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All Journal Jurnal Pengajaran MIPA EDUSAINS Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Techno: Jurnal Penelitian Jurnal Pendidikan MIPA Prosiding KPSDA Journal of Biology Education Jurnal Biodjati Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Bioedukatika BIOEDUKASI Assimilation: Indonesian Journal of Biology Education Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Lectura : Jurnal Pendidikan Pedagonal : Jurnal Ilmiah Pendidikan BIOSFER : Jurnal Biologi dan Pendidikan Biologi Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Jurnal Studi Guru dan Pembelajaran Proceeding Biology Education Conference ASEAN Journal of Science and Engineering Education (AJSEE) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Pengabdian Isola
Siti Sriyati
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PENGEMBANGAN TES TERTULIS INDO-CAMBRIDGE UNTUK KELAS XI SMA PADA MATERI POKOK SISTEM IMUN Pratiwie, Amalia; Sriyati, Siti; Rochintaniawati, Diana
Formica Education Online Vol 1, No 1 (2014): Formica Education Online
Publisher : Formica Education Online

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Abstract

Penelitian yang berjudul “Pengembangan Tes Tertulis Indo-Cambridge Kelas XI SMA pada Materi Pokok Sistem Imun” bertujuan mengembangkan perangkat tes tertulis yang mengadaptasi karakteristik soal Biology Cambridge AS Level dan berdasarkan komposisi Taksonomi Bloom Revisi yang muncul, namun standar isi dan materinya masih mengacu pada kurikulum KTSP. Perangkat tes tertulis yang dikembangkan terdiri dari 25 butir soal pilihan ganda dan 7 butir soal uraian terstruktur. Metode deskriptif digunakan untuk mendeskripsikan karakteristik soal Biologi Cambridge AS Level, kemudian mendeskripsikan pula hasil pengembangan tes tertulis Indo-Cambridge tentang kualitas tes dari dua kali uji coba. Hasil penelitian menunjukkan bahwa tes Indo-Cambridge yang dikembangkan memenuhi kriteria validitas, reliabilitas, taraf kesukaran, daya pembeda, serta efektivitas pengecoh. Selain itu, berdasarkan respon siswa, soal Indo-Cambridge yang dikembangkan dianggap sulit namun menantang dan menarik karena lebih variatif serta hal baru bagi mereka bila dibandingkan dengan soal-soal Biologi yang biasa diberikan guru. Hasil penelitian ini diharapkan menjadi perspektif baru tentang evaluasi pembelajaran Biologi dan panduan guru untuk menggunakan serta mengembangkan sendiri evaluasi serupa. Kata kunci:  Biology Cambridge AS Level, Indo-Cambridge, Sistem Imun, Kualitas Soal
ANALISIS SOAL SNMPTN BIOLOGI BERDASARKAN DOMAIN KOGNITIF TAKSONOMI BLOOM REVISI DAN PROFIL CAPAIAN SISWA SMA KELAS XII Amirulloh, Dian; Rustaman, Nuryani; Sriyati, Siti
Formica Education Online Vol 1, No 1 (2014): Formica Education Online
Publisher : Formica Education Online

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Abstract

Penelitian deskriptif “Analisis Soal SNMPTN Biologi Berdasarkan Domain Kognitif Taksonomi Bloom Revisi dan Profil Capaian Siswa SMA Kelas XII” bertujuan memperoleh informasi kualitas soal-soal SNMPTN Biologi berdasarkan domain kognitif taksonomi Bloom Revisi dan gambaran capaian siswa dalam mengerjakan soal-soal tersebut. Subjek penelitian yaitu soal-soal SNMPTN Biologi tahun 2010, 2011, 2012, dan siswa SMA kelas XII berjumlah 225 siswa. Data diperoleh dengan daftar cek analisis domain kognitif taksonomi Bloom Revisi dan analisis KTSP, serta tes kemampuan berpikir logis. Berdasarkan hasil analisis, soal-soal SNMPTN Biologi mengembangkan soal-soal dimensi proses kognitif C1 (24.45%), C2 (62.22%), dan C3 (13.33%), dimensi pengetahuan faktual (6.66%), konseptual (91.12%), dan prosedural (2.22%). Materi soal secara keseluruhan sudah tercakup dalam KTSP. Adapun tingkat kesukaran, daya pembeda, validitas, dan efektivitas pengecoh umumnya pada kategori sedang, buruk, atau rendah, sedangkan reliabilitasnya tinggi. Pada umumnya siswa sudah mencapai perkembangan tingkat intelektual operasi formal (59.11%), walaupun masih terdapat siswa operasi konkret (13.33%) dan transisi (27.56%). Capaian siswa dalam mengerjakan soal-soal SNMPTN Biologi masih cukup rendah. Siswa operasi formal memiliki capaian lebih tinggi dari pada siswa operasi konkret dan transisi. Sebagai alat seleksi sebaiknya dikembangkan pula soal-soal dimensi proses kognitif yang lebih tinggi dan kriteria analisis pokok uji yang memadai.Kata Kunci: Soal SNMPTN Biologi, Domain Kognitif Taksonomi Bloom Revisi
Model Green School di Sekolah Menengah Pertama di Kota Bandung: Studi Pendahuluan Sriyati, Siti
Prosiding KPSDA Vol 1, No 1 (2015): Prosiding KPSDA 2015
Publisher : Prosiding KPSDA

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Abstract

Telah dilakukan studi pendahuluan berkaitan dengan pengembangan model green school   melalui mata pelajaran PLH dalam upaya penyediaan sumber belajar IPA di SMP. Tujuan penelitian ini adalah untuk (1) mengidentifikasi pembelajaran PLH dan IPA terutama materi keanekaragaman tumbuhan, (2) mengidentifikasi jenis-jenis tumbuhan yang ada di pekarangan sekolah, dan (3) mengembangkan model green school. Subjek penelitian adalah guru-guru PLH dan IPA yang berasal dari  lima SMP pilihan yang ada di Wilayah Timur Kota Bandung. Instrumen yang digunakan meliputi: (1) Angket guru PLH untuk mengidentifikasi pembelajaran yang biasa dilaksanakan pada pelajaran PLH pada materi penghijauan dan angket guru IPA untuk mengidentifikasi pembelajaran pada  materi keanekaragaman tumbuhan terutama klasifikasi tumbuhan, dan (2) Lembar observasi untuk mendata jenis-jenis tumbuhan yang ada di pekarangan sekolah. Hasil menunjukkan bahwa: (1) pada pembelajaran PLH yang biasa dilaksanakan oleh guru, kegiatan menaman tanaman merupakan salah satu tugas yang diberikan oleh semua guru PLH pada materi penghijauan; (2) pada pembelajaan IPA yang biasa dilaksanakan, menunjukkan bahwa semua guru yang menjadi subjek penelitian menggunakan media tumbuhan asli ketika membelajarkan klasifikasi tumbuhan; (3) Jenis-jenis tumbuhan yang ditanam di halaman sekolah masing-masing sekolah subjek penelitian sangat bervariasi; dan (4) adanya ketidaksesuaian antara tumbuhan yang dipilih untuk ditanam pada mata pelajaran PLH dan yang dibutuhkan guru IPA untuk media pembelajaran keanekaragaman tumbuhan serta tuntutan buku ajar, maka perlu dikembangkan model green school.
PENINGKATAN PROFESIONALISME GURU DAN KUALITAS PEMBELAJARAN BIOLOGI DI SEKOLAH MELALUI LESSON STUDY Sriyati, Siti
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 8, No 1 (2006): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v8i1.355

Abstract

This research was done to investigate impact of lesson study in order to improve teachers professionalism and the quality of teaching learning process in Biology. Although lesson study has been conducted since the year of 2005 at numerous schools in Bandung, information on how far such activity does give impact to teacher as instructor and teacher as observer has not been uncovered. The research was undertaken by spreading questions to the instructor as well as the observer. Furthermore, quality of teaching learning process in the school was observed at SMP Lab. School and SMA Lab. School UPI. The research resulted in insight that through lesson study, teachers both served as instructor and observer can improve such competency as pedagogy, professional, personality, social as clearly indicated in “ UU Guru dan Dosen No. 14 Tahun 2005”. However, for those teachers as observers, competency of pedagogy has not been significantly explored. Both the instructors and observers have not entirely user their KBM (teaching learning process) to conduct PTK (classroom action research). In addition, the KBM conducted in lesson study can improve quality of teaching learning process in the classroom based upon good interaction between students and teachers as well as among students (in or out the groups) during discussion and percentage of students who actively learned. Through model teaching learning process developed in lesson study, students are trained to improve their ability in scientific work and to connect biology concept to its application in daily life using local materials.Keyword : Teacher’s professionalism, lesson study, KBM (Teaching learning process),PTK (Classroom action research)
BAGAIMANA IMPLEMENTASI PENELITIAN TINDAKAN KELAS DALAM AKTIFITAS LESSONS STUDY? Sriyati, Siti
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 19, No 1 (2014): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i1.425

Abstract

Kesamaan istilah dalam tahap-tahap Penelitian Tindakan Kelas (PTK) yaitu Perencanaan, Pelaksanaan tindakan, Pengamatan dan Refleksi dengan tahap-tahap kegiatan dalam lesson study yaitu : Plan, Do dan See membuat orang yang belum begitu mengenal lesson study secara mendalam akan mempertanyakan hal ini. Samakan PTK yang lebih dikenal dengan Classroom Action Research (CAR) dengan Lesson Study? Apakah tujuan dari kedua kegiatan ini sama? Memang tujuan utama dari kedua kegiatan ini adalah sama yaitu meningkatkan mutu pembelajaran. Akan tetapi ada aspek lain yang membedakan PTK dan Lesson study yaitu Lesson study merupakan suatu strategi untuk meningkatkan profesionalisme guru melalui kegiatan belajar dari pembelajaran orang lain. Sebenarnya perbedaan prinsip antara PTK dan Lesson study adalah : PTK berbasis penelitian, sedangkan lesson study tidak selalu berbasis penelitian dan lesson study mempunyai cakupan yang lebih luas dari pada PTK, bahkan tidak hanya PTK yang dapat dilaksanakan dalam kegiatan lesson study, akan tetapi jenis penelitian lain juga bisa dilaksanakan dengan persiapan instrumen yang lebih terencana, agar mendapatkan data yang diharapkan.Kata kunci : Lesson Study, penelitian, Penelitian Tindakan Kelas (PTK)
STUDENT’S PERCEPTION ABOUT ASSESSMENT RELATED WITH IMPLEMENTATION OF 2013 CURRICULUM Octavianda, Regina P.; Rustaman, Nuryani Y.; Sriyati, Siti
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 20, No 2 (2015): Jurnal Pengajaran MIPA - Oktober 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.584

Abstract

The main focus of assessment is student, and how assessments are used will contribute to students’ perception. Students’ perception of assessment can be influenced by various types assessment, and Curriculum 2013 facilitate a variety of assessment for learning. Research about perception that involves 36 boys and 46 girls was conducted for identify students’ perception of assessment and the reconciliation with the demands of curriculum assessment in 2013. Data collected through the use of a questionnaire that was developed from perception indicators, i.e. reproducing knowledge, rehearsing, accountability, improving learning, problem solving, and  critical judgement. This study placed improving learning perception in the first position and the rehearsing perception at the sixth position.About 85% of students consider that assessment can develop their knowledge, but only 52% of students consider that the assessment made them practice before the exam. Even though 2013 curriculum demands assessment which strongly supports six perceptions of students, in this study only few assessments criteria have been addressed. Research finding shows that only a few demands of the assessment has been completed. Therefore, high level of improving learning perception in this study is closely related to the reconciliation with the demands of Curriculum assessment in 2013 that involved types of assessments during the learning. ABSTRAKPengguna utama asesmen adalah siswa, dan penggunaan asesmen secara tidak langsung akan membentuk suatu persepsi. Persepsi siswa terhadap asesmen didukung oleh berbagai variasi asesmen, dan Kurikulum 2013 memfasilitasi penggunaan beragam asesmen dalam pembelajaran. Penelitian tentang persepsi ini melibatkan 36 siswa dan 46 siswi bertujuan untuk mengidentifikasi persepsi siswa terhadap asesmen dan kaitannya dengan tuntutan penilaian pada Kurikulum 2013. Data dikumpulkan melalui kuesioner yang telah dikembangkan dari indikator persepsi siswa yaitu reproducing knowledge, rehearsing, accountability, improving learning, dan critical judgment. Penelitian ini menempatkan improving learning pada posisi pertama dan rehearsing pada posisi terakhir. Sebanyak 85% siswa menyatakan bahwa asesmen dapat mengembangkan pengetahuan mereka, namun hanya 52% siswa yang sepakat bahwa asesmen membuatnya menjadi rajin berlatih sebelum menghadapi ujian. Walaupun tuntutan penilaian  Kurikulum 2013 memfasilitasi keenam persepsi siswa terhadap asesmen, namun alam penelitian ini hanya beberapa jenis asesmen saja yang terlaksana. Hasil temuan membuktikan bahwa hanya beberapa tuntutan asesmen yang dilakukan. Oleh karena itu, tingginya persepsi improving learning dalam penelitian ini sangat dekat kaitannya dengan tuntutan penilaian pada Kurikulum 2013 yang digunakan selama pembelajaran.
Pembelajaran IPA Terpadu dengan Tipe Connected dengan Model Experiential Learning untuk Meningkatkan Keterampilan Proses Sains Siswa SMP Ridyah, Surya Warni; Sriyati, Siti
EDUSAINS VOL 8, NO 2 (2016): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.476 KB) | DOI: 10.15408/es.v8i2.1802

Abstract

AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential  learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802 
THE AANALYSIS OF STUDENTS’ REASONING ABILITY IN PALEMBANG Dewi, Safira Permata; Rustaman, Nuryani; Sriyati, Siti
Journal of Biology Education Vol 6 No 3 (2017)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v6i3.17021

Abstract

This study aims to get a picture of class VIII students' reasoning in an A accredited school in Palembang City through method of survey. A number (n = 151) of grade VIII students came from four schools. TIMSS Biology Problems used are a matter of reasoning type both in the form of multiple choice and constructive response. The results showed that the reasoning of the students of class VIII had a good performance and showed normal distribution. The achievement of students in solving the problem of multiple choice is better than the matter of constructive response. Students find it difficult to solve a demanding problem for designing an experiment. The results of this research can be used in order to train students to develop the skills of deployment and improvement of quality of Biology learning process in school.   Keyword: Reasoning, TIMSS 2011, Palembang City
Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA Wulandari, Melyastuti; Sriyati, Siti; Purwianingsih, Widi
Assimilation: Indonesian Journal of Biology Education Vol 3, No 2 (2020): September 2020
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v3i2.28258

Abstract

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.
Developing Environmental Teaching Materials Based on Local Context and Environmental Literacy Mukhyati, Mukhyati; Sriyati, Siti
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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Abstract

This research was aimed to develop environmental teaching materials for senior high school based on local contexts of Bangka Island and environmental literacy. Research and Development designed by Borg & Gall was used with the following steps: research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, & main field testing. The limited testing was conducted at one school by involving 30 students from year ten and testing of wide scale was conducted at three schools involving 92 students. The teaching materials was developed follow the guidelines of developing environmental materials according to NAAEE. The six key characteristics of environmental materials which is environmental literacy oriented are: fairness & accuracy, depth, emphasis on skill building, action orientation, instructional soundness and usability. Data collection was conducted through observation, documentation, questionnaires, and test. Test validation by materials experts, technology experts, users, and readability test were conducted to ensure the quality of teaching materials. Feasibility of content and graphical aspects was measured through questionnaire, whereas the readability test was conducted by using cloze test. Data were analyzed qualitatively. The result showed: 1) the quality of teaching materials based on material experts validation was good categorized with a percentage of 76.3%, the technology experts validation was good categorized with a percentage of 75%, and the teacher validation, as a user, was excellent categorized with a percentage of 93.4%, 2) by using cloze test analysis, the teaching materials had a high readability. The product had been revised based on advice and corrections from validator, the result of limited testing, and testing of wide scale. The conclusions of this research is the development of teaching material based on local contexts of Bangka Island and environmental literacy can be implemented in learning process of environmental change concept.Keywords: local contexts, environmental teaching materials, environmental literacy
Co-Authors Adi Rahmat, Topik Hidayat, Adi Rahmat, Aldeva Ilhami Almira Ivana Amalia Pratiwie Amprasto Ari Widodo Ari Widodo Ari Widodo Ari Widodo Arifin Ahmad Asmawi Zainul Denia Dwi Citra Resmi Dian Amirulloh Diana Rochintaniawati Didik Priyandoko Didik Pryandoko Dini Riyani Elah Nurlaelah Eliyawati Eliyawati Findi Septiani Harry Firman Harry Firman HERNANI - Ida Hamidah Ida Kaniawati Ida Kaniwati Ida Yayu Nurul Hizqiyah Ida Yayu Nurul Hizqiyah Ilham Nur Iman Maulana Kadek Sera Harlistya Udayani Laurina Sinurat Lia Lutianasari Lia Lutianasari Lilis Sulistiawati Mukhyati Mukhyati, Mukhyati Najihah Fakhirah Siregar Nanang Winarno Ninda Eka Ratanasabilla Nuris Fattahillah Nurullina Fajri Nuryani Rustaman Pisca Hana Marsenda R. Riandi, R. Raden Ahmad Hadian Adhy Permana Raden Ahmad Hadian Adhy Permana* Rahayu Laelandi Rahmania - Firda Rahmi, Nisrina Nur Regina P. Octavianda, Regina P. Ridyah, Surya Warni Rini Solihat Rosamsi, Saiman Safira Permata Dewi Siti Tahany Rifa Faidah Sri Redjeki Sri Redjeki St E Sururiyatul Muaziyah Syahfitri, Jayanti Sylva Sagita Titin Supriyatin Topik Hidayat Vivit Nurhikmah Havita Wahyu Rimbun Wawan Setiawan Weni Rahmadani Widi Purwianingsih Winda - Yusefni Wulandari, Melyastuti Yanti Hamdiyati Yanti Hamdiyati Yeni Setyowati*