This research aims to improve the motivation and student scientific writing skill (SCWS) by applying the integration of Simas eric and Blended learning models. This study is a classroom action research method conducted in one of the classes in the biology education program for the National student scientific week (PIMNAS) project of biology education Program, Universitas Tidar. The results of the study were analyzed descriptively. The results showed an increase in students’ motivation and learning outcomes. Students’ learning motivation on average increased by 10.59% and SCWS on average increased by 33.28%. The results of this study can be an alternative reference for lecturers or educators as an effort to improve student learning motivation so that the learning outcomes obtained can increase. Therefore, the integration of Simas eric with google classroom can enhance students’ motivation and SCWS Subjects at the biology students.

Kota “sejuta bunga” Magelang memiliki potensi keanekaragaman tumbuhan antophyta. Namun, potensi tersebut belum dianalisis lebih lanjut dan diotimalkan sebagai sumber belajar dalam pembelajaran saintifik Biosistematika Tumbuhan. Oleh karena itu, penelitian ini bertujuan untuk mengidentifikasi dan mengklasifikasi tumbuhan antophyta di Kota Magelang, dan menganalisis kelayakan potensinya sebagai sumber belajar dalam pembelajaran saintifik Biosistematika Tumbuhan. Penelitian ini menggunakan metode deskriptif analitik. Identifikasi antophyta dilakukan dengan metode perbandingan gambar dan lanjutkan proses klasifikasi secara hierarkis. Sampel diambil dari setiap populasi tumbuhan yang memiliki persamaan perawakan dengan area observasi sepanjang 800 m di Taman Tanggul Kali Kota. Analisis kelayakan potensi sumber belajar dilakukan melalui expert judgement dengan instrumen angket skala Likert. Penelitian ini berhasil mengidentifikasi 35 spesies tumbuhan antophyta di Kota Magelang dan dapat diklasifikasikan menjadi 32 genus, 25 famili, 16 ordo, dan 2 kelas. Hasil analisis kelayakan sumber belajar memperoleh kategori baik (83,85%), sehingga potensi tersebut layak menjadi sumber belajar dalam kegiatan pembelajaran saintifik pada mata kuliah Biosistematika Tumbuhan.

Penelitian ini bertujuan untuk: 1) menghasilkan produk video pembelajaran interaktif materi fungi yang layak digunakan untuk meningkatkan pemahaman konsep siswa kelas X SMA Assalam Tempuran; 2) mengetahui kelayakan pengembangan video pembelajaran interaktif materi fungi terhadap hasil pemahaman konsep siswa kelas X Biologi SMA Assalam Tempuran; dan 3) mengetahui keefektifan integrasi video pembelajaran interaktif dalam desain STAD terhadap hasil pemahaman konsep siswa kelas X Biologi SMA Assalam Tempuran. Penelitian ini merupakan jenis penelitian Mix Method (R&D dengan model 4D dan Quasi Exsperiment). Instrumen yang digunakan dalam penelitian ini meliputi: lembar wawancara, lembar validasi ahli, dan lembar tes. Analisis data yang digunakan menggunakan analisis deskriptif dan uji beda untuk mengukur pemahaman konsep menggunakan uji-t (independent sample t-test) serta uji N-Gain. Hasil penelitian ini menunjukkan bahwa hasil produk video pembelajaran interaktif layak digunakan dilihat dari hasil-validasi video pembelajaran interaktif materi fungi valid dan layak digunakan. Hasil validas-ahli materi secara keseluruhan memperoleh skor nilai rata-rata 62,5 dengan presentase sebesar 82 % dengan kategori “sangat layak’’. Hasil penilaian validasi ahli media secara keseluruhan memperoleh skor nilai rata-rata 60 dengan presentase sebesar 80 % dengan kategori “layak”. Pengaruh integrasi video pembelajaran interaktif dengan desain STAD dinyatakan berpengaruh dalam meningkatkan pemahaman konsep siswa kelas X SMA Assalam Tempuran dengan nilai uji-t (independent sample t-test) memperoleh signifikansi (2-tailed) sebesar ,001 < 0,05 sehingga H0 ditolak dan nilai N-Gain pemahaman konsep kelas eksperimen sebesar 42,2 % (dengan kategori sedang) lebih besar dibandingkan dengan kelas kontrol sebesar 25,9% (dengan kategori rendah).

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<p><em>The identification and utilization of pteridophyta diversity in the Telomoyo mountain area in learning activities has not been implemented. On the other hand, Biology as a science subject needs to be presented through scientific learning to encourage the development of students' science process skills. The type of learning resource by utilization is the right type to be used in scientific learning. These learning resources are found mainly in nature. Based on this, this study aims to identify the diversity of pteridophyta in Mount Telomoyo and to analyze their feasibility as a source of Biology learning at the high school. This study uses a descriptive exploratory method. The observation plot was determined to be 2 meters wide from the right and left side  along the climbing route, using a purposive sampling technique. Analysis of learning resources using benchmarks by Djohar (1974). The results, there are 13 species of pteridophyta which can be classified into 12 genera, 10 families, 4 orders, and 2 divisions. Biology material that is appropriate for the application of learning resources is the Scope of Biology with a 75% suitability level. The results of the feasibility analysis of learning resources generally obtained a very feasible category (87%).</em></p>

This study aimed to determine the factors that influence first year students to choose Biology Education study program in Universitas Tidar and further discover the dominant one. Survey used as a data collection method in this study with population included all 90 first year students of Biology Education study program in Universitas Tidar in 2018. Sample size in this research is 74 students which is determined by Slovin formula. This research's data was collected using closed model Likert scale questionaires and then analyzed descriptively and factor analysis exploratory using SPSS 22.00 for windows. The results showed that there are four factors that influence first year students to choose Biology Education study program in Universitas Tidar: (1) campus condition (with variables encompass: tuition fee, campus administrator, and campus location); (2) self motivation (including variables: interest, future goals, and talent); (3) campus attractiveness (consists of variables: career opportunity, campus facilities, and campus promotion); and (4) reference group (with variable: parents and friends influence). Campus condition factor was found as the most dominant factor while interest as the most dominant variable.

This study aims to determine the effectiveness of the Project-Based Learning model conducted via online (e-PjBL) on the concept understanding of evaluation in the biology learning. A quasi-experimental method with a non-equivalent pre-test and post-test group design is chosen in this study. The research is carried out at the Biology Education Study Program of Universitas Tidar in March - June 2021. A total of 63 college students become the sample in this research which are divided into experimental class and control class. The instrument used to collect the data is in the form of a concept understanding test about the evaluation of biology learning. Then, the results of the data are analyzed by quantitative. The results show that there is no difference in the use of online Project-Based Learning models on the concept understanding of evaluation in biology learning. This is indicated by the results of hypothesis test which is 0.184 > 0.05. Meanwhile, the average N-Gain in the experimental class is 0.2083 which belongs to the ineffective category. Next, several factors become obstacles to the online Project-Based Learning that causes this learning model to be ineffective.