Page 21 (data 601 to 630 of 706) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 NEXT >>

601	ABS-551	5. Biology Education
Content validity study: instrument development to measure professional learning communities through lesson study Marheny Lukitasari*1, Rusdi Hasan2, Jeffry Handhika1 and Wasilatul Murtafiah1 1University of PGRI, Madiun, Jl. Setiabudi 85 Madiun 2University of Muhammadiyah, Bengkulu, Jl. Bali 118, Bengkulu 38119 *marheny[at]unipma.ac.id Abstract Professional Learning Community (PLC) in lesson study (LS) is a teacher professionalism development that very important to support the learning process in 21st century. The research aims to develop a practical instrument to be used to measure affectivity and achievement of PLC-LS from group of teachers during lesson study activity. This research have carried out of two-step validity content process namely, development and evaluation. The first step was done through determining the indicator and descriptor. The second step was done through obtaining feedback from the expert related to the developed instrument. This research produced an instrument with six indicators outlined in 46 questions related to PLC namely, six reflective questions, seven collaborative questions, seven learning outcome questions, nine share value and vision questions, eight collective responsibility questions, and nine development effective leadership questions which have been validates to be implemented. Based on the CV1 analysis, there are 7 items that show below 0.6 score which is then being left out while 11 others with the score more than 0.6 were revised according to experts recommendations. The result of CVR is 0.82 which shows that the instrument of PLC-LS is valid and can be used. Keywords: Content Validity Study, Professional Learning Community, Lesson Study PermaLink | Plain Format | Corresponding Author (Rusdi Hasan)

602	ABS-43	5. Biology Education
Improving Metacognition Ability Using Vee Diagram Iseu Laelasari Sekolah Tinggi Agama Islam Negeri Kudus Abstract The aims of this study was to describe how the components of Vee diagram can used for improving students metacognition ability includes knowledge of cognition and regulation of cognition. In this study, researchers applied Vee diagram in Problem Based Learning by modifying the syntax in Problem Based Learning using four aspect of Vee diagram, namely focus question, object & event, data record and data transformation. Sample of this research 37 student of 11 grade. Data were analyzed descriptively from student learning plan and N-gain metacognition that has been captured using essay question about human respiratory system. Analysis of result data showed that focus question is the key for improving students metacognition ability. Aspect object & event which conducted to obtain data can lead students to improve the ability of planing, building conditional knowledge, information management strategy and debugging strategy. Beside of that, this study also revealed that transformation activities and guiding students with some questions related with data that have been transformed can help students to develop procedural knowledge, declarative knowledge, monitoring comprehantion and evaluation. Keywords: Vee Diagram, Metacognition, Problem Based Learning PermaLink | Plain Format | Corresponding Author (Iseu Laelasari)

603	ABS-556	5. Biology Education
Students profile about analytical thinking skills on respiratory system subject material W Prawita1, BA Prayitno1, and Sugiyarto1 1Program Studi Magister Pendidikan Sains, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A, Jebres, Surakarta 57126, Jawa Tengah, Indonesia widyaprawita[at]student.uns.ac.id Abstract Analytical thinking skills are important for students to learning of respiratory system material. This does not only requires students to understand the concepts and principles, but also the applications in life. The aim of this research is to determine the analytical thinking of student in working on the question concept of the respiratory system. It used the descriptive method with 74 students as subjects. The instruments used test that based on the Facione analytical thinking skills indicator. The data process techniques used: score on each question, change the score and grouping the subject levels obtained by value and conclusion. The results show that percentages of students with the category of analytical thinking skills were: the very poor 49%, poor 42%, fair 9%, and there were not obtain students with a good or excellent score of analytical thinking skills. Achievement of students analytical thinking skills indicators: Interpretation 34.97%, Identifying 41.89%, Generating Hypothesis 11.15%, and Inference 18.24%. In conclusion that the analytical thinking skills of students relatively low. Based on this research suggested needs teacher effort by practice the students to answer analytical questions or using the right strategies that can foster students analytical thinking skills. Keywords: analytical thinking skills, Respiratory system PermaLink | Plain Format | Corresponding Author (widya prawita)

604	ABS-302	5. Biology Education
Development of Mobile Learning Model Games used RPG Maker MV in Ecosystem Concept Ipin Aripin Prodi Pendidikan Biologi Universitas Majalengka Abstract The purpose of this study is to develop learning media based on mobile learning model games on biology learning that is feasible and practical to use. This research uses a research and development approach (R & D) with the development model of ADDIE (Analyze, Design, Development and Evaluation). Media developed using RPG Maker MV software with learning materials of ecosystem concept. The research data was collected using questionnaire for assessment by media expert, material expert, obervation sheet, assessment sheet and concept mastering test. The data were then analyzed qualitatively and quantitatively using SPSS v.21 software. Based on the results of research indicates that the media developed according to the assessment of media experts, material experts and users pertained worthy to use with high category. The result of activity observation and user response in learning using mobile learning model categorized by high means that most students focus and antusian on learning. The results of the implementation of media usage measured from the mastery of student concepts show that mobile learning model games are able to increase the mastery of students concepts on ecosystem materials. Keywords: Mobile Learning, RPG Maker MV, Ecosystem PermaLink | Plain Format | Corresponding Author (Ipin Aripin)

605	ABS-303	5. Biology Education
Using of Science Technology Society and Environment Approach to Improve Scientific Literacy of Grade 11 Students in Plant Growth and Development Kultida Chanapimuk (a*), Sureeporn Sawangmek (a), Pranee Nangngam (b) a)Faculty of Education, Naresuan University, Tha Pho, Meueang Phitsanulok District, Phitsanulok 65000, Thailand *Kultidach59[at]email.nu.ac.th b)Faculty of Science, Naresuan University, Tha Pho, Meueang Phitsanulok District, Phitsanulok 65000, Thailand Abstract The environmental issues surrounding agrochemical products include serious health and ecological problems facing people today. Scientific literacy is necessary for students to understand scientific knowledge and get ready for the future world. Therefore, this action research aims to promote scientific literacy, in the area of plant growth using the Science, Technology, Society and Environment (STSE) approach that consists of 4 steps: 1) motivation; 2) exploration; 3) brainstorming; and 4) decision making. The participants are 35 special program in Biology students in grade 11. The PISA-like test and worksheets were used to collect data. Content analysis and triangulation were used to indicate the development of the scientific literacy. The findings show that the students have better scientific literacy and higher competencies in explaining phenomena scientifically, evaluating and designing scientific inquiry and interpreting data and evidence scientifically. This study strongly suggests that the exploration process within the real situation significantly supports students in developing scientific literacy. Keywords: scientific literacy; Science, Technology, Society and Environment (STSE) approach; Plant growth and development PermaLink | Plain Format | Corresponding Author (Kultida Chanapimuk)

606	ABS-48	5. Biology Education
Biology Modules with POGIL Approach to Enhance Students Analytical Thinking Ability Ihwan Rosadi, Maridi, Widha Sunarno Science Education Department of Postgraduate Programme Sebelas Maret University, Surakarta, Indonesia Abstract POGIL (Process Oriented Guided Inquiry Learning) approach for learning is important to be developed for high school since it can enhance students analytical thinking ability. This research aimed to determine feasibility and effectivity biology module with a POGIL approach to increase student analytical thinking ability. The module development was done by generates purposes, raises questions, uses information, utilizes concepts, makes inferences, makes assumptions, generates implications dan embodies a point of view. Data collection was questionnaire and test performed pretest and posttest with control group design. Two classes were selected randomly as samples consist of 30 students in each group. Descriptive data analysis was used to analyze the module feasibility and t-test was used to analyze the analytical thinking ability. The results showed that the feasibility of the module development has very good results based on an assessment of the experts, practitioners, and peers. Based on the t-test results, there is a significant difference between control class and experiment class (0.004), n-gain score of control and experiment class respectively 0.50 (medium) and 0.60 (medium). It shows that the module is more effective than the textbook. It is able to improve students analytical thinking ability and worthy to used in learning. Keywords: Biology Modules, POGIL, Analytical Thinking PermaLink | Plain Format | Corresponding Author (Ihwan Rosadi)

607	ABS-565	5. Biology Education
The plant anatomy practicum uses a smartphon-assisted digital microscope in improving student compound intelligence S Sugianto (1*,2), S Anggraeni (1), W Setiawan (1) 1) Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia. 2) Program Studi Pendidikan Biologi FKIP Universitas Wiralodra. Indramayu, Jawa Barat 45213, Indonesia *sugi.anto94[at]student.upi.edu Abstract The background of this research is that the activity of students at the time of plant anatomy practice is not conducive and the learning process given is not oriented to explore students multiple intelligence ability, so that the visual, logical-mathematical, physical-kinesthetic and naturalistic ability of students is still low. This is evidenced through reports of their lab results and their learning activities are still low, but notabennya plant anatomy merupkan windows to explore science or science curiosity curiosity is not limited. The purpose of this study is to increase student learning activities, improve students multiple intelligence, and to find out students responses to the application of digital microscope assisted smartphondalam practicum of plant anatomy. Student learning activity is assessed by using observation sheet, the ability of multiple intelligences is measured by using test in the form of description , and student responses were assessed using a response questionnaire. The result of the research shows that the increase of students learning activity has very good criteria. The use of digital assisted microscope can improve students intelligence ability, and the student response to the use of digital microscope with the aid of smartphones in the plant anatomy practice has very good criteria Keywords: Smartphone-assisted digital microscopes; student learning activities; multiple intelligences PermaLink | Plain Format | Corresponding Author (Sugianto Sugianto)

608	ABS-566	5. Biology Education
Innovation in Assessment: True-False Reasoning Diagnostic Instrument for Measuring Problem-Solving Skills Dhora Vasminingtya Reginaning Charysma (a*), Sri Widoretno (b), Sri Dwiastuti (c) a) Departemen Pendidikan Biologi, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia *dhora.vasminingtya[at]gmail.com b) Departemen Pendidikan Biologi, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia Abstract Abstract. This research purpose is to create the true-false reasoning (TFR) instrument for measuring problem-solving skills students. Research procedure used descriptive qualitative to show a 45-items TFR diagnostic instruments to evaluate secondary ability of students for solving complex questions about immune system. TFR diagnostic instruments are specifically designed based on interaction of problem solving and scientific reasoning aspects. Result indicates that students answer TFR consist of claim, it means students reasoning does not required ground and rebuttal aspects. Ground is the evidence for claim and consists of empirical data or facts that are objective to give solutions. Rebuttal is the counter-argument of the claim. Ability to solve a problem by scientific reasoning is one of indicator as a good problem solver. Scientific reasoning was developed through many arguments that appear inside the classroom, specifically by using assessment called TFR diagnostic instrument. Keywords: Assessment; True-False; Scientific Reasoning; Problem-solving PermaLink | Plain Format | Corresponding Author (Dhora Vasminingtya Reginaning Charysma)

609	ABS-570	5. Biology Education
The relation of students diagram comprehension, knowledge and cognitive activities while studying mosses metagenesis diagram Mohammad Rahdian Raksabrata (a), Adi Rahmat (b*), Sariwulan Diana (b) a) Departemen Pendidikan Biologi, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229 Bandung, Jawa Barat Indonesia (40154) b)Departemen Pendidikan Biologi, FPMIPA Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229 Bandung, Jawa Barat Indonesia (40154) *adirahmat[at]upi.edu Abstract The students success in understanding the visual representation such as diagram, can be determined by cognitive activities that occurs in working memory. One of the diagrams that are abstract and difficult to understand when studying Biological material is a plant metagenesis diagram. This study aims to reveal the types of cognitive activities that relate to knowledge and diagram comprehension while students read mosses metagenesis diagram. 25 Biology education students completed mosses metagenesis knowledge test and diagram comprehension test (m = 48,9). Verbal data were collected by Think Aloud Protocol to find type of cognitive activities while students read mosses metagenesis diagram. Four types of cognitive activities that found and correlated strongly with diagram comprehention, were 1) identification of image detail(r = 0.917; p <0.01), 2) symbols interpretation (r = 0.862; p <0.01), 3 ) activation of prior knowledge (r = 0.703; p <0.01), and 4) inferention (r = 0.773; p <0.01). These results indicate the high of frequency of identifying image detail, symbols interpretation, activation prior knowledge, and inference contributing to the high understanding of mosses metagenesis diagram. This study also reveals that students knowledge has contributed highly to students understanding of diagrams. Keywords: Knowledge, Diagram comprehension, Cognitive Activities, Protocol Think Aloud, Mosses Metagenesis PermaLink | Plain Format | Corresponding Author (MOHAMMAD RAHDIAN RAKSABRATA)

610	ABS-572	5. Biology Education
Exploring undergraduate students mental representation and its correlation with information processing and their knowledge in learning plant transport using diagram convention Intan Komalasari, Adi Rahmat* and Taufik Rahman Departemen Pendidikan Biologi, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *adirahmat[at]upi.edu Abstract Application of diagram convention in learning helps students to understand biological concepts. This diagram is integrated in formation of facts of a concept. The aim of this study was to analyze the correlation between mental representation (MR) of undergraduate students when reading diagram convention with information processing and their knowledge. The 27 participants consist of undergraduate students of biology education in Bandung who are studying plant transport. MR data in form of causal network is obtained through worksheet instrument developed based on CNET protocol while information processing and knowledge through an essay instrument. There is a strong correlation between MR with information processing (r=0.578; p<0.01) and MR with knowledge (r=0.679; p<0.01). This result indicates that to represent a diagram being studied requires knowledge as a bridge to connect the information contained in the diagram. Important information in diagram is processed in working memory to form causal interactions between information elements and emerge in form of causal network. Two MR patterns are found namely linear (Markov chain) and simple branching (feedback control with a single measurement). Differences in MR patterns indicate the ability of students understand the information contained in the diagram. Keywords: mental representation, information processing, knowledge, diagram convention PermaLink | Plain Format | Corresponding Author (Intan Komalasari)

611	ABS-574	5. Biology Education
Analysis of Ability to Use Microscope and Its Relation with Visual and Verbal Representation in Representing Microscopic Objects in Anatomy of Plant Lecture Endro Widodo(1), Adi Rahmat(2)*, Eni Nuraeni(3) 1)Program Studi Pendidikan Biologi, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2)Departemen Pendidikan Biologi, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *adirahmat[at]upi.edu Abstract Visual representation is a persons ability to represent objects visually while verbal representation is a persons ability to represent objects in writing or oral. This study aims to identify the ability to use a microscope and its relation to the visual and verbal representation of students in representing microscopic objects in anatomy of plant lecture. The type of research used in this research is descriptive research. Research subjects are Biology Education students who register the subject of plant anatomy. The instruments used are general visual and verbal skills tests, microscope usage rubrics, visual and verbal assessment rubrics, and questionnaires. At the beginning of the lecture 51% of students have the ability to use microscopes in the category of poor. After 5 lecture meetings, the students ability to use microscope increased to 60% in the category of good. The ability to use microscope is correlated with students ability to represent objects visually (visual representation) (r=0.373; p < 0.05) and verbally (verbal representation) (r=0.669; p<0.01). The result shows that the ability to use a microscope is not the only factor that contributes to the students ability to represent microscopic objects both visually and verbally. Several contributing factors are discussed in this paper. Keywords: Visual Representation, Verbal Representation, Microscope, Anatomy of plant. PermaLink | Plain Format | Corresponding Author (Endro Widodo)

612	ABS-63	5. Biology Education
Level of Critical Thinking Skills of Pre-Service Teachers on Learning The Chromosomal Basis of Heritance based Aplication Forum Online Discussion Yuyun Maryuningsih, Topik Hidayat, Riandi, Nuryani Y Rustaman SPS Universitas Pendidikan Indonesia Abstract Critical thinking skills are 21st century skills that need to be trained on pre service teachers as stock of life in the future. The application of online discussion forum is widely used in everyday life, but rarely do research in connection with its role in learning, to see the level of critical thinking skills of pre service teachers with the aid of online forum discussion forum. The study was conducted on pre service teachers who took Genetics courses, with a population of 145 pre-service teacher with 72 participants. Squat experimental research was conducted to analyze the role of online forum discussion application in support of genetic learning process, excellence and weakness of application in learning process of Genetics to students critical thinking skill. Data retrieval is done via a problem-based short message submitted through the online discussion forum application. Participant responses were then analyzed scoring to assess students critical thinking skills using the Facione 2015 framework. The data were analyzed qualitatively to determine how high the students critical thinking skill level was. The skill level of critical thinking of pre-service teachers is increasing on genetic learning with the help of online discussion forums that focus on the problem. Keywords: critical thinking skills, online discussion forums, genetics PermaLink | Plain Format | Corresponding Author (Yuyun Maryuningsih)

613	ABS-584	5. Biology Education
Misconceptionson protist in high school biology textbooks Defita Raharjo1*, Murni Ramli2, and Yudi Rinanto2 Program Studi Magister Pendidikan Sains, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36A, Surakarta 57126, Indonesia Abstract Protist one of the difficult subject to be understood by students because it is an abstract and the objects are microscopic. Textbook is used in the teaching learning process as a resource for students to understand the concepts. If there are any error information are written in the textbook,it may cause misconceptions for the student. The aims of this study are to identify the misconceptions in high school biology textbook and predict the impacts of misconceptions. This study is a document analysis, two textbooks were selected purposively among the textbooks used in the high schools in Klaten Regency, Indonesia. Analysis of misconceptions based on five categories according to Hershey, namely undergeneralization, obsolute concepts and terms, oversimplification, overgeneralizations and misidentifications. The result show that there was found one misconception category in the textbooks, namely undergeneralization 14,28% in book D and 10,71% in book E. Undergeneralization will make the students only understand a part of concepts or problems in the material of protist. Keywords: misconceptions; textbook; protists PermaLink | Plain Format | Corresponding Author (DEFITA RAHARJO)

614	ABS-335	5. Biology Education
Construct validity examination of inquisitiveness indicator on critical thinking disposition test in biology Jayanti Syahfitri1,2*, Harry Firman1, Sri Redjeki1 and Siti Sriyati1 1 Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia 2 Program Studi Pendidikan Biologi, Universitas Muhammadiyah Bengkulu, Jl. Bali Kota Bengkulu, Bengkulu 38119, Indonesia Abstract Inquisitiveness is one of indicators of the critical thinking disposition which is curiosity to gain knowledge. The aims of this research were to examine the construct validity of inquisitiveness indicators on critical thinking disposition test in biology. The critical thinking disposition test consisted of 22 multiple choice questions that have been validated by experts and the items were presented through cases relating to biological content. This research involved 526 students of biology education from University of Muhammadiyah Bengkulu and the State University of Bengkulu in the grade of study (year 1, year 2, year 3, and year 4). Based on the confirmation by confirmatory factor analysis, this research found that the critical thinking disposition test for inquisitiveness indicators had the suitable construct validity for 10 items. This results were supported with the acceptable values of convergent validity, they were the standardized factor loading more than 0.5, composite reliability 0.57 and average variance extract 0.93. from those results of this research, it can concluded that this instrument has a high validity and reliability to measure inquisitiveness of critical thinking disposition in biology. Keywords: construct validity, inquisitiveness, critical thinking disposition, biology PermaLink | Plain Format | Corresponding Author (Jayanti Syahfitri)

615	ABS-81	5. Biology Education
Learning Models Based Sundanese Local Wisdom: Is it Effective to Improve Students Learning Outcomes? Uus Toharudin, Iwan Setia Kurniawan Department of Biology Education, Universitas Pasundan Bandung Abstract Local wisdom is a potential that can be integrated in developing learning models in schools. In West Java, Sundanese culture local wisdom has a particularly high diversity of folk games. This research is focused on developing biology learning model by integrating local wisdom in the form of Sundanese ethnic folk games. This study aims to determine the effect of the learning model that integrates Sundanese local knowledge in improving students learning outcomes. The method used is quasi experiment with quantitative descriptive design. Research subjects consist of students from various levels of education, ranging from elementary school, junior high school and senior high school. The results showed an increase in learning outcomes at all levels, the highest increase in primary school (average Ngain = 0.6), Junior High School (average Ngain = 0.37) and Senior High School (average Ngain = 0.39). Based on the results of this study it can be concluded that the model of biology learning by integrating local wisdom in the form of Sundanese folk games can improve students learning outcomes. A high increase occurred in elementary school students. Based on the results of interviews with elementary students, they still love learning through the game. Keywords: learning model, local wisdom, Sundanese folk games, learning outcomes PermaLink | Plain Format | Corresponding Author (uus Toharudin)

616	ABS-593	5. Biology Education
Vee Diagram and Mind Mapping Application for Better Understanding of Plant Reproduction Concept Surti Kurniasih, Aip M. Irpan Biology Education Study Program Faculty of Teacher Training and Educational Sciences Pakuan University Abstract Students lack of understanding plant reproduction concept becomes a common issue in Bioreproduction class. This study is lesson study based and aims to see which technique, Vee diagram or mind mapping, is more effective to be applied. The study was conducted in Biology Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University on March until May 2017. The second year students of class IVB and class IVC are chosen as the participants and team of Bioreproduction lecturers as the researchers as well as the observers. The lesson topic for the experiment is Plant Reproduction. The methodology of this study was quasi experiment. Vee diagram was applied in IVB, while mind mapping was applied in IVC. The study was conducted in two cycles with three steps (plan, do and see). Data was collected using observation, test and documentation technique. The result of data analysis shows tcalculated(2.99) is higher than that of ttable (1.99). It means that there is a significant difference in concept understanding using Vee diagram rather than mind mapping. The average score of class IVB is 70.07 better than class IVC which is 60.35. Based on the result and data analysis, it can be concluded that Vee diagram can improve a better understanding of Bioreproduction class, especially on lesson topic Plant Reproduction. Keywords: Key Word: plant reproduction, Vee diagram, mind mapping, lesson study PermaLink | Plain Format | Corresponding Author (Surti Kurniasih)

617	ABS-595	5. Biology Education
Undergraduate students ability to process information and its relation with visual and verbal representation in plant morphology laboratory activity Stevia Ladisa (a), Adi Rahmat (b*) Bambang Supriatno (b) a) Program Studi Pendidikan Biologi, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia *adirahmat[at]upi.edu Abstract Laboratory activity of plant morphology requires students to process the information of specimen in their working memory and then represent it both visually and verbally. The aim of the study is to describe the relation between the students ability of information processing and their visual and verbal representation in plant morphology laboratory activity. This study was conducted in one of the state univercities in Bandung Indonesia, in the class of pant morphology course with 31 students. Students ability of information processing was assessed by using task complecity which consist of component of information, integration of information, and application of information. The visual representation was analyzed based on authenticity and the detail of picture, propotional of picture, and suitability of the picture with the concept. The verbal representation was analyzed by the suitability of the description with the concept, completeness of the description, clarity of the description, terminology, and binominal nomenclature. The result shows that the students information processing ability has low correlation with visual and verbal representation ability. Based on the result, we can say that students with a good information processing ability can not always show that they have a good visual and verbal representation ability as well. Keywords: information processing; visual representation; verbal representation PermaLink | Plain Format | Corresponding Author (Stevia Ladisa)

618	ABS-601	5. Biology Education
Prospective Biology Teachers Critical Thinking Skills in Microbiology Argument-Based Inquiry Laboratory Activities Evi Roviati, Ari Widodo, Widi Purwianingsih, Riandi Universitas Pendidikan Indonesia IAIN Syekh Nurjati Cirebon Abstract Argumentation in science education have been realized to have connections with many benefits including critical thinking skills. This study explored the implementation of argument-based inquiry activities in microbiology laboratory course and how the implementation may improve students critical thinking skills. The subject of this research was the fifth semester students of a biology teacher educational institution in Cirebon. The data collected were the students critical thinking skills using a set of critical thinking skills test in microbiology lab course. The result showed that the students participation in the microbiology argument-based inquiry laboratory activities significantly improved the critical thinking skills of the students. The aspects of the critical thinking skills that influenced the most by the program was developing and maintaining a position in an issue by analyzing, evaluating and producing explanations. Keywords: Critical Thinking, argumen-based learning, scientific argumentation PermaLink | Plain Format | Corresponding Author (Evi Roviati)

619	ABS-602	5. Biology Education
Argument-Based Inquiry Laboratory Activity To Improve Scientific Argumentation Skills Of Prospective Biology Teachers Evi Roviati, Ari Widodo, Widi Purwianingsih, Riandi, Dewi Cahyani Universitas Pendidikan Indonesia IAIN Syekh Nurjati Cirebon Abstract Engaging undergraduate students majoring in biology education in authentic microbiology laboratory courses has been recently recommended as a means of improving their understanding of the nature of scientific research in biology education. Scientific argumentation skills can contribute to the quality of student learning by being the basics of intellectual skills and critical thinking. This study analysed the profile of prospective biology teachers scientific argumentation skills and how argument-based inquiry lab activity in the topic of antimicrobial susceptibility testing may improve their scientific argumentation skills. The research was conducted in a biology teacher educational institution in Cirebon. The subjects were the fifth semester students during microbiology laboratory course. The data were obtained through observation of the learning process; assessing group argumentation during lessons and individual argumentation from students lab reports. The result showed that the students activities were in a good performance and quality of individual argumentation were mostly in moderate and higher level. Thus, the inquiry argumentative lab activity can improve scientific argumentation skills. Keywords: scientific argumentation, microbiology lab activity, pre-service biology teacher PermaLink | Plain Format | Corresponding Author (Evi Roviati)

620	ABS-91	5. Biology Education
The importance of using socio-scientific issues in biology learning for preparing students as a 21st century society Luthfiana Nurtamara, Sajidan, Suranto 1Departemen Pendidikan Biologi, Pascasarjana, Universitas Sebelas Maret Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, INDONESIA 2Departemen Pendidikan Biologi, Pascasarjana, Universitas Sebelas Maret Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, INDONESIA 3Departement Biology, Faculty of Mathematics and Sciences,, Universitas Sebelas Maret Jl. Ir. Sutami 36A Kentingan Jebres Surakarta 57126, INDONESIA Abstract Abstract. The purpose of 21st Century Education is to prepare students as societies by empowerment high order thinking skills, such as constructs arguments and decision making based on the evidence of Socio-scientific Issues (SSI). However, most teachers have limited experience in teaching SSI in their classes. Research learning through SSI to help limited experience in the teaching SSI has grown in various countries by raising issues related to learning materials in the society case. Literature review studies about SSI in biology learning research are needed to provide recommendation SSI approach in biology learning for preparing students in 21st Century societies. Keywords: socio-scientific issues (SSI), innovative biology learning PermaLink | Plain Format | Corresponding Author (Luthfiana Nurtamara)

621	ABS-348	5. Biology Education
How to improve the science process skills of biology education students on photosynthetic topic? A Yuniarti*, B Supriatno, and E Nureni Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract Abstract. The DP4 learning strategy in this research is the acronym of Demonstration method, Practical work-discussion1 method, Presentation-discussion1 method, Practical work-discussion2 method, and Presentation-discussion2 method. This study aims to describe the effect of applying DP4 learning strategy to Science Process Skills (SPS) of biology education students on photosynthesis topic. The research method is a weak experiment, with the research design The One-Group Pretest-Posttest Design. The implementation of the study involved 36 biology education students at one of the universities in Pontianak. The research instrument used is in the form of test equipment, assessment rubric, and questionnaire. Data were analyzed using Microsoft Excel and SPSS 24 Program. The statistical results show that DP4 leraning strategy has an effect on improving biology education students science process skills on photosynthesis topic. This due to the topic of photosynthesis that is learned through demonstration, practical work-discussion, and presentation-discussion activities to direct the students to observe the facts that appear in experiment, to formulate hypotheses, to determine the independent variables, bound variables and control variables in the experiment, to experiment, create data tables and write experiment data, interpreting and analyzing experimental data, connecting experimental variables, and make a conclusions from experimental results. This DP4 learning strategy can be utilized by educators in learning photosynthesis topic. Keywords: DP4 Learning Startegy; Photosynthesis; Science Process Skills PermaLink | Plain Format | Corresponding Author (Anisyah Yuniarti)

622	ABS-605	5. Biology Education
Argument-Based Inquiry Lab Activity on Microbiological Water Analysis for Pre-service Biology Teachers Evi Roviati, Ari Widodo, Widi Purwianingsih, Riandi, Dewi Cahyani Universitas Pendidikan Indonesia IAIN Syekh Nurjati Cirebon Abstract Lab activity is a critical part of microbiology course for pre-service biology teachers. The aim of this study was to investigate the students learning experience and scientific argumentation skills in a microbiology argument-based inquiry lab activity. The most probable number (MPN) methods were designed to analyse drinking water samples by detecting the presence of coli fecal bacteria. The observation method was used to assess learning experiences for the students. Meanwhile, scientific argumentation skills were assessed by using argument level criteria from students worksheets and lab report. The lab activity was following 8 steps: 1) introducing the problems and investigation questions; 2) formulating initial group arguments and hypothesis; 3) designing and conducting the experiment; 4) analyzing data and formulating group arguments; 5) enganging in argumentation session 6) writing lab report 7) doing peer-review; and 8) writing revision and evaluating the report. The results showed that the argument-based inquiry lab activity improving students scientific argumentation, especially in making data as evidence for their claims. The students also responded that the activity made them have more undertanding and interest in microbiology. Keywords: scientific argumentation, microbiology lab activity, pre-service biology teacher PermaLink | Plain Format | Corresponding Author (Evi Roviati)

623	ABS-94	5. Biology Education
The using of handbook PBL oriented in introductory and laboratory techniques course Diana Susanti, Liza Yulia Sari, Vivi Fitriani, Bambang Supriatno, Riandi STKIP PGRI SUMATERA BARAT Abstract Development of handbook Problem Based Learning (PBL) oriented in the introduction and laboratory techniques course have been done and obtain very valid results. Therefore, this research is continued in practical test phase. The purpose of this research is to develop the handbook in associated to problem-based learning approach in introductory and laboratory techniques course at practical stage. This research is a development research. The research models and procedures use 4-D (four-D models) development model consisting of 4 stages: define, design, develop, and disseminate. The research data of handbook is obtained from the questionnaire of practicability. Practicality data obtained from the questionnaire by 2 lecturers and 69 students. The result of practicality assessment by the lecturer was 90% (very practical), and the result of the students practicality assessment was 76% (practical). It can be concluded that the result of PBL-oriented handbook practice in introductory and laboratory technique, obtaining very practical value from lecturer and practical from student. Keywords: Introductory and Laboratory Techniques, Practicality, Handbook PermaLink | Plain Format | Corresponding Author (Diana Susanti)

624	ABS-350	5. Biology Education
Complexity of student argument in reasoning plant tissue system through multiple representations Sumarno; Muslimin Ibrahim; and ZAI Supardi Biology Education, Universitas PGRI Semarang Science Education, Post Graduate, Universitas Negeri Surabaya Abstract Understanding of pre-service Biology teachers about the structure system of complex plant tissue represented a modest reasoning ability, by doing so, it needed an effort to develop that skill. Training the reasoning skill by using multiple representations supported by argumentative explanations played an important role in understanding complex systems. Nevertheless the existing learning tools were limited to worksheets facilitating learning to understand the concepts of using external representations. The aim of this study was to examine whether instructional support by utilizing multiple representations can help students constructing their reasoning argument framework about complex systems. This study involved 30 pre-service biology teachers, which studying tissue plant system using multiple representations. The data in reasoning argument framework about complex systems were obtained using worksheets, developed according to multi-representation pedagogy and hierarchy of system thinking. The research findings showed that most of the students were able to construct complex, complicated argument frameworks. The use of multiple representations could provide benefits for students obtaining evidence to support complex relationship claims within the system. Keywords: argument, complex system reasoning, multiple representation PermaLink | Plain Format | Corresponding Author (Sumarno Sumarno)

625	ABS-607	5. Biology Education
Implementation of Field Trip Based Inquiry Method to Improve Critical Thinking and Problem Solving Skills of Students on Plantae Topic H S Asra, S Diana and A Amprasto Program Study of Biology Education, Graduate School Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia Abstract This study aims to obtain information on how the implementation of field trip based inquiry method in improving the critical thinking and problem solving skills of students on plantae topic. The research method is a pre-experiment, with the research design the one-group pretest-posttest design. The implementation of the study involved 30 students in one of the high schools in Bandung. The research instrument used was observation sheet of the implementation process of field trip based inquiry method, critical thinking and problem solving skills test instrument, student response questionnaire. Data were analyzed using Microsoft Excel program and SPSS Statistic Software version 22.0. The results of the implementation show that field trip based inquiry method contributes in improving the critical thinking and problem solving skills. The result showed that there was a difference in the scores of the pretest and the posttest of critical thinking and problem solving skills of students. The average N-gain for critical thinking skills included medium category, and for problem solving skills included high category. The average percentage of the implementation process of field trip based inquiry method included very good category, and the students gave very good responses to the implementation of field trip based inquiry method. Keywords: Field trip based inquiry method; Critical thinking skills; Problem solving skills PermaLink | Plain Format | Corresponding Author (Husnul Sakinah Asra)

626	ABS-98	5. Biology Education
The importance of teaching materials based local potential mangrove ecosystems: introduction study Wahyu Rimbun, Siti Sriyati, Amprasto Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia *wahyurimbun99[at]gmail.com Abstract Local potency-based learning provides knowledge, skills, understanding of the state of the environment and the needs of local communities in accordance with the values or rules that apply to learners. This study was a introduction study on the used of local potency-based teaching materials by SMK N 1 Legonkulon Fisheries adjacent to damaged mangrove forests. The method used in this research was descriptive-qualitative method. Preliminary data regarding the importance of application of teaching materials were explored through interview instruments for teachers and students. The subjects were 2 teachers and 15 students from SMK N 1 Legonkulon. The results showed that 100% of students did not study the mangrove ecosystem in learning and did not know about the relation of mangrove existence to the fish population. Teachers claimed only teach the ecosystem in general and did not convey the subject matter about the mangrove ecosystem due to not having the teaching materials associated with the mangrove ecosystem. Based on preliminary study it was deemed necessary to apply local potential-based teaching materials so that students better understand and care about the environment, and better understand the concept of ecosystems to gain useful learning. Keywords: Keyword : Local Potential, Teaching materials,Mangrove Ecosystem PermaLink | Plain Format | Corresponding Author (Wahyu Rimbun)

627	ABS-355	5. Biology Education
How Indonesian Students Think about Environment: Case Study at North Coastal Central Java, Indonesia Fenny Roshayanti; Azizul Ghofar Candra Wicaksono; Ipah Budi Minarti Universitas PGRI Semarang, Semarang, Indonesia Abstract Aberration in the northern coastal area of Central Java province of Indonesia is at an alarming level. What are the students think about the surrounding environment becomes very important information in increasing the environmental literacy in the region. 329 of students were given a questionnaire and some were interviewed to explore their opinions and verbal commitment to the various environmental issues and actions they could take. There is a variation in the verbal commitment of students who are dominated by willingness to invite others in pollution prevention efforts. Other results indicate that students have low scores on energy saving aspects. So it is necessary to update learning especially those related to environmental literacy. Keywords: coastal area, environment, thinking ability PermaLink | Plain Format | Corresponding Author (fenny Roshayanti)

628	ABS-367	5. Biology Education
The important of self-efficacy and self-regulation in learning: how should a student be? Uus Toharudin, Adi Rahmat, Iwan Setia Kurniawan Department of Biology Education, Universitas Pasundan Bandung Department of Biology Education, Universitas Pendidikan Indonesia Bandung Abstract Self efficacy and self regulation are important for a student. Self efficacy is the ability of students to organize and implement actions that will make students motivated to learn through self use as a goal setting process. Self regulation is the ability to control oneself through a process that activates thoughts, behaviors and feelings in achieving goals. This study aims to describe students self efficacy and self regulation. The research method used was mix method. Research subjects were 22 senior high school students. The results showed students self efficacy abilities are categorized as good and students self regulation are categorized as excellent. Correlation test results showed that self efficacy and self regulation are inversely correlated (r2 = .451), means that the lower the students self efficacy, the higher the students self regulation. Based on these results, we can conclude that the ability of self efficacy and self regulation will aid in achieving the learning objectives. Teachers roles and strategies are needed to build students self efficacy and self regulation. Keywords: self efficacy, self regulation, learning activities, teaching strategies PermaLink | Plain Format | Corresponding Author (uus Toharudin)

629	ABS-115	5. Biology Education
Relationship Between Environmental Observing And Predicting Skill of Students using Problem Posing on Environment Pollution Concept in SMKS AR-RUSLAN Novi Utami Rosyid (a)* a) Environmental Education program, Jakarta State University, Jl.Raya Rawamangun Mukaa Jakarta Timur 13222 Indonesia Abstract The purpose of this research is to determine the environmental observing and predicting student skill of class X SMKS AR-RUSLAN by using Problem Posing model on the concept of environmental pollution. The research method used in this research is correlation method. In this study the data taken is the skill of environmental observing and predicting that is qualitative so that the data collection using the instrument in the form of observation sheet that has been through the validity and reliability test. The results of this study can be concluded that there is a relationship between student skill in environmental observing and predicting using problem posing model on the concept of environmental pollution on SMKS AR RUSLAN with a significant correlation value of 0.897, a positive correlation that if the environmental observing skill is high then the environmental predicting skill is also high and if the environmental observing skill is low then environmental predicting skill is also low. This research is important to develop student skill and increase the sensitivity to the environmental problem. Keywords: Observing; Predicting; Environmental Pollution; Problem Posing PermaLink | Plain Format | Corresponding Author (Novi Utami Rosyid)

630	ABS-372	5. Biology Education
Optimizing Character Building in Biology Learning through Scientific Approach to Enhance Students 21st Century Attitude Muhammad Irwansyah (a*), Ariyansyah (a), Erni Suryani (a) a) Program Studi Pendidikan Biologi, Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Bima, Jl. Tandean Kel. Mande, Kota Bima 84119, Indonesia *irwansyahmuh44[at]gmail.com Abstract The study aims to reveal the developing, the appropriateness and the effectiveness of biology learning tools based on scientific approach to enhance students 21st century attitude. This research was a development research with developing model adapted from Thiagarajan. The trial of this research product was conducted at SMA Negeri 2 Kota Bima grade 10th students. Data were collected by using 21st century attitude questionnaire and peer assessment. The result of data analysis shows that biology learning tools is valid to use with very good category and effective to enhance students 21st century attitude. The result of this research can be used as the referential study to optimize character building in science learning process. Keywords: 21st century attitude, scientific approach, biology learning, character building PermaLink | Plain Format | Corresponding Author (Muhammad Irwansyah)

Page 21 (data 601 to 630 of 706) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 NEXT >>

Powered By Konfrenzi 1.832J-Build3 © 2025 All Rights Reserved