PENGEMBANGAN BAHAN AJAR BIOLOGI BERBASIS PENDEKATAN SAVI (SOMATIC, AUDITORY, VISUAL, INTELLECTUAL) PADA POKOK BAHASAN SISTEM PERNAPASAN KELAS XI SMA DALAM MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA

Oleh: Diah Pratiwi

Abstrack: Abstract: SAVI approach  is student learning process with combining physical motion, intellectual activity and using all sensory so it can well influence of learning. SAVI approach combines four component influencing for learning in the class. The fourth learning method must have in order to learn continue optimally SAVI is an acronym for somatic (s) meaning motion, auditory (A) meaning that learning by listening, visual (v) meaning that learning uses eyes sensory, intellectual(I) meaning that learning uses mind skill. This research has purpose to know process and result by developing of biological substance based on SAVI approach developing of this learning material uses Borg and Gall method the result of this research is learning material as student book. The result of research shows that validation result by expert validator is valid with the average 87,98 percent and test of small group is gotten that reading skill of student book shows valid criteria by all complement. It means that the students can understand the book easily. The result shows that the average of each complement from 79,78 to 100 so it is very valid. The student book use based on SAVI approach can improve study output and student motivation it can be seen from the average score between pretest and post test then starting motivation of the student before using the student book and ending motivation of the student after using the student book that there is increase.

Pengembangan Bahan Ajar IPA Biologi Berbasis Pendekatan Joyfull Learning pada Sub Pokok Bahasan Organisasi Kehidupan Kelas VII SMP Dalam Meningkatkan Motivasi dan Hasil Belajar Siswa

Oleh: Helen Widia Wijayanti Purnamasari

Abstrack: Joyfull learning is learning that takes place in an atmosphere that is fun and memorable, which can motivate students become more active and can ultimately improve student learning outcomes. Therefore, this study focused on the development of biological science materials with joyfull life organization subject-based learning for junior class VII. This study aims to determine the process and results of the development of biological materials with joyfull learning based approach. In addition, this study aimed at finding out if the increase in motivation and learning outcomes with the use of teaching materials science Biology joyfull learning approach based on a sub class life organization subject SMP. The development of this learning material using a model of Borg and Gall. A product produced by this study is a matter of learning as a student book. Based on this research, it is known that the results of expert and user validation, learning materials has been declared invalid by 84.40% greatly. To test the response of students in small groups obtained a value of 89.5% of students responded positively. As for the students' responses on a limited test group obtained a value of 93.0% of students also responded positively to the teaching materials developed. Based on the results of the validation and limited testing can be concluded that the students are very valid book that it can be used in teaching and learning.

Pengembangan Modul Pembelajaran Muatan Lokal Etnobotani Masyarakat Using di SMA Negeri 1 Giri Banyuwangi

Oleh: Rahmi Asti Harumi
Abstract:The aims of this study is to describe the process and product’s development of local content ethnobotany learning module in Using community  for XI grade students at Senior High Schoo1, Giri Banyuwangi. This research and development referred to Borg and Gall model, but it is restricted in the seventh step (research and information collecting, planning, develop preliminary form of product, preliminary field testing,main product revision, main field testing, operational product revision). This research used 6 validators to assess the quality of  module and  12 students in preliminary field testing and 26 students in main field testing. Data obtained from  validator sheets, questionnaires of the legitility and difficulty level,pre-test, post-test. The results showed that module apropriate as learning material within average of 69,75% of the experts and 90,33% of user valuator. Also showed that module can improve average of student achievement by 90,75%.

Penerapan Strategi Pembelajaran Group to Group Exchange (GGE) dengan Concept Map dalam Meningkatkan Keterampilan Berpikir Kreatif dan Hasil Belajar Biologi (Siswa Kelas XI IPA 3 SMAN 1 Jenggawah Tahun Pelajaran 2013/2014)

Abstract: Group to Group Exchange with concept map is learning strategy that invite students to explore, discover, understand and describe one of knowledge /concepts bu using students creative ideas. The Aim of this research was to increas students creative thinking skills and the XI IPA 3 students learning result of Biology at State Senior High School 1 of Jenggawah. There were four indicators of creative thinking skills that are fluency, flexibility, originality and elaboration. The result of this research shows the improvement  in 13,51%, of  fluency, 18,25% of flexibility, 27,03% of originality and 20,95% of elaboration. The students cognitive learning achievement increased 11,6, students afective learning achievement increased 9,68 and  35,13% of learning outcomes. Conclussion of this result, application of  Group to Group Exchange learning strategy` with concept map can improve a creative thinking skill, learning achievement and learning outcomes students.

Toksisitas Tanaman Empon-empon (Suku Zingiberaceae) terhadap Mortalitas Larva Nyamuk Culex sp.

Abstract: Culex sp. is a species mosquito as a main vector that caused Filariasis disease. Based on these problems, one alternative used botanical insecticides Zingiberaceae rhizome namely ginger, lesser galangale, turmeric, fingerroot. Zingiberaceae has characteristic is contained essential oil of rhizomes and potentially as larvicides. The larvae are used as a treatment is 20  larvae with 3 replications third instar larvae - IV early. Data larval mortality was observed every 24 hours and 48 hours. Data analysis was used probit analysis. Based on research and analysis conducted, it was obtained for the ginger rhizome, LC₅₀ ginger rhizome is 1003.113 ppm, 822.78 ppm. LC₉₀ ginger rhizome is 4024.858 ppm and 3250.852 ppm. While LC₅₀ lesser galangale rhizome is 360.488 ppm, 275.049 ppm. LC₉₀ lesser galangale rhizome is 1655.451 ppm, 1070.974 ppm. LC₅₀ turmeric rhizome is 479.091 ppm, 374.598 ppm. LC₉₀ turmeric rhizome is  2504.981 ppm and 1476.845 ppm. While LC₅₀ fingerroot rhizome is 1377.051 ppm, 1015.707 ppm. LC₉₀ fingerroot rhizome is 5687.984 ppm and 3879.824 ppm. It can be concluded that the Zingiberaceae are most effective as larvicides starting lesser galangale rhizome, turmeric rhizome, ginger rhizome, fingerroot  rhizome