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1 Biology Education ABS-260

Assessment for Learning through Written Feedback to Develop 21st Century Critical Thinking Skills on Plantae Learning
Yulisa Nurdini (a*), Ana Ratna Wulan (b), Sariwulan Diana (b)

a)Pendidikan Biologi,Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229 Bandung 40154, Indonesia
*yulisanurdini[at]upi.edu
b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229 Bandung 40154, Indonesia


Abstract

Development of 21st century skills becomes essential life skills in supporting individuals to adapt well to 21st century life. One of the 21st century skills that needs is critical thinking skills. Development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to do research on the application of assessment for learning to improve students critical thinking skills. This study uses quasy experiment method with the pretest posttest control group design. Assessment for learning through written feedback is applied to experimental class, while the control class is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The results showed that the application of assessment for learning through written feedback can improve students critical thinking skills. This is indicated by the experimental class average N-gain value is 0.82 in Pteridophyta and 0,87 in Bryophyta subchapter.

Keywords: Assessment for learning; written feedback; Plantae

PermaLink | Plain Format | Corresponding Author (Yulisa Nurdini)


2 Biology Education ABS-268

Disseminate of Handout based on Guided Discovery Method in Terms of Student Learning Motivation
Siska Nerita (a), Yulia Sri Hartati (a), Annika Maizeli (a), Aulia Afza (a)

Biology Education STKIP PGRI Sumatera Barat, Jalan GUnung Pangilun Nomor 4 Padang


Abstract

The research team has developed handout based on guided disovery method in process evaluation and learning outcomes of biology subject. Development has resulted handout that valid, practical, effective, and disseminate stage will be carried out. The disseminate stage is done at Program Studi Pendidikan Biologi Sekolah Tinggi Keguruan dan Ilmu Pendidikan Ahlussunnah Bukittinggi, Sumatera Barat. This study aims to determine student learning motivation by using products that have been developed. This is a development research using a 4D model, which is in the disseminate stage. The instrument used is student learning motivation questionnaire. The questionnaire was filled out by students of Program Studi Pendidikan Biologi STKIP Ahlussunnah who have taken the course of process evaluation and learning outcomes of biology subject as many as 20 students, and the data is processed using a percentage formula. The results showed that the average student learning motivation after using the handout was 81,18% (very effective). It can be concluded that at the disseminate stage, handout based on guided discovery method in process evaluation and learning outcomes of biology subject have been effectively seen from student learning motivation.

Keywords: disseminate, handout, student learning motivaton

PermaLink | Plain Format | Corresponding Author (Siska Nerita)


3 Biology Education ABS-13

THE EFFECTIVENESS OF SCIENTIFIC-BASED STUDENT WORKSHEET IN ENHANCING STUDENT COGNITIVE, AFFECTIVE AND PSYCHOMOTOR ASPECTS
Yusuf Ibrahim, Cita Tresnawati, Mia Nurkanti

Universitas Pasundan


Abstract

The current study is a part of a three-year research aiming at developing student worksheets which are based on scientific project approach, which consists of inquiry, problem-based learning, and project-based learning models. This study is at dissemination phase, in which it attempts to investigate the effectiveness of the scientific project-based worksheets that were developed in the second year of the research. This study employed educational research and development (R & D). The instrument used to collect the data were scientific project-based worksheet, assessment sheets to assess the participants’ cognitive, affective and psychomotor aspects, questionnaires for teachers, practitioners and students. The dissemination involves 29 students taking internship program from 2013 to 2014, at several schools in Bandung. The results show that scientific project-based worksheets, with N-gain average of between 0.55-0.82 is categorized as medium and high, and significantly different at significance level α = 0.05. It means the use of the worksheets significantly improves learners’ concept understanding as a whole. Feedbacks gained also suggest that the developed worksheet models have positive effects on the students attitude towards science, with the average score from 81.33 to 88.37. The rate for psychomotor aspect, with its mean value 80.73-91.67 has proven to be effective to encourage students to be more active during lab activities.

Keywords: cognitive, affective, psychomotor aspects, inquiry, problem-based learning, project-based learning

PermaLink | Plain Format | Corresponding Author (Yusuf Ibrahim)


4 Biology Education ABS-271

Integrated learning for environmental literacy in high schools
Fenny Roshayanti Azizul Ghofar Candra Wicaksono Ipah Budi Minarti Nurkolis

Universitas PGRI Semarang


Abstract

The environmental issues that happened in the northern part of Central Java are getting worse. Human activity is believed as the main factor of environmental damage. The developing in infrastructure, changing the coastal area into harbor and industry and also habit in throwing waste material into the sea will contribute great damage in the environment. Then, preventive action is needed to overcome this problem. By changing the young generation’s perception, awareness, and action with the integration of environmental literacy in learning practice will become the best way to fix these challenges. This research is aimed to develop environmental literacy-integrated learning in high schools and measure student’s environmental literacy as a result of the implementation of this integrated learning. The environmental literacy-integrated learning combines environmental literacy aspects with problem-based learning model. In addition, a set of learning media and module based environmental literacy are used as supporting materials in this research. This research use mix method with a qualitative approach to examine the quality of the environmental literacy-integrated learning. The quantitative approach also used with quasi-experimental design to measure the effect of environmental literacy-integrated learning which involving 30 students in the experimental class and 30 students in the control class. The score of environmental literacy is taken after the implementation of environmental-integrated learning using Middle schools environmental literacy surveys (MSELS) questionnaires. The data then analyze using ancova. The qualitative data is also used to evaluate the implementation of environmental literacy-integrated learning. The result shows that environmental literacy-integrated learning gives positive impact in student’s comprehension in all environmental literacy aspects. In addition, a statistical analysis also shows significant value as 0.000 (p< 0.05). This result indicates that environmental literacy-integrated learning can improve student’s environmental literacy.

Keywords: Environmental literacy, Integrated learning, High School

PermaLink | Plain Format | Corresponding Author (Fenny Roshayanti)


5 Biology Education ABS-274

Implementation of Formative Assessment Through Oral Feedback to Develop 21st Century Critical Thinking Skills of Student on Plantae Learning
Siti Sarah Nurhijah*, Ana Ratna Wulan, Sariwulan Diana

Biology Department, Postgraduate School of Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*sitissarah[at]upi.edu


Abstract

The challenges of 21st century globalization require students to have various skills needed in compete at the global level. One of the 21st century skills students need to have is critical thinking skills, but student’s critical thinking skills in Indonesia are still relatively low. To develop this skill, learning is needed along with appropriate assessment. The application of formative assessment in learning is one of the efforts in developing the skill. Through formative assessment, teacher can make appropriate learning strategies to facilitate student learning needs. However, the practice of assessment for learning rarely facilitates student learning needs. Thus, this study was needed for investigating the effect of formative assessment in develop critical thinking skill of students. The quasy experiment method is used in this study with the pretest posttest control group design. The experimental group was given the application of formative assessment through oral feedback during learning, while the control group was given the conventional assessment. The result showed that formative assessment through oral feedback can develop critical thinking skill of students, indicated by the experimental group has higher critical thinking skill improvement than control groups in Spermatophyta and Bryophyta chapter.

Keywords: Formative assessment, oral feedback, 21st critical thinking skills, Plantae

PermaLink | Plain Format | Corresponding Author (Siti Sarah Nurhijah)


6 Biology Education ABS-276

Effect of Popular Scientific Article Writing Workshop based on Practical Investigation of Marine Resources on Students Writing Skills
Rahayu Puspa Hadiyati, Sri Anggraeni, and Amprasto

Faculty of Science Education, Universitas Pendidikan Indonesia, Jl. DR. Setiabudi No.229, Bandung 40154, Indonesia


Abstract

This present study investigated the effects of writing workshop based on practical investigation on students writing skill of popular scientific article. Students were asked to write popular reports of science about marine resources. A quasi experimental design was used with two 10th-grade classes at the department of Fisheries Product Processing Agribusiness at Marine Vocational High School, Indramayu, each consists of 20 students. The experimental group of students assigned into the writing workshop based on practical investigation, while the control group assigned into the writing workshop based on conventional practicum. The learning stages of experimental group are divided into four stages, namely the introduction stage, the investigative practicum stage, the workshop stage by experts, and the presentation stage. The scientific stages in an investigative practicum can provide actual knowledge that can be the initial capital for students writing popular scientific articles. Factual knowledge and daily experience will motivate students to start writing. Before the treatment, a pre-test was administered to both groups in order to investigate the writing performance and sub skills of focus, sources, style, and vocabulary of students. Popular scientific article assessment results indicated that the experimental group performed significantly better quality and quantity of writing popular scientific article than the control group.

Keywords: Writing Workshop; Practical Investigation; Popular Scientific Articles; Marine Resource

PermaLink | Plain Format | Corresponding Author (Rahayu Puspa Hadiyati)


7 Biology Education ABS-290

Development of student’s habits of mind during taking part in plant diversity course with entrepreneurship oriented inquiry learning programs
M S Hayat; N Y Rustaman; A Rahmat1; S Redjeki

Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia


Abstract

The paradigm of learning science, especially biology, has now undergone a shift, which is more oriented towards scientific transformation in real world life. Biological content that is learned not only becomes knowledge, but also directed at the utilization of the potential possessed by the content for real life. Therefore, in this paper the author examines the results of research on the development of student lifelong learning, especially Habits of Mind during the taking part in plant diversity course with entrepreneurship-oriented inquiry learning programs. This research involved 31 of 5th semester undergraduate students in biology Education Department in one teachers college in Central Java. The data are taken by rubrics adapted from the Marzano framework. Moreover, the data are taken by observation in learning process too. The results showed that the average Habits of Mind score of students had developed, the data collected before being given the program was 2.69; and the data after being given the program is 3.27 from a total score of 4.00. The data is reinforced by the findings of observation activities during the learning process. Students usually do experiments with one type of work together, even just focus on the core activities, so they become inefficient. After taking several lectures with this program, they can plan neatly before conducting the experiment, can arrange proportional strategies for group assignment, and become more sensitive to feedback. Another finding is that they will always take careful measures (not impulsively), work tenaciously to find solutions even to the end of their knowledge, and finally each student has their self standard of work. Thus, it can be concluded that entrepreneurship-oriented inquiry learning programs applied to the plant diversity course can develop student’s Habits of Mind well.

Keywords: habits of mind, inquiry, entrepreneurship, plant diversity course

PermaLink | Plain Format | Corresponding Author (Muhammad Syaipul Hayat)


8 Biology Education ABS-293

Improving Students Science Process Skills Through Investigation Practicum by Utilizing Marine Resource in Indramayu High School Students
Agri Teguh Wibowo (a*), Sri Anggraeni (b), Amprasto (b)

a, b) Master in Biology Education, School of Postgraduates, Indonesia University of Education

*agriteguhwibowo[at]upi.edu


Abstract

Abstract. Science process skills are needed in 21st century learning, so that it must be developed in the learning process. The aims of this study was to determind the improvement of students science process skills through the development of investigation practicum by utilizing marine resources in Indramayu. The population in this study were all students of class X in Jatibarang 1 High School while the sample of this study was 40 students at X MIA. The research used a quasi experimental design with 15 essay items about science process skills as a research instrument. The experimental group was taught through the development of investigative practicum, while the control group was taught through a verification practicum. The results obtained from the t-test on normal and homogeneous data indicate that there are significant differences, the N-gain value of the experimental group is 0.43 and the control group is 0.26. Based on data analysis, science process skills between students who receive investigation practicum are better than students who receive verification practicum and science process skills students through investigation practicum learning are on the moderate category.

Keywords: Science process skills; Investigation practicum; Marine resources

PermaLink | Plain Format | Corresponding Author (Agri Teguh Wibowo)


9 Biology Education ABS-297

exploring macro-argument complexity and rebuttal of genetics in students through socio-scientific issue using scientific writing heuristic (SWH)
A.Anisa (a) , A.Widodo (b), R.Riandi (b), M.Muslim (c)

a) Student of Sekolah Pascasarjana, Departement of Science Education, Universitas Pendidikan Indonesia. Jl. Dr. Setiabudi Bandung, Indonesia
b) Departemen of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi Bandung, Indonesia
c) Departemen of Physic Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi Bandung, Indonesia


Abstract

This study aims to explore the complexity of macro arguments and the rebuttal of students in oral and written argumentation using socio-scientific issues regarding genetics (mutation and evolution) through the scientific writing heuristic (SWH) approach. The research method conducted was a mixed method with 38 subjects in a science class at one of the public schools in West Java, Indonesia. The socio-scientific issue raised is the use of genetically modified organisms (transgenic organisms). Oral argumentation categorized from level 1 (L1) to infinite level (Ln), and written argumentation level categorized from level 1 (which only contains claims) to level 5 (claim is accompanied by evidence in the form of correct data and relates to the context and content of mutation and evolution). The results showed that the students macro argument level improved on oral argumentation with achievement at level 5 of 45%. The opposite occurs in written arguments, which is a decrease in level after intervention from previously in the range of level 3 to level 2. This is due to the representation of the evidence needed to support the stand point through oral arguments, so that students no longer repeat writing the evidence is in the form of written arguments.

Keywords: Genetics, Mutation, Argumentation, Rebuttal, Revised Toulmins Scheme

PermaLink | Plain Format | Corresponding Author (Anisa Anisa)


10 Biology Education ABS-298

Refining students’creative thinking through problem-oriented project-based learning and student team achievement division
Supratman 1.2*, S Zubaidah 1, AD Corebima 1 and Ibrohim 1

1 Biologi Education Study Program, Post-Graduate School, Universitas Negeri Malang, Jl. Semarang No 5, Sumbersari, Lowokwaru, Malang 65145, Indonesia
2 Biologi Education Study Program, Universitas Samawa Sumbawa Besar, Jl. Bay Pass Sering, Kerato, Unter iwes, Kabupaten Sumbawa 84316, Indonesia


Abstract

Abstract. One of the biggest calls for educators to take part in the 21st century learning is to make sure students equipped with creative thinking. To empower these skills, a variety of effective learning models can be implemented. The current study aimed to develop a learning model that has the potential to improve students’ creative thinking by integrating Problem-Oriented Project-Based Learning (POPBL) and Student Team Achievement Division (STAD), hence called POPBLSTAD. Plomp design was used as the procedures for developing this product. It consisted of a preliminary investigation, design, realization/construction, test, evaluation, and revision. The model was examined through a quasi-experiment. The participants’ creative thinking was evaluated based on five indicators: fluency, originality, elaboration, flexibility, and metaphorical thinking, using an essay test. The POPBLSTAD learning model was confirmed valid with a score of 3.47. The results of the ANACOVA analysis showed that the implementation of POPBLSTAD improved student creative thinking significantly. This finding suggests that POPBLSTAD can be used as an alternative learning model that is effective to refine student creative thinking.

Keywords: Creative thinking, Problem-Oriented Project-Based Learning (POPBL), Student Team Achievement Division (STAD, Biologi learning

PermaLink | Plain Format | Corresponding Author (Supratman Supratman)


11 Biology Education ABS-56

The Profile of General Biology Course in Chemical Education in Sriwijaya University
Safira Permata Dewi (a*), Djunaidah Zen (a), Maefa Eka Haryani (b)

a) Pendidikan Biologi, FKIP Universitas Sriwijaya, Jl. Raya Palembang-Prabumulih Km. 32 Ogan Ilir, Indonesia
*saphire2687[at]gmail.com

b)Pendidikan Kimia, FKIP Universitas Sriwijaya, Jl. Raya Palembang-Prabumulih Km. 32 Ogan Ilir, Indonesia


Abstract

This study aims to get an overview of the implementation of lectures in General Biology in the Chemistry Education FKIP Unsri. The sample of this study was Chemistry Education students in the 2018/2019 academic year (n = 43). The instruments used were documentation studies to find out the achievements of students in general Biology courses and survey questionnaires to find out the concepts that were considered the most difficult, the causes of difficulties understanding the concepts, and the interest of students in the quiz held before learning. The data shows that the achievement of student learning results shows 57.45% of students are still in the "C" and "D" assessment categories. Meanwhile, the concept of human physiology (41.86%) and cells (structure, metabolism, and reproduction) (39.53%) is the most difficult concept for students to understand. The difficulty of understanding this concept is due to the large number of uses of terminology (72.1%) and the weakness of students initial knowledge from previous levels of education (51.2%). These findings indicate the importance of diagnostic tests before the lecture is done so that the lecturer knows more about the weaknesses and strengths possessed by students so that the lectures that take place become more directed.

Keywords: course profile, general biology, chemistry education, sriwijaya university

PermaLink | Plain Format | Corresponding Author (Safira Permata Dewi)


12 Biology Education ABS-57

Constructing Ecology Learnings Lesson Plan for Guide Students on Achieve Scientific Literacy
Adib Rifqi Setiawan

Madrasah Tasywiquth Thullab Salafiyyah (TBS), KH. Turaichan Adjhuri No.23, Kudus, 59315, Indonesia


Abstract

Scientific literacy indicates that science has value outside scientific practice. This idea and reality is hardly modern, although we lose sight of this history. Unfortunately, PISA study at 1999-2015 and several works on that periods, has shows that common science teachings dont optimally guide students to achieve scientific literacy. As matter of fact, the answer to what is best teaching method to achieve scientific literacy has not been obtained yet. By proposing this work, we are consider that scientific approaches to teaching encompass a range of models as alternatives to guide students on achieve scientific literacy. This work constructs lesson plan for guide students on achieve scientific literacy in ecology learning, used R&D approach four-D model that reduced into three stages: define, design, and develop. It gained lesson plan, students worksheets, also scientific literacy test as well, that validated by experts and practitioners and reliability counted based on test. The final test of any teaching methods lies, of course, in implementation. The implementation of this work is yet to do.

Keywords: ecology learning, lesson plan, scientific literacy, scientific literacy test, students worksheets

PermaLink | Plain Format | Corresponding Author (Adib Rifqi Setiawan)


13 Biology Education ABS-61

Application of Local Wisdom-Based Learning Materials Looks for Duano Clams in Riau Province to Improve Classification Ability in the Molusca Concept
Kartika*, Siti Sriyati**, and Yayan Sanjaya**

*Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
**Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia


Abstract

Abstract. This study aims to develop teaching materials based on the local wisdom of Indragiri Hilir District, Riau Province, namely "Menongkah Kerang" carried out by the Duano tribe. Teaching materials developed in mollusca material and will contain questions of classification abilities and use a simple determination key made by the author. The research methodology uses the Quasi Experiment method. The study design used quasi-experimental pre-test post-test two group design. Pretest is done before the lesson begins and the posttest is done after the teaching and learning activities. The study uses two classes, one control class only uses textbooks that are in school and one experimental class uses instructional materials that have been developed. The validation results from the three lecturers were very good and showed that the teaching material was valid and could be used. Based on the results of the pretest and posttest the students classification abilities increased, as evidenced by the posttest results of the average student increasing. In conclusion, this teaching material is very feasible to use in learning.

Keywords: Development of teaching materials, local wisdom, duano tribe, classification ability, mollusca

PermaLink | Plain Format | Corresponding Author (Kartika Kartika)


14 Biology Education ABS-66

Implementation of DPDPE Learning Strategies Using Photosynthetic Kits to Enhance Students Quantitative Literacy
R S Khoerunnisa (a*), B Supriatno (b), E Nuraeni (b)

a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia


Abstract

This research aims to analyze the effect of Demonstration - Practical work1 - Discuss - Practical Work2 - Explain (DPDPE) strategy on the quantitative literacy of biology students using photosynthetic kits. This research was carried out with the one group pretest-posttest research design involved 22 biology students at one of the State University in Bandung in the fourth semester of the 2018-2019 academic year. The research instrument used is 10 quantitative literacy test given to students, the indicators consist of interpretation, representation, analysis/application, calculation, assumption, and communication. Data analysis was carried out by recapitulating scores of the pretest and posttest. Analysis of the results in this research data was analyzed with scoring and normalize gain of the score. The results of this research showed increased students quantitative literacy. Based on these results highest enhance after implementation of DPDPE strategy is calculation ability. In general, the results of the study are indicated by the acquisition 0.86 of N-gain averages which is a high category. The application of DPDPE learning strategies using photosynthetic kits can enhance quantitative literacy in biology students.

Keywords: Quantitative literacy; photosyntesis; DPDPE learning strategy; photosyntetic kit

PermaLink | Plain Format | Corresponding Author (Rani Siti Khoerunnisa)


15 Biology Education ABS-71

Project-Based Learning to Enhance Students Awareness towards The Environment
R. Masdiana (a*), K. Kusnadi (a), A. Munandar (a)

a) Sekolah Pascasarjana Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia
*rizkimasdiana[at]student.upi.edu


Abstract

The research aims to enhance student’s awareness about the environment through project-based learning. In learning process students are expected to solve school environment problems of waste management . The study was conducted on the students of grade X, in one of the Vocational Schools in Bogor for 3 meetings. Students are given worksheet as a guide for designing waste treatment projects. The researcher used six stages according to Doppelt (2004), namely: 1) Design purpose; 2) Inquiry field; 3) Solution; 4) Choosing the preferred solutions; 5) Operation step; 6) Evaluation. Indicators of awareness for the environment used Dunlap and Liere (2000) instruments, including: 1) fragility of natural balance in the school environment; 2) ecological crisis in the school environment; 3) the reality of limited natural resources in the school environment; 4) Anti-anthropocentrism of students in the school environment; 5) rejection of exceptionalism.The results showed an increase of awareness towards the school environment with N-gain score category is medium (N gain= 0,41). Students also appreciate and maintain the school environment.

Keywords: Awareness; Environment; Project based learning

PermaLink | Plain Format | Corresponding Author (Rizki Masdiana)


16 Biology Education ABS-332

The consistency of the students arguments in the socioscientific issue about cloning on extinct animals, animal for sacrifice (Qurban) purposes and human
AL Alindra1*, A Widodo2, and T Rahman 2

1Proram Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

2Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

lailyalindra[at]gmail.com


Abstract

Argumentation plays an important role in the development of science which is not just finding and presenting facts, but building arguments and considering them, and debating various explanations about phenomena. The research aimed to capture the consistency of argument by students on socioscientific issues of cloning. Students have chosen purposively with the subject of 170 high school students from three high schools in Bandung City, West Java, Indonesia. This research uses a case study approach with a descriptive analysis to analyze student test results of argumentation. The consistency of argument consists of claims and reasons itself. The result shows the pattern of agreeing and disagree about cloning in 3 topics; 1) human, 2) animal for Qurban purposes, 3) extinct animals. The higher consistency showed disagree in topics 1&2 about 56,47% and consistency of reason for each topic are 1)religion 40%, 2) religion 57,6% and 3) science 83,5%. Then, the consistency of agreeing for all topics is 2,35% and disagree is 14,71%. This provides that, consistency in argumentation between topics of cloning is based on the context of phenomena, which is greatly influenced by science, religion, and social norms. It needs to be implemented to improved students argumentation in schools.

Keywords: Consistency, Argument, Socioscientific, Cloning

PermaLink | Plain Format | Corresponding Author (Afridha Laily Alindra)


17 Biology Education ABS-81

The Effect of Local Primacy-Based Comic Media on Students’ Conservation Attitudes
Akhmad Sukri(a*), Muhammad Arief Rizka (b), Hadi Gunawan Sakti (c), Baiq Muli Harisanti (d) Aulia Muti’ah (e)

(a) Department of Biology Education, Faculty of Mathematics and Natural Sciences, IKIP Mataram, Indonesia.
*akhmadsukri[at]ikipmataram.ac.id
(b) Department of Non-formal Education, Faculty of Education, IKIP Mataram, Indonesia
(c) Department of Educational Technology, Faculty of Education, IKIP Mataram, Indonesia
(d) Department of Biology Education, Faculty of Mathematics and Natural Sciences, IKIP Mataram, Indonesia
(e) Student Majoring in Biology Education, Faculty of Mathematics and Natural Sciences, IKIP Mataram, Indonesia


Abstract

The purpose of this study was to analyze the influence of the implementation of local primacy-based comic media on students conservation attitudes. This research was a quasi-experimental that adopted and modified the design of separate sample pretest-postest designs. Two experimental schools, namely SDN 1 Gili Indah and SDN Teratak, West Nusa Tenggara, Indonesia were taken purposively with a total of 52 students. Data on student conservation attitudes was collected through questionnaires. The data were converted into percentages then analyzed using the paired and independent sample t-test. The results of this research showed that there was an effect of the implementation of local primacy-based comic media to students’conservation attitudes. However, the geographical location of the school did not have an impact on students’ conservation attitudes.

Keywords: Local primacy-based comic, conservation attitude

PermaLink | Plain Format | Corresponding Author (Akhmad Sukri)


18 Biology Education ABS-337

The Effectiveness of Atlas Media Based On Contructivist Approach in College to Improve Learning Outcome in Plant Anatomy
Mulyati, Lince Meriko

Program Studi Pendidikan Biologi. STKIP PGRI Sumatera Barat, Jl. Gunung Pangilun, Padang 25137. Indonesia


Abstract

This study aims to determine the effectiveness of Altas media based on constructivist approach towards improving student learning outcomes in Plant Anatomy. This study used a pretest and posttest pre-experimental design. Data were analyzed descriptively and statistically, namely analyzing observations of the ability of lecturers to manage learning, student activities during learning using atlas media based on constructivist approach abilities before and after using atlas media. The results showed that the atlas media was effectively used in learning with the ability of lecturers to manage 80.5 learning included in the excellent category and during collage activities 80.3 students studied included in the very active category. These results indicate that learning using atlas media is more effective in improving learning outcomes in plant anatomy.

Keywords: Atlas Media, Activities, Plant Anatomy

PermaLink | Plain Format | Corresponding Author (Mulyati Rasyid)


19 Biology Education ABS-338

Development of Web-based Three Tier Multiple Choice Test to Measure Student’s Tree Thinking
S Julaeha (a*), T Hidayat (b), and N Y Rustaman (b)

(a) Biology Education, School of Post-graduated Studies (SPs), Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia.
*sitijulaeha2912[at]upi.edu
(b) Department of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia.


Abstract

Pre-experimental studies on the development of three tier multiple choice tests were conducted to detect and measure of students tree thinking in learning concept of classification. Three tier multiple choice test was developed with web integration of a Google Classroom application for easy feedback. The study with the one group pretest-posttest design involved a number of high school students (n = 29) who had studied the concept of Animal Classification. The research procedure was carried out through stages (literature study, problem analysis, and instrument design). The instrument was, then, validated by expert and analysed with ANATES version 4.0. Tree thinking was measured on the basis of identification of evolutionary characters, phylogenetic relationships, concept of clad, MRCA (Most Recent Common Ancestor), sister groups, tree topologies, number of evolutionary changes, and sequence of evolution in species. The validation results showed that the three tier multiple choice test can be used to measure of students tree thinking. In addition, the results analysis of items with ANATES version 4.0 indicated that the test has high reliability (r = 0.69), very good of differences (D> 0.4) on 12 items, and very good of difficult on 14 items. In conclusion, this study showed that three tier tests for measuring high school student’s tree thinking consist of 20 test items with double MC (4 options each for answer and reason), with 11 test items were received directly (60%), 3 items were received but with repairment (15%), 4 items were rejected (25%).

Keywords: Animal Classification; Google Classroom; Tree Thinking; Web-based Three Tier Multiple Choice Test;

PermaLink | Plain Format | Corresponding Author (Siti Julaeha)


20 Biology Education ABS-87

VLab vs Real Lab Protein Content Test in Food Sample
Ervina (a*), Bambang Supriatno (b), Riandi (c)

a) Sekolah Pascasarjana, Program Studi Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*ervina[at]upi.edu
b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
c) Departemen Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

This study aims to compared virtual lab with real lab. The experimental research design was used in this study. Compared two different treatments in the experiment testing the protein content in food materials. This study resulted in differences in results between laboratory trials by virtual lab procedures with virtual labs. This research was also conducted on real laboratories that produce differences (1) facts showed in virtual laboratories and real laboratories, (2) the process of changes that occur in experiments. The virtual lab can’t present all objects/event that appears in the real lab. In conclusion the real lab more potential to appeared concrete and relevant facts than virtual lab

Keywords: VLab; Real Lab;

PermaLink | Plain Format | Corresponding Author (Ervina Ervina)


21 Biology Education ABS-92

Misconception of The Biology Education Students on The Concepts of Fermentation
Hilarius Jago Duda (a), F Rahayu Esti Wahyuni (b), Antonius Edy Setyawan (b)

STKIP Persada Khatulistiwa, Sintang, West Kalimantan
Jl. Pertamina-Sengkuang KM.04


Abstract

Fermentation is one of the technologies in biotechnology to produce biotech products that are rich in nutritional content and have better quality. Survey data shows that students responding to biotechnology courses are one of the subjects that are difficult to understand and difficult to practice. Therefore, researchers tried to analyze the misconceptions that occured in students who had studied biotechnology courses on the concepts of fermentation technology and fermentation products. The research approach is qualitative with the research method used is decriptive. The study population was students of Biology Education STKIP Persada Khatulistiwa Sintang and the samples used were 36 students who has studied biotechnology. The technique of collecting data with diagnostic tests in the form of multiple choices and interviews. Analyze data using Certainty Of Response Index (CRI) and descriptive. The results of the research obtained are misconceptions on the concept of 34.44% fermentation technology and the concept of fermentation products by 34%. From these data it is known that quite a number of Biology Education students experience misconceptions.

Keywords: misconception, fermentation, students, Indonesia

PermaLink | Plain Format | Corresponding Author (Hilarius Jago Duda)


22 Biology Education ABS-98

Applying phenetics approach to improve 21st century student plant literacy
Sariwulan Diana, Qiswatun Mukhoyyaroh, Amprasto and Topik Hidayat

Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

The occurrence of plant blindness among students, then the plant literacy movement must be carried out intensively through learning in schools by applying phenetic. This study used a pre-experimental design pre-test and post-tests group. Pre-test about system thinking which is part of 21st century skills of critical thinking and problem solving regarding seed plants as aspects of 21st century plant literacy in high school students of class X MIPA in Bandung, conducted before phenetic learning. During learning, students are assigned to begin by identifying and selecting the characters of each taxon until reconstructing the phenogram. After phenetic learning, a post test was conducted. The results showed that there was an increase in 21st century plant literacy as much as 0.61 which included moderate categories and students could positively accept phenetic learning. Thus in addition to being a curriculum demand, phenetic also has the potential as a means to improve 21st century student plant literacy, but only a few aspects of system thinking can be developed. Further improvement is needed in phenetic learning, especially in selecting taxon and determining its characteristics.

Keywords: Phenetic, plant literacy, system thinking

PermaLink | Plain Format | Corresponding Author (Sariwulan Diana)


23 Biology Education ABS-355

Virtual Laboratory for Enhancing Students Understanding on Abstract Biology Concepts and Laboratory Skills
Wakhid Nur Udin(a*), Murni Ramli (b), and Muzzazinah (c)

a,b,c) Magister of Biology Education, Universitas Sebelas Maret, Jl. Ir. Sutami No. 36, Kentingan, Surakarta 57126 Indonesia.
wakhidnurudin[at]student.uns.ac.id


Abstract

Abstract. A virtual laboratory is an approach that has been widely used in biology learning but remains a challenge for countries that are still experiencing obstacles in technology. Biology has some abstract concepts which are difficult to be understood by simple explanation, or even difficult to be practiced in a traditional laboratory. The challenges of virtual labs in the biology needs to be analyzed to capture what the characteristic of biology topics which are generally designed with virtual labs and what the impact of virtual labs to students conceptual understanding and their laboratory skills. To track those queries, the systematic review was carried out on research articles published in academical journals within 2010 to 2018. A total of 23 empirical articles were analyzed. Cell or molecular biology and introduction biology are the most widely topics used in the virtual labs. While, understanding the biological concepts is the most studied variable, and virtual labs worked significantly on it. Some studies examined students affective and skills, and the virtual labs are also effective. However, only a few studies examine the learning process. Most biology virtual labs are developed by Adobe Flash Player application with 3D animation. This article suggests further research to develop a biology virtual lab that is more inquiry-based, and measures students understanding of abstract concepts, and science process skills that have not been widely studied.

Keywords: Virtual Laboratory, conceptual understanding, laboratory skill, Undergraduate biology.

PermaLink | Plain Format | Corresponding Author (Wakhid nur Udin)


24 Biology Education ABS-356

Development of teaching material based on multiple intelligences to improve multiple intelligences and higher order thinking skills of students in Vertebrata material
U Sholiah*, Saefudin, and D Priyandoko

Program Studi Pendidikan Biologi, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

This research was a development research that used ADDIE design (analyze, design, develop, implementation, and evaluate). The aim of the study was to develop teaching material based on multiple intelligences to improve multiple intelligence and higher order thinking skills. The characteristics of teaching material developed the insertion of multiple intelligences, namely linguistic, logical-mathematical, visual-spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence. The sample research was students of class X in one of the high schools in Juntinyuat-Indramayu. The results showed that: 1) the feasibility of teaching material based on multiple intelligences have an average score of 2.75 with proper status; 2) the results of the readability test of teaching materials showed a reading rate of 82.1% in the high category; 3) interpersonal intelligence was the dominant intelligence by students in both classes, the improvement of multiple intelligences in the moderate category in the treatment class and the low category in the comparison class; 4) improvement of higher order thinking skills in the moderate category in the treatment class and the low category in the comparison class; 5) Positive student responses to teaching material are 80.8% with strong categories.

Keywords: Teaching material, multiple intelligences, higher order thinking skills, Vertebrata

PermaLink | Plain Format | Corresponding Author (Uswatun Sholiah)


25 Biology Education ABS-108

Development of a scientific argument test for undergraduate microbiology lab activities
Evi Roviati, Ari Widodo, Widi Purwianingsih, Riandi

1. Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia

2. Program Studi Pendidikan Biologi, Institut Agama Islam Negeri Syekh Nurjati Cirebon, Jl. Perjuangan By Pass Sunyaragi, Cirebon 45135, Indonesia


Abstract

This study aims to develop an instrument that is used to assess scientific argumentation skills of prospective biology teacher students in microbiology practical activities. This research uses research and development methods which consist of define, design, develop and dissemination stages. This study produced a test instrument consisting of 5 essay questions each divided into 4 questions that measure aspects of argumentation, namely claims, data, warrant and backing. Each question number contains situations and questions related to the existence of microorganisms in daily life based on laboratory activities. The results of expert validation and trials show that the five questions are valid and reliable. Thus, the results of this study recommend the use of this test instrument for research that assesses the skills of scientific argumentation in microbiology lab activities.

Keywords: scientific argumentation, microbiology, laboratory activity

PermaLink | Plain Format | Corresponding Author (Evi Roviati)


26 Biology Education ABS-368

ARGUMENTATIVE SKILL AND CREATIVITY PROFILE OF SENIOR HIGH SCHOOL STUDENTS’ THROUGH STEM-BASED INSTRUCTION ON WATER POLLUTION TOPIC
Susanti Wulandari (a*), Nuryani Y. Rustaman (b)

(a) Darul Hikam Integrated School
Jalan Maribaya No. 89, Lembang Bandung
*susantiwulandari[at]upi.edu
(b) Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No 229, Bandung


Abstract

This research intends to describe students’ argumentative skill and creativity as learning outcomes on STEM-based instruction on water pollution topic. Argumentative skill analyzed through Toulmin Argumentation Pattern (TAP) and classified based on students’ argumentation level. STEM-based instruction applied in materials of water pollution during three meetings. The subject of this research is natural science students grade 10 that comprises of 37 students of Darul Hikam International School. Descriptive research design was chosen to describe students’ learning outcomes of STEM-based instruction which have stages as follows: 1)identifying problem; 2)brainstorming; 3)design; 4)construct; 5)test/evaluation; 6)sharing solution; and 7)redesign. Two classes of Darul Hikam International School grade 10 were taken totally as participants in this research. Instruments in the form of essay qurestion and worksheet were made to measure students’ argumentative skill. Meanwhile, questionnaire, student’s design and product were used to reveal students’ creativity. Data analysis shows that STEM-based instruction can facilitate students’ communication skill which represented by students’ argumentative skill in level 3. It means that students recognize that adequate evidence is needed to support a claim. Besides, STEM-based instruction can arrise students’ creativity.

Keywords: STEM-based learning, water pollution, communication skill, creativity

PermaLink | Plain Format | Corresponding Author (Susanti Wulandari Wulandari)


27 Biology Education ABS-369

Possibilities of dynamic assessment to enhance students’ understanding on abstract science concepts: a systematic review
D Puspitarini1*, Muzzazinah2, S Sudarisman3 and M Ramli2

1Magister of Biology Education, Sebelas Maret University, Jl. Ir. Sutami No. 36, Surakarta 57126, Indonesia
2Department of Biology Education, Sebelas Maret University, Jl. Ir. Sutami No. 36, Surakarta 57126, Indonesia
3Department of Science Education, Sebelas Maret University, Jl. Ir. Sutami No. 36, Surakarta 57126, Indonesia


Abstract

Abstract. Dynamic assessments (DA) had been widely used in language and mathematics learning, but its use in science learning is still limited. One difficulty faced by students in science learning is the sheer number of abstract concepts. This literature review was aimed to find out the prospect of DA in science learning to improve students’ understanding of abstract scientific concepts. This study analyzed various learning topics used with DA, the types of DA instruments, and procedures to train students’ conceptual understanding. The PRISMA was used as the research method. The results showed the DA has been used in learning ecology, biology, atmosphere and water, evolution, and classification, photosynthesis, and weather and climate. It showed DA can improve students’ conceptual understanding. Implementing DA in the learning process can be done by providing additional explanations or training to students. The types of instruments for DA were varied, such as tests, questionnaires, and interviews with semi-structural forms. We recommend the usage of DA to improve student understanding regarding abstract science concepts, especially biology.

Keywords: assessment, concept, dynamic assessment.

PermaLink | Plain Format | Corresponding Author (Dyah Puspitarini)


28 Biology Education ABS-117

Profile of Information and Communication Technologies (ICT) skills prospective teachers
Yuyun Maryuningsih, T. Hidayat, Riandi, N.Y. Rustaman

SPS UPI, Tadris Biologi IAIN Syekh Nurjati Cirebon


Abstract

ICT skills are skills that prospective teachers must possess. Smartphones owned by all prospective teachers allow smartphones to be applied in ICT-based bleended learning. The purpose of this study was to determine the profile of ICT skills of prospective teachers through ICT-based learning on the concept of cell communication. ICT skills using the ETS framework ((Binkey et all, 2012) are measured in two ways, namely observation and self assessment on teacher candidates with the assignment of review articles. The results of the study show that prospective teachers are at the level of mastering independently for all ICT skill indicators, are basic, download, search, navigate, classify, integrate, evaluate, cooperate and create. This study can be concluded that prospective teachers have ICT skills as pedagogical skills.

Keywords: nformation and Communication Technologies (ICT) skills , Student teacher candidates

PermaLink | Plain Format | Corresponding Author (Yuyun Maryuningsih)


29 Biology Education ABS-118

Contribution of the internet as a learning resource to mastering concepts in prospective teachers
Yuyun Maryuningsih, T. Hidayat, Riandi, N.Y. Rustaman

SPS UPI, Tadris Biologi IAIN Syekh Nurjati


Abstract

The use of the internet and smartphones in learning is binding because of its function which provides various learning resources. This study aims to determine the role of the internet as a learning resource for students on mastery of concepts, using a correlation design with correlational statistical tests to describe and measure the degree of association between two variables, namely the prospective duration of the online teacher and the acquisition of concepts. The subjects of this study were semester 5 (five) students majoring in biology education totaling 99 people at one of the universities in West Java. The study was conducted on Genetic learning in mobile learning with Gen 21 cs application in 3 (three) Genetic lecture activities. The results showed that online duration correlated with mastery of concepts. The highest correlation with a correlation value of 0.37 in the third activity, with the value of the level of significance of the category is low, which means that besides the duration of online there are other things that contribute to mastery of the concept of students

Keywords: Internet, smartphone, duration of online, mastery concepts

PermaLink | Plain Format | Corresponding Author (Yuyun Maryuningsih)


30 Biology Education ABS-376

Correlation of The Logical Thinking with Mastery Concept of Prospective Biology Teachers
A Juhanda(1,2*), N Rustaman (1), T Hidayat (1), A R Wulan (1)

1) Department of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
2) Department of Biology Education, Universitas Muhammadiyah Sukabumi, Jl. R. Syamsudin SH. No. 50, Sukabumi, Indonesia


*aajuhanda[at]ummi.ac.id


Abstract

This study aims to determine the description of logical thinking and mastery of concepts, analyzing the relationship between the two owned by a number of prospective biology teachers in the vertebrate zoology practice. The research method used is a correlational descriptive method with a sample of 1 class which includes 26 prospective teachers of the Department of Biology Education, FKIP Universitas Muhammadiyah Sukabumi, 2017/2018 semester academic year using a purposive sampling technique. Data collection was conducted using the many as 10 standard questions of logical thinking ability (ToLT) and 20 concept mastery questions. Data analysis was carried out through a correlation test. The results showed that: 1) 35% of students had logical thinking at the transition stage with an average value of 3.0; 2) 31% of students show mastery of concepts with sufficient categories with an average value of 63; 3) There is a moderate correlation between logical thinking and the mastery of concept of prospective teachers with a correlation coefficient of 0.541. The combinatorial reasoning indicators have the highest correlation with the mastery of concepts possessed by students on the concept of in vertebrate with a significance of 0.928.

Keywords: logical thinking, formal reasoning mastery of concepts, vertebrate zoology practice course

PermaLink | Plain Format | Corresponding Author (Aa Juhanda)


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