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All Journal JURNAL PIJAR International Journal of Science and Applied Science: Conference Series Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pengabdian Masyarakat Sains Indonesia Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Journal of Science and Science Education (JoSSEd) Jurnal Pijar MIPA Jurnal Pendidikan dan Pengabdian Masyarakat
Baiq Sri Handayani
Program Studi Pendidikan Biologi Universitas Mataram
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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JADIKAN DIRI GURU INSPIRATIF MELALUI LESSON STUDY Handayani, Baiq Sri
Jurnal PIJAR Vol 7, No 1 (2012)
Publisher : Jurnal PIJAR

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak: Sosok guru yang mampu bertahan dalam menghadapi tantangan dan perubahan paradigma pendidikan adalah guru inspiratif. Guru inspiratif merupakan guru yang melahirkan daya tarik dan spirit perubahan terhadap diri siswa serta mampu mendisain pembelajaran yang inspiratif. Kriteria guru inspiratif minimal mempunyai tiga kompetensi yaitu: kompetensi profesional, komptensi sosial dan kompetensi personal. Lesson study (LS) merupakan suatu pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berdasarkan prinsip kolegalitas. Mengkaji pembelajaran secara kolaboratif dalam kegiatan LS dapat memberikan makna yang sangat berarti bagi guru dalam meningkatkan kompetensi guru sehingga terbentuk guru inspiratif yang dapat meningkatkan hasil belajar siswa serta memberikan inspirasi bagi sesama guru dan siswa. Tulisan ini merupakan kajian terhadap implementasi lesson study sebagai salah satu cara membentuk guru inspiratif. Dengan harapan bahawa guru termotivasi untuk menjadikan diri mereka guru inspiratif melalui kegiatan lesson study. Kata kunci: Guru Inspiratif, Lesson Study  Abstract: A teacher who is able to survive in the face of challenge and change the paradigm of education is inspiring teacher. Inspiring teacher is a teacher who gave birth to the attraction and the spirit of the changes to the student and to be able to design an inspiring learning. Criteria inspiring teacher has a minimum of three competencies: professional competency, social competency and personal competence. Lesson study (LS) is a professional educator development through assessment and ongoing collaborative learning based on the principle of collegiality. Assessing collaborative learning in LS activity can provide a very significant meaning for the teachers to improve the competence of teachers to form the inspiring teacher to improve student learning outcomes and provide inspiration for fellow teachers and students. This paper is a review of the implementation of lesson study as a way to form an inspiring teacher. With the hope that free teachers themselves are motivated to make inspiring teachers through lesson study. Key Words: Inspiring teacher, lesson study
Sosialisasi Pembelajaran Berbasis Cara Kerja Otak dan Implikasinya dalam Pembelajaran di SD Kabupaten Lombok Timur Baiq Sri Handayani; Agil Al Idrus; Nur Lestari; Putu Artayasa; Kusmiyati Kusmiyati
Jurnal Pengabdian Masyarakat Sains Indonesia Vol. 2 No. 1 (2020)
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.116 KB) | DOI: 10.29303/jpmsi.v2i1.33

Abstract

Abstrak: Guru sebagai penentu keberhasilan proses pembelajaran dirasa pelu untuk diberikan pemaham tentang kaitan antara ilmu neurosains dengan pembelajaran. Oleh karena itu Program Pengabdian Kepada Masyarakat Kemitraan dalam bentuk sosialisasi tentang pembelajaran berbasis cara kerja otak dan implikasinya dalam pembelajaran merupakan satu hal yang penting untuk dilakukan. Metode yang digunakan dalam pelaksanaan kegiatan ini yaitu ceramah interaktif atau diskusi informasi, dan tanya-jawab. Keberhasilan kegiatan sosialisasi dapat di ukur dengan melihat adanya peningkatan rata-rata skor pre test dan post test yang diperoleh peserta, nilai N-Gain. Selanjutnya data tersebut didukung oleh hasil quesioner tingkat kepuasan peserta terhadap pelaksanaan sosialisasi. Materi sosialisasinya meliputi: struktur otak dan fungsi setiap bagian otak dalam belajar (materi I), cara otak mengolah informasi (materi II), sistem pembelajaran alamiah otak (materi III), dan model-model pembelajaran berbasis cara kerja otak (materi IV). Peserta yang menjadi sasaran dalam kegiatan ini adalah guru-guru SD di Kabupaten Lombok Timur-NTB, berjumlah 50 orang (masing-masing kecamatan diwakili 5 orang guru). Kegiatan sosialiasi dilaksanakan di Gedung Aula Dikbud Kabupaten Lombok Timur-NTB, yakni pada tanggal 18 Juli 2019. Hasil kegiatan menunjukkan terdapat peningkatan pemahaman peserta dari pre tes ke posttes sebesar 0,59 pada materi I (kategori sedang), 0,65 pada Materi II (kategori sedang), 0,67 pada materi III (kategori sedang) dan 0,75 pada materi IV (kategori tinggi). Selain itu juga tingkat kepuasan peserta terhadap pelaksanaan kegiatan sosialisasi  rata-rata berkategori baik. 
Model brain based learning (BBL) and whole brain teaching (WBT) in learning Baiq Sri Handayani; A. D. Corebima
International Journal of Science and Applied Science: Conference Series Vol 1, No 2 (2017): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (594.013 KB) | DOI: 10.20961/ijsascs.v1i2.5142

Abstract

The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL) and the model of Whole Brain Teaching (WBT). The purposes of this article are to obtain information related to (1) the brain’s natural learning system, (2) analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3) explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1) the brain’s natural learning system are: (a) the nerves in each hemisphere do not work independently, (b) doing more activities can connect more brain nerves, (c) the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2) the characteristics of BBL and WBT are: (a) BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b) the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c) the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3) the typical attribute of them compared to other models are that in BBL there are classical music and gestures in the form of easy exercises, while on the WBT model there are fast instructions and movements as instructions or code of every spoken word.
JADIKAN DIRI GURU INSPIRATIF MELALUI LESSON STUDY Baiq Sri Handayani
Jurnal Pijar Mipa Vol. 7 No. 1 (2012): Maret
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (30.047 KB) | DOI: 10.29303/jpm.v7i1.85

Abstract

Abstrak: Sosok guru yang mampu bertahan dalam menghadapi tantangan dan perubahan paradigma pendidikan adalah guru inspiratif. Guru inspiratif merupakan guru yang melahirkan daya tarik dan spirit perubahan terhadap diri siswa serta mampu mendisain pembelajaran yang inspiratif. Kriteria guru inspiratif minimal mempunyai tiga kompetensi yaitu: kompetensi profesional, komptensi sosial dan kompetensi personal. Lesson study (LS) merupakan suatu pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berdasarkan prinsip kolegalitas. Mengkaji pembelajaran secara kolaboratif dalam kegiatan LS dapat memberikan makna yang sangat berarti bagi guru dalam meningkatkan kompetensi guru sehingga terbentuk guru inspiratif yang dapat meningkatkan hasil belajar siswa serta memberikan inspirasi bagi sesama guru dan siswa. Tulisan ini merupakan kajian terhadap implementasi lesson study sebagai salah satu cara membentuk guru inspiratif. Dengan harapan bahawa guru termotivasi untuk menjadikan diri mereka guru inspiratif melalui kegiatan lesson study. Kata kunci: Guru Inspiratif, Lesson Study  Abstract: A teacher who is able to survive in the face of challenge and change the paradigm of education is inspiring teacher. Inspiring teacher is a teacher who gave birth to the attraction and the spirit of the changes to the student and to be able to design an inspiring learning. Criteria inspiring teacher has a minimum of three competencies: professional competency, social competency and personal competence. Lesson study (LS) is a professional educator development through assessment and ongoing collaborative learning based on the principle of collegiality. Assessing collaborative learning in LS activity can provide a very significant meaning for the teachers to improve the competence of teachers to form the inspiring teacher to improve student learning outcomes and provide inspiration for fellow teachers and students. This paper is a review of the implementation of lesson study as a way to form an inspiring teacher. With the hope that free teachers themselves are motivated to make inspiring teachers through lesson study. Key Words: Inspiring teacher, lesson study
PEMBELAJARAN QUANTUM MODEL TANDUR UNTUK MEMBANGUN KOMUNIKASI EFEKTIF DALAM PEMBELAJARAN Baiq Sri Handayani
Jurnal Pijar Mipa Vol. 5 No. 2 (2010): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (164.604 KB) | DOI: 10.29303/jpm.v5i2.171

Abstract

Abstrak : Kualitas pembelajaran dipengaruhi oleh efektif tidaknya komunikasi yang terjadi di dalamnya. Komunikasi efektif dalam pembelajaran merupakan proses transformasi pesan berupa ilmu pengetahuan dan teknologi dari pendidik kepada peserta didik, dimana peserta didik mampu memahami maksud pesan sesuai dengan tujuan yang telah ditentukan, sehingga menambah wawasan ilmu pengetahuan dan teknologi serta menimbulkan perubahan tingkah laku menjadi lebih baik. Pengajar adalah pihak yang paling bertanggungjawab terhadap berlangsungnya komunikasi yang efektif dalam pembelajaran. Motode Pembelajaran Quantum Model Tandur merupakan salah satu media efektif dan bisa dipakai pengajar untuk membangun komunikasi efktif. Hal ini dilihat dari prinsip-prinsip Pembelajaran Quantum dan langkah-langkah pelaksanaannya Pembelajaran Quantum Model TANDUR. Kata Kunci : Komunikasi fektif, Quantum Teaching, Model Tandur
Pengaruh Model Pembelajaran Tipe Think Talk Write Terintegrasi Kearifan Lokal Berbasis Outcame Based Education (OBE) Melalui Pengunaan Media Online Terhadap Literasi Sains Peserta Didik Juhaeri'ah Juhaeri'ah; Dadi Setiadi; Baiq Sri Handayani; I Putu Artayasa
Jurnal Pijar Mipa Vol. 16 No. 3 (2021): Juni 2021
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (46.177 KB) | DOI: 10.29303/jpm.v16i3.2515

Abstract

Penelitian ini bertujuan untuk mengetahui (1) perbedaan antara nilai rata-rata pretest dan postest kemampuan literasi sains dengan menerapkan model pembelajaran think talk write terintegrasi kearifan lokal berbasis outcame based education melalui penggunaan media online peserta didik di SMA Negeri 1 Labuapi; (2) apakah penerapan model pembelajaran think talk write terintegrasi kearifan lokal berbasis outcame based education  melalui penggunaan media online efektif dalam meningkatkan kemampuan literasi sains peserta didik SMA Negeri 1 Labuapi. Jenis penelitian yang digunakan adalah Pra-eksperimen, dengan desain one group pretest-posttest design. Populasi penelitian adalah seluruh siswa kelas X MIPA (26 orang). Teknik pengambilan sampel menggunakan sampel jenuh. Data dianalisis menggunakan Uji t (paired sample t test) dan uji N-gain. Hasil penelitian menunjukan bahwa: (1) terdapat perbedaan rata-rata pretest dan postest kemampuan literasi sains dengan perolehan rata-rata pretest 31,85 dan posttest 72,65. Hasil perhitungan uji t menghasilkan nilai signifikansi 0,000 < 0,05, sehingga keputusannya adalah Ho ditolak dan Ha diterima; (2) penerapan model pembelajaran think talk write terintegrasi kearifan lokal berbasis outcame based education melalui penggunaan media online cukup efektif dalam meningkatkan kemampuan literasi sains peserta didik SMA Negeri 1 Labuapi. Hal ini dibuktikan dari perolehan rata-rata skor N-gain literasi sains sebesar 60,6% termasuk dalam kategori cukup efektif.
The effects of school environment on learning outcomes Ralia Happy Aprilla; Agil Al Idrus; Baiq Sri Handayani; Gito Hadiprayitno
Jurnal Pijar Mipa Vol. 16 No. 4 (2021): September 2021
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.079 KB) | DOI: 10.29303/jpm.v16i4.2810

Abstract

The school environment is one of the learning resources that can obtain quality learning processes and outcomes for students. This study purpose: 1. analyze the effects of school environment advantages as a learning resource on affective learning outcomes; 2. analyze the effects of school environment advantages as a learning resource on psychomotor learning outcomes; 3. analyze the effects of school environment advantages as a learning resource on cognitive learning outcomes. This type of research is a quasi-experiment with a nonequivalent control group design. The determination of the research sample was carried out using the purposive sampling technique. The data were collected by testing the affective, psychomotor, and cognitive learning outcomes and analyzed by analyzing covariances. The study results indicate that the advantages of the school environment as a learning resource have an influence on learning outcomes in the affective, psychomotor, and cognitive aspects (p < 0.05).
Analysis of blended learning effectiveness at senior high school during covid-19 pandemic Ellynd Dwi Kurnia; Dadi Setiadi; Baiq Sri Handayani
Jurnal Pijar Mipa Vol. 17 No. 2 (2022): March 2022
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (78.506 KB) | DOI: 10.29303/jpm.v17i2.3121

Abstract

Blended learning is a solution to overcome the limitation of learning space, time, and source learning. This study describes the application of blended learning at Senior High School 2 Taliwang during the Covid-19 pandemic. The research method used is a descriptive research method with a qualitative approach. The subjects in this study were students of class X MIPA at Senior High School 2 Taliwang totaling 62 people consisting of 2 classes. Data collection used questionnaires, interviews, and document studies. The results showed that the application of blended learning during the Covid-19 pandemic is divided between face-to-face and online learning, consisting of three stages, namely planning, learning process, and evaluation. The planning stage of the teacher makes a learning schedule, divides teaching time between teachers, prepares learning devices, materials, learning activities, learning media, and evaluation. At the stage of the learning process, the teacher conducts learning interactions, explains the material, assigns assignments and exercises either directly through face to face or online through Google Forms and electronic applications such as WhatsApp.The evaluation stage is assessed through cognitive assessment (knowledge) through assignments or portfolios and affective assessment by assessing those who actively participate in learning and respond.
Efektivitas Penerapan Model Pembelajaran Think Talk Write (TTW) Secara Online Terhadap Literasi Informasi Siswa SMA I Putu Artayasa; Tia Fitriani; Baiq Sri Handayani; Kusmiyati Kusmiyati
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 7, No 3 (2021): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.507 KB) | DOI: 10.33394/jk.v7i3.3558

Abstract

This study aims to analyze the effectiveness of the Think Talk Write (TTW) learning model which is carried out online on the information literacy of high school students. This study used a quasi-experimental method with a non-equivalent control group pretest-posttest design. The study was conducted on students of class XI IPA SMA Negeri 1 Labuapi consisting of 36 people. Research data were in the form of information literacy scores obtained from the application of pretest and posttest. The data analysis technique used in this study was covariance analysis (ancova). The results showed that the class that applied TTW learning had an average information literacy posttest score of 3.26 which was higher than the conventional class with an average gain of 2.97. The conclusion is that the application of the TTW learning model is more effective than the conventional learning model in terms of achieving student information literacy.
Analysis of Practicum Skills for Private High School Alumni in Bandung City in Higher Education Tri Ayu Lestari; Baiq Sri Handayani
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 3 (2021): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7i3.723

Abstract

This study aims to analyze the practical skills possessed by high school alumni to carry out practicum in higher education. The population in this study were high school alumni at universities. The sampling technique used is purposive sampling and snowball sampling. The subjects of this study were high school alumni who entered the faculties of Mathematics and Natural Sciences and Engineering, totaling 46 people. Data collection is done by using questionnaires and interviews. The results showed that as many as 69% of students found it difficult to carry out practical procedures, 43% of students found it difficult to follow biology practicum, and 59% of students found it difficult to use practicum tools. Based on these results, the benefits of the practicum that has been followed in high school on implementing practicum in lectures are a better understanding of the material, knowing how to use tools, and practicum in high school contributing when doing a practicum in lectures
Co-Authors A. D. Corebima A. Wahab Jufri AA Sukarso Adelina Rosidi Agil Al Idrus Agil Al Idrus Agil Al Idrus Agus Ramdani Anak Agung Gede Sugianthara Baiq Lili Kartin Aprilia Dadi Setiadi Dadi Setiadi Dadi Setiadi Dewa Ayu Citra Rasmi DIDIK SANTOSO Ellynd Dwi Kurnia Endah Kurnia Widaswara Eni Suyantri Eni Suyantri Eva Sujiati Fahira Putri Utami Fatmi Marwatun Fenysia Alfiana Gito Hadiprayitno I Gde Mertha I Wayan Merta I Wayan Merta I Wayan Merta Imam Bachtiar Imam Bachtiar Imam Bachtiar Jamaluddin Jamaluddin Juhaeri'ah Juhaeri'ah Karnan Karnan Khairuddin Khairuddin Kusmiyati Kusmiyati Lalu Japa Mahrus Mahrus Muhammad Liwa Ilhamdi Muhlis Muhlis Muhlis Nana Eliana Ni Luh Putu Pebri Artayani . Nining Purwati Nur Lestari Prapti Sedijani Putu Artayasa Ralia Happy Aprilla Rika Harnita Septiani Purnama Sari Suhelmi Suhelmi Syamsul Bahri Syamsul Bahri Tia Fitriani Tri Ayu Lestari Tri Ayu Lestari Tri Ayu Lestari Tri Ayu Lestari Yusri Hayati