Biology in high school
2.3 Learning in High School Biology
2.3.1 Learning Biology
Biology is the science of living organisms, or the scientific study of life (Campell, 2003). As a science, biology examines the various issues relating to the various phenomena of living beings at different levels of organization of life and level of interaction with environmental factors on the dimensions of space and time. Biology as part of the science consists of products and processes. Biological products consists of facts, concepts, principles, theories, laws and postulates related to the survival of living beings and their interaction with the environment (Ministry of Education, 2002). In terms of the process, namely the Life skills: observing with the senses, categorize or classify, apply the concepts or principles, using tools and materials, communicating, hypothesize, interpret data, conduct experiments, and ask questions.
Basically learning biology seeks to equip students with a range of skills on how to know and understand the concepts or facts mendalam.selain, the biology of learning should be able to accommodate students' intellectual pleasure and satisfaction in an effort to explore a variety of concepts. Thus it can achieve an effective learning biology. In order to achieve effective learning biology, it should be noted some of the principles as follows:
a. Student Centered Learning (student-centered learning)
Students are placed as a subject of study, meaning that the learning process conducted by the students by doing an activity that has been designed by teachers to inculcate certain concepts. In this case the current is not the teacher's students. By actively learning students will gain maximum learning outcomes.
b. Learning by Doing (learning by doing)
The process of learning biology is done by designing a simple activity to illustrate the concept being studied. Thus students can experience firsthand, that students know not only theoretically, but also practically (Darsono, 2000). As the flow of constructivism opinion saying that effective learning will take place when students are directly involved in authentic tasks associated with a meaningful context (Wahyuni, 2007)
c. Joyful Learning (Learning the fun)
The opportunity to explore and interact in a group will make the students feel happy and not depressed. Provide opportunities for students to use more time to make observations, experiments and discuss a few things that can be done to create a fun learning.
d. Meaningful Learning (meaningful learning)
Learning becomes meaningful when students can experience for themselves and can relate it to everyday life. More meaningful the material it will be easier to store and recall (Sudjana, 2007). Thus students feel that learning is beneficial biological life.
e. The Daily Life Problem Solving (solving everyday problems)
Biological objects include all living things, including humans. Thus, problems in biology is always related to everyday life. Students need to be trained to be able to solve the problem obtained in daily life.
2.3.2 Biology in high school
Biology has special characteristics, which is different from other sciences in terms of objects, issues, and methods (MONE, 2002). Biology in high school subjects developed through analytical thinking skills, inductive and deductive reasoning to solve problems related to natural events around. Problem solving qualitative and quantitative carried out using understanding in mathematics, physics, chemistry and other supporting knowledge.
Subjects in high school biology / MA which is a continuation of IPA in SMP / MTs that emphasizes the natural phenomenon and its applications covering the following aspects.
The nature of biology, biodiversity and classification of living things, relationships antarkomponen ecosystems, changes in matter and energy, the role of humans in the ecosystem balance
Cellular organization, network structure, the structure and function of organs in plants, animals and humans as well as its application in the context of science, environment, technology and society
The process that occurs in plants, metabolism, heredity, evolution, biotechnology and their implications for science, environment, technology and society.
While the scope of the high school biology course consists of two parts: the scientific work and the understanding of the concept (subject matter). Scientific work is taught and practiced at the beginning of the year but for the next class X is integrated with the material at a predetermined competencies.
Concept / high school biology course materials include:
Class X
Scientific work, the nature of the biological sciences, biodiversity and classification of living things, the relationship between the components of ecosystems, changes in matter and energy, the role of humans in the ecosystem balance.
Class XI
Cellular organization, network structure, the structure and function of organs in plants, and human Hewa and application in the context of science, environment, technology, and society.
Class XII
The process that occurs in plants, metabolism, heredity, evolution, and application of biotechnology in the context of science, environment, technology and society (Ministry of Education, 2002).
2.3.1 Learning Biology
Biology is the science of living organisms, or the scientific study of life (Campell, 2003). As a science, biology examines the various issues relating to the various phenomena of living beings at different levels of organization of life and level of interaction with environmental factors on the dimensions of space and time. Biology as part of the science consists of products and processes. Biological products consists of facts, concepts, principles, theories, laws and postulates related to the survival of living beings and their interaction with the environment (Ministry of Education, 2002). In terms of the process, namely the Life skills: observing with the senses, categorize or classify, apply the concepts or principles, using tools and materials, communicating, hypothesize, interpret data, conduct experiments, and ask questions.
Basically learning biology seeks to equip students with a range of skills on how to know and understand the concepts or facts mendalam.selain, the biology of learning should be able to accommodate students' intellectual pleasure and satisfaction in an effort to explore a variety of concepts. Thus it can achieve an effective learning biology. In order to achieve effective learning biology, it should be noted some of the principles as follows:
a. Student Centered Learning (student-centered learning)
Students are placed as a subject of study, meaning that the learning process conducted by the students by doing an activity that has been designed by teachers to inculcate certain concepts. In this case the current is not the teacher's students. By actively learning students will gain maximum learning outcomes.
b. Learning by Doing (learning by doing)
The process of learning biology is done by designing a simple activity to illustrate the concept being studied. Thus students can experience firsthand, that students know not only theoretically, but also practically (Darsono, 2000). As the flow of constructivism opinion saying that effective learning will take place when students are directly involved in authentic tasks associated with a meaningful context (Wahyuni, 2007)
c. Joyful Learning (Learning the fun)
The opportunity to explore and interact in a group will make the students feel happy and not depressed. Provide opportunities for students to use more time to make observations, experiments and discuss a few things that can be done to create a fun learning.
d. Meaningful Learning (meaningful learning)
Learning becomes meaningful when students can experience for themselves and can relate it to everyday life. More meaningful the material it will be easier to store and recall (Sudjana, 2007). Thus students feel that learning is beneficial biological life.
e. The Daily Life Problem Solving (solving everyday problems)
Biological objects include all living things, including humans. Thus, problems in biology is always related to everyday life. Students need to be trained to be able to solve the problem obtained in daily life.
2.3.2 Biology in high school
Biology has special characteristics, which is different from other sciences in terms of objects, issues, and methods (MONE, 2002). Biology in high school subjects developed through analytical thinking skills, inductive and deductive reasoning to solve problems related to natural events around. Problem solving qualitative and quantitative carried out using understanding in mathematics, physics, chemistry and other supporting knowledge.
Subjects in high school biology / MA which is a continuation of IPA in SMP / MTs that emphasizes the natural phenomenon and its applications covering the following aspects.
The nature of biology, biodiversity and classification of living things, relationships antarkomponen ecosystems, changes in matter and energy, the role of humans in the ecosystem balance
Cellular organization, network structure, the structure and function of organs in plants, animals and humans as well as its application in the context of science, environment, technology and society
The process that occurs in plants, metabolism, heredity, evolution, biotechnology and their implications for science, environment, technology and society.
While the scope of the high school biology course consists of two parts: the scientific work and the understanding of the concept (subject matter). Scientific work is taught and practiced at the beginning of the year but for the next class X is integrated with the material at a predetermined competencies.
Concept / high school biology course materials include:
Class X
Scientific work, the nature of the biological sciences, biodiversity and classification of living things, the relationship between the components of ecosystems, changes in matter and energy, the role of humans in the ecosystem balance.
Class XI
Cellular organization, network structure, the structure and function of organs in plants, and human Hewa and application in the context of science, environment, technology, and society.
Class XII
The process that occurs in plants, metabolism, heredity, evolution, and application of biotechnology in the context of science, environment, technology and society (Ministry of Education, 2002).
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