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Biosfer: Jurnal Pendidikan Biologi
BIOSFER: Journal of Biology Education (BiosferJPB), Journal of Biology Education is published as one of the efforts to publish research results related to Biology education. Biosfer: Journal of Biology Education received research results from various parties oriented to the upgrades of science and technology education in biological scope, in order to become a source of scientific information that can contribute in overcoming educational problems, especially in the increasingly complex biology.
Articles
69
Articles
CAPAIAN DAN RESPON SISWA SMP NEGERI FAVORIT DI KOTA SUKABUMI MELALUI SOAL TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS)

Suhendar, Suhendar, Wahyuni, Ayi

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

Penelitian ini bertujuan untuk mengetahui capaian dan respon siswa pada soal TIMSS, serta respon guru pada soal TIMSS. Metode penelitian yang digunakan adalah metode deskriptif. Capaian ini dijaring melalui soal TIMSS tahun 2007 dan 2011 pada konsep ekosistem. Soal tersebut memuat 20 soal yang terdiri dari 14 soal uaraian dan 6 soal pilihan ganda. Soal TIMSS ini juga terdiri dari beberapa domain kognitif yaitu mengetahui (knowing), menerapkan (applying) dan menalar (reasoning). Sedangkan respon siswa dan guru dijaring melalui angket respon dan wawancara. Subjek penelitian ini adalah kelas VIII C sekolah A dan kelas VIII E sekolah B pada tahun ajaran 2015/2016. Hasil penelitian menunjukan bahwa rata-rata capaian di sekolah A dalam kategori kurang sekali (41%) dan sekolah B dalam kategori cukup (56%). Adapun capaian berdasarkan domain kognitif 80% untuk domain mengetahui (knowing), 43% untuk domain menerapkan (applying) dan 53% domain menalar (reasoning). Sebagian siswa (2,9) sekolah A dan sebagian besar siswa (3,1) sekolah B merasa tertarik pada soal TIMSS, sedangkan guru berpendapat bahwa soal TIMSS akan digunakan jika sudah mengenal soal tersebut.  

A correlation between self concept and procrastination based on gender in neuroscience perspective

Syabilla, Yussa Annisa, Suryanda, Ade, Sigit, Diana Vivanti

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

One of the responsibilities of students is to work on academic tasks in a disciplined manner. The problem that arises is when students have a tendency to delay their academic assignments. This is called academic procrastination. Academic procrastination is procrastinating behavior in carrying out academic assignments. One of the internal factors that is important to study related to procrastination is academic self-concept. Self-concept becomes a personality style that is important to be explored further in research on procrastination because a person tends to act in line with the self-concept possessed. There have been many studies conducted related to procrastination. Internal factors of academic procrastination aside from psychological factors also have physiological factors such as neuro activity. This research was conducted at SMAN 44 Jakarta in April-May 2018. The research method used was quantitative descriptive method. The sample used is 120 XI MIPA students. Based on the calculation results obtained normal and homogeneous distributed data. The result of hypothesis testing shows that academic self concept has negative correlation with academic procrastination and rxy is -0473. The academic self concept has a contribution of 22.4% in determining the academic procrastination of learners on Biology subjects. This research  implies that the importance of improving students academic self-concept, especially for teachers, is expected to be able to do Biology learning with methods that can develop students academic self-concept.

The emergence of biological problems in electronic school books (bse) class x reviewed from the scientific knowledge domain of scientific literacy

Juhanda, Aa, Maryanto, Yoga

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

This descriptive study was conducted with the aim to determine the emergence of biological problems in class XE in terms of the scientific knowledge domain of scientific literacy covering aspects of content/content, procedural and epistemic. The sample of this study consisted of 295 questions contained in the 2009 edition of BSE Biology Class X book, determined by purposive sampling technique which included examples of questions and exercises. The instrument used in this study is a document analysis document about the domain of scientific knowledge of scientific literacy. The results of the problem analysis showed that the aspect of content had the highest percentage appearance of 85.42% (excellent category) compared to the procedural aspects of 9.83% (very poor) and epistemic aspects of 1.36% (less). Based on these results it can be concluded that the domains of scientific literacy scientific knowledge contained in the class X BSE book are not balanced evenly so that the distribution of the question needs to be rearranged.

Improving metacognitive skills using problem based learning (pbl) at natural science of primary school in deli serdang, indonesia

Pratama, Anggi Tyas

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

Metacognitive skills are one of the skills needed in a 21st century lesson in science learning. Empowerment of thinking and metacognitive skills needs to be done so that learners become independent learners. Metacognitive skills are influenced by learning strategies. This PBL strategy in learning is expected to help students to improve students metacognitive abilities in science learning.This study aims to determine the improvement of metacognitive skills of students who are taught with PBL strategies. The results showed that PBL strategies can improve students metacognitive skills on different abilities. The students metacognitive improvement on PBL strategy is 73.93% and conventional is 59.51%. PBL strategy can be used in science learning to improved metacognitive skill in Deli Serdang.

From a reader to a scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept

Ristanto, Rizhal Hendi, Zubaidah, Siti, Amin, Mohamad, Rohman, Fatchur

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

There are many studies on biology learning for primary school prospective teachers have been conducted in order to improve learning quality. This research aimed to produce a learning design in form of integrated instructional kit of CIRC and guided inquiry (CirGI). The research method used was research and development adapted from 4D development model of Thiagarajan consisted of define, design, develop, and disseminate stages. The research was limited up to the develop stage. The research result indicated that the product of CirGi instructional kit development in form of the syllabus, lesson plan, student worksheets, and evaluation instruments in form of scientific literacy and mastery of biology concept for primary school in Primary School Teacher Education in Pakuan University. The research result is expected to give a contribution to learning and to be further developed to achieve Biology learning objectives that could empower scientific literacy and the mastery of biology concept.

The effectiveness of the printed books as a learning material in a one-day the molecular biology course

Isfaeni, Hanum, Corebima, Aloysius Duran, Suwono, Hadi, Rohman, Fatchur

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

The purpose of this research was to determine the effectiveness of the enrichment book of Conservation Biology Lecture based on normalized gain assessment. The assessment of a lecture can be carried out in the learning process for one. Normalized gain on a class average can be used to make learning assessments. In this assessment, it is expected that the effectiveness of using books as learning media can be achieved by using the normalized gain values. The learning media in this research were printed enrichment books on molecular biology lecture. In this research, it was found that the average score of normalized gain (g) was 0.37 ± 0.03 (moderate). Thus, the results of the assessment show that the book media as a medium for learning material enrichment in the molecular biology lecture is quite effective.

Courses perceived difficult by undergraduate students majoring in biology

Fauzi, Ahmad, Fariantika, Anisa

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 2 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

Some previous reports inform many students having learning difficulties on some science subjects. The purpose of this study is to map the courses considered difficult by undergraduate students majoring in Biology. This study used survey research design. Participants in this study are undergraduate students of Biology Education Study Program and undergraduate students of Biology Study Program, from the Department of Biology in one of the state university in Malang. The instruments used in this study are questionnaires of difficult courses in the Department of Biology and descriptive analysis is used as a data analysis technique. The results of this study are the majority of Biology Education students positioning Genetics, Genetics, and Biochemistry as the first, second, and third most difficult courses, while the majority of Biology students positioning Genetics, Genetics, and Botany as the first, second, and third most difficult courses. The Genetics, Statistics, and Biochemistry are the three most frequently selected courses as the three most difficult subjects in Biology Education Study Program, while in Biology Study Program is Genetics, Biochemistry, and Botany.

Correlation of comprehension reading skill and higher-order thinking skill with scientific literacy skill of senior high school biology teacher

Susiati, Asih, Adisyahputra, Adisyahputra, Miarsyah, Mieke

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 1 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

The aim of this research was to determine the correlation between comprehension reading skill and higher-order thinking skill with scientific literacy skill for senior high school biology teacher. This research was conducted in Kabupaten Bekasi using 64 senior high school biology teachers as samples. Samples were taken by using Simple Random Sampling. The method used in this research was descriptive quantitative and research hypothesis tested by Pearson Product Moment in α=0,05. The results obtained correlation coefficient value between: comprehension reading skill with scientific literacy skill is 0.280; higher-order thinking skill with scientific literacy skill is 0.252; comprehension reading skill and higher-order thinking skill simultaneously with scientific literacy skill is 0.321. Coefficient of determination test showed that: 7,8% of comprehension reading skill contribute to scientific literacy skill; 6,4% of higher-order thinking skill contribute to scientific literacy skill; 10,3% of comprehension reading skill and higher-order thinking skill contribute to scientific literacy skill. Hope this result research can be a basic reference for further research.  

Correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students

Yuriza, Putri Emilia, Adisyahputra, Adisyahputra, Sigit, Diana Vivanti

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 1 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

Scientific literacy is the major purpose in learning science for 15 year-old students before they learn science in separated field such as physics, biology, and chemistry.The aim of this research was to determine the correlation between higher-order thinking skills and level of intelligence with scientific literacy on junior high school students. This research involved 189 students grade IX in East Jakarta as the samples. The method used in this research was descriptive quantitative and using multiple correlation to test the hypothesis. The writer collected the data by utilizing Programme for International Students Assessment 2009??s scientific literacy test and Kamalia 2011??s higher order thinking skills test. IQ test results data from each school used to know the level of intelligence. Research hypothesis tested by Pearson Product Moment correlation with α=0,05. Coefficient of correlation was 0,350, it means that there was positive correlation higher-order thinking skills and level of intelligence with scientific literacy on junior high school students.

Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students

Handayani, Gina, Adisyahputra, Adisyahputra, Indrayanti, Reni

Biosfer: Jurnal Pendidikan Biologi Vol 11 No 1 (2018): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

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Abstract

Scientific literacy is define as the capacity of use scientific knowledge in order to understand and help make decision about the natural world and the changes made it through human activity. Teachers are a major factor in the success of learning, therefore it is necessary to test the scientific literacy skill  of biology teacher students. This study aims to find out science literacy of biology teacher students and the corellation between of integrated science process skill, and reading comprehension skill of biology teacher students to their scientific literacy skill. The method for this research  used the survey method with correlational studies. The sample of this research is 81 students of biology teacher students of Jakarta State University. The results shows that the scientific literacy of biology education students is destitute. It is shown from the average score of their scientific literacy skill which is 45.58. This study shows that correlation coefficient obtained is 0,457 which means that there is correlation between integrated science process skill with scientific literacy skill. This study also shows that there is correlation between reading comprehension skill with with scientific literacy skill which correlation coefficient obtained is 0,214.