PERKULIAHAN ZOOLOGI VERTEBRATA BERBASIS REPRESENTASI FILOGENETIK DAN TEAM-BASED LEARNING UNTUK MEMBEKALKAN KETERAMPILAN BERPIKIR KLADISTIK, BERPIKIR KRITIS, DAN PENGUASAAN KONSEP MAHASISWA

Keterampilan berpikir kladistik, keterampilan berpikir kritis, dan penguasaan konsep merupakan kompetensi yang diharapkan dikuasai oleh mahasiswa setelah mempelajari zoologi vertebrata. Hal ini pun sejalan dengan dengan kompetensi dan literasi sains abad 21. Oleh karena itu, penelitian ini bertujuan untuk mengimplementasikan program perkuliahan berbasis representasi filogenetik dan team-based learning (RF-TBL) yang dapat membekalkan keterampilan berpikir kladistik, keterampilan berpikir kritis dan penguasaan konsep mahasiswa. Penelitian ini menggunakan mix method dengan embeded experimental model control group design. Subjek penelitian adalah mahasiswa yang mengikuti mata kuliah zoologi vertebrata pada semester genap tahun akademik 2015/2016, kelas eksperimen berjumlah 40 orang dan kelas kontrol berjumlah 45 orang yang ditetapkan secara purposive sampling. Berdasarkan Hasil perhitungan N-gain () menunjukkan bahwa terjadi peningkatan keterampilan berpikir kladistik mahasiswa (nilai = 0.76, ketegori tinggi), keterampilan berpikir kritis ( = 0.7, kategori tinggi) dan penguasaan konsep mahasiswa (nilai = 0.6, kategori sedang). Pengujian satistik menunjukkan terdapat berbedaan signifikan antara kelas kontrol dan kelas RF-TBL, di mana kelas RF-TBL lebih baik dibandingkan dengan kontrol. Hal ini berarti bawah implementasi RF-TBL memberikan pengaruh yang signifikan terhadap peningkatan keterampilan berpikir kladistik, berpikir kritis dan penguasaan konsep mahasiswa. Mahasiswa juga memberikan respon positif terhadap diimplementasikannnya strategi perkuliahan RF-TBL dalam mata kuliah zoologi vertebrata. Uji korelasi menunjukkan terdapat hubungan positif antara keterampilan berpikir kladistik, keterampilan berpikir kritis dan penguasaan konsep mahasiswa. Berdasarkan penelitian ini juga diketahui bahwa mahasiswa menganggap membuat pohon filogenetik lebih sulit dibandingkan dengan membaca pohon filogenetik. ---Tree thinking skills, critical thinking skills, and students concepts mastery are competencies expected to be mastered by students after studying vertebrate zoology. This is also in line with the competence and science literacy of 21st century. Therefore, this research aims to implemented course program based on phylogenetic representation and team-based learning (RF-TBL) which can improve the tree thinking skill, critical thinking skill, and student concept mastery. This research uses mix method with embedded experimental model control group design. The subjects of the study were the students who enrolled the vertebrate zoology course in the even semester of 2015/2016. The experimental class was 40 students and the control class was 45 students determined by purposive sampling. The results show that there was an increase in students' tree thinking skills, critical thinking skills, and student mastery concepts after being calculated using N-gain. The statistic calculation shows that there is a significant difference between the control and experimental classes, where the experimental class is better than the control. This means that the implementation of RF-TBL has a significant influence on improving the tree thinking skills, critical thinking skills, and mastery of student concepts. Students also responded positively to the implementation of RF-TBL strategy in vertebrate zoology courses. Correlation test shows there is a positive correlation between the tree thinking skills, critical thinking skills and mastery of student concept. Based on this study, it is also known that students consider constructing phylogenetic trees more difficult than reading phylogenetic trees

PROFIL TECNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE MAHASISWA CALON GURU BIOLOGI

Tujuan dari penelitian ini adalah untuk menginvestigasi TechnologicalPedagogical And Content Knowledge calon guru biologi Program Studi Pendidikan BiologiFakultas Tarbiyah dan Keguruan UIN SGD Bandung yang telah mengikuti programpengenalan lapangan (PPL). Metode penelitian yang digunakan adalah deskriptif denganpendekatan kuantitatif. Sedangkan metode pengambilan data yang dilakukan adalah denganmetode survey terhadap 82 responden. Instrumen yang digunakan berupa kuesioner tertutupyang setiap pernyataannya didasarkan pada setiap komponen TPACK. Hasil penelitianmenunjukkan bahwa Technological Pedagogical And Content Knowladge (TPACK) calonguru biologi Program Studi Pendidikan Biologi Fakultas Tarbiyah dan Kegurun UIN SGDBandung berada dalam kategori baik dengan nilai rata-rata 3.6. Hal ini menunjukkan bahwacalon guru biologi telah memahami aspek-aspek yang terkait dengan technologicalpedagogical and content knowladge dalam proses pembelajaran

ISOLATION AND IDENTIFICATION OF CELLULOLYTIC BACTERIA FROM WASTE ORGANIC VEGETABLES AND FRUITS FOR ROLE IN MAKING MATERIALS BIOGAS.

Research onisolationandidentification ofcellulolyticbacteriafromwasteorganicvegetablesand fruitsas ingredientsthat play a rolein the manufacture ofbiogashas been carried out. Bacteria isolates were obtained from wastevegetableand fruitsfromthe marketGedebageBandung. The aim of research is to know diversity of bacteria that growandcellulolyticbacterialisolateswhatever ison thewastevegetablesand fruitsthat play a rolein makingbiogas. Media that used for cultivation and isolation bacteria is NA (Natrium Agar). Bacteria isolation is conducted by using serial dilution, pour plate and streak plate methods. The determinecellulolyticbacteriausedselective mediaSA(Cellulose Agar) andidentification ofbacteriacarriedto genus levelbased onmorphologicalandbiochemicalcharacterizationthat refersto theguidelinesof identificationof bacteria (Bergey's Manual ofDeterminativeBacteriologyin 1994). In this research, we successfully isolated 13 isolates bacteria that consist of 10 genera. Identification result indicates that isolate B1, B8, B9, and B12 are Bacillus; isolate B2 is Cellulomonas, isolate B4 is Microbacterium, isolate B5 is Neisseria, isolate B6 is Streptococcus and isolate B7 is Strepmycetes. Test cellulose indicates that the cellulolyticbacteriaareBacillus, Cellulomonas, Microbacterium, Streptomycetes, Streptococcus, andNeisseria. Based ontestinHCdegradation ofcellulosein the mediaSA, Streptomycetesis bacteria thathave thehighestHCratioandthelowestin thegenusNeisseria. The bacteriawere chosen becausethe bacteriahave ahighability tohydrolyzecelluloseinso-called cellulolyticbacteriaand potentiallyin the manufacture ofbiogas

FERMENTASI LIMBAH PADAT PENGOLAHAN BIOETANOL SINGKONG (Manihot esculenta) OLEH Aspergillus niger TERHADAP PERUBAHAN KANDUNGAN KUALITAS NUTRISI

Pakan merupakan biaya produksi terbesar, seoptimal mungkin harus ada energi alternative yang dapat menggantikan pakan, salah satunya yaitu dengan memanfatkan limbah singkong yang diproduksi menjadi bioetanol dengan proses fermentasi sehingga pakan bernilai gizi tinggi. Penelitian ini bertujuan untuk meningkatkan kualitas nutrisi limbah bioetanol singkong melalui fermentasi dengan menggunakan jamur Aspergillus niger yang mempunyai kemampuan untuk fermentasi. Limbah bioetanol masih mengandung racun asam sianida yang merugikan ternak dan berdasarkan hasil analisis limbah bioetanol bahwa terdapat kandungan asam sianida (HCN) 15,92 mg/kg, protein 2,74%, serat kasar 2,65%,sehingga kualitas zat makanannya masih rendah, maka sebelum diberikan pada ternak perlu dilakukan proses pengolahan melalui fermentasi dengan menggunakan jamur Aspergillus niger. Metode yang di lakukan adalah metode eksperimen limbah bioetanol singkong selama 0, 4, dan 9 hari dengan 4 konsentrasi mikroorganisme yaitu 2, 3, dan 4%. Penelitian sebelumnya Parameter yang diamati adalah jumlah mikroba, jumlah kandungan protein kasar dan kandungan serat kasar limbah bioetanol produk fermentasi melalui analisis proksimat. penelitian menunjukan bahwa protein tertinggi sebesar 4,507%, penurunan kadar serat terendah mencapai 1,293%, dan penurunan HCN sebesar 0,000 mg/kg

Peningkatan Keterampilan Berkomunikasi Siswa Melalui Pembelajaran Berorientasi TPACK Dengan Blended Learning Pada Materi Sistem Gerak

Pembelajaran berorientasi Technological Pedagogical And Content Knowledge (TPACK) dirancang dengan memadukan teknologi, pedagogi dan materi sistem gerak dengan harapan siswa mendapatkan pengalaman bermakna selama pembelajaran. Tujuan penelitian adalah untuk menganalisis pengaruh pembelajaran berorientasi TPACK terhadap keterampilan berkomunikasi siswa pada materi sistem gerak. Penelitian ini menggunakan metode kuasi eksperimen dengan pretest posttest control group desain. Instrumen penelitian berupa tes (uraian) keterampilan berkomunikasi tulisan, rubrik penilaian  untuk mengukur keterampilan berkomunikasi lisan, lembar observasi dan angket. Data lembar obeservasi dan angket dianalisis secara deskriptif kuantitatif. Tes  uraian diuji secara statistik dengan uji t. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran berkategori sangat baik, demikian juga respon siswa terhadap pembelajaran memperoleh rata-rata 9.31 dengan kategori sangat tinggi. Keterampilan berkomunikasi lisan kelas eksperimen sebesar 77% (baik) dan kelas kontrol 61% (cukup). Hasil uji statistik menunjukkan bahwa pembelajaran berorientasi TPACK dengan Blended learning berpengaruh  signifikan terhadap keterampilan berkomunikasi tulisan siswa.Technological Pedagogical and Content Knowledge (TPACK)-oriented learning is designed by combining technology, pedagogy, and motion system materials to get meaningful experiences during learning. The purpose of the study was to analyze the effect of TPACK-oriented learning on students' communication skills on the motion system material. This study uses a quasi-experimental method with a pretest-posttest control group design. The research instrument was a test (essay) of written communication skills, an assessment rubric to measure oral communication skills, observation sheets and questionnaires. Observation sheet data and questionnaires were analyzed quantitatively descriptively. The description test was tested statistically with the t-test. The study results showed that the implementation of learning was categorized as very good, as well as student responses to learning that obtained an average of 9.31 with a very high category. Oral communication skills in the experimental class were 77% (good), and the control class was 61% (enough). The statistical test results show that TPACK-oriented learning with Blended learning significantly affects students' writing communication skills

ANALISIS KEMAMPUAN PEMECAHAN MASALAH PADA MATERI PERUBAHAN LINGKUNGAN DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING

Effective learning and applying the daily life problem solving principle that emphasizes that learning needs to be designed so that students are able to solve problems related to daily life. Problem solving skills can be improved by doing variations in the learning model, one of the learning models that can be applied is the problem solving model. This study aims to find out the problem solving skills of students on material changes in the environment after carrying out learning with problem solving models, as well as to find out the process of implementation and constraints of students in learning activities. The research method used is the pre-experimental method with the design of one group pretest-posttest. The sample used is students of class X MIA 1 with a total of 34 people. The research instrument used was a written test about 10 questions, observation sheets and questionnaires. The results showed that the written test results obtained an average value of N-Gain of 0.54 moderate qualifications. Paired t test results obtained t count (15.39) > t table (2.03) so that H0 is rejected which means that with α = 5%, there is a significant difference between students' problem solving skills before and after applying problem solving learning models on material changes in the environment. The application of problem solving learning models can help students to improve their problem solving skills.Keywords: Problem Solving Skills, Problem Solving Learning Models, Environmental ChangeAbstrak: Pembelajaran yang efektif dan menerapkan prinsip the daily life problem solving yang menekankan bahwa pembelajaran perlu dirancang agar peserta didik mampu memecahkan masalah yang berhubungan dengan kehidupan sehari-hari. Kemampuan pemecahan masalah dapat ditingkatkan dengan melakukan variasi dalam model pembelajaran, salah satu model pembelajaran yang dapat diterapkan yaitu model problem solving. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah peserta didik pada materi perubahan lingkungan setelah melaksanakan pembelajaran dengan model problem solving, serta untuk mengetahui proses keterlaksanaan dan kendala peserta didik pada kegiatan pembelajaran. Metode penelitian yang digunakan yaitu metode pre-eksperimen dengan desain one group pretest-posttest. Sampel yang digunakan yaitu peserta didik kelas X MIA 1 dengan jumlah 34 orang. Instrumen penelitian yang digunakan yaitu tes tertulis soal uraian berjumlah 10 soal, lembar observasi dan angket. Hasil penelitian menunjukkan bahwa hasil tes tertulis diperoleh nilai rata-rata N-Gain sebesar 0,54 kualifikasi sedang. Hasil uji t berpasangan memperoleh nilai t hitung (15,39) > t tabel (2,03) sehingga H0 ditolak yang artinya dengan α = 5%, terdapat perbedaan yang signifikan antara kemampuanpemecahan masalah peserta didik sebelum dan sesudah diterapkan model pembelajaran problem solving pada materi perubahan lingkungan. Penerapan model pembelajaran problem solving dapat membantu peserta didik dalam meningkatkan kemampuan pemecahan masalah yang dimilikinya

(LKPD) BERBASIS SOCIO-SCIENTIFIC INQUIRY BASED LEARNING (SSIBL) UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH SISWA PADA MATERI PERUBAHAN LINGKUNGAN

21st century skills are learning and innovation skills that focus on the 4Cs (collaboration, creative thinking, communication, critical thinking and problem solving, and innovation). The importance of Biology teaching materials that incorporate elements of the Socio-Scientific Inquiry Based Learning approach can bring up problem-solving and moral skills in solving every event that takes place in real life through the use of LKPD based on Socio-Scientific Inquiry Based Learning. This study aims to analyze the effect of LKPD based on Socio-Scientific Inquiry Based Learning on environmental change material in class X. This research method uses the Quasi Experimental method with Control group pre-test post-test. Data acquisition techniques were distributed through instruments from tests, observation sheets, and questionnaires. The results of data analysis from the study simultaneously showed that the dependent variable and independent variables had a significant (significant) effect on the final data of the t-test results, H0 was rejected and H1 was accepted, namely tcount (1.25) > ttable (1.20). Based on the results obtained indicate that the average percentage of student responses as a whole to the Socio-Scientific Inquiry Based Learning Approach of 80.38% is included in the very good category. It can be concluded that the student's response to the LKPD Approach based on Socio-Scientific Inquiry Based Learning on the material of environmental change is very good.Keterampilan abad 21 adalah keterampilan belajar dan inovasi yang berfokus pada 4C (collaboration, creative thinking, communication, critical thinking and problem solving, and innovation). Pentingnya bahan ajar Biologi yang memasukkan unsur pendekatan Socio-Scientific Inquiry Based Learning dapat memunculkan keterampilan pemecahan masalah serta moral dalam menuntaskan setiap peristiwa yang berlangsung dalam kehidupan nyata melalui penggunaan LKPD berbasis Socio-Scientific Inquiry Based Learning. Penelitian ini bertujuan untuk menganalisis pengaruh LKPD berbasis Socio-Scientific Inquiry Based Learning pada materi perubahan lingkungan di kelas X. Metode penelitian ini menggunakan metode Quasi Eksperimental dengan Control group pre-test post-test. Teknik perolehan data disebarkan melalui instrument dari test, lembar observasi, dan angket. Hasil analisis data dari penelitian secara simultan menunjukkan bahwa variabel ikat dan variabel bebas saling berpengaruh nyata (Signifikan) pada data akhir hasil Uji-t tersebut H0 ditolak dan H1 diterima yaitu thitung (1.25) > ttabel (1.20). Berdasarkan hasil yang didapatkan menunjukkan bahwa presentase rata-rata respon siswa secara menyeluruh terhadap Pendekatan Socio-Scientific Inquiry Based Learning sebesar 80,38% termasuk dalam kategori sangat baik. Dapat disimpulkan bahwa respon siswa terhadap Pendekatan LKPD berbasis Socio-Scientific Inquiry Based Learning pada materi perubahan lingkungan sangat baik

PENGUASAAN KONSEP SISWA PADA MATERI EKOSISTEM MELALUI PENERAPAN MODEL PROBLEM POSING LEARNING BERBASIS DONGENG SAINS (PPL-DS)

This research generally is aimed to recognize the students’ concept mastery on ecosystem material by usingthe Problem Posing Learning (PPL) based on science fables and its influence on the students and student responses anddelays in learning were carried out using the PPL-DS model. The research method used is quasi-experimental method.Moreover, the research design used in this current research is nonequivalent control and samples were taken bypurposive sampling technique. Test, questionnaire, and observation sheet are used as the instruments. Research dataanalysis includes several tests such as normality, homogeneity, hypothesis, and N-Gain. Data were obtained from 20questions for each pretest and posttest. The result gained from the class using the research model has moderatedcriteria with an N-gain average of 0.35 while the class with non-research model has a low criterion with an N-gainvalue of 0.21. The implementation of activities carried out by students and teachers is fairly good with 84.21% and88.23% achieved. The response shown by students is also quite satisfactory with a value of 86.20% high criteria. It canbe concluded that there is a significant influence on the mastery of students' concepts in ecosystem material using thefairytale-based problemThis research generally is aimed to recognize the students’ concept mastery on ecosystem material by usingthe Problem Posing Learning (PPL) based on science fables and its influence on the students and student responses anddelays in learning were carried out using the PPL-DS model. The research method used is quasi-experimental method.Moreover, the research design used in this current research is nonequivalent control and samples were taken bypurposive sampling technique. Test, questionnaire, and observation sheet are used as the instruments. Research dataanalysis includes several tests such as normality, homogeneity, hypothesis, and N-Gain. Data were obtained from 20questions for each pretest and posttest. The result gained from the class using the research model has moderatedcriteria with an N-gain average of 0.35 while the class with non-research model has a low criterion with an N-gainvalue of 0.21. The implementation of activities carried out by students and teachers is fairly good with 84.21% and88.23% achieved. The response shown by students is also quite satisfactory with a value of 86.20% high criteria. It canbe concluded that there is a significant influence on the mastery of students' concepts in ecosystem material using thefairytale-based proble

ISOLATION AND IDENTIFICATION OF CELLULOLYTIC BACTERIA FROM WASTE ORGANIC VEGETABLES AND FRUITS FOR ROLE IN MAKING MATERIALS BIOGAS.

Research onisolationandidentification ofcellulolyticbacteriafromwasteorganicvegetablesand fruitsas ingredientsthat play a rolein the manufacture ofbiogashas been carried out. Bacteria isolates were obtained from wastevegetableand fruitsfromthe marketGedebageBandung. The aim of research is to know diversity of bacteria that growandcellulolyticbacterialisolateswhatever ison thewastevegetablesand fruitsthat play a rolein makingbiogas. Media that used for cultivation and isolation bacteria is NA (Natrium Agar). Bacteria isolation is conducted by using serial dilution, pour plate and streak plate methods. The determinecellulolyticbacteriausedselective mediaSA(Cellulose Agar) andidentification ofbacteriacarriedto genus levelbased onmorphologicalandbiochemicalcharacterizationthat refersto theguidelinesof identificationof bacteria (Bergey's Manual ofDeterminativeBacteriologyin 1994). In this research, we successfully isolated 13 isolates bacteria that consist of 10 genera. Identification result indicates that isolate B1, B8, B9, and B12 are Bacillus; isolate B2 is Cellulomonas, isolate B4 is Microbacterium, isolate B5 is Neisseria, isolate B6 is Streptococcus and isolate B7 is Strepmycetes. Test cellulose indicates that the cellulolyticbacteriaareBacillus, Cellulomonas, Microbacterium, Streptomycetes, Streptococcus, andNeisseria. Based ontestinHCdegradation ofcellulosein the mediaSA, Streptomycetesis bacteria thathave thehighestHCratioandthelowestin thegenusNeisseria. The bacteriawere chosen becausethe bacteriahave ahighability tohydrolyzecelluloseinso-called cellulolyticbacteriaand potentiallyin the manufacture ofbiogas