analyzes the influence of Islamic values in Biology learning. The results of the study are a summary of the available empirical evidence about the effect of integrating Islamic values in Biology learning. This study uses a meta-analysis method, the articles analyzed are 15 articles that meet the requirements of 57 articles that have an integrative approach to Islamic values. The results showed that the integration of Islamic values in Biology learning had a large effect with an effect size of 3.50. For education level, the largest effect size is at the high school education level (3.74), for the provision of action the largest effect size is for the Hypno-teaching method (5.13), for the use of the dependent variable the largest effect size is on the dependent variable mastery of concepts (4.70), while for Biology material, the largest effect size is on the material of the reproductive system (5,08). The results of the research as a whole conclude that the integrative approach of Islamic values in biology learning is effective for use, especially at the high school level, in the Hypno-teaching method, in mastering concepts, and reproductive system materials.
Siti Sriyati, Findi Septiani, Kadek Sera Harlistya Udayani, Amprasto Amprasto
Published: 30 June 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 111-123; https://doi.org/10.26555/bioedukatika.v9i2.17951

Abstract:
Improving students' problem-solving skills can be done through teaching materials. Teaching materials used in schools throughout Indonesia have not been integrated with local potential or wisdom. This research aims to develop teaching materials based on local wisdom to improve students' problem-solving abilities. The local wisdom raised in the teaching materials is the local wisdom of agriculture in Binjai Medan and the Balinese environment based on the local wisdom of the Tumpek Wariga ceremony. The development of teaching materials uses the ADDIE design model (Analyze, Design, Develop, Implement, Evaluate). The implementation phase uses a quasi-experimental method with a non-equivalent control group design in a high school located where the local wisdom applies. The results showed that the feasibility test of teaching materials and the readability test showed that teaching materials based on local agricultural wisdom in Binjai were 83.643% (very feasible) and 77.13% (high). In contrast, environmental teaching materials in Bali were based on local wisdom Tumpek Wariga. Successively very feasible (88.10%) high (95.39%). Students' problem-solving ability has increased with an N-gain of 0.67 (medium) on teaching materials based on local agricultural wisdom in Binjai and 0.71 (high) in Balinese environmental teaching materials based on Tumpek Wariga. The study results showed that teaching materials based on local wisdom of Agriculture in Binjai and Tumpek Wariga in Bali were valid and could improve students' problem-solving skills on Ecosystem and Environmental Change materials.
Astuti Muh Amin, Romi Adiansyah, Noor Hujjatusnaini
Published: 30 June 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 84-92; https://doi.org/10.26555/bioedukatika.v9i2.20675

Abstract:
The ability to give arguments is very essential for students in order that they can take more roles in various aspects of life. The quality of students' arguments can be reflected in their ability to accommodate higher-order thinking skills to generate an argument. This study aims at analyzing students’ ability to make arguments and the quality of their arguments after the implementation of Reading, Questioning and Answering (RQA), ADI (Argument-Driven Inquiry), RQA integrated with ADI, and conventional learning strategies. This research is a survey research using a descriptive quantitative approach. The subjects of this research were the Biology Education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi, consisting of 92 students. The collected data were in the form of students’ argumentation skill data obtained from the observation sheets in each class through the implementation of RQA strategy, ADI strategy, RQA integrated with ADI strategy, and conventional learning strategy on animals Physiology learning. The results of this research showed that the quality of students' arguments at the implementation of RQA, ADI, RQA integrated with ADI learning strategies was at the level of application, analysis, evaluation, and creation, while at the implementation of conventional learning their argumentation quality was at the level of memorizing and understanding.
Handi Suganda, Riandi Riandi, Widi Purwianingsih
Published: 30 June 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 93-101; https://doi.org/10.26555/bioedukatika.v9i2.17788

Abstract:
This study aims to analyze and identify teachers 'perceptions of TPACK that can influence teachers' knowledge and understanding of 21st-century learning. The research method used in this research is the survey method with a cross-sectional research design. The research subjects consisted of 25 biology teachers with different teaching experiences ranging from learning experience ages less than 5 years to more than 15. The results showed that biology teachers with TPACK perceptions were quite good. Teachers 'perceptions of 21st-century learning are constrained by aspects of understanding students' abilities on creativity and critical thinking indicators. The consideration of teaching according to the skills demands of the 21st century is quite good. Teachers with low teaching experience still have less understanding of the latest learning technology. Each range of teacher teaching experiences has different abilities and perceptions and considerations of 21st-century learning that can become the foundation of teachers in implementing learning in the 21st century that puts forward the 4Cs aspect.
Bambang Hariyadi, Agus Subagyo, Winda Dwi Kartika
Published: 30 June 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 102-110; https://doi.org/10.26555/bioedukatika.v9i2.19977

Abstract:
The improper uses of peatlands degrade the lands, making them vulnerable to fire. Restoration and conservation of Indonesian peatlands have not succeeded, yet the forest fires tend to increase in severity and frequency. Therefore, it is urgent to have more systematic efforts to conserve the peatlands through education, mainly in schools. This study aims to assess the knowledge and perceptions of high school biology teachers about the peatland ecosystem and identify the potential for integrating peatland-associated materials in learning biology. Data and information were collected through observation, online questionnaires, literature reviews, and focus group discussions. The data were analyzed qualitatively to reveal the biology teacher's knowledge and perceptions about peatlands. Although peatland is a vital resource on the east coast of Jambi Province, most biology teachers in the region do not have good knowledge about peatland. However, the teachers aware of the importance of integrating peatland material in learning biology. They argue that the integration facilitates students to understand the surrounding environment, including the peatland. Therefore, in the long run, they could actively involve in protecting and conserving the peatland. This research has identified several peatlands-associated materials that are relevant to be integrated into biology learning.
Nurkhairo Hidayati, Tengku Idris, Peny Husna Handayani, Fitri Arsih
Published: 25 February 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 17-29; https://doi.org/10.26555/bioedukatika.v9i1.19384

Abstract:
Portfolio assessment with the dimension of learning approach is an ideal combination to improve mastery concept and habits of mind students. The use of this assessment and approach can fully describe the students abilities during the learnig process. This study aims to determine the effect of using portfolio assessment with the dimension of learning approach on students' mastery of concepts on the excretion system material at the state senior high school in Pekanbaru City. This research is a weak experiment research with pretest posttest group design. The instrument in this study was a matter of conceptual mastery using Marzanos’ taxonomy. The instrument used was valid and reliable with a value of 0.56. The data were processed descriptively using the N-Gain formula and inferential statistics with one sample t test with a value of 0.31. The results of this study indicate that the students' mastery of concepts after the use of portfolio assessment with the dimension of learning approach increased for W senior high school 0.39 (sufficient); X senior high school 0.54 (sufficient); Y senior high school 0.68 (sufficient) and Z senior high school0.39 (sufficient) with an average of 0.50 in the sufficient category. After the inferential test was carried out, it was obtained tcount (10.67)> ttable (0.00) so that it could be concluded that the use of portfolio assessment with the dimension of learning approach could significantly influence students' mastery of concepts. Referring to the findings of this study, teachers at the senior high school level, especially in the field of biology, can use portfolio assessment with the dimension of learning approach as a form of innovative assessment in the learning process.
Irva Faoji Anwar, Rusdi Rusdi, Elsa Lisanti
Published: 25 February 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 30-40; https://doi.org/10.26555/bioedukatika.v9i1.18160

Abstract:
Problem Based Learning (PBL) is a learning model that encourages students to solve problems. At the same time, intrapersonal intelligence is a skill needed by students in solving problems so that students can solve problems well. This research aims to determine the effect of the Problem Based Learning (PBL) model and intrapersonal intelligence on high school students' problem-solving skills. The method used was an experiment with a quasi-experimental research type and a 2x2 factorial design—multistage random sampling sample selection technique. All students of class IX reach the population at SMAN 1 Baros. The target population for all class IX of SMAN 1 Baros is 130 students. The research sample consisted of 2 classes IX for the experimental class and two classes IX for the Control class, each of which totaled 65 students. The instrument for the ability to solve problems in the form of description questions consists of 11 items and intrapersonal intelligence in a questionnaire totaling 25 statements. Data analysis and hypothesis testing using two-way ANOVA with the help of the SPSS 21.0 software program. The results showed that the PBL model and intrapersonal intelligence significantly affected problem-solving skills with a sig < 0.05. The data analysis conclusion shows that there is an influence of the PBL model and the intrapersonal intelligence of high school students on the material of the human reproductive system.
Luluk Hamidah, I Gusti Putu Suryadarma
Published: 25 February 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 49-60; https://doi.org/10.26555/bioedukatika.v9i1.17329

Abstract:
Outdoor Learning has been recognized as a learning strategy to be learned and applied in enhancing students’ science process skills and awareness. However, the problem of waste management is the biggest challenge because it has not been realized in vocational high schools. Students’ science process skills and awareness are needed to develop the student's potential insight, attitude, and employability skills. This study aimed to analyze the relationship between science process skills and awareness using the outdoor learning process. The research type is a quasi-experiment. Samples were obtained from students and used purposive sampling. The essay instrument consists of 10 items developed of science process skills. Awareness is measured using a test questionnaire consisting of 19 items. The collected data were analyzed through prerequisite, Independent Sample test T-Test, Gain Score, multivariate analysis of Variance (MANOVA), and Pearson correlation tests. The result showed that the outdoor learning application enables to increase between science process skills and awareness aspects. The test results of each class Showed that the difference significant. It means there was a positive relation, shown by a significant score of 0.042 with 0.05 standard. The results of the analysis show the Pearson correlation value of the two variables is 0.291, it can be interpreted that the relationship between the two variables has a low relationship, but the average response value of awareness after learning increased compared before learning in the two treatment groups.
David Akinjide Akintola, Gabriel Olawumi Ayanlola, Musa Mohammed Sulaiman
Published: 25 February 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 1-8; https://doi.org/10.26555/bioedukatika.v9i1.19797

Abstract:
Despite the importance of Biology in several arears of human endeavors, teaching of practical has been handled with levity both by the teachers and the students. Studies indicated that teachers’ factors, ways and manners related to the teaching of the subject and qualification of Biology teachers are among numerous factors causing students’ poor achievements in Biology. Results from studies suggest that biological drawings could be used to facilitate students’ learning. This study assessed the knowledge of biological drawings possessed by senior school (SS) students based on frequency of Biology practical classes taught by teachers and teachers’ qualification in Oyo State, Nigeria. Descriptive research was employed. A total of 657 Biology students were randomly sampled for the study. Students’ Biological Drawings Achievement Test (SBDAT) was the instrument used with the reliability coefficient of 0.70 using test-retest method. Two hypotheses were generated and tested. Data were analyzed using t-test and ANOVA. Findings of the study showed that; the frequency of Biology practical classes students are exposed to and teachers’ qualification significantly influenced the knowledge of biological drawings possessed by students in Oyo state, Nigeria. It was recommended among others that students should be exposed to high frequency of practical classes. Also, qualified teachers should teach biological drawings in schools.
Kurnia Fadila, Nahadi Nahadi, Taufik Rahman
Published: 25 February 2021
JURNAL BIOEDUKATIKA, Volume 9, pp 41-48; https://doi.org/10.26555/bioedukatika.v9i1.19666

Abstract:
This study was aimed to develop a Three-Tier Diagnostic Test instrument to identify students' alternative conceptions about Food Chain Feeding Relationships. This instrument was developed based on stages of development proposed by Treagust. This study involved 102 students of grade VII. There were 4 students included in the interview, 28 students answered the open-ended questions, and 70 students were involved in the implementation of instrument developed. The instrument items' content was then validated by five expert judgment. The analysis showed that the Content Validity Ratio and Content Validity Index value for nine items was 1, while an item acquired 0.6 value. This indicated that Food Chain Feeding Relationships Diagnostic Instrument (FCFRDI) is valid and feasible to be tested on students. The test result data were analyzed using the Rasch Model to determine the item fit and reliability. The difference between item reliability value and the person reliability demonstrated a significant result, which means that the instrument developed has good item quality. Overall, it can be concluded that the FCFRDI developed has met the content and empirical validity so that it can be used to identify students’ misconceptions.
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