BIODIK <p><strong>BIODIK: Jurnal Ilmiah Pendidikan Biologi</strong> facilitates a scientific forum for exchanging ideas to enrich the theory, policy, and practice of Biology education. <strong>BIODIK&nbsp;</strong>publishes high quality, original, and open access articles in Biology Education; qualitative, quantitative and mix method. &nbsp;<strong>BIODIK&nbsp;</strong>is quarterly published in March, June, september and december by Biology Education Program, Jambi University. P-ISSN. 2460-2612 E-ISSN. 2580-0922.</p> <p>New Features of BIODIK Journal strating from Vol 4 No.2 2018 (12-03-2018)</p> <p>Starting from volume 4 number 2, BIODIK Journal will come up with new features:</p> <ol> <li class="show">New Cover design</li> <li class="show">8 articles publication for each edition</li> <li class="show">Additional internatonal reviewers</li> <li class="show">Bilingual system (English and Indonesian)</li> <li class="show">New logo</li> <li class="show">Page lay out one column</li> </ol> <p>Strarting in 2020 published every March, June, September and December.</p> Pendidikan Biologi FKIP Universitas Jambi en-US BIODIK 2460-2612 <div class="entry_details"> <div class="item copyright"> <p><strong>Copyright Notice</strong></p> <p>Authors who publish with Biodik : Jurnal Ilmiah Pendidikan Biologi agree to the following terms:</p> <ol> <li class="show">For all articles published in Biodik : Jurnal Ilmiah Pendidikan Biologi, copyright is retained by the authors and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="">Creative Commons Attribution-ShareAlike 4.0 International License</a>that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li> <li class="show">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.</li> <li class="show">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&nbsp;<a href="">The Effect of Open Access</a>).</li> </ol> </div> </div> Pengembangan Four-tier Diagnostic Test Konsep Ekosistem: Validitas dan Reliabilitas instrumen <p><em>One of the objectives of assessment is to diagnose students’ understanding that can be done using diagnostic test instrument. </em><em>This study aims to develop , to determine validity and reliability of diagnostic test instrument, and to reveal pre-service teachers’ misconceptions in ecosystem concept. The instrument constructed&nbsp; as four-tier diagnostic test form which is consist of multiple choices questions , certainty response index, choices of reason, and certainty response index for reason. The method used Reseach and Development with 4D design : Define, Design, Development, and Disseminate. The product used to gather information about misconception in ecosystem concept among pre-service biology students. Result shows four-tier diagnostic test instrument has validity score 0.58 , it means moderate category. The reliability score for this instrument is 0.73 , high category. Some misconceptions found relate to ecosystem components, energy flow, and interaction among ecosystem components</em><em>. </em></p> <p><strong><em>Keywords:</em></strong><strong> <em>Four-tier Diagnostic test, Misconception, Ecosystem</em></strong></p> <p><strong><em>&nbsp;</em></strong></p> <p><strong><em>Abstrak : </em></strong>Salah satu tujuan ari asesmen adalah untuk mendiagnosis pemahaman peserta didik yang dapat dilakukan dengan menggunakan instrumen tes diagnostik. Penelitian ini bertujuan untuk mengembangkan intrumen tes diagnostik pada konsep ekosistem, menentukan validitas dan reliabilitas intrumen tersebut, dan mengungkap miskonsepsi calon guru biologi pada konsep ekosistem. Instrumen yang dikembangkan berupa <em>four-tier diagnostic test </em>yang terdiri atas soal pilihan ganda, tingkat keyakinan jawaban pilihan ganda, pilihan alasan dari jawaban yang dipilih, dan tingkat keyakinan pemilihan alasan. Penelitian ini menggunakan metode <em>Reseach and Development </em>dengan desain<em> 4D : Define, Design, Development, and Disseminate.</em> Instrumen tersebut digunakan untuk mengungkap miskonsepsi pada konsep ekosistem. Instrumen yang dikembangkan memiliki validitas sebesar 0.58 yang berarti ada dalam kategori cukup dan reliabilitias sebesar 0.73 yang berarti berkategori tinggi. Temuan lain dari penelitian ini yakni adanya miskonsepsi pada konsep ekosistem terutama pada sub konsep komponen ekosistem, aliran energi, dan interaksi antar komponen ekosistem.</p> <p>Kata Kunci : <em>four-tier </em>tes diagnostik, miskonsepsi, ekosistem</p> Dea Diella Ryan Ardiansyah Copyright (c) 2020 Dea Diella, Ryan Ardiansyah 2020-03-01 2020-03-01 6 1 1 11 10.22437/bio.v6i1.8093 Manual Book Biology Scientific Camp: Pengembangan Pendidikan Karakter Berbasis Outdoor Approach <p>This research aimed to develop a manual book for the implementation of a biology scientific camp to develop the character education of biology students. This book was developed with an outdoor approach. This research uses the ADDIE development model which includes the Analysis, Define, Design, Implementation and Evaluation. This research data were obtained from the results of the validation of material experts and media experts as well as the results of small group trials. The results showed the results of the material expert validation obtained a score of 92% and included in category of highly validated media expert validation obtained a score of 91% included in very valid category. The results of small group trials showed a score of 95% included in very good category, while the results of the large group trial obtained a score of 92% and included in very good category. The results showed that the manual book of Biology Scientific Camp that was developed was appropriate to be used as the development of character education based on an outdoor approach.</p> <p>&nbsp;</p> <p><strong>Keywords</strong>: Character Education, Outdoor Approach.</p> <p><strong>Abstrak </strong></p> <p>Penelitian ini bertujuan untuk mengembangkan buku panduan <em>(manual book)</em> pelaksanaan kemah ilmiah biologi (<em>biology scientific camp</em>) sebagai upaya untuk mengembangkan pendidikan karakter mahasiswa biologi. Buku ini dikembangkan dengan pendekatan <em>outdoor approach.</em> Penelitian pengembangan ini menggunakan model pengembangan ADDIE yang meliputi tahap <em>Analysis, Define, Design, Implementation</em> dan <em>Evaluation</em>. Data penelitian diperoleh dari hasil validasi ahli materi dan ahli media serta hasil ujicoba kelompok kecil.&nbsp; Hasil penelitian menunjukkan hasil validasi ahli materi diperoleh skor 92% dan termasuk dalam kategori sangat valid validasi ahli media diperoleh skor 91% termasuk dalam kategori sangat valid. Hasil ujicoba kelompok kecil menunjukkan skor 95% termasuk dalam kategori sangat baik, sedangkan hasil ujicoba kelompok besar diperoleh skor 92% dan termasuk dalam kategori sangat baik. Hasil penelitian menunjukkan bahwa <em>manual book Biology Scientific Camp</em> yang dikembangkan layak digunakan sebagai pengembangan pendidikan karakter berbasis <em>outdoor approach.</em> &nbsp;&nbsp;</p> <p><strong>Kata kunci</strong>: Pendidikan Karakter, <em>Outdoor approach</em>.</p> Nasrul Hakim Yudiyanto Yudiyanto Halimah Sa’diah Eka Putri Setiana Copyright (c) 2020 Nasrul Hakim 2020-03-01 2020-03-01 6 1 12 22 10.22437/bio.v6i1.8458 Studi Pendahuluan tentang Dampak Penerapan Model Pembelajaran CCTT terhadap Aktivitas Belajar Biologi <p><em>The aplication of learning of biology often deviates from the planning. The problem that comes is low students activities in learning, because not all students participate in learning. The couple card teams tournament (CCTT) learning model was developed to solve these problems, so that each student was actively involved in learning. </em><em>The objective of this study is to describe the impact of the application of CCTT learning model on learning activities of students Class X</em><em>II</em><em> IPA 2 SMA Negeri 1 Merlung</em><em> Tanjung Jabung Barat</em><em>. This study was </em><em>a descriptive research</em><em>, the subjects were the </em><em>30</em><em> of class X</em><em>II</em><em> IPA 2 school year 201</em><em>8</em><em>/201</em><em>9</em><em>. Research data were collected through observation</em><em> and</em><em> documentation</em><em> methods</em><em>. The </em><em>d</em><em>ata were analyzed qualitatively through reduction and display of data, and make conclusions. The results showed that CCTT learning model was successfully applied in Class XII </em><em>IPA</em><em> 2, which is seen from the average </em><em>of scores </em><em>in answering other groups questions by 5,50, which means that each group answered 6 correct answers in each round. </em><em>The application of this learning model has triggered biology learning activities of students, which can be seen that 25 students involved in learning, with average achievement of sub-indicators of learning activities up to 83.33% in the very active category. </em><em>The results confirmed that CCTT learning model </em><em>has a good impact on learning activities and </em><em>was appropriate applied to </em><em>triggered </em><em>&nbsp;students learning activities</em><em> in subject of biology.</em></p> <p><strong><em>Keywoards</em></strong><em>:</em><em> CCTT Learning Model, Learning Activities, Biology </em></p> <p><strong>Abstrak</strong> : Pembelajaran biologi dalam penerapannya kerap tidak sesuai dengan perencanaan. Masalah yang muncul ialah aktivitas siswa yang rendah karena tidak semua siswa ikut serta dalam pembelajaran. Model pembelajaran couple card teams tournament (CCTT) dikembangan untuk menyelesaikan masalah tersebut, sehingga setiap siswa terlibat secara aktif dalam pembelajaran. Tujuan penelitian ini ialah untuk mengetahui dampak penerapan model pembelajaran CCTT terhadap aktivitas belajar siswa kelas XII IPA 2 SMA Negeri 1 Merlung Tanjung Jabung Barat. Penelitian ini adalah penelitian deskriptif dengan jumlah subjek penelitian sebanyak 30 orang siswa kelas XII IPA 2 tahun pelajaran 2018/2019. Data penelitian dikumpulkan melalui metode pengamatan dan dokumentasi. Data dianalisis secara kualitatif melalui tahapan reduksi data, sajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa model pembelajaran CCTT berhasil diterapkan di kelas XII IPA 2, yang terlihat dari rata-rata capaian nilai siswa dalam menjawab pertanyan kelompok lain sebesar 5,50 yang artinya rata-rata setiap kelompok menjawab 6 jawaban benar dalam setiap putaran. Penerapan model pembelajaran CCTT dapat memicu aktivitas belajar siswa kelas XII IPA 2 pada mata pelajaran biologi, yang terlihat dari rata-rata 25 siswa terlibat dalam aktivitas pembelajaran, dengan rata-rata capaian sub-indikator aktivitas belajar hingga 83,33% dalam kategori sangat aktif. Hasil tersebut menegaskan bahwa model pembelajaran CCTT sangat baik diterapkan untuk memicu aktivitas belajar siswa pada mata pelajaran biologi.</p> <p><strong>Kata</strong> <strong>kunci</strong>: model pembelajaran CCTT, aktivitas belajar, pembelajaran biologi</p> Rahmat Hidayat Yeliza Frienti Copyright (c) 2020 Rahmat Hidayat 2020-03-08 2020-03-08 6 1 23 34 10.22437/bio.v6i1.8574 Analisis Keterampilan Proses Sains Calon Guru Biologi Terhadap HOTS <p><em>The low problem-solving ability in understanding biology lessons makes biology lessons difficult for some prospective teachers to learn. This study aims to determine the contribution of science process skills to higher-order thinking skills. This study uses quantitative methods to analyse the HOTS skills of prospective biology teachers. The quantitative descriptive method used in this study. Data collected from 59 respondents through the Saturated Sampling technique. The instrument used was 54 multiple choice questions with indicators of science process skills and higher-order thinking skills. The data obtained is processed quantitatively with Microsoft Excel. Prospective Biology teachers have the contribution of science process skills with a high level of ability of 13% and a contribution is known. This research proves that the contribution of science process skills to prospective biology teachers to higher-level thinking skills has low categorisation.</em></p> <p><strong><em>Keywords: </em></strong><em>Science Process Skills; Pre-service Teachers Biology; High-level Thinking Ability; biology lessons.</em></p> <p><strong>Abstrak</strong>. Rendahnya kemampuan pemecahan masalah dalam memahami pelajaran biologi menyebabkan pelajaran biologi menjadi sulit dipelajari oleh sebagian calon guru. Studi ini bertujuan untuk mengetahui kontribusi keterampilan proses sains terhadap kemampuan berpikir tingkat tinggi. Penelitian ini menggunakan metode kuantitatif untuk menganalisa keterampilan HOTS calon guru biologi. Metode penelitian yang digunakan adalah diskriptif kuantitatif. Data dikumpulkan dengan sampel sebanyak 59 mahasiswa melalui teknik <em>Sampling</em> <em>Jenuh</em>. Instrumen yang digunakan berupa 54 soal pilihan ganda dengan indikator keterampilan proses sains dan kemampuan berpikir tingkat tinggi. Data yang diperoleh diolah secara kuantitatif dengan Microsoft Excel. Calon guru Biologi memiliki hasil kontribusi keterampilan proses sains dengan kemampuan berpikir tingkat tinggi sebesar 13% dan diketahui adanya kontribusi. Penelitian ini membuktikan bahwa kontribusi keterampilan proses sains calon guru biologi terhadap kemampuan berpikir tingkat tinggi memiliki kategori rendah.</p> <p><strong>Kata kunci: </strong>Keterampilan Proses Sains; Calon guru biologi; HOTS; Pelajaran biologi.</p> Lutphi Safahi Arum Pusporini Susilo Susilo Budhi Akbar Copyright (c) 2020 Lutphi Safahi, Arum Pusporini, Susilo Susilo, Budhi Akbar 2020-03-08 2020-03-08 6 1 35 45 10.22437/bio.v6i1.8565 Pengaruh Penggunaan Media Pembelajaran Biologi Berbasis Mobile Learning terhadap Minat dan Kemampuan Berpikir Kreatif Siswa SMA Kota Masohi <p><em>Biology Learning Media Based on Mobile Learning is important to be developed to fulfill student’s need in industrial revolution 4.0.&nbsp; This study aims to determine the effect of using Biology Learning Media Based on Mobile Learning on high school students' learning interest and the creative thinking ability in Masohi City. This research is a quasi experiment with the design of Pretest-Posttest Non-Equivalent Control Group. The samples are SMA Negeri 1 Masohi and SMA Negeri 2 Masohi. The result of this study shows that there is an effect of the use of Biology Learning Media Based on Mobile Learning on learning interest and creative thinking abilities of high school students in Masohi City. Related to the results of this study, it is recommended for high school biology teachers in Masohi City to use Biology Learning Media Based on Mobile Learning in class because it gives meaningful practical experience so that students' interest in learning and creative thinking skills can be improved.</em></p> <p><strong><em>Keywords</em></strong><em>: Biology Learning Media Based on Mobile Learning, Learning Interest, Creative Thinking Ability.</em></p> <p><strong><em>Abstrak</em></strong><em>: </em>Media pembelajaran biologi berbasis <em>mobile learning</em> penting dikembangkan untuk memenuhi kebutuhan siswa seiring perkembangan revolusi industri 4.0. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran biologi berbasis <em>Mobile Learning </em>terhadap minat belajar dan kemampuan berpikir kreatif siswa SMA di Kota Masohi. Penelitian ini termasuk quasi eksperiment dengan rancangan <em>Pretest-Postest Non</em>-<em>Equivalent Control Group</em>. Sampel penelitian adalah SMA Negeri 1 Masohi dan SMA Negeri 2 Masohi. Hasil penelitian menunjukkan bahwa ada pengaruh penggunaan media pembelajaran berbasis <em>Mobile Learning</em> terhadap minat belajar dan kemampuan berpikir kreatif siswa SMA di Kota Masohi. Terkait dengan hasil penelitian ini, maka disarankan untuk guru-guru biologi SMA di Kota Masohi agar lebih sering menggunakan media pembelajaran berbasis <em>Mobile Learning</em> dalam pembelajaran di kelas karena melalui pembelajaran tersebut siswa memperoleh pengalaman praktek yang berarti (<em>meaningful</em>) sehingga minat belajar dan kemampuan berpikir kreatif siswa dapat ditingkatkan.&nbsp;</p> <p><strong>Kata kunci</strong>: &nbsp; Media Pembelajaran Biologi Berbasis <em>Mobile Learning</em>, Minat Belajar, Kemampuan Berpikir Kreatif.&nbsp;</p> Calvin Talakua Sovian Sesca Elly Copyright (c) 2020 Calvin Talakua 2020-03-12 2020-03-12 6 1 46 57 10.22437/bio.v6i1.8061 Pengembangan Booklet Tumbuhan Paku di Taman Hutan Raya Sultan Thaha Syaifuddin Sebagai Bahan Pengayaan Mata Kuliah Taksonomi Tumbuhan <p><em>The research aims to develop and determine the feasibility of nail plant booklets in Tahura STS. This type of research is Research and Development research using ADDIE learning design models. The booklet that was developed contains 42 types of nails that grow in Tahura STS, consisting of 14 types of epipitic nails and 28 types of terrestrial nails. The booklet that was developed contains scientific names, pictures, classifications and descriptions of ferns that grow in Tahura STS. Validation of media experts was carried out twice with a final score of 85.71% with the category "Very Good". Material expert validation was carried out twice with a final score of 92.8% in the "Very Good" category. Thus the product developed is worth testing. The percentage of small group trials on booklets was 89.6% in the "very good" category. The percentage of large group trials on booklet results was 90.9% in the "very good" category. The lecturers' response to the nail plant booklet in Tahura STS was 83.9% in the "very good" category. Based on the validation of the media experts and the results of small and large group trials and lecturer responses it can be concluded that the booklet of nail plants in Tahura STS is suitable for use as a enrichment for plant taxonomy courses.</em></p> <p><strong><em>Keywords</em></strong><em>: booklet, enrichment material, nail plants.</em></p> <p><strong><em>Abstrak</em></strong><em>. </em>Penelitian bertujuan untuk mengembangkan dan mengetahui kelayakan <em>bookle</em><em>t </em>tumbuhan paku di tahura STS. Jenis penelitian adalah penelitian <em>Research and De</em><em>ve</em><em>lopment </em>dengan menggunakan model desain pembelajaran ADDIE. <em>Booklet </em>yang dikembangkan memuat 42 jenis paku yang tumbuh di Tahura STS, terdiri dari 14 jenis paku epipit dan 28 jenis paku teresterial. <em>Bookle</em>t yang dikembangkan memuat nama ilmiah, gambar, klasifikasi dan deskripsi dari tumbuhan paku yang tumbuh di Tahura STS. Validasi ahli media dilakukan sebanyak dua kali dengan nilai akhir 85,71% dengan kategori “Sangat Baik”. Validasi ahli materi dilakukan sebanyak dua kali dengan nilai akhir 92.8% dengan kategori “Sangat Baik”. Dengan demikian produk yang dikembangkan layak untuk diujicobakan. Persentase ujicoba kelompok kecil terhadap <em>booklet</em> sebesar 89,6% dengan kategori “sangat baik”. &nbsp;Persentase ujicoba kelompok besar terhadap <em>booklet</em> hasil sebesar 90,9% dengan kategori “sangat baik”. Respon dosen terhadap <em>booklet</em> tumbuhan paku di Tahura STS sebesar 83,9% dengan kategori “sangat baik”. Berdasarkan validasi ahli media dan hasil ujicoba kelompok kecil dan besar serta respon dosen dapat disimpulkan <em>booklet tumbuhan </em>paku di Tahura STS layak digunakan sebagai vahan pengayaan mata kuliah taksonomi tumbuhan.</p> <p><strong>Kata kunci: </strong><em>booklet</em>, bahan pengayaan, tumbuhan paku<strong>.</strong></p> Muswita Upik Yelianti Lia Kusuma Copyright (c) 2020 Muswita 2020-03-21 2020-03-21 6 1 58 75 10.22437/bio.v6i1.8642 Pengembangan Perangkat Pembelajaran Model PQ4R Media Concept Mapping Terhadap Hasil Belajar Biologi <p><em>Teachers as an educator play a very important role in the world of education. One way to improve the quality of education in schools is to improve learning qualities in the classroom. In creating these learning activities it is necessary to have an appropriate learning device for the teachers in order to achieve the ultimate goal to be achieved. Based on the reality in the field, not all biology teachers can compile their own learning tools in the discussion of material about the human reproductive system. PQ4R learning model is a learning effort that can foster motivation in students to learn a subject matter and help students to understand and remember the material they are learning and by using concept mapping can be a learning tool to help improve students' memory in learning. This type of research is development research with a combination of research methods (mixed methods), a method that combines quantitative research methods and qualitative methods. In this study, using validation sheets, questionnaires and achievement test.The results of the validation by Prof. Dr. Endang Widi Winarni, M.Pd from Bengkulu University has a valid criterion with a value of 76%. The trial was conducted on students of pharmacy class X-3 at SMK Negeri 17 Samarinda, with the results of paired sample t-test data obtained sig. values 2 tailed at 0,000 which is smaller than 0.05 (0,000 &lt;0.05) which means that Ho is rejected and Ha is accepted, which means there are differences in the average pretest and posttest. Then the effectiveness of the product is tested by comparing the results of the control class posttest and the model class with the results of the Independent sample t-test data obtained sig. values 2 tailed is 0,000 which is smaller than 0.05 (0,000 &lt;0.05) which means that Ho is rejected and Ha is accepted, also means there are differences in the average value of the posttest model class and the posttest control class. From the results of the data analysis, it can be said that the use of the PQ4R learning model and media concept mapping can be applied in learning activities to improve student learning outcomes at school.</em></p> <p><strong><em>Keywords</em></strong><em>: Learning Tools, PQ4R Model, Media Concept Mapping, Biology Learning Outcomes</em></p> <p><strong><em>Abstrak</em></strong><em>. </em>Guru sebagai tenaga pendidik memegang peranan yang sangat penting dalam dunia Pendidikan. Salah satu cara meningkatkan kualitas Pendidikan di sekolah adalah dengan meningkatkan kualitas pembelajaran di dalam kelas. Dalam menciptakan kegiatan pembelajaran tersebut diperlukan adanya perangkat pembelajaran yang sesuai agar dapat mencapai tujuan akhir yang ingin dicapai oleh guru. Berdasarkan kenyataan di lapangan tidak semua guru biologi dapat menyusun sendiri perangkat pembelajaran pada pembahasan materi tentang sistem reproduksi manusia. Model pembelajaran PQ4R merupakan suatu upaya pembelajaran yang dapat menumbuhkan motivasi dalam diri siswa untuk mempelajari suatu materi pelajaran dan membantu siswa untuk memahami dan mengingat materi yang mereka pelajari dan dengan menggunakan <em>concept mapping</em> dapat sebagai sarana belajar untuk membantu meningkatkan daya ingat siswa dalam belajar. &nbsp;Jenis penelitian ini adalah penelitian pengembangan dengan metode penelitian kombinasi (mixed methods) yaitu metode yang mengkombinasikan metode penelitian kuantitatif dan metode kualitatif. Dalam penelitian ini, menggunakan lembar validasi, angket dan tes hasil belajar. Hasil validasi oleh Prof. Dr. Endang Widi Winarni, M.Pd dari Universitas Bengkulu mempunyai kriteria valid dengan nilai 76%. Uji coba dilakukan pada siswa kelas x-3 farmasi SMK Negeri 17 Samarinda dengah hasil <em>uji paired sampel t-test</em> diperoleh data nilai <em>sig. 2 tailed</em> sebesar 0,000 yang lebih kecil dari 0,05 (0,000 &lt; 0,05) yang berarti Ho ditolak dan Ha diterima yang artinya ada perbedaan rata-rata nilai <em>pretest</em> dan <em>posttest</em>. Kemudian diuji efektivitas produk dengan membandingkan hasil <em>posttest</em> kelas kontrol dan kelas model dengan hasil uji <em>Independent sample t-test</em> diperoleh data nilai <em>sig. 2 tailed</em> sebesar 0,000 yang lebih kecil dari 0,05 (0,000 &lt; 0,05) yang berarti Ho ditolak dan Ha diterima yang artinya ada perbedaan rata-rata nilai <em>posttest</em> kelas model dan <em>posttest</em> kelas kontrol. Dari hasil analisis data tersebut dapat dikatakan bahwa penggunaan model pembelajaran PQ4R dan media <em>concept mapping</em> dapat diterapkan dalam kegiatan pembelajaran untuk meningkatkan hasil belajar siswa di sekolah.</p> <p><strong>Kata Kunci: </strong>Perangkat Pembelajaran, Model PQ4R, Media <em>Concept Mapping</em>, Hasil Belajar Biologi</p> Desy Sukma Risalahwati Makrina Tindangen Sukartiningsih Sukartiningsih Copyright (c) 2020 Desy Sukma Risalahwati, Makrina Tindangen, Sukartiningsih Sukartiningsih 2020-03-26 2020-03-26 6 1 76 95 10.22437/bio.v6i1.8466