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All Journal Penelitian Pendidikan Jurnal Penelitian dan Pembelajaran IPA Pedagogi Hayati JISIP: Jurnal Ilmu Sosial dan Pendidikan Best Journal (Biology Education, Sains and Technology) Jurnal Biogenerasi EduNaturalia: Jurnal Biologi dan Kependidikan Biologi YASIN: Jurnal Pendidikan dan Sosial Budaya Al-Ahya: Jurnal Pendidikan Biologi Jurnal Edukasi Biologi Jurnal Wilayah, Kota dan Lingkungan Berkelanjutan Sustainable Civil Building Management and Engineering Journal
Fitri, Rahmadhani
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Transportation Other

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Journal : Pedagogi Hayati

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Teori Belajar Konstruktivisme dalam Perkuliahan Keanekaragaman Tumbuhan Fitri, Rahmadhani; Jamaris; Solfema
Pedagogi Hayati Vol 6 No 1 (2022): Pedagogi Hayati: Jurnal Ilmiah Pendidikan Biologi
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v6i1.5121

Abstract

Interaksi belajar mengajar (pembelajaran) merupakan satu bentuk proses pendidikan. Pola pembelajaran ini bisa dipengaruhi oleh penampilan pendidik dalam mengajar. Pendidik di perguruan tinggi dikenal dengan sebutan dosen. Penampilan dosen dalam memberikan perkuliahan dapat didasari oleh pengetahuannya terhadap teori belajar. Pelaksanaan pendidikan terutama dalam proses pembelajaran sangatlah terpengaruh oleh teori belajar dan pembelajaran. Teori belajar merupakan cara menerapkan kegiatan belajar dan mengajar antara pendidik dan peserta didik. Pada prinsipnya, ketika seseorang (pendidik) ingin menerapkan teori belajar, terkadang pendidik menggunakan lebih dari satu teori belajar dalam proses pembelajaran. Penelitian ini merupakan studi literatur dengan menganalisis artikel terkait teori belajar konstruktivisme dan menghubungkannya dengan perkuliahan keanekaragaman tumbuhan. Pembelajaran konstruktivistik lebih menekankan pada proses belajar dan memberikan kebebasan dan kesempatan kepada mahasiswa untuk mengkonstruksi pengalamannya sendiri. Proses pembelajaran yang dilakukan diharapkan dapat menjadikan mahasiswa lebih kreatif dan imajinatif. Hal ini juga dapat menciptakan kondisi lingkungan belajar yang kondusif. Pembelajaran konstruktivisme ini menekankan dan berpusat pada mahasiswa agar mereka aktif dalam proses pembelajaran. Berdasarkan analisis yang telah dilakukan, pembelajaran yang dilakukan pada perkuliahan keanekaragaman tumbuhan sudah menggunakan teori belajar konstruktivisme. Hal ini dikarenakan dalam pembelajaran, metode pembelajaran yang digunakan dosen menekankan pada mahasiswa untuk melakukan proses penemuan dan konstruksi pengetahuan sendiri.
Implementasi Kurikulum Merdeka pada Tingkat Satuan Pendidikan SMA: Tinjauan Perencanaan IKM Fitri, Rahmadhani; Rurisman; Gistituati, Nurhizrah; Bentri, Alwen
Pedagogi Hayati Vol 6 No 2 (2022): Pedagogi Hayati: Jurnal Ilmiah Pendidikan Biologi
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v6i2.5316

Abstract

Due to the Covid-19 pandemic, education in Indonesia needs to make adjustments so that the implementation of education can continue. One of the policies carried out by the government under the auspices of the Ministry of Education and Culture was to implement the Emergency Curriculum (simplified Curriculum-2013). Over time, the government prepared a new curriculum prototype which has now been formalized as the Independent Curriculum. The implementation of the Independent Curriculum (IKM) begins in stages in schools called “Sekolah Penggerak”. This research was conducted to find out how the planning and design stages of IKM were carried out by a Sekolah Penggerak in one of the schools in West Sumatra. Data obtained from observations and interviews conducted with informants who know and are involved in IKM. Based on the results of the research that has been done, it was found that the initial step taken by the school as a driving school was to form a Curriculum Development Team (TPK) which would later coordinate with the provincial TPK. Some of the activities that have been carried out by TPK schools were observed. The preparations that have been made to become a driving school are (1) conducting training for teachers, (2) forming a learning committee, (3) compiling the Curriculum of Education Unit Operational (KOSP), (4) preparing curriculum tools such as KSOP, Outcomes Learning (CP), Learning Objective Flow (ATP), teaching modules, and strategies for implementing project-based learning or projects to strengthen the profile of Pancasila students. Apart from that, the things that schools have prepared in facing an independent curriculum are (1) studying and understanding the regulations regarding an independent curriculum, (2) coordinating with all teacher boards, and 3) adopting a level of complexity curriculum.
Co-Authors Afwina, Tiara Lingga Alfira, Annisa Alfiyah, Sausan Anggriyani, Ria Ariani, Rindy Arnita, Vina Az Zahra, Nurul Izza Dara Wisdianti Darussyamsu, Rahmawati Dwi Hilda Putri Farahani, Narulita Fitri Arsih Helendra Jamaris Jamaris Kholila, Azhari Muhyiatul Fadilah Mukhtar Mukhtar Nasution, Anisyah Khairani Nilam, Nadia Nur'aini, Nur'aini Nurhizrah Gistituati Ramadhan Sumarmin Relsas Yogica, Relsas Rurisman Sakinah, Shalmita Selaras, Ganda Hijrah Siti Nurhayati Solfema Syamsurizal - - Wahyuni, Resma Yuni Ahda