Pengembangan Praktikum Virtual Urinalisis Sebagai Media Pembelajaran Biologi Siswa Sma Kelas Xi

Abstract

Lab work has become one of the most important activities in learning Biology. Urinalysis requires special treatment because urinalysis using urine as a sample to be analyzed. There have been limitations in implementation of the lab work of urinalysis at high school level. Learning media such as virtual lab work of urinalysis was expected to overcome the limitations. The aim of this research was to develop virtual lab work as learning media of Biology. The research was held at Senior High School 4 Tangerang, using research and development method. Research and information collecting, planning, product development, and try-out and revision were the steps in this research. Instrumen used were questionnaires for need assessment for students, interviews guide for Biology teacher, and questionnaires of feasibility for media expert, material expert, Biology teacher, and students. In the try-out and revision steps, media expert and material expert were involved in feasibility testing, meanwhile Biology teacher and students grade XI at Senior High School 4 Tangerang were involved in field testing. The average percentage of all test products scored 81,76%. The result of this research showed that the virtual lab work of urinalysis could be utilized as one of learning media of Biology for Senior High School grade XI.

Micro-teaching in the Digital Industrial Era 4.0: Necessary or Not?

“…However, this has become difficult to do so the problem at the moment is the separate experience of the prospective teacher's students regarding the theory gained from their practice. Snyder & Darling-Hammond based on the results of their research stated that this ability can be trained using four learning strategies namely cases, exhibitions of performance, portfolio and problem-based inquiries (action research) (17)(18)(19)(20)(21)(22). Cases can build the ability of prospective teacher students to make decisions.…”

Basic science process skills of biology laboratory practice: improving through discovery learning

“…In biology, the natural phenomenon can be viewed from the object, issue, theme, as well as the site. Thus, biological learning needs activities of examination or experiment through laboratory practice as a part of scientific work that involves process skill (Prajoko, Amin, Rohman & Gipayana, 2017;Suryanda, Rusdi & Kusumawati, 2017). Biology learning at schools should be implemented through learning that train and develop the student science process skills (Karacop., & Diken, 2017;Risnani, 2017).…”

“…Biology laboratory practice can encourage curiosity through discoveries based on direct experience, utilizing facts, building a concept, theory, and law, as well as train to think creative, critical, analytic, and divergent (Dimyati & Mudjiono, 2002;Suryanda, et al, 2017;Prajoko, et al, 2017). Laboratory practice is vital in biology learning because it can generate student motivation in education, develop basic skills in carrying out experiments, as a vehicle for learning scientific approaches and improve students' understanding of subject matter (Ernawati, Heryanti & mentari, 2017;Sholikah, Rahmawati & Prajoko, 2018).…”

“…In the laboratory practice activities, students are required to be involved in the process of finding the answer to a problem, so that students' laboratory practice skill can be considered as science process skills (Prajoko, et al, 2017). Concept finding in discovery learning can be done through various activities, including laboratory practice (Suryanda, et al, 2017). Biology laboratory practice that applies the discovery learning model is expected to complements all of the basic science process skills that are needed by the students during the learning activity.…”

“…The laboratory in school functions as a place of learning that requires specialized equipment challenging to hold in classrooms, and as a place to observe various symptoms directly. The role of laboratories in schools is determined by the ability of teachers to use them efficiently for learning (Suryanda, et al, 2017;Prajoko, et al, 2017). This research is essential to decide on an efficient biology laboratory model to improve students' basic science process skills.…”