Developing genetic learning module based on blue eyes phenomenon in Buton Island, Southeast Sulawesi
DOI:
https://doi.org/10.22219/jpbi.v5i1.7071Keywords:
Blue eyes, modules, genetic learning, Buton IslandAbstract
The existence of learning resources based on local phenomena is presumed to be able to optimize genetic learning processes. The purposes of this study were (1) to produce module based on the blue eyes phenomenon occurred in Buton Island for genetic material in senior high school and (2) to find the quality of the module produced. This study used research and development (R & D) based on Borg & Gall model which was limited to seventh step. The research involved three validators, six students in initial field-testing step, and 70 students in main field testing. The data collection technique used was questionnaire. The data obtained were calculated as percentages of module quality. The results of the material validation, media validation, and practitioners were 96.52% (very valid); 82.40% (very valid); and 83.75% (very valid), respectively. In addition, the student responses to the module was 22.13% (good). In conclusion, this module can be used as a learning resource for senior high school students in genetic learning.
Downloads
References
Abdulatip, M., Suratsih, Henuhili, V., & Rahayu, T. (2015). Penyusunan bahan ajar genetika dalam bentuk modul pembelajaran berbasis fenomena lokal. Jurnal Pendidikan Matematika dan Sains, 3(1), 59–64. doi: https://doi.org/10.21831/jpms.v5i1.7236
Agustina, E. (2015). Pengaruh desain sampul buku terhadap minat baca siswa di perpustakaan MAN III Yogyakarta. Universitas Islam Negeri Sunan Kalijaga. Retrieved from http://digilib.uin-suka.ac.id/16554/
Altunoğlu, B. D., & Şeker, M. (2015). The understandings of genetics concepts and learning approach of pre-service science teachers. Journal of Educational and Social Research, 5(1), 61–66. doi: https://doi.org/10.5901/jesr.2015.v5n1s1p61
Antasari, G. A. (2017). Pengembangan modul pengayaan genetika berbasis fenomena kretinisme di desa Sigedang, Kejajar, Wonosobo untuk kelas XII IPA. Jurnal Prodi Pendidikan Biologi, 6(7), 454–460. Retrieved from http://journal.student.uny.ac.id/ojs/index.php/pbio/article/download/8190/7783
Ardiansyah, R., Corebima, A. D., & Rohman, F. (2016). Analisis kebutuhan pengembangan bahan ajar perubahan materi genetik pada matakuliah genetika di Universitas Negeri Malang. In Seminar Nasional Pendidikan dan Saintek (pp. 749–752). Surakarta: Universitas Muhammadiyah Surakarta. Retrieved from https://publikasiilmiah.ums.ac.id/bitstream/handle/11617/8009/111.pdf?sequence=1&isAllowed=y
Bahri, S., Syamsuri, I., & Mahanal, S. (2016). Pengembangan modul keanekaragaman hayati dan virus berbasis model inkuiri terbimbing untuk siswa kelas X MAN 1 Malang. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(2), 127–136. doi: https://doi.org/10.17977/jp.v1i2.6113
Borg, W. R., & Gall, M. D. (1983). Educational research an introduction. New York: Longman. Retrieved from https://books.google.co.id/books/about/Educational_Research.html?hl=id&id=KcE0AAAAMAAJ&redir_esc=y
Bruckermann, T., Ochsen, F., & Mahler, D. (2018). Learning opportunities in biology teacher education contribute to understanding of nature of sScience. Education Sciences, 8(3), 103. doi: https://doi.org/10. 3390/educsci8030103
Bubnys, R. (2019). A journey of self-reflection in students’ perception of practice and roles in the profession. Sustainability (Switzerland), 11(1), 1–17. doi: https://doi.org/10.3390/su11010194
Conway, S. E., Johnson, J. L., & Ripley, T. L. (2010). Integration of team-based learning strategies into a cardiovascular module. American Journal of Pharmaceutical Education, 74(2), 1–7. doi: https://doi.org/ 10.5688/aj740235
Davtyan, R. (2014). Contextual learning. In ASEE 2014 Zone I Conference. Bridgpeort: University of Bridgeport. Retrieved from http://www.asee.org/documents/zones/zone1/2014/Student/PDFs/56.pdf
Hudha, A. M. (2018). Pengembangan model pembelajaran OIDDE (Orientation, Identify, Discussion, Decisioan, and Engage in behaviour) dan pengaruhnya terhadap peningkatan pengetahuan bioetika, kemampuan pengambilan keputusan etik, dan sikap etis mahasiswa program studi pendidika. Universitas Negeri Malang. Retrieved from http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/ 76210
Hudha, A. M., Amin, M., Sumitro, S. B., & Akbar, S. (2018). The effectiveness of OIDDE learning modl in the improvement of bioethics knowledge, ethical decision, and ethical attitutede of biology pre-service teachers. Journal of Baltic Science Education, 17(6), 960–971. doi: https://doi.org/10.33225/jbse/18.17.960
Kılıç, D., Taber, K. S., & Winterbottom, M. (2016). A cross-national study of students’ understanding of genetics concepts: Implications from similarities and differences in England and Turkey. Education Research International, 2016(c), 1–14. doi: https://doi.org/10.1155/2016/6539626
Moazami, F., Bahrampour, E., Azar, M. R., Jahedi, F., & Moattari, M. (2014). Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: A post-test only design study. BMC Medical Education, 14(1), 1–5. doi: https://doi.org/10.1186/1472-6920-14-45
Nardo, M. T. B. (2017). Modular instruction enhances learner autonomy. American Journal of Educational Research, 5(10), 1024–1034. doi: https://doi.org/10.12691/education-5-10-3
Nasution, M. Y., & Rezeqi, S. (2015). Application of contextual learning to improve critical thinking ability of students in biology teaching and learning strategies class. International Journal of Learning, Teaching and Educational Research, 11(3), 109–116. Retrieved from https://www.ijlter.org/index.php/ijlter/article/ viewFile/317/158
Nuroso, H., & Siswanto, J. (2012). Model pengembangan modul IPA terpadu berdasarkan perkembangan kognitif siswa. Jurnal Penelitian Pembelajaran Fisika, 1(1), 35–46. doi: https://doi.org/10.26877/jp2f.v1 i1/april.106
Oka, A. A. (2010). Pengaruh penerapan belajar mandiri pada materi ekosistem terhadap keterampilan berpikir kritis dan kemampuan memecahkan masalah siswa SMA di kota Metro. BIOEDUKASI (Jurnal Pendidikan Biologi), 1(2). doi: https://doi.org/10.24127/bioedukasi.v1i2.191
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29–45. doi: https://doi.org/10.1007/s10734-013-9678-9
Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2010). Teaching strategies. A guide to effective instruction. Boston: Wadsworth Cengage Learning. Retrieved from https://books.google.co.id/books/about/Teaching_Strategies_A_Guide_to_Effective.html?id=tyPEGGOOZSEC&redir_esc=y
Prastowo, A. (2013). Panduan kreatif membuat bahan ajar inovatif. Yoyakarta: DIVA Press. Retrieved from http://onesearch.id/Record/IOS3757.JATEN000000000062679
Rahayu, W. E., & Sudarmin. (2015). Pengembangan modul ipa terpadu berbasis etnosains tema energi dalam kehidupan untuk menanamkan jiwa konservasi siswa. Unnes Science Education Journal, 4(2), 919–926. doi: https://doi.org/10.15294/usej.v4i2.7943
Rahmi, L. (2017). Pengembangan modul pembelajaran biologi berorientasi meaningful learning disertai peta konsep pada materi system peredaran darah kelas XI SMA. Nur El-Islam, 4(1), 65–77. Retrieved from https://media.neliti.com/media/publications/226450-pengembangan-modul-pembelajaran-biologi-d12b70 f8.pdf
Riduwan. (2009). Belajar mudah penelitian untuk guru-karyawan dan peneliti pemula. Bandung: Alfabeta. Retrieved from http://onesearch.id/Record/IOS2862.UNMAL000000000031277
Riley, R., Thornton, G., Brookes, S. T., Noble, S. M., Thorn, J. C., Wordsworth, S., … Ridyard, C. (2017). Core items for a standardized resource use measure: Expert Delphi consensus survey. Value in Health, 21(6), 640–649. doi: https://doi.org/10.1016/j.jval.2017.06.011
Rossiter, J. A. (2013). Making learning accessible and encouraging student independence with low cost developments. Engineering Education, 8(2), 15–29. doi: https://doi.org/10.11120/ened.2013.00012
Sofroniou, A., & Poutos, K. (2016). Investigating the effectiveness of group work in mathematics. Education Sciences, 6(4), 30. doi: https://doi.org/10.3390/educsci6030030
Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. doi: https://doi.org/10.12973/ejmste/79329
Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 28(2), 31–47. Retrieved from http://forumoswiatowe.pl/ index.php/czasopismo/article/view/458
Topçu, M. S., & Şahin-Pekmez, E. (2009). Turkish middle school students’ difficulties in learning genetics concepts. Journal of Turkish Science Education, 6(2), 55–62. Retrieved from http://www.tused.org/in ternet/tused/archive/v6/i2/text/tusedv6i2s5.pdf
Verowita, W., Murni, D., & Mirna. (2012). Pengaruh penerapan model pembelajaran koperatif tipe think pair share terhadap pemahaman konsep dalam pembelajaran matematika. Pendidikan Matematika, 1(1), 48–51. doi: https://doi.org/10.1159/000107977
Wenno, I. H. (2010). Pengembangan model modul IPA berbasis problem solving method berdasarkan karakteristik siswa dalam pembelajaran di SMP/MTs. Jurnal Cakrawala Pendidikan, 2(2), 176–188. doi: https://doi.org/10.21831/cp.v2i2.338
Widoyoko, S. E. P. (2012). Teknik menyusun instrumen penelitian. Yogyakarta: Pustaka Pelajar. Retrieved from https://scholar.google.com/scholar?hl=en&as_sdt=0,5&cluster=7882788293762869167
Yunita, L., Sofyan, A., & Agung, S. (2014). Pemetaan peta konsep untuk meningkatkan pemahaman siswa tentang konsep senyawa hidrokarbon. Edusains, 6(1), 2–8. Retrieved from http://journal.uinjkt.ac.id/index.php/edusains/article/download/1094/972
Zeanah, C. H., Berlin, L. J., & Boris, N. W. (2011). Practitioner Review: Clinical applications of attachment theory and research for infants and young children. Journal of Child Psychology and Psychiatry, 52(8), 819–833. doi: https://doi.org/10.1111/j.1469-7610.2011.02399.x.Practitioner
Zuriah, N., Sunaryo, H., & Yusuf, N. (2016). IbM guru dalam pengembangan bahan ajar kreatif inovatif berbasis potensi lokal. Jurnal Dedikasi, 13, 39–49. Retrieved from http://journal.uinjkt.ac.id/index.php/edusains/article/download/1094/972
Downloads
Published
Issue
Section
License
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
