Peningkatan Hasil Belajar Peserta Didik dengan Menggunakan Model Pembelajaran Discovery learning pada Kelas XI MA As’adiyah Putri Sengkang

This research is classroom action research. Teachers who are delivering learning materials do not use varied methods and always use the lecture method, so that most students do not understand and are not active in the learning process which results in unsatisfactory student learning outcomes. The purpose of this study was to determine the increase in student learning outcomes through the Discovery Learning cooperative learning model in biology class XI IPA MA As'adiyah Putri Sengkang. The subjects of this study were students of class XI MA As'adiyah Putri Sengkang, totaling 22 students. It was carried out in two cycles. Each cycle was carried out 3 meetings. At the end of cycles I and II, data was collected using a learning outcome evaluation test. The instruments used in this research are learning outcomes test questions and student activity observation sheets. The results showed that the application of the Discovery Learning learning model could improve student learning outcomes in biology class XI IPA 5 MA As'adiyah Putri Sengkang.

T ransitioning a L arge Biology Class from a n i n Person t o a n Online Exam During the COVID 19 Pandemic

As occurred in many Universities worldwide, the response to the COVID-19 pandemic required us, professors at Western University (London, Canada), to quickly convert a first-year biology course with over 1200 enrolled students from an in-classroom format to an on-line format. This transition included the course exams. While the first multiple-choice exam in February 2020 was in-person and proctored, we changed the second multiple-choice exam in March 2020 so that it was completed by students online at home without a proctor. We had concerns about this online conversion, including whether the grades would represent student understanding of the course material when access to peers and other resources during the exam was not monitored. In this report we show student scores on the online exam were highly correlated with their prior in-person exam. A similar correlation was observed with prior first-year students who took similar exams in February and March 2019 which were both in-person and proctored. These results provide some reassurance that it is possible to rapidly transition the delivery of an exam from an in-person format to an online format without compromising the exam process.

Book reviews in the age of social media

Despite the large quantity and wide variety of popular science books available in biology, most undergraduate biology majors seldom read full-length books outside of class. To ensure that the students in my Writing in Biology class are exposed to such books, I assign a book review essay and provide an annotated list of a few dozen books in genetics, evolution, and other areas of biology. The assignment also includes a section on the book author’s style, in which students use material discussed earlier in the class. Informal presentations of the books provide opportunities for various discussions. The assignment (including the list of books) is included in an Additional file 1.

Features Applications Visual Teaching Facilities in Biology Class

In the process of teaching biology, the use of visual teaching aids plays an important role. Along with the content, form and various teaching methods, visual aids are an integral part of the educational process at school. The article discusses the features of using visual teaching aids as one of the ways to increase the interest of schoolchildren in the Biology subject. The results of experimental work carried out in one of the secondary schools in the city of Elabuga of the Republic of Tatarstan are presented. Based on the results of the work, appropriate conclusions were drawn about the effectiveness of the use of visualization tools in the educational process.

Enhancing science students’ participation in writing argumentative essays in Biology class through a genre-based approach (an action research)

ABSTRAK Metode genre based telah dipakai dalam banyak studi. Metode ini juga memberikan banyak kontribusi terhadap peningkatan mutu penulisan dalam berbagai konteks pelajaran. Tujuan dari penelitian ini adalah untuk meningkatkan partisipasi siswa kelas IPA dalam menulis teks argumentasi pada pelajaran biologi dengan menggunakan metode genre based di SMAN 1 Kupang Timur. Penelitian ini menggunakan metode penelitan tindakan kelas yang terdiri dari dua fase. 41 siswa kelas IPA pada SMAN 1 Kupang Timur terlibat dalam penelitian ini. Metode genre based ini diaplikasikan selama empat kali pelatihan selama satu bulan berfokus pada bagaimana siswa menulis teks argumentasi dalam pelajaran biologi. Teks argumentasi siswa dinilai dengan menggunakan penilaian “systemic functional grammar” dalam pemberian pre-test dan postest. Hasil penelitian menunjukan bahwa metode genre based meningkatkan partisipasi dan nilai menulis siswa kelas IPA. Kata Kunci: pendekatan genre-based, teks argumenatsi, penelitian tindakan, systemic functional grammar ABSTRACT Genre-based approach has been used frequently in many studies. It has been shown in any number of studies to contribute to the development of writing across different contexts. The main purpose of the research was to increase science students’ participation in argumentative essay writing using a genre-based approach at SMAN 1 Kupang Timur. This study applied an action research method which was comprised of two cycles. 41 students at SMAN 1 Kupang Timur participated in the study. A genre-based approach was applied four times over the course of a month to teach the students how to write argumentative essays. Students’ argumentative essays were measured by the systemic functional grammar framework in pretest and post-test. The research findings indicated that the genre-based approach increased students’ participation and scores in argumentative writing. Key words: genre-based approach, argumentative texts, action research, systemic functional grammar

PENGEMBANGAN LKPD BIOLOGI BERBASIS LINGKUNGAN SEKITAR UNTUK MENINGKATKAN MINAT DAN MOTIVASI BELAJAR SISWA SMA

This study aims to develop environmental-based worksheets to increase motivation and interest in learning for high school students and a description of students' learning difficulties in biology class X SMA Negeri 7 Lubuklinggau. The research method used is Research and development. The sample of this research is 30 students. Data collection techniques in this study used interviews, observations and documents. The data analysis used is data reduction, data presentation and conclusion drawing. The results showed that the LKPD developed was suitable for use by high school students of Class X and there were difficulties in learning biology on environmental pollution materials. This learning difficulty is caused by the difficulty in understanding the material presented in the teaching materials. In addition, learning difficulties experienced by students are also triggered by low learning motivation caused by not being interested in biology lessons, inappropriate teaching techniques, facilities and infrastructure, and inadequate learning resources

USING EXPERIMENT IN TEACHING TOPIC “ENERGY TRANSFORMATION” IN BIOLOGY FOR HIGH SCHOOL STUDENTS

Using experiments in organizing teaching activities in/for Biology class is a way to transform learners' awareness - from accessing content to taking actions. Besides, teaching by topic is both a requirement and an inevitable trend nowadays. Therefore, the use of experiments to organize teaching by topic can be considered an optimal solution. This article aims to elaborate on the instructional activities in which experiments can be used to deliver the topic “Energy transformation” in teaching Biology.

Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate

A large-scale study on the efficacy of active learning in a community college biology class showed that students in active-learning sections earned higher exam scores, performed better in subsequent biology courses, and graduated at a higher rate compared with students from traditional sections.

Science Experience as correlate of student learning outcome

Biology as the science of life is designed ultimately to educate individuals so that they can acquire knowledge about the basic essentials of living things and those of their community. Therefore, In this paper, we want to examine whether the students experiences in Biology Class will accomplish understanding and success in the learning outcome. Our sample is 500 Secondary School II students in Akinyele Local Government of Oyo state, in Biology Class. We used a survey design of the correlational type. Instruments used are Students Attitude to Biology Questionnaire (r=0.83), Science Experiences Inventory in Biology (r=0.72), and Students Achievement Test in Biology (r=0.76). The study reveals that the relative effect of Science experiences on attitude (?=0.228, t = 5.128; p<0.05) was significant, a negative, non-significant relationship between science experience (r = -0.024; p>0.05) and students’ achievement in Biology. Therefore, the findings of the study show that Science experience was the independent variable that strongly predicts students' attitude to Biology. Students should therefore be exposed to science experiences that will enhance a better attitude to Biology.