Search

The character of students, in general, is still not well developed. We need teaching material for LKPD (Student Worksheet) enriched with character values. This study aims to produce character-based LKPD adopted from quantum teaching and determine teachers' and students' feasibility and responses to the LKPD. This study uses the ADDIE development model, which consists of five stages. LKPD was validated by the material validator three times with a final score of 56 and a response value of 87.5% (excellent category), while the media validator twice with a final score of 64 and a response value of 100% (excellent category). Furthermore, two teachers carried out practitioner validation with an average score of 80.5 and a response value of 87.5% (the product is feasible to be tested and applied in learning). One-on-one trials with three students as the subject got a score of 166 and a response value of 86.5% (excellent category). The small group trial with nine subjects scored 289, and the response value was 89.2% (excellent category). The study concludes that the LKPD based on quantum teaching can be used in class VII SMP learning.

Most of the eleventh-grade students of SMAN 3 Jambi City find difficulties in understanding the concepts of Coordination Systems in Biology subject. This study aims to create a learning tools in the form of students’ worksheets based on problem-based learning-flipped classroom. This study employs ADDIE Model. Validations were undertaken by learning design, material, and product design experts. Where as, best practice validation was done by a Biology teacher teaching in SMAN 3 Jambi City. Research subject was students of SMAN 3 consisting of 3 students for individual trial and 9 students for small group trial. Data from validation results were described qualitatively. The design stage produces a worksheet prototype based on problem-based learning-flipped classroom. The development stage produces a new version of student worksheet that has been positively responded by the research participants. In implementation stage, the worksheet has been considered very good by students. In evaluation stage, the study has produced a sudent worksheet that accommodates students needs to improve their ability in transforming knowledge. Based all stages of the ADDIE, it can be concluded that the produced student worksheet is interesting, easy to use and easy to understand. It helps students to learn coordination systems more effectively. The created student worksheet can be further developped into an e-student worksheet.

Active learning requires the existence of teaching materials that are appropriate to students conditions and meet students’ needs. This study aims to (i) produce a science learning module based on the case study method used as teaching material, (ii) reveal the quality of media developed in terms of content, appearance, and attractiveness, and (iii) study the process of developing a case study science learning module for middle school students. This research is a type of research and development. The product developed was validated by a media expert and learning material expert. The product trial was carried out in two steps, namely small group trials and large group trials. The subjects of the trial consisted of six students (small group trials) and 30 students (large group trials), all of whom were students of grade VII of SMPN 3 Tanjung Jabung Timur. The data collected from media experts and learning material experts as well as form science teacher and students. Data were analyzed using descriptive analysis. The results of this study can be concluded that the development of a science module based on case study methods was declared feasible to be used in learning activities based on the results of material and media expert validation. Based on the results of student and teacher responses, the science module based on a case study method is very good to be used as teaching material in schools.

The process of scientific thinking and the level of intelligence AQ (Adversity Quotient) has an essential role in solving various biological problems. This study aims to determine the type of scientific thinking process of a climber student in problem-solving in biology. The subject of this research was a climber type student, obtained through the ARP test. The results of this study indicate that the subject can perform scientific thinking in solving biological problems. He employed four stages according to Polya problem solving including (1) understanding the problem, ranging from making inquiries about the object of empirical and limitations to identify the factors involved; (2) planning problem-solving, begins with formulating a framework to reason, then makes arguments that explain the relationship between the various factors interrelated, (3) implementing a problem-solving plan, which at this stage the subject measures as well as determines the planning phase of problem-solving, and (4) evaluating the results of problem-solving, starting to explain the reasons choosing an answer from the problem, summed up the results of problem-solving and reflect the success of problem-solving.

Learning process that utilizes the environment as a source of learning enables the process of shaping students’ personality towards more positive atitudes, such as caring the environment, reducing pollution, and increasing students' abilities to be more creative, innovative, and have an entrepreneurial spirit. This study aims to develop learning media in the form of entrepreneurship- based booklet for shrimp waste management for high school students. This research is a development research using ADDIE model. Data obtained from questionnaires given to students and teachers. Small group trials were continued with large group trials performed on students in SMAN 1 and SMAN 2 Tanjung Jabung Barat, and 1 biology teacher at each of these schools. Prior to the trial, product validation is done by material experts and media experts. In the small group trials at SMAN 1 and SMAN 2, the responses were 84% and 81% respectively, both are in the "very good" category. In the large group trial, the responses were 80% and 84% with was in the category of "good" and "very good". The perception of biology teachers in each school were 75% and 77% both were in the "good" category. The entrepreneurship-based shrimp waste management booklet is appropriate to be used as a learning medium on waste recycling materials for high schools.

Most of the eleventh-grade students of SMAN 3 Jambi City find difficulties in understanding the concepts of Coordination Systems in Biology subject. This study aims to create a learning tools in the form of students’ worksheets based on problem-based learning-flipped classroom. This study employs ADDIE Model. Validations were undertaken by learning design, material, and product design experts. Where as, best practice validation was done by a Biology teacher teaching in SMAN 3 Jambi City. Research subject was students of SMAN 3 consisting of 3 students for individual trial and 9 students for small group trial. Data from validation results were described qualitatively. The design stage produces a worksheet prototype based on problem-based learning-flipped classroom. The development stage produces a new version of student worksheet that has been positively responded by the research participants. In implementation stage, the worksheet has been considered very good by students. In evaluation stage, the study has produced a sudent worksheet that accommodates students needs to improve their ability in transforming knowledge. Based all stages of the ADDIE, it can be concluded that the produced student worksheet is interesting, easy to use and easy to understand. It helps students to learn coordination systems more effectively. The created student worksheet can be further developped into an e-student worksheet.

Active learning requires the existence of teaching materials that are appropriate to students conditions and meet students’ needs. This study aims to (i) produce a science learning module based on the case study method used as teaching material, (ii) reveal the quality of media developed in terms of content, appearance, and attractiveness, and (iii) study the process of developing a case study science learning module for middle school students. This research is a type of research and development. The product developed was validated by a media expert and learning material expert. The product trial was carried out in two steps, namely small group trials and large group trials. The subjects of the trial consisted of six students (small group trials) and 30 students (large group trials), all of whom were students of grade VII of SMPN 3 Tanjung Jabung Timur. The data collected from media experts and learning material experts as well as form science teacher and students. Data were analyzed using descriptive analysis. The results of this study can be concluded that the development of a science module based on case study methods was declared feasible to be used in learning activities based on the results of material and media expert validation. Based on the results of student and teacher responses, the science module based on a case study method is very good to be used as teaching material in schools.

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students. The worksheet were developed based on scientific approach. The stages include: observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define, design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

This research aims to produce a final product in the form of a performance-assessment instrument on Cell Structure and Function experiment. The development model is ADDIE. Based on expert's judgment, the instrument was valid and can be tested in the field. Field-test results shown that the product performs high validity and reliability value on measuring student performance on Cell Structure and Function experiment. Therefore, it is concluded that this performance-assessment instrument theoretically and practically has a good quality for measuring student performance in both process and product performance on Cell Structure and Function experiment. Keywords: Development, Performance-Assessment Instrument, Cell Structure and Function Experiment

The purpose of this study was to develop an instrument to measure the knowledge and skills of fourth grade students in conducting scientific activities on the sub-theme of animals and plants around my house . The instrument consists of a number of items that lead the students to scientific activities ( e.g. observe, ask, gather information, process and communicate information) that is equipped by a scoring rubric. The development model used is a model 4-D consist s of 4 stages, namely define, design, develop, and desimanate. T he validation and limited testing result shows that the scientific approach based - assessment instrument is feasible to use. The developed instruments can be used to evaluate the learning process and assists teachers in developing the competences of the students’s knowledge and skills in conducting scientific activities.

The requirement for evaluation instruments learning outcomes authentically need to be done to get description totality about the student competence, when carry out biology experiment activity on katalase enzyme subject matter. This sudy aims to produce the final product in the form of an evaluation instrument for catalase enzyme experiment test. Development model adopted in this study is ADDIE model. Based on the results of expert judgement, the instrument was valid and can be tested in classroom. The results of the expert validation, evaluation instrument found that the enzyme catalase experiment test has appropriated entirety, in terms of the content aspect, constructs, linguistic, and practicalities. The test results were showed that the instrument has high realiability and validity for all student competency. Therefore, the conclusion is this evaluation instrument theority and rasionally that good and valid to use for measuring and considering all student competency for catalase enzyme experiment test.

Research was conducted to determine the effect of group learning model investigations and motivation of student to the understanding of biological in class XI science SMA 12 merangintotaling 56 people. The study design consisted of two group: the experiment group and the control group as well as the intruments used were questionnaires and objective test. The result showed that: (1) there is no effect of the use of group learning model of media investigation of students understanding of concepts in biology subject. 2) thereis no difference in the ability of undestanding the concept of highly motivated students when compared to studentswho have motivation the subject of biology. 3) there is no interaction between the use of media investigative group learning model with student motivation.

The aim of this development is to create a learning module that can increase students' motivation and facilitate remedial students to perform learning. The module is created contains instructions for using the module, perform remedial instructions for students, subject matter, competency testing per learning activities, feedback, answer keys, a summary of the material to the glossary contains terms used in the learning module. The model used in the design development using ADDIE model of instructional design, outline development model consists of 5 stages are: analysis, design, development, implementation and evaluation. The data obtained in this study is qualitative data obtained from the comments and suggestions validator (materials and expert design expert module) and peer comments, while the quantitative data obtained from the students' response to the learning modules, before remedial value and value increase learning achievement after using remedial module. The test is done in small groups of 6 students and a large group of 33 students. Based on the results of the validation and field trials have shown that the media developed is feasible and can be applied to students of class X results in research trials shows that students can respond with a good media applied.

The problems encountered in learning biology in SMAN 13 Tebo is the low result in learning biology, and the class average (57 and 58) of minimal completeness (KKM). The causes include the lesson still done traditionally, the class still focus on the teacher as main source of knowledge. Objective of this study to determine the influence of the biology of learning outcomes: the student taught by using media (powerpoint) contextual and those taught by using traditional approach, student of high scientific attitude and low scientific attitude, and presence or absence of interactions between media (powerpoint) contextual approach and scientific attitude toward the biology learning result. This research is an experiment research with factorial design 2x2. Methods research design used in this study is a quasi experimental pratest and postest. The data are analyzed using two way ANOVA. Results of this research indicate that there is a influence in learning result between student taught by using media (powerpoint) contextual and those taught by using traditional approach, there is no influence in learning result between student of high scientific attitude and low scientific attitude, and there is no interaction between media (powerpoint) contextual approach and scientific attitude toward the biology learning result.

The purpose of this reseach is to derseribe the phlegmatics types of students’ critical thinking in biology problem solving. The descrieptive qualitative is applied in this research. Data collecting process is done by doing interview which is based on question sheets of biology. The subjects of the phlegmatics type of students. According to Polya, critical thinking process in problem solving steps and in thinking process characteristic that consists of step (1) the identification of problem, (2) exploring interpretation and connection, (3) priorirating alternatives, (4) strategies used to resolve the problems. The research result shows that phlegmatics types of students are likely to possess critical talents. They are able to solve the problem in critical ways. Critical thinking process is seen in every step except in recheck step. They directly use planning in problem solving.

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

The research was intended to develop a simple practical guide and pieces of science process skills and scientific attitude of students assessment. Development model used was ADDIE, which stands for Analysis, Design, Development, Implementation and Evaluation. The model used in the lab module was problem based learning, which students were given problems before practicum began. Subjects of trials in this study consisted of six students were grouped into three categories of cognitive abilities, smart students, middle students and weak students. Results of product trials indicated that all students responded positively to the lab module. Modules can be applied to students with diverse cognitive abilities, the weak cognitive students could need teacher guidance, especially in the matter of analysis to understand.

Learning process in SMPN 5 Jambi is still dominated by the behavior paradigm with low learning outcomes.This study aims to reveal the significance of the student-centered learning, using quasi-experimental design. Weemployed research instrument of science process skills test results and creativity questionnaire. The collecteddata were analyzed using ANOVA and Tuckey test. The results, there was no significant of the effect of theinvestigation group model and creativity on science process skills (p = 0.083). The results also indicate theinteraction between group investigation model and science process skills (p = 0.03). The teacher applies thegroup investigation model for high creativity students.

Reproductive health is a major problem that occurs in Indonesian adolescents. The problem is caused by some factors, including free sex that could induce reproductive organ diseases such as cervical cancer, ovarian cancer, vulvar cancer, uterine cancer, prostate cancer and sexually transmitted diseases. Incidence of various reproductive health problems is caused by a lack of knowledge about reproductive health. This issue needs to get attention from various parties, including teachers. However, some teachers are less understood about how to deliver reproductive health materials properly. This study aims to determine knowledge and attitudes of teacher candidates about reproductive biology. This study is a descriptive analytic study. The subjects were students of biology education at Jambi University who are in 5th and 7th semesters of academic year 2011/2012 (174 students). The data was collected using tests and questionnaires. The results show that knowledge of the biology teacher candidates about the reproductive health is categorized as low (43​​%). The attitude of biology teacher candidates about reproductive biology is classified as positive (64%). The formation of attitudes toward reproductive health is influenced by several factors including knowledge, experience, guidance from parents, social environment, mass media, cultural, and social institutions.