scholarly journals The efficacy of Instagram on biology undergraduate students in University of Ilorin, Nigeria

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mulkah Adebisi Ahmed
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Lesson Plan ◽  
Biology Education ◽  
Biology Students ◽  
Learning Content ◽  
Data Collection Process ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Media

Instagram is one of social media commonly used and has influential power among people for sharing ideas, instructional media, and social interaction. This study aimed at examining the efficacy of Instagram on Biology students in University of Ilorin. This quasi experimental study included 75 undergraduate students of University of Ilorin, Nigeria majoring in Biology and Biology Education. Instagram Learning Content Course ware, Instagram Biology Test, Instagram Biology Marking Guide, and Daily Lesson Plan were the instruments used in data collection process. Furthermore, the data gained were analyzed using t-test and ANCOVA. The results revealed that there was significant difference existed between biology Major and Biology Education students in their learning achievement [t(74) = 17.852, p<.05]. In contrast, there was no significant difference between male and female students in learning as they utilized Instagram in learning process [F(10,25) = 2.129, p>.05]. In conclusion, the more attention is crucial to be pain for students in their learning process, particularly in the media used.

Effect of Biology Practical Activities on the Academic Achievement of Senior Secondary School Biology Students.

2019 ◽  
pp. 151-156
Author(s):  
Veronica C. U. ◽  
Casmir N.E.
Keyword(s):  
Secondary School ◽  
Biology Education ◽  
Senior Secondary School ◽  
Biology Students ◽  
Test Items ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions ◽  
Measurement And Evaluation ◽  
Senior Secondary

This study investigated the effect of Biology practical activities on the academic achievements of senior secondary school biology students in Awgu Local Government Area of Enugu State. The study adopted pretest posttest non-randomized quasi experimental design. Four research questions and two hypotheses guided the study. One hundred and twenty (120) senior secondary school biology students were sampled from the population of 490 SS II students. Four schools were sampled out of 13 Government Secondary Schools in Awgu L.G.A. Instrument for data collection was Biology Achievement Test (BAT) consisting of 21 multiplechoice test items was constructed. The instrument was validated by three experts; one in measurement and evaluation and two in biology education. The reliability test was done using Kuder-Richardson (K-R20) which gave a reliability index of 0.74. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test. The findings of the study showed that students taught biology using practical activities performed better than their counterparts using conventional method. The result also showed that gender has significant difference on students‟ performance when taught with practicals. The researchers therefore recommended that teachers should employ practical activities in teaching biology to enhance students‟ performance.

scholarly journals The difficulty index of biology topics in Indonesian Senior High School: Biology undergraduate students’ perspectives

2021 ◽  
Vol 7 (2) ◽  
pp. 149-158
Author(s):  
Ahmad Fauzi ◽  
Alfin Miftachulia Rosyida ◽  
Miftachur Rohma ◽  
Diana Khoiroh
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
Biology Education ◽  
Senior High School ◽  
High School Biology ◽  
Education Students ◽  
Web Based ◽  
Biology Students ◽  
Significant Difference ◽  
Difficulty Index

Biology is a subject that contains of many difficult concepts to study. This study aimed to identify Biology topics taught in Senior High School (SHS) which were considered as difficult materials by undergraduate students. The data were gathered by means of a web-based survey from 198 Biology students of 25 universities and 51 Biology education students of nine universities in Indonesia. The biology students graduated from SHSs in 97 regions/municipality, while the biology education students were graduated from 34 regions/municipality. The data were analyzed using two formulas: 1) Biology Difficulty Index (BDI) to determine the difficulty index of Biology subject, and 2) Topic Difficulty Index (TDI) to examine the difficulty index of each Biology topics. The results showed that the highest value of TDI was Genetics. There was no significant difference of BDI between Biology students and Biology education students. The lower of the students’ BDI, the higher the level of their interest in Biology subject. The primary cause of difficulty encountered by the students in studying various topics of Biology was the complicated characteristics of the materials. The findings of this study can be followed up by designing diagnostic tests and instructional designs in biology topics which consider students’ difficulty.

scholarly journals The Effect of Media Composition on the Growth of Earthworms (Lumbricus Terrestris) to Support the Learning Process on Annelida Material in Class X Semester I SMA

2020 ◽  
Vol 1 (2) ◽  
pp. 75-83
Author(s):  
Yuliana Yuliana ◽  
Shanty Savitri ◽  
Elga Araina
Keyword(s):  
Learning Process ◽  
Biology Education ◽  
Lumbricus Terrestris ◽  
Chicken Manure ◽  
Randomized Design ◽  
Significant Difference ◽  
Average Biomass ◽  
The Media ◽  
Completely Randomized Design ◽  
Goat Manure

The study was conducted to determine the growth of earthworms (Lumbricus terrestris) using artificial media and the use of research results to support the learning process on the concept of invertebrate growth as a support for the learning process on annelid material in class X semester I SMA. This research was conducted at the Biology Education Laboratory of Palangka Raya University from June to July 2018. This study used a completely randomized design with 3 types of treatment and 6 replications. The material used was 72 earthworms (Lumbricus terrestris) with an average biomass and body length. Organic material as a living medium, namely P0 control / soil without a mixture of manure, P1 soil 2 Kg + 2 Kg cow manure, P2 Soil 2 Kg + 2 Kg goat manure, P3 soil 2 Kg + 2 Kg chicken manure. The parameters measured were the length and biomass of earthworms for 7 days after the worms were introduced into the media (at the beginning and end of the study). Supporting parameters measured are soil pH, soil temperature and humidity. Data were analyzed using analysis of variance (ANOVA) followed by LSD (Least Significant Difference) at the 5% level. The results showed the highest increase in length and biomass of earthworms (Lumbricus terrestris) in treatment (P3) (chicken manure). The results of the research can be used to support the learning process in the form of Student Worksheets (LKS) in class X SMA.

scholarly journals Undergraduate Biology Students’ Teleological and Essentialist Misconceptions

2018 ◽  
Vol 8 (3) ◽  
pp. 135 ◽  
Author(s):  
Florian Stern ◽  
Kostas Kampourakis ◽  
Catherine Huneault ◽  
Patricia Silveira ◽  
Andreas Müller
Keyword(s):  
Undergraduate Students ◽  
Developmental Psychology ◽  
Biology Education ◽  
First Year ◽  
Test Results ◽  
Natural Phenomena ◽  
Future Directions ◽  
Biology Students ◽  
Psychological Essentialism ◽  
Biological Phenomena

Research in developmental psychology has shown that deeply-rooted, intuitive ways of thinking, such as design teleology and psychological essentialism, impact children’s scientific explanations about natural phenomena. Similarly, biology education researchers have found that students often hold inaccurate conceptions about natural phenomena, which often relate to these intuitions. In order to further investigate the relation between students’ conceptions and intuitions, we conducted a study with 93 first year undergraduate students in biology. They were asked to express their level of agreement or disagreement with six misconception statements and to explain their choices in a two-tier test. Results showed a tendency for students to agree with teleological and essentialist misconceptions. However, no association was found between students’ teleological and essentialist conceptions as expressed in their agreement or disagreement with the various misconception statements. Moreover, we found evidence of a variable consistency across students’ answers depending on the misconception considered, which indicates that item features and contexts may have an effect on students’ answers. All together, these findings provide evidence for considerable persistence of teleological and essentialist misconceptions among students. We suggest future directions for thinking, studying, and analyzing students’ conceptions about biological phenomena.

scholarly journals The Influence Of English Song As Learning Materials Towards The Students’ Pronunciation

2019 ◽  
Vol 5 (02) ◽  
pp. 131-135
Author(s):  
Dewi Yulyanti ◽  
Slamet Wahyudi Yulianto ◽  
Muhammad Anjar Nugraha
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Research Result ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This research investigated whether or not there is the influence of English song towards the student’s pronunciation. This research used a quantitative method. Research design is an experimental class and control class, two classes were selected from eleventh-grade students at SMAN 1 Ciasem Subang. The Quasi-Experimental Research was conducted in four meetings. The data were obtained by observing the teaching and learning process, test, questionnaire, and interviewing the students. The research result of the analysis quantitative and qualitative data were as follows. The analysis of quantitative data, mean score of pre-test in the experimental class was 14.44. While the mean score in the control class was 14.58. Furthermore, the mean score of the post-test in the experimental class was 82.98. While the mean score post-test in the control class was 60.56. Based on the result, the experimental class students’ score on post-test were better in which the mean = 82.89 than their scores on pre-test the mean = 60.56 . in addition, the two-tailed value of p was 0.000 which was lower than 0.05 . in conclusion, the calculation of paired t-test showed that there was a significant difference between the pre-test and post-test scores of experimental group. The analysis of qualitative data show that used English song influence through students’ pronunciation by observing the teaching and learning process, test, questionnaire, and interviewing the students. The students were more confident and were not afraid of making mistakes when pronunciation.

scholarly journals The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

2014 ◽  
Vol 5 (2) ◽  
pp. 710-716
Author(s):  
Fitri Suci Puspita Sari Sari ◽  
Rita Inderawati ◽  
Zuraida Blani
Keyword(s):  
Undergraduate Students ◽  
T Test ◽  
Control Group ◽  
Cultural Model ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control ◽  
English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

scholarly journals PERBEDAAN HASIL BELAJAR STATIKA ANTARA METODE CERAMAH DENGAN METODE PROBLEM POSING PADA SISWA KELAS XII TEKNIK KONSTRUKSI KAYU SMK NEGERI 1 JAKARTA

Jurnal PenSil ◽  
2012 ◽  
Vol 1 (2) ◽  
pp. 141-154
Author(s):  
Shelly Hardiyanti ◽  
Tuti Iriani ◽  
Nira Nasution
Keyword(s):  
Learning Process ◽  
Learning Outcome ◽  
Problem Posing ◽  
Homogeneous Population ◽  
Microsoft Word ◽  
Timber Construction ◽  
Significant Difference ◽  
Presentation Method ◽  
The Media ◽  
The Subject

This research aims to know the significant difference of learning outcome for Static Course between presentation method and problem posing method to the students grade XII majoring in Timber Construction Subject at SMK Negeri 1 Jakarta. As the student’s learning outcome has not fulfilled the KKM for the Static course, so the problem posing method is applied to overcome the problem. Based on this method, the students are compulsory to be active in practicing for some tasks of Static which is created as self creating problems along with its solutions. The duration of the research is conducted from February 2012. The research method is experimental method. The populations are 36 students and the samples are also 36 students which is also considered using saturated sampling. It means that the number of population and sample is the same. The instrument used in this research is testing instrument (learning outcome test). The instrument consists of 10 essay problems. This instrument is valid and the reliability result among the instrument is 0.99 with a high correlation. The data is originated from the normally distributed and homogeneous population. The hypothesis is tested using t test and resulted thitung > ttabel or 2.44 > 1.697, so the H0 is rejected and the hypothesis is accepted.As the conclusion, there is a significant difference of learning outcome for Static course between presentation method and problem posing method to the students grade XII majoring in timber construction at SMK Negeri 1 Jakarta. The result of this research shows a productive learning output between the usage of Microsoft PowerPoint and Microsoft Word as the media of learning process for the subject: Vocational Furniture in SMKN 52 Jakarta. Based on that, we will conclude that the research hypothesis proposed is accepted and proved that the usage of Microsoft PowerPoint gives more effective result in learning output compared to the usage of Microsoft Word. So it is suggested for the application of the Microsoft PowerPoint as the alternative media in learning process especially for the Subject of Vocational Furniture

scholarly journals HASIL BELAJAR FISIKA MODEL PEMBELAJARAN LESSON STUDY DAN KOOPERATIF TYPE STAD SISWA MAN 1 KONAWE SELATAN

2018 ◽  
Vol 12 (2) ◽  
pp. 153
Author(s):  
Syafrial Syafrial
Keyword(s):  
Cooperative Learning ◽  
Experimental Research ◽  
Lesson Study ◽  
Lesson Plan ◽  
Learning Model ◽  
Average Score ◽  
Learning Achievement ◽  
Model Type ◽  
Significant Difference ◽  
Quasi Experimental

This study aims to know the students’ learning achievement after studying under Lesson Study learning model at MAN 1 Konawe Selatan, under cooperative learning model type STAD and to investigate the significant difference between Lesson Study learning model and cooperative learning model type STAD.  The subject of the study is the students of MAN 1 Konawe Selatan class XI IPA. This study is a quasi experimental research which means that it is not a real experimental research because it included the basic steps of experiment but exclude the control class. The result indicates that there is different students’ physics learning achievement between using Lesson Study learning model and coopertive learning model type STAD. The students learning under lesson study model obtained 87 as their average score, while those with cooperative model type STAD obtained 67.3. In other words, learning by lesson plan model contributes more positively to students’ learning achievement than STAD model. This indicates that there are differences in physiscs learning achievement between lesson study learning model and cooperative learning model type STAD at students class XI-Science MAN 1 South of Konawe

scholarly journals Scientific reasoning skills (SRS): Predictor to the student’s problem-solving in the biology classroom?

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 189-200
Author(s):  
Maisuna Kundariati ◽  
Laila Maghfiroh ◽  
Sri Endah Indriwati ◽  
Fatchur Rohman ◽  
Bagus Priambodo ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Scientific Reasoning ◽  
Biology Education ◽  
P Value ◽  
Problem Solving Skills ◽  
Biology Students ◽  
Regression Test ◽  
Post Test ◽  
Scientific Reasoning Skills

Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.

Textual and Media-based Self-Learning modules

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Teaching And Learning ◽  
Eighth Graders ◽  
Learning Material ◽  
Learning Modules ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
The Media ◽  
Media Form ◽  
Self Learning

Owing to the importance of a subject like Mathematics in the teaching and learning of science, self-learning often poses a challenge to the educator. The objective of this study is to analyse the enhancement of the textual and the media form of self-learning modules to teach Algebra and Geometry to eighth graders considering their retention levels. A pre-test post-test single-group quasi experimental design was tested and tried out on 49 participants of a school. The 20 modules of self-learning material covering content in the topics of Algebra and Geometry in the textual and media-assisted forms of self-learning were administered over three months. The findings of the study revealed the ability of media-assisted self-learning modules to enhance achievement in the post-test when compared to the pre-test. The textual-assisted learning modules was able to enhance significant difference in the achievements in Geometry, but not of Algebra. The delayed post-test results were found to indicate an improved achievement in Mathematics.

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