Analisis Kepraktisan Buku Ilmiah Populer Keanekaragaman Jenis Ikan Berbasis Penelitian Sebagai Bahan Pengayaan Mata Kuliah Zoologi Vertebrata Konsep Ikan

Popular scientific book is one of the teaching materials which is used in the learning process. adn connect information with community. Popular scientific book is very useful for students. It helps to enhance students’ insight and knowledge about the material which is being studied by the students. Especially, the material which are based on local potential. The existence of popular scientific books with local potential support students. Therefore, by knowing the objects in their environment, students will understand more deeply about the study of material because the objects of study presented and can be seen on a daily basis. The purpose of this study to analyze the practicality of BIP on the diversity of fish species as an enrichment material for the Vertebrate Zoology Course in Fish Concept. The research method is descriptive quantitative, to find information on the practicality of teaching materials which is scrutinized based on the research results, using the Research and Development. The subjects of practicality data are 7 students and 10 students for student responses. The results of this research shows that the teaching materials compiled based on the results of the study were obtained for readability in the very good category and student responses stated that popular scientific books were practical to use.

Analysis of learning difficulties in vertebrate zoology during the COVID-19 pandemic based on student learning styles

Vertebrate zoology lectures during the COVID-19 pandemic brought about a transformation from face-to-face lecture systems to online self-learning. Students with various learning styles experience difficulties in studying vertebrate zoology courses. The purpose of this study was to analyze the learning difficulties of the COVID-19 pandemic zoology vertebrate course as a whole and based on student learning styles. This research was conducted at the University of PGRI Madiun and IKIP Budi Utomo in May 2020. The number of respondents was 140 students of the Biology Education Department. This type of research is qualitative research with a survey method. The instrument used was a questionnaire analysis of vertebrate zoological learning difficulties using the google form. Data were analyzed descriptively qualitatively. The results showed that the learning difficulties of students, in general, were related to the understanding of scientific names as much as 71% and the fulfillment of teaching materials as much as 51%. The learning difficulties of students with a visual learning style consisted of understanding scientific names (69%) and the fulfillment of teaching materials (57%). The learning difficulties of students with auditory learning styles consist of understanding scientific names (81%). The learning difficulties of students with the kinesthetic learning style consisted of understanding scientific names (67%). This study concludes that students' difficulties are dominated by understanding scientific names and the availability of teaching materials.

Zoologi Literature Reading Interest Analysis on High Level Thinking of Ability Biology Education Students

This study aimed to describe the relationship between reading interest in vertebrate zoology teaching materials with high order thinking skills. The method used is correlational research (descriptive). The population in this study were students of 2015 and 2016 Biology education at the Faculty of Science and Technology at UIN Walisongo Semarang with a sample of 113 students. Data of reading interest was captured by student answers through statements on questionnaires, while high order thinking skills are captured by description tests. Both of these data were analyzed by the Spearman correlation test, Regression and t-test. The results showed that there was a significant relationship between reading interest and high order thinking skills ability of students at α = 0.05 (sig. 0,000), but the relationship is in the low category (r = 0.326). And there are differences in reading interest and high order thinking skills ability between the 2015 and 2016 classes. Thus, reading interest needs to be increased because it has a relationship with students' high order thinking abilities.

Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

Instruments that are valid, reliable, and have high consistency are needed to measure students’ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore students’ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrument’s validity before measuring students’ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure students’ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category

Identification of Formal-Post Formal Reasoning Prospective Biology Teachers on Three Aspects of Courses

This descriptive study aims to determine the reasoning of the formal-post formal operations of biology teacher candidates in three aspects of lectures. The research sample consisted of 76 students who took part in the 2019/2020 academic year lectures which were taken using the purposive technique. The sample consisted of 29 students in the General Biology practicum subject, 24 students in the invertebrates practicum subject, and 23 students in the vertebrate zoology practicum subject. The data was collected through a test technique using formal-post-formal operational reasoning questions that were developed by themselves and had met the constructive and empirical valid criteria. Data analysis regarding the level of formal-post formal operational reasoning was carried out using the percentage correct score technique obtained for each item so that the correct score was obtained from all students. The results showed that there was a difference in the percentage level of formal-post formal operational reasoning for each level of student lectures. The highest to the lowest level of reasoning was obtained by students who took the vertebrates zoology practicum course by 67%, invertebrates zoology practicum by 67%, and general biology practicum by 17%. Also, students' formal operational reasoning in each subject tends to be lower when compared to their post-formal operational reasoning. The most common indicators of formal reasoning among the three aspects of the lecture are proportional reasoning, and indicators that are lacking are probabilistic and correlational.

VALIDITAS DAN KEPRAKTISAN PANDUAN LAPANGAN “KERAGAMAN BURUNG” DI KAWASAN PANTAI DESA SUNGAI BAKAU

The control of the learning material needs to be supported by the availability of learning resources, media, learning tools, and selection of strategy accuracy. Direct interaction in the field can provide real experiences, motivate and enhance students' knowledge. Learning the concept of aves in the Vertebrate Zoology course still contains a small local material of wetland. The aim is to describe the validity of the field guide and activities of students for using the field guide. The field guide was developed based on the results of the study and validated by experts. The level of readability is tested, while practicality is seen from their activity. The validity of the field guide is very valid, while the readability test is very good. Products of field guides have been made interestingly, easily, and be able to be used by students. Keywords: validity, practicality, field guide, bird, vertebrate zoology Abstrak. Penguasaan materi perlu didukung ketersediaan sumber belajar, media, perangkat pembelajaran, dan pemilihan ketepatan strategi. Interaksi langsung di lapangan dapat memberikan pengalaman baru dan nyata, memotivasi dan meningkatkan pengetahuan peserta didik. Pembelajaran konsep aves pada matakuliah Zoologi Vertebrata yang dilakukan selama ini masih sedikit memuat materi lokal berbasis lahan basah. Tujuan penelitian untuk mendeskripsikan validitas panduan lapangan hasil pengembangan dan aktivitas peserta didik dalam menggunakannya. Panduan lapangan dikembangkan berdasarkan hasil penelitian dan divalidasi ahli. Tingkat keterbacaan diuji oleh peserta didik, sedangkan kepraktisan dilihat dari aktivitas dalam penggunaan. Validitas panduan lapangan termasuk sangat valid, sedangkan uji keterbacaan sangat baik. Produk pengembangan telah dibuat menarik, mudah dipahami dan digunakan peserta didik. Kata kunci: validitas, kepraktisan, panduan lapangan, burung, zoologi vertebrata

Pengaruh Penggunaan Model Pembelajaran Gadget Terhadap Peningkatan Hasil Belajar Matakuliah Zoologi Vertebrata Pada Mahasiswa Program Studi Pendidikan Biologi FKIP Universitas Pattimura

Educational paradigm thoughts in this 21st century in line with the development of science and technology. We see nowadays that cellular computation program enables lecturer to record students` assessment data directly from mobile device. Besides, by the use of electronical devices that could be operated to increase and enhance students` learning in various way like enhancing students` understanding in theories, related with a performance or presentation, lab and experiments or written task and assignments. Then mobile device termed gadget. To know the influence of gadget learning model usage towards students` learning result and thinking skill in accomplishing assignments on vertebrate zoology course of college students from biology education faculty of education pattimura university. This research being held in Faculty of Education Pattimura University Biology Education, on Ferbuary 10th - June 10th 2019. Data will be analyzed statistically using SPSS 2.0 Key Words: Gadget Learning Model, Thinking Skill, Students` Learning Result