High School Biology Teachers Research Articles

The android-based e-module development about dragonfly diversity around sri gethuk waterfall as biodiversity teaching material for Xth Grade of Senior High School

The aim of the study is to determine the feasibility of an android-based e-Module from dragonfly diversity data at Sri Gethuk Waterfall as biodiversity teaching material for Xth grade of Senior High School based on the results of expert assessment and readability test of biology teachers and students. This Research and Development (R&D) with the ADDIE model (Robert Maribe Branch, 2009) which is limited up to the ADD stage. The study subjects consisted of two material experts, three media experts, two high school biology teachers, and 25 Natural Science students of Xth grade. The object of the study was a prototype of android-based e-module about Dragonfly Diversity at Sri Gethuk Waterfall. The data collection assessment instruments for the material experts, the media experts, the biology teachers, and the students.The results show that some BSNP standard assessment criterias have not yet identified in the e-Module. The criterias that have not yet identified are then corrected according to expert advice and verified with credible academic sources, so that the criteria of e-module can be suitable with the standards. All of the criterias of e-Module that suitable with the standards are identified, so the e-Module can be used as teaching material in learning activities.

Kemampuan Pedagogical Content Knowledge (PCK) Guru Biologi SMA Kelas X di Kabupaten Sragen dalam Menyusun Modul Ajar Tahun Ajaran 2022/2023

In the world of education, the curriculum is very influential on the learning process. With the change in curriculum, the success of the teaching system is also greatly supported by the presence of educators, namely teachers who are professional during the teaching and learning process. Optimal learning can be obtained if a teacher has some knowledge. a teacher has competence, namely pedagogic, professional, social and personality competencies. The teacher's ability to plan and prepare for the learning process is found in pedagogic abilities.The goal of this study is to find out the ability of Pedagogical Content Knowledge (PCK) high school biology teachers in Sragen Regency in preparing lesson plans. The current study is a qualitative descriptive investigation using a purposive sampling approach. The samples used were 5 Biology high school teachers including 3 public high schools and 2 Muhammadiyah high schools. The findings indicated that the CK ability of biology teachers in Sragen regency high school in preparing the teaching modules for the 2022/2023 academic year was good (87.358%), the ability of the biology teacher's PK was good (78.5924%), and the biology teacher's PCK ability was sufficient (68.752%).

Model dan Metode Pembelajaran Berbasis STEAM pada Mata Pelajaran Biologi SMA

A teacher's understanding of learning will be seen from how the teacher applies it in teaching and learning activities. A teacher must know the strategy in teaching. This is related to learning models, techniques, and learning methods. In addition, the teacher must also be able to create a conducive, safe, comfortable, and enjoyable learning atmosphere. So it is important for a teacher to explore related models, learning methods with new innovations. One of them is by integrating STEAM learning into these learning models and methods. So far, not much research has been done on STEAM-based learning models and methods in biology subjects. The purpose of this study was to analyze which learning models and methods are often used, as well as which materials are most often used to apply STEAM-based learning to high school biology material. This research is a qualitative descriptive study by distributing questionnaires via Google forms which are distributed via WhatsApp groups to high school biology teachers in Bogor Regency, with 48 people as respondents. The instrument is a questionnaire on the Google form which consists of 15 questions, which contain questions about the media that is often used in class, what models and methods are often used in biology subjects, as well as the teacher's knowledge of STEM, and in any material in biology subjects the teacher applies STEAM learning. The results showed that the most widely used learning model was the Problem Based Learning (PBM) model (43.8%), followed by Project Based Learning (PjBL) (20.8%). Teachers who use the discussion method 16.7%, the cooperative method 12.5%, and 6.3% use the lecture method. For knowledge about STEAM, the results show that 91.7% of respondents know about STEAM, and 68.8% of respondents have implemented STEAM-based learning. For the application of STEAM, most of it was done on material change and environmental preservation as much as 22.9%. The data obtained were analyzed qualitatively, then displayed in the form of pie charts and bar charts.

Analysis of Learning Objectives on the Biology Teacher Learning Implementation Plan at SMA Negeri 14 Gowa

Abstract. This descriptive study aims to determine: 1) the suitability of learning objectives with basic competencies (BC), 2) the distribution of cognitive process levels of learning objectives based on Bloom's taxonomy revision, and 3) the completeness of the components of the formulation of learning objectives in the lesson plan (LP) for high school biology teachers at SMA Negeri 14 Gowa. There were 11 LP studied, namely 6 LP for the even semester of class XI and 5 LP for the even semester of class XII for the academic year 2020/2021 which consisted of 22 BC, 80 indicators of competency achievement (ICA), and 80 formulations of learning objectives. The instruments used are assessment sheets and checklists. The data is processed by calculating the percentage (%) of each category. It was concluded: 1) the suitability of the learning objectives with the dominant BC (63.75%) was appropriate, 28.75% was quite suitable, and 7.50% was not suitable; 2) distribution of levels of cognitive process learning objectives based on the revision of Bloom's taxonomy dominant (53.75%) C2, each level has been represented but not proportionally; 3) the completeness of the dominant learning objective component (97.50) is incomplete, containing only audience and behavior components, some even have only behavior components.Keywords: lesson plans, learning objectives, suitability, distribution, completeness.

Pelatihan Pembuatan Preparat Segar Bagi Guru Biologi Sekolah Menengah Atas

Learning media is anything that can be used to convey messages or information in the teaching and learning process so that it can stimulate students' attention and interest in learning. One of the media in biology learning is preparation. Preparations are preparations in the form of organs, tissues, cells, and or bodies of organisms that are preserved or fresh so as to provide convenience for studying, observing, or researching. The purpose of this service activity is to provide training to make fresh preparations for high school biology teachers. The results of this activity include presentation of material on preparations, training on making fresh preparations, and observing fresh preparations that have been made under a microscope. This activity provides new and practical experiences for biology teachers and increases knowledge and enthusiasm for doing simple practicals

Pengembangan Lembar Kegiatan Peserta Didik (LKPD) Berbasis Problem Solving pada Materi Virus untuk Kelas X SMA/MA

LKPD (Student Activity Sheet) in student-centered learning serves as a guide for learning activities. Based on the results of observations and interviews with teachers at SMA AL-Istiqamah it is known that the LKPD in this school has not been adapted to the learning model used, therefore it needs to be developed. The purpose of this study was to develop problem solving based worksheets on viruses for class X SMA/MA. This type of research is development research using the 4-D model. The subjects of this study were 39 students of class X MIPA 1 SMA AL-Istiqamah. The product that is produced is a problem solving based LKPD on virus material. The validators consisted of two lecturers from the Department of Biology FMIPA UNP and one Al-Istiqamah High School Biology teacher. The research data is in the form of validation data and practicality of LKPD. Data analysis is in the form of descriptive statistics. The results showed that problem solving-based worksheets on virus material fulfilled the valid category with a validity value of 89.26% and practical with 88.45% practicality. It could be concluded that problem solving-based Student Activity Sheets were produced on virus material for class X SMA. Valid and practical /MA.

Profil Pembelajaran Biologi Di SMA Kabupaten Jeneponto

This study aims to find out the Biology learning profiles of SMA Kab. Jeneponto. This research is a qualitative research with a survey method. Data collection was carried out using a questionnaire instrument. Respondents in this study were high school biology teachers in Kab. Jeneponto. Data were analyzed descriptive . The results of the study showed that in the implementation of learning, Biology teachers at SMA Kab. Jeneponto always prepares learning plans consisting of teaching materials (83.33%), syllabus (75%), lesson plans (95.83%), learning media (62.5%), worksheets (45.83%), evaluation sheets students (70.83%), and student observation sheets (50%). Regarding critical thinking skills, 79.16% of biology teachers are familiar with the concept of critical thinking, 75% of teachers practice critical thinking skills in learning, and 45.83 use learning models in empowering critical thinking skills. In general, high school biology teachers in Kab. Jeneponto develops learning tools and empowers students' critical thinking skills in learning.

Tropical Arctic

Tropical Arctic asks us to imagine the Arctic as a lush, green paradise (think Miami) through the story of an expedition to Greenland and the subsequent analysis of the fossils collected there by a team including an artist, botanist, and paleobotanist. The expedition team was specifically interested in a mass extinction event that occurred during a period of catastrophic climate change 200 million years ago between the Triassic and Jurassic periods. The team targeted particular fossil beds to help them find the answers they were looking for. They collected more than a metric ton of fossils and used the data to put together a picture of what the ancient Arctic ecosystem looked like by determining which plants were dominant and which were rare both before and after the mass extinction. They then used the fossils to create three-dimensional models to increase their understanding of the plant characteristics. This provided insight into which plants were resilient in the face of change and which characteristics might have contributed to that resilience. The team coupled this evidence with laboratory evidence on extant plants that measured their response to conditions similar to ancient Earth’s.What was a dense forest canopy in the Triassic transitioned to lower-growing plants that had to survive harsh atmospheric conditions in addition to frequent fire in the early Jurassic. When conditions stabilized, those plants able to survive could thrive. The team hypothesized that the slow rate of change of Earth’s conditions contributed to the plants’ ability to migrate, essentially germinating where conditions were favorable. Certain species were better adapted for conditions on one side of the boundary. The book ends with lessons for the future, pinpointing the magnitude of temperature change associated with a reduction in biodiversity and loss of species and what it might mean for Earth’s future.While the photographs and illustrations are beautiful, I found the story hard to follow. At the end of the book, I wished some of the information presented in Chapter 4 had been presented earlier. I was less motivated to learn about the expedition and all of the fossils collected because I didn’t know the story of the conditions on Earth that led to and followed the mass extinction. Had that context come first, it would have provided framing for the expedition, sparking curiosity about what the team found. I found myself wanting a map or a timeline to help me track Earth’s history both spatially and temporally.It may be beyond the scope of this book, but I was left wondering about the conditions in the Arctic that allowed all that plant life to grow in the first place. How does the 40,000-year cyclical change in the Earth’s tilt play into the story of energy and matter in the Arctic? Does that explain why it was lush there once but cold and icy there now? And how will the anthropogenic changes we have made to Earth’s system interact with that natural cycle?Today, many high school biology teachers are tasked with integrating Earth and space science standards into their curricula. Using historical events that caused changes to Earth’s system as phenomena can help students understand the flow of energy and matter and provide a context for understanding why the mechanisms of photosynthesis and cellular respiration are so important. Tropical Arctic is a beautiful text and illuminates a part of Earth’s history that I knew little about. On its own, it is missing necessary pieces to spark the interest of someone who lacks expertise in the field, but it would be a worthwhile complement to other texts on the topic.

PKM BUDIDAYA IKAN LELE (Clarias gariepinus) MENGGUNAKAN SISTEM BIOFLOK PADA GURU SMA SE-JAWA TIMUR

The Cultivation of high-density fish requires artificial feed with high protein content for growth. The higher the protein contained in the feed, the more expensive the feed price, while the feed is the largest cost reaching 60-70% of the production cost. In addition to the problem of feed in high-stocking density fish farming, of course, the waste disposal is also getting higher, which causes failure in the cultivation business. To overcome these problems, it is necessary to make a breakthrough in the cultivation system, one of which is catfish farming using a biofloc system by utilizing heterotrophic bacteria proven to reduce ammonia waste discharge in ponds. The results of this study need to be immediately socialized through training activities for high school teachers. The pretest and post-test results of trainees based on the percentage of activity objectives showed an increase with an average of 55%. It is hoped that the results of the training for high school biology teachers will not only get new knowledge about the application of biofloc to catfish farming. The knowledge gained can be disseminated to students in their schools to support better biology learning

Curriculum 2013: Analysis of biology teachers’ obstacles in senior high schools, Sungai Kanan district

<p>This study aims to explore the obstacles of biology teachers in Sungai Kanan senior high schools have in implementing the curriculum 2013. In this qualitative study, biology teachers in high schools in the Sungai Kanan District served as the subjects. The population utilized is comprised of high school teachers from the Sungai Kanan District, including six individuals from SMAN 1 Sei Kanan, SMAN 2 Sei Kanan, and SMAS Karya Handayani. The approach employed is purposive sampling, questionnaires and interviews are utilized to obtain data. According to the findings of an examination of the hurdles biology instructors face in adopting the 2013 curriculum, which has been in place for about eight years, senior high school biology teachers in the Sungai Kanan subdistrict have no obstacles to implementing the 2013 curriculum. Biology teachers' comprehension of the indicators of biology teachers' comprehension in the 2013 curriculum; biology teachers' comprehension of the 2013 syllabus; biology teachers' comprehension of the 2013 lesson plans; biology teachers' comprehension of the biology lesson process; biology teachers' comprehension of the 2013 curriculum's facilities and infrastructure; and biology teachers' comprehension of the biology lesson process This problem is caused by the fact that the 2013 biology teacher's manual was not finished yet, lack of time, teachers and students, infrastructure, and supportive facilities.</p>

Analysis of TPACK Learning Media Ability of Biology Teachers in Tanjungpinang City Coastal Area

The ability of TPACK in learning media is the ability of teachers to integrate pedagogy, content, and technology into the learning media used. But in fact, there are still biology teachers who are unskilled in using technology in learning media. Some teachers only use PowerPoint as a learning media in the classroom. So therefore, it is necessary to analyze the ability of TPACK learning media of biology teachers in coastal. Thus can be used as information to improve the quality of learning media developed by teachers in each school of Tanjungpinang city coastal area, in order to goals of SDGs in its education of the city. This research aim to describe the profile of the ability of TPACK learning media Biology teacher in Tanjungpinang city coastal area. The data collection technique was carried out using the learning media TPACK Biology and Science questionnaire. The questionnaire was given to 14 Tanjungpinang High School Biology teachers who are in the area coast. Research results show that TPACK Learning Media ability High School Biology Teachers in the Coastal Area of Tanjungpinang City of 76.79% with good criteria.

Instrument Analysis of Biology Teachers' Needs to Assess Students' Creative Thinking Skills Using RASCH Model

This study aimed to investigate the validity, reliability, scale understanding, item difficulties, and bias items of the instrument for analyzing the needs of biology teachers regarding the assessment of creative thinking skills using the RASCH model. The instrument was modified based on the indicators of divergent and convergent thinking processes in the scientific learning stages integrated with the dimensions of creative thinking skills by using ADDIE research model. The research participants comprised of 104 participants from the Solo Raya area, those of whom were 64 Senior High School Biology teachers and 40 Junior High School Science teachers. The research instrument used inventory with a Likert scale of 1 to 4. The instrument validity, reliability, scale understanding, item difficulties, and bias items were analyzed by applying the RASCH model using Winstep 3.73. The research results showed that the overall validity was acceptable, and the item validity did not need improvement. Overall reliability was very good, and the item reliability was excellent. Rating scale analysis showed respondents had understood the Linkert scale of 1 to 4 well. Based on the item difficulties results of the teachers' responses, it was found that there had not been any teachers who evaluated the indicators of creative thinking skills by using writings or pictures in problem-solving assessment. The bias test results on the instrument items indicated that five items could potentially be biased due to age difference, and the two others were due to gender type. Therefore, the development of assessment instruments for creative thinking skills with scientific and social problem-solving based assignments, as well as writing and visual expressions, is required.

PELATIHAN HIGH ORDER THINKING SKILLS DAN EVALUASI BERBASIS ONLINE BAGI GURU SMA DI KOTA MALANG

Applying HOTS and the need for effective and efficient evaluation facilities for teachers is urgent for Malang schools. This study aimed to determine the results of HOTS training and online-based evaluation in Malang. This community service aims to find out the results of HOTS training and online-based evaluation for teachers in Malang. The training target is 40 high school Biology Teachers in Malang. The activity consists of 3 stages, namely the preparation stage, the activity stage, and the evaluation stage. HOTS training and online-based evaluation positively impacted high school teachers in Malang. The average score of participants in Padlet development was 86.78%, 100% were able to make and apply Kahoot! in class, and 90.45% of participants had prepared questions according to the HOTS criteria and were able to identify their cognitive level.

PELATIHAN DESAIN PEMBELAJARAN BIOLOGI SMA BERORIENTASI LITERASI SAINS

In recent years, many government initiatives in the field of education have been directed at developing curriculum and learning systems that emphasize students' scientific literacy skills. This community partnership program (PKM) aims to improve biology teachers' understanding of scientific literacy competencies and how to design science literacy-oriented learning. We selected a group of ten high school biology teachers (five groups) as the target subjects of the PKM program. PKM activities are designed for six months (May to November 2022), with a variety of topics and activities, including individual and group assignments, discussions, and presentations, both online (Zoom) and face-to-face. During PKM activities, biology teachers have the opportunity to explore the conceptual framework of several models or learning approaches that are science literacy-oriented. Groups of biology teachers also practice designing learning stages for each of the models or approaches that have been chosen. The learning models or approaches chosen by teachers during PKM activities vary, including project-based learning, STEM education, science process skills approaches, differentiated learning, and social-scientific issues-oriented learning. The resulting learning design shows that the PKM program helps teachers improve their knowledge of science literacy-oriented biology learning.

Development of Electronic Pocket Books For Immune System Material To Increase Students' Learning Motivation

The teaching and learning process certainly requires interesting media and does not tend to be boring. For this reason, it is necessary to use media that can attract students' interest by using electronic pocket book media. This study aims to determine the quality of electronic pocket books and determine the effectiveness of electronic pocket book media. This development research uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The analysis stage is an analysis of the needs of students. The design stage is the making of an electronic pocket book media design. The Development stage is an assessment of the feasibility of experts, namely material experts, media experts and teachers at SMA PGRI 1 Bogor. The Implementation stage is an assessment of the feasibility of the media and the Evaluation stage is a measurement of development achievement. The results showed the feasibility level of electronic pocketbook media, according to material experts, electronic pocketbooks were included in the appropriate category, while according to high school biology teachers and students, electronic pocketbooks were included in the very feasible category. The results of the analysis of student learning motivation before and after using the media were obtained, this showed a significant difference between before and after using the media, so it can be concluded that the electronic pocket book learning media can increase students' learning motivation.

High school biology teachers’ integration of computational thinking into data practices to support student investigations

AbstractIn the United States, the Next Generation Science Standards advocate for the integration of computational thinking (CT) as a science and engineering practice. Additionally, there is agreement among some educational researchers that increasing opportunities for engaging in computational thinking can lend authenticity to classroom activities. This can be done through introducing CT principles, such as algorithms, abstractions, and automations, or through examining the tools used to conduct modern science, emphasizing CT in problem solving. This cross‐case analysis of nine high school biology teachers in the mid‐Atlantic region of the United States documents how they integrated CT into their curricula following a year‐long professional development (PD). The focus of the PD emphasized data practices in the science teachers' lessons, using Weintrop et al.'s definition of data practices. These are: (a) creation (generating data), (b) collection (gathering data), (c) manipulation (cleaning and organizing data), (d) visualization (graphically representing data), and (e) analysis (interpreting data). Additionally, within each data practice, teachers were asked to integrate at least one of five CT practices: (a) decomposition (breaking a complex problem into smaller parts), (b) pattern‐recognition (identifying recurring similarities in data practices), (c) algorithms (the creation and use of formulas to predict an output given a specific input), (d) abstraction (eliminating detail in order to generalize or see the “big picture”), and (e) automation (using computational tools to carry out specific procedures). Although the biology teachers integrated all CT practices across their lessons, they found it easier to integrate decomposition and pattern recognition while finding it more difficult to integrate abstraction, algorithmic thinking, and automation. Implications for designing professional development experiences are discussed.

Development of learning video on sub materials interaction in the ecosystem based on functional feeding group of macrobenthos

Each organism has a different role as an integral part of an ecosystem. Nevertheless, this concept tends to be random and inaccurate in building a complete understanding of ecosystem interaction pattern. This research aims to develop learning video on ecosytem interaction, specifically on functional feeding group of macrobenthos. The feasibility of video as a learning medium was seen from five aspects of simplicity, audio, integration, balance, and effectiveness. The development of learning video is divided into two stages of the preliminary and the formative evaluation stage. In the preliminary stage, a field survey was conducted in the examples of interaction forms presented in 3 commonly used Biology textbooks. The formative evaluation stage was conducted to test the effectiveness of the learning product through self-evaluation and expert review. 5 validators of 2 lecturers and 3 high school biology teachers were assign. Data analysis was done with Lawshe method. An ICC (Interclass Correlation Coefficient) reliability test was carried out to determine the reliability of the validation instrument. The results of the reliability test using the ICC yielded an ICC value of 0.758 which puts it in the excellent category. All criteria from the aspects of the learning video media validation sheet are declared valid with CVR and CVI values ​​of 1. Therefore, this learning video can be considered valid to be tested in limited trials.

NABT

NABT

Validity and Practicality of Sangiran Site-Based Virtual Laboratory Learning Media on Evolutionary Materials to Empower Science Literacy

The validity and practicality of the media are a condition before it can be widely piloted. This research aims to find out the validity and practicality of the Evolution Virtual Laboratory Learning Media, which was developed based on the artefacts of the Sangiran Site to empower science literacy of students. The media validity test using expert judgment involved two expert validators, and two high school biology teachers. While the media practicality test involved 20 grade 12th students. The instrument used was a validity questionnaire consisting of 9 items (material experts), 18 items (media experts), and 13 items (practitioners). Questionnaire instruments to students as many as 16 items. All questionnaires use the Likert Scale. The test results showed material experts rated 86.80%, media experts 84.6%, education practitioners 84.30%, and students by 79.00%. Based on the validity and practicality of the Sangiran Site-based Evolution virtual laboratory learning media is declared valid and practical, so it can be used for effectiveness testing.

Online Capacity Building in Anatomy Knowledge for High School Biology Teachers: Community-University Partnerships in Indonesia During the COVID-19 Pandemic

This anatomical program for high-school biology teachers, a university-driven capacity- building exercise, achieved its aims of: (1) determining the participants’ profiles; (2) increasing the anatomical knowledge of participants; and (3) evaluating the online program. The webinar program comprised 4 lectures, including discussion, preceded and followed by a test consisting of 19 anatomy questions. Of 867 high-school biology teachers who registered an interest, 222 completed the post-program test and feedback questionnaire; however, only 153 (111 females, 42 males) completed both pre-program and post-program tests and the feedback questionnaire. A significant (P<0.001) increase in the overall post-program scores (88.9%: male 89.5±16.52%; female 88.7±17.38%) compared to the pre-program test scores (56.3%: male 56.1±15.66%; female 56.5±16.82%) was observed, the increase being irrespective of age, level of education or teaching experience. The program attracted participants from throughout Indonesia rather than just those close to the university. There was an overall improvement in test scores, supporting the effectiveness and efficiency of the online anatomy program. More than 60% of participants stated that the program met their needs in terms of the level of anatomy knowledge, and that the topics were of interest, well presented and relevant to their teaching. This study may provide useful information for future community-university studies in this area.