Student-oriented Biology Teaching Class in Senior High School

2021 ◽  
Keyword(s):  
High School ◽  
Senior High School ◽  
Biology Teaching

scholarly journals Alkaloid Compound Identification of Rhodomyrtus tomentosa Stem as Biology Instructional Material for Senior High School X Grade

2017 ◽  
Vol 2 (3) ◽  
pp. 231 ◽  
Author(s):  
Retno Ningrum ◽  
Elly Purwanti ◽  
Sukarsono Sukarsono
Keyword(s):  
High School ◽  
Instructional Material ◽  
Senior High School ◽  
Compound Identification ◽  
Teaching Materials ◽  
Student Work ◽  
Biology Teaching ◽  
Research Results ◽  
Rhodomyrtus Tomentosa

Rhodomyrtus tomentosais one of herbs which belongs to myrtaceaefamily. This plant possessesalkaloid which is efficacious as anti diarrhea, anti diabetes, anti microbial, and anti malaria, however some alkaloid compoundsare poisonous. Thus,it is necessity to identify the alkaloid compounds contained in the stem of Rhodomyrtus tomentosa which are known the use. Thisresearch aimed to identify the types of alkaloid compoundsin the Rhodomyrtus tomentosa stem and find out its usesas the biology teaching materials in form of LKS (Student Work Sheet). The research was descriptive explorative which was purposed to describe the types of alkaloid compoundsin the Rhodomyrtus tomentosa stem. LC-MS (Liquid Chromatograpgy-Mas Spectroscopy) was employed in this research to analyze the compounds. The research results showed that there were seven types of alkaloid compounds within the Rhodomyrtus tomentosa, namely: maritidine (BM 288 m/z), berberine (BM 336 m/z), ismine (BM 258 m/z), tazettine (BM 332 m/z), lycorine (BM 288 m/z), deoxytazettine (BM 216 m/z), and homolycorine (BM 316 m/z). The results of the research has been used as biology teaching materials in senior high school X grade,The Biodiversity of Indonesia.

scholarly journals The profile of biology teaching and learning materials from scientific literacy perspective

2021 ◽  
Vol 6 (2) ◽  
pp. 133-141
Author(s):  
Indah Karunia Sari ◽  
Yenny Anwar ◽  
Meilinda Meilinda
Keyword(s):  
High School ◽  
High Schools ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Environmental Changes ◽  
Senior High School ◽  
The Body ◽  
Teaching Materials ◽  
Learning Materials ◽  
Biology Teaching

Many researchers have developed scientific literacy, but no one has done scientific literacy study on biology teaching materials that include environmental change materials. The purpose of this study is to assess scientific literacy in senior high school biology teaching materials utilized by teachers in Palembang's Ilir Barat I district. This research was conducted using biology teaching materials in the form of books and modules used by teachers in grade X in 13 senior high schools in Ilir Barat I district, Palembang, both in public and private schools. This study employed a descriptive technique with content analysis, which included collecting and assessing biology teaching materials for senior high school grade X. All biology teaching materials for grade X of senior high school utilized in Ilir Barat I district Palembang were used as the population in this study, with environmental changes in biology teaching and learning materials for grade X of senior high school as the sample. The findings revealed that the scientific literacy category was represented in the teaching materials used in 13 senior high schools in the district of Ilir Barat 1 Palembang, with an average percentage of 34.24% for the body of knowledge, 45.35% for a method of investigation, 9.75% for a method of thinking, and 10.86% for the category of science, technology, and society interaction.

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Beny Septian Panjaitan And Rahmad Husein
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Cognitive Dimension ◽  
Look Ahead ◽  
Table Analysis ◽  
Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

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