In practical activities usually teachers provide guidance in the form of students’ worksheet or design of laboratory activity. Based on field studies Supriatno (2009), only 24% design laboratory that can be done with the appropriate procedures and complete results in terms of data analysis and conclusion, so it does not support the construction of knowledge. It required the analysis to determine whether design laboratory used already support the construction of knowledge. Design laboratory analysis refers to the Vee diagram and revised Bloom's taxonomy as both lead students to construct knowledge. This research is a descriptive study with purposive sampling technique. The research data captured with a rare test work results table, the table where the component diagram Vee, Vee diagrams scoring table, as well as the revised Bloom's taxonomy table. The results of the 16 samples and 5 samples design laboratory, junior high school design laboratory of photosynthetic material shows that there are still procedural mistakes and instruction unstructured. Vee diagram component analysis results show the general components that arises is the question of focus, the object/event, theories, principles, concepts and knowledge claims. Components that are generally not appear that notes/transformation. Results of the analysis showed scores of each component Vee diagram, Vee diagram on middle and high school degign laboratory generally have not yet reached the ideal score. Results of the analysis showed the emergence of the cognitive level of cognitive level generally required design laboratory in middle and high school, namely C1, C2 and C3, with dominant category procedural C3. This cognitive level is in conformity with the demands of basic competencies middle school, but not in accordance with the demands of basic competencies of high school.

Student worksheets are often used as practical guide to direct students in carrying out laboratory activities. Therefore, the quality of student worksheet will highly determine the quality of experience and understanding of students obtained from a laboratory activity. This study aims to explain the results of the analysis, testing, and reconstruction of the tastebuds student worksheets created to fulfill the basic competencies in National Curriculum 2006 and 2013. The research method used was qualitative descriptive method and the sample were 12 student worksheets selected using a total sampling technique. The research instruments used were conceptual analysis rubric, procedural analysis rubric, and knowledge construction rubric based on the Vee Diagram adapted from Novak & Gowin (1984). The results showed that conceptually the student worksheets analyzed did not contain knowledge and skills according to curriculum. Procedurally, most of the laboratory activities in student worksheets were still not relevant with the objectives and basic competencies in curriculum. In terms of knowledge construction, almost all of the student worksheets have a complete Vee Diagram components, although with differences in quality of each component. Based on the problems found, the tastebuds student worksheets require a reconstruction for the conceptual, procedural, and knowledge construction aspects.  Abstrak. Lembar Kerja Peserta Didik (LKPD) seringkali digunakan sebagai panduan untuk mengarahkan peserta didik dalam melaksanakan kegiatan praktikum. Oleh karenanya, kualitas LKPD akan sangat menentukan kualitas pengalaman dan pemahaman peserta didik yang diperoleh dari suatu kegiatan praktikum. Penelitian ini bertujuan untuk menjelaskan hasil analisis, uji coba, dan rekonstruksi terhadap LKPD Indra Pengecap yang disusun untuk memenuhi tuntutan kompetensi dasar di Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 dan Kurikulum 2013. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan sampel penelitian berjumlah 12 LKPD yang dipilih dengan menggunakan teknik total sampling. Instrumen penelitian yang digunakan adalah rubrik analisis konseptual, rubrik analisis prosedural, dan rubrik analisis konstruksi pengetahuan yang terdiri dari rubrik kelengkapan komponen LKPD dan rubrik penskoran komponen LKPD berdasarkan Diagram Vee yang diadaptasi dari Novak & Gowin (1984). Hasil penelitian menunjukkan bahwa secara konseptual LKPD Indera Pengecap yang dianalisis belum memuat konten dan melatih kompetensi yang sesuai dengan tuntutan kurikulum. Secara prosedural, sebagian besar kegiatan praktikum di LKPD Indera Pengecap masih belum relevan dengan tujuan praktikum dan kompetensi dasar di kurikulum. Dari segi konstruksi pengetahuan, hampir seluruh LKPD Indra Pengecap memiliki komponen Diagram Vee lengkap, meskipun dengan kualitas komponen yang berbeda-beda. Berdasarkan permasalahan-permasalahan yang ditemukan, maka LKPD Indra Pengecap memerlukan rekonstruksi dari sisi konseptual, prosedural, maupun konstruksi pengetahuan.

Exsperiment method is the right method for learning biology. Osmosis is one of the important biological concepts and can be used to understand other biological concepts and requires exsperimental activities to better understand students. The implementation of exsperimental activities is guided by Student Work Sheets (LKS). The better worksheet, the better achievement of the exsperimenal objectives. However, only 24% of LKS in the field are suitable. This study aims to analyze and reconstruct LKS osmosis exsperiment on grade XI which has been used in high school and equivalent. The method used is descriptive qualitative with a sample of 10 worksheets about osmosis in different curriculum taken using total sampling. The instrument used was the LKS analysis instrument (conceptual, practical and knowledge construction) to determine the suitability of LKS with the curriculum and rubrics based on Vee Diagrams (Novak and Gowin, 2006) to support the analysis of knowledge construction. The results of the analysis using the LKS analysis instrument found the most dominant problems including: (1) cognitive problems: 7 content LKS does not match with KD and 7 LKS competence does not match with KD; (2) practical problems; 10 The worksheet does not include a time allocation; and (3) knowledge construction problems: 6 LKS do not require students to do data analysis, 6 LKS do not construct student knowledge. While the results of the analysis using Diagram Vee found only 3-4 LKS who achieved an ideal score (score 3) on each component of Diagram Vee. The conclusion from the analysis can be seen that the worksheet already has a conceptual, practical and knowledge construction component and a Vee Diagram component, but there are still some problems and the scores obtained are not yet optimal. So there is a need for reconstruction, especially on the components mentioned earlier. Abstrak. Metode praktikum adalah metode yang tepat untuk pembelajaran biologi. Osmosis adalah salah satu konsep biologi yang penting dan dasar untuk dapat memahami konsep biologi yang lainnya dan membutuhkan kegiatan praktikum untuk lebih memahamkan peserta didik. Pelaksanaan kegiatan praktikum dipandu oleh Lembar Kerja Peserta Didik (LKPD). Semakin baik LKPD, maka akan semakin baik juga ketercapaian dari tujuan praktikum. Namun LKPD yang berada di lapangan hanya 24% saja yang sesuai. Penelitian ini bertujuan untuk melakukan analisis, uji coba, rekonstruksi, dan membuat (ANCORB) alternatif LKPD praktikum osmosis di kelas XI yang selama ini digunakan di sekolah menengah atas dan sederajat. Metode yang digunakan adalah deskriptif kualitatif dengan sampel 10 LKPD mengenai praktikum osmosis pada kurikulum yang berbeda yang diambil menggunakan cara total sampling. Instrumen yang digunakan adalah instrumen analisis LKPD (analisis konseptual, praktikal dan konstruksi pengetahuan) untuk mengetahui kesesuaian LKPD dengan kurikulum dan rubrik berdasarkan Diagram Vee (Novak & Gowin, 1984) untuk mendukung analisis konstruksi pengetahuan pada LKPD. Hasil uji coba menunjukkan masih terdapat prosedur dan hasil praktikum yang kurang sesuai. Sedangkan berdasarkan hasil analisis menggunakan instrumen masih ditemukan berbagai masalah baik itu pada aspek kognitif, aspek praktikal, dan aspek konstruksi pengetahuan. Kemudian hasil analisis dengan menggunakan Diagram Vee, beberapa LKPD belum mencapai skor ideal. Sehingga perlu adanya rekonstruksi terutama pada komponen-komponen yang bermasalah untuk menghasilkan alternatif LKPD praktikum osmosis yang lebih baik.

This study was aimed to investigate the effect of problem based learning to environmental literacy for junior high school in environmental pollution subject. The study of students’ environmental literacy covered three aspects, there were knowledge, attitudes, and cognitive skills. The research methods used quasi-experimental and non-equivalent control group design. The sample of this research was seventh grade students in junior high school consisting of 27 experimental class students and 25 control class students. The instruments used in this study were multiple choice questions for aspects of knowledge and cognitive skills with Jatigede Reservoir as an environmental content, Likert scale questionnaires for attitude aspects, observation sheets of problem based learning syntax and student questionnaire in learning problem based learning. Pre test was given to the experimental and control class before learning begun and post test was given to the experimental and control class after the last learning was held. The results showed that the knowledge aspect showed a significant difference which meant that there was an influence from the results of the treatment given, while the aspect of cognitive attitude and skills did not show a significant difference, which meant there was no influence from the results of the treatment given. The achievement of the syntax of problem based learning is in the category of almost all activities. Students’ responses to the implementation of problem based learning showed an agreed response.

Tujuan dalam penelitian ini untuk mendeskripsikan tiga komponen utama dalam desain kegiatan laboratorium bioteknologi yakni tujuan, proses dan pertanyaan yang dapat digunakan sebagai dasar untuk melakukan rekonstruksi terhadap desain kegiatan laboratorium tersebut. Pengambilan sampel dilakukan secara purposif dengan mengambil 10 sampel desain kegiatan laboratorium yang terdapat di sepuluh SMA Negeri di kota Bandung. Peneliti mengembangkan instrument berupa tabel deskriptif yang digunakan untuk menganalisis keterkaitan antara komponen tujuan, proses dan pertanyaan. Hasil menunjukkan bahwa praktikum secara keseluruhan mengarah pada kategori meningkatkan pemahaman terhadap materi pelajaran dan mengembangkan keterampilan dasar. Hanya 20% tujuan praktikum mengacu pada indikator hasil penjabaran Kompetensi Dasar, tergambar dalam langkah kerja dan dapat dicapai setelah melakukan kegiatan laboratorium, 20% proses sesuai dengan tujuan, berstruktur logis, sistematis, serta tepat dalam menghasilkan data, dan temuan mengungkap hanya 39,28% pertanyaan yang bersesuaian dengan tujuan dan proses. Sisanya bermasalah terutama dalam hal tidak tergambarnya tujuan dalam langkah kerja, tidak dapat dicapainya tujuan, proses tidak mengacu pada tujuan, tidak logis, dan juga tidak sistematis, tidak menghasilkan data yang diharapkan, serta tidak mengacunya pertanyaan pada tujuan ataupun proses. Hasil tersebut merupakan temuan yang dapat dijadikan sebagai dasar untuk melakukan rekonstruski terhadap desain kegiatan laboratorium bioteknologi. Kata kunci: Desain kegiatan laboratorium Tujuan praktikum Proses kegiatan laboratorium Pertanyaan praktikum Bioteknologi

Student worksheets are guidelines used by teachers and students in practicum activities. This study aims to analyze and reconstruct the students worksheets are less qualified and not in accordance with established standards. This research is a descriptive qualitative analysis research which aims to analyze and reconstruct student worksheets with the 1)Analysis; 2)Try; 3)Reconstruction stage. The analysis was conducted on 6 student worksheet on Plant Network Structure and Function based on the KTSP Curriculum and 2013 Curriculum using the Laboratory Activity Analysis Form instrument and the Vee Diagram scoring table. The trial was conducted at the FPMIPA Plant Structure Laboratory, Universitas Pendidikan Indonesia. Student worksheets  reconstruction is based on the problems found in the conceptual, practical and knowledge construction aspects after analysis and testing. The results showed that there were problems with student worksheets  in the Structure and Function of Plant Tissue from conceptual, practical and knowledge construction aspects. In the conceptual aspect, for the suitability of competence with Basic Competence and suitability of activities with the cognitive level of students, the percentage is only 16.6%. In the practical aspect 66.7% of the student worksheets  analyzed the procedure incorrectly so that the phenomenon objects that appear are not relevant to the objectives / titles of student worksheets . In the aspect of knowledge construction 66.6% of student worksheets  analyzed the questions can be answered without doing practicum and there are no questions about data interpretation, the emergence of a principle and analysis so that drawing conclusions is not based on facts and does not describe the title/purpose. Based on the acquisition of component scores Diagram Vee student worksheets  Structure and Function of Plant Tissue has not reached an ideal score (18). The Vee Diagram component that does not appear at all is knowledge claims (score 0). Abstrak. Lembar kerja siswa merupakan pedoman yang digunakan oleh guru dan siswa dalam kegiatan praktikum. Penelitian ini bertujuan untuk menganalisis dan merekontruksi lembar kerja siswa yang kurang berkualitas dan tidak sesuai dengan standar yang telah ditetapkan. Penelitian ini merupakan penelitian analisis deskriptif kualitatif yang bertujuan untuk menganalisis dan merekontruksi lembar kerja siswa dengan metode ANCOR (Analisis-Coba-Rekontruksi). Analisis dilakukan pada 6 LKS Struktur dan Fungsi Jaringan Tumbuhan berdasarkan Kurikulum KTSP dan Kurikulum 2013 menggunakan instrumen Form Analisis Kegiatan Laboratorium dan tabel penskoran Diagram Vee. Uji coba dilakukan di Laboratorium Struktur Tumbuhan FPMIPA Universitas Pendidikan Indonesia. Rekontruksi LKS dilakukan berdasarkan permasalahan yang ditemukan pada aspek konseptual, praktikal dan kontruksi pengetahuan setelah melakukan analisis dan ujicoba. Hasil penelitian menunjukkan bahwa terdapat permasalahan pada LKS Struktur dan Fungsi Jaringan Tumbuhan dari aspek konseptual, praktikal dan kontruksi pengetahuan. Pada aspek konseptual, untuk kesesuaian kompetensi dengan Kompetensi Dasar dan kesesuaian kegiatan dengan tingkat kognitif siswa, persentasenya hanya 16,6%. Pada aspek praktikal 66,7% dari LKS yang dianalisis prosedurnya tidak tepat sehingga objek fenomena yang muncul tidak relevan dengan tujuan/judul LKS. Pada aspek kontruksi pengetahuan 66,6% dari LKS yang dianalisis pertanyaannya dapat dijawab tanpa melakukan praktikum dan tidak ada pertanyaan mengenai interpretasi data, kemunculan suatu prinsip dan analisis sehingga penarikan kesimpulan tidak berdasarkan fakta dan tidak menggambarkan judul/tujuan. Berdasarkan perolehan skor komponen Diagram Vee LKS Struktur dan Fungsi Jaringan Tumbuhan belum mencapai skor ideal (18). Komponen Diagram Vee yang tidak muncul sama sekali adalah klaim pengetahuan (skor 0).

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The purposes of this research are to investigate the level of senior high school student’s metacognitive awareness, the relationship between knowledge about cognition and regulation of cognition, and the relation among all indicators of metacognitive awareness which examined through project-based learning in Environtmental Polution concept. The subject of this study is first grade-students in one of public high school in Bandung. To reveal metacognitive awareness, we used Metacognitive Awareness Inventory modified from Schraw and Dennison (1994). The results of this research revealed that majority of students have good metacognitive awareness level, and the rest are very good and adequate. Then, majority of students have good level of knowledge about cognition and regulation of cognition aspect. The results also revealed that there are very high correlation between knowledge about cognition and regulation of cognition. Metacognitive awareness indicators have also high correlation among them, except declarative and procedural knowledge, which have a low correlation. Through this research, we found that project-based learning are able to facilitated the students to use their metacognitive awareness in Environtmental Polution concepts with the learning process.