Kemam¬puan Calon Guru (Pre-Service Teacher) Biologi Merencanakan Pembelajaran Berbasis Keterampilan Proses Sains (Science Process Skills)

Risnani, Listika Yusi

doi:10.24127/bioedukasi.v8i2.1067

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Kontekstualisasi objek biologi dalam pembelajaran tidak memberikan efek yang signifikan terhadap keterampilan mahasiswa dalam merencanakan pembelajaran. Hal ini sejalan dengan hasil penelitian Risnani bahwa kemampuan calon guru (preservice teacher) biologi dalam merencanakan pembelajaran berbasis keterampilan proses sains (science process skills) masih rendah (Risnani, 2017). Kemampuan mahasiswa dalam merancang pembelajaran konservasi biodiversitas masih lemah (Leksono, Rustaman, & Redjeki, 2013).…”

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Kontekstualisasi Pembelajaran dengan Objek Biologi, Efeknya pada Keterampilan Mahasiswa Merencanakan Pembelajaran

Suhirman¹

2019

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

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[Title: Contextualization of Learning with Biological Objects, Its Effect on Student Skills Planning Learning]. This study aims to describe the impact of the contextualization of learning with biological objects on learning planning skills. This type of quantitative descriptive research with quasi-experimental methods, research design posttest-only control design. Cluster random sampling is carried out in determining the research sample consisting of 80 experimental and control classes in the sixth semester of the Department of Natural Sciences of Biology, FTK UIN Mataram. Student skills planning data for learning are collected with a performance test instrument then analyzed by t statistics. The results showed that the average value of the experimental class 65.70 was lower than the control class 69.13 (p = 0.143> 0.05, meaning that it did not differ significantly. Thus the contextualization of learning with biological objects did not have a significant impact on student skills in planning to learn. The planning of learning biology can be done by students even though they are not dealing directly with the real object of biology.

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Kontekstualisasi Pembelajaran dengan Objek Biologi, Efeknya pada Keterampilan Mahasiswa Merencanakan Pembelajaran

Suhirman¹

2019

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

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“…Thus, biological learning needs activities of examination or experiment through laboratory practice as a part of scientific work that involves process skill (Prajoko, Amin, Rohman & Gipayana, 2017;Suryanda, Rusdi & Kusumawati, 2017). Biology learning at schools should be implemented through learning that train and develop the student science process skills (Karacop., & Diken, 2017;Risnani, 2017).…”

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confidence: 99%

Basic science process skills of biology laboratory practice: improving through discovery learning

Bahtiar

Dukomalamo²

2019

Biosfer

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Biology laboratory practice that applies the discovery learning model is expected to complement all necessary science process needed by the students during the learning activity. The research was an experiment of learning to find the differences in learning outcome in the form of students’ science process skills between discovery learning and the conventional model of biology laboratory practice. The research is conducted at the Public Junior High School 4, Ternate City for the 8th-grade students from October to December 2018. The research instrument used basic science process skills is observation sheet. The indicator of basic science process skills consists of observing, classifying, measuring, communicating, inferring, and predicting. The result of research data analysis shows that t count value was 4.261 with the significance of 0.000. The discovery learning model of biology laboratory practice is better in improving students’ basic science process skills than the learning model of conventional laboratory practice. According to the result, it was concluded that there were differences in students' basic science process skills between the discovery learning model and the conventional model of Biology laboratory practice. Discovery learning model of biology laboratory practice was better in improving the student's basic science skill than the conventional model.

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Kemam¬puan Calon Guru (Pre-Service Teacher) Biologi Merencanakan Pembelajaran Berbasis Keterampilan Proses Sains (Science Process Skills)

Abstract: Abstract:This study aims to determine the ability of biology teacher candidate (pre-service teacher)

Cited by 2 publications

References 2 publications

Kontekstualisasi Pembelajaran dengan Objek Biologi, Efeknya pada Keterampilan Mahasiswa Merencanakan Pembelajaran

Kontekstualisasi Pembelajaran dengan Objek Biologi, Efeknya pada Keterampilan Mahasiswa Merencanakan Pembelajaran

Basic science process skills of biology laboratory practice: improving through discovery learning

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