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This research is aimed at developing online learning materials using Google Classroom (GC) to increase teaching effectiveness and improve student achievement in biology. This research was carried out with Research and Development (R & D) design with ADDIE model consisting of four steps: Analysis, design, development, implementation, dan evaluation. First, we (researchers, teachers, and students) develop learning materials using Google Classroom. The materials, including texts, links, and videos, were reviewed by experts to get content validity. A questionnaire with Likert's Scale was used to measure the content validity. The valid learning materials were tried out in a school to know the usability of the GC. A questionnaire with Likert's Scale was used to measure the usability of the Google Classroom. Then, the Google Classroom were implemented in six classes from six high schools with a pretest-posttest control group design. Tests were administered to measure students' achievement on the learning materials. The results indicated that (1) the learning materials were valid based on the expert judgment, (2) the Google Classroom was considered easy to use according to the teachers and the students, specifically to organize the materials, to do video conference using google meet, and to do online assessment, and (3) the Google Classroom was effective to improve the students' achievement in biology. Therefore, it is concluded that the Google Classroom learning materials is feasible to perform online learning in biology. [ABSTRACT FROM AUTHOR]

The Semester Credit System (SCS) is a special government program for students who have varied learning abilities (fast, medium, or slow) and provides opportunities for students to graduate faster (2 years). However, so far not many schools have implemented it and there are still many schools that implement the package system, so it is necessary to examine its strengths and weaknesses that it can be implemented properly. Therefore, this study has the objectives to determine the implementation of the program of SCS. This study uses a qualitative approach with descriptive research. The results of in-depth interviews as primary objects, documents as secondary objects, SCS students and package system students are the subjects used in this study. The informants used included the principal of Senior High School 1 Bantul, the deputy head of Senior High School 1 Bantul, the biology teacher at Senior High School 1 Bantul (3 teachers), SCS students of Senior High School 1 Bantul and students of the package system of Senior High School 1 Bantul. Guidelines/interview sheets and documentation as research instruments, researchers as human instruments and in-depth interviews as data collection methods. Analysis at the time of data collection, data reduction, data presentation and verification are the analysis used in this study. Test the credibility, reliability, and conformability as a test of data validity. This research produce data on implementation of the SCS program at Senior High School 1 Bantul. At the implementation stage, the SCS has not been able to guarantee that students can graduate in less than 3 years. [ABSTRACT FROM AUTHOR]

Emergency learning in the midst of COVID-19 pandemic is a teaching practice that was done by teachers in the world. In Indonesia, some teachers are unprepared by the sudden change of teaching practice in class. This study aims to know the teacher's perception on the impact of emergency online learning in high school biology classes. This study is a survey, focused on 9 teachers as the respondents sampled by convenience sampling. Data collection was done through a closed questionnaire and open questionnaire. The study result showed that biology teachers have a positive perception about the emergency online learning that was done in COVID-19 pandemic. The teachers believe that emergency online learning is effective to reach cognitive objective in learning process, it also can improve teacher's knowledge about technology in education. However, there are difficulties in doing emergency online learning such as the lack of internet services, difficult in managing class, and inequality of school's resources. Online learning can be used as an alternative to teach in emergency time, but it still has problems that need to be anticipated. To solve the problem, there should be support from all education stakeholders, and the teacher also should increase their competences in teaching with technology. [ABSTRACT FROM AUTHOR]

This study aims at determining the profile of scientific literacy of senior high school student on the topic of environmental pollution. This research was a descriptive quantitative design with a survey method. The population was all students' grades X in Public Senior High School 2 Mukomuko. The sample used is 90 senior high school students' grades X of science, taken by using purposive sampling technique. The data analysis technique used a descriptive-quantitative statistics. The instrument for students consists of three aspects of scientific literacy competence with six indicators. The results showed that: (1) the three aspects of scientific literacy competence were in the low category, 50.21% explain phenomena scientifically, 43.89% evaluating and designing scientific inquiry, and 44.86% interpret evidence and data scientifically; (2) the lowest indicator of scientific literacy competence is analyzing the data from the investigation and how to relate to the findings to draw conclusions. Based on the results of research, it can be concluded that the scientific literacy of the students was relatively low. [ABSTRACT FROM AUTHOR]

Misconceptions experienced by teachers is one of the factors causing the student's misunderstanding of the subject of metabolism. Many electronic school books (ESB) have visual representations to explain the concepts. When the visual presentation is not good, the students have difficulty understanding the concepts or even having misconceptions. The research is kind of descriptive qualitative research. The study resulted in data that ESB of samples 1 had the highest percentage to ESB samples 2 and 3. ESB sample-1 had concept accuracy of 87.5%, visual representation type is 57.14%, analysis of the relationship between visual representation and matter content is 68.57% , the metaphorical aspect is 82.85% and the illustrative function is 68.57%. In other words, the visual representation needs to be improved. [ABSTRACT FROM AUTHOR]

Sistem Kredit Semester (SKS) is a program that aims to facilitate students who have the ability to learn faster to graduate faster (2 years) and are classified as a new program so that not many schools have implemented it. So far, there are still many schools that implement the package system. Therefore, SKS is still new, it is important to know the results of the SKS program and student learning outcomes of the SKS program with the student package system. This research is classified as descriptive research and uses a qualitative approach. Using primary objects in the form of in-depth interviews, secondary objects in the form of documents and subjects in the form of package system students and SKS students. Key informants in this study consisted of principals, vice principals of the curriculum section, biology teachers, package system students and SKS students. The research instrument consisted of interview guidelines in the form of interview sheets, documentation in the form of school exam results (UAS), practicum exam results and biology diploma results for package system students and SKS students. Researchers as human instruments with data collection methods in the form of in-depth interviews. The data validity test used in this study consisted of credibility, reliability and conformability tests with data analysis in the form of analysis during data collection, data reduction, data presentation and verification. The results in this study indicate that the SKS program has not been able to improve student learning outcomes in the skills aspect because it requires a longer training time and time constraints. However, it can improve learning outcomes in aspects of knowledge or cognitive mastery of SKS students. Meanwhile, the results of the SKS program in this study reveal about supporting and inhibiting factors of SKS; students responses when the teacher gives learning, way the teacher divides the time to study biology between the SKS and Package; reasons for students interest and disinterest in studying biology in the SKS; students responses to the classical class system; activities carried out by students if depth of the biological material being studied is still lacking; constraints experienced by teachers in the learning and assessment process; the difficulty of teachers to handle between students of the SKS and students of the package system; complaints about the SKS; the difficulty of teachers in preparing the 2013 curriculum RPP with a scientific approach to the SKS; and efforts made by teachers to overcome difficulties in the learning biology with a scientific approach in the SKS. [ABSTRACT FROM AUTHOR]