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All Journal Jurnal Pendidikan IPA Indonesia Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioedukasi: Jurnal Pendidikan Biologi IJECA (International Journal of Education and Curriculum Application) ABSYARA: Jurnal Pengabdian Pada Masyarakat Bioscientist : Jurnal Ilmiah Biologi International Journal of Multidisciplinary: Applied Business and Education Research Proceeding Biology Education Conference Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Cocos Bio
Baiq Fatmawati
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PEMBELAJARAN BERBASIS PROYEK UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF MAHASISWA Fatmawati, Mr Baiq
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 16, No 2 (2011): 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.v16i2.224

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif dan mengetahui kemampuan berpikir kreatif mahasiswa melalui pembelajaran berbasis proyek pada perkuliahan mikrobiologi. Penelitian difokuskan pada kegiatan merancang proyek pada topik fermentasi. Penelitian dilakukan di sebuah perguruan tinggi di Lombok terhadap mahasiswa pendidikan biologi semester V (n=34 orang). Data dikumpulkan menggunakan tes berpikir kreatif dengan cara mengisi komponen-komponen rancangan yang meliputi permasalahan, solusi-solusi alternatif, tujuan dan cara kerja. Hasil penelitian menunjukkan bahwa terjadi peningkatan berpikir kreatif mahasiswa dalam menjawab soal-soal yang diberikan dengan Ngain sebesar 0,52. Kemampuan berpikir kreatif mahasiswa sebagian besar (50%) dikategorikan ke dalam kategori sedang, sebagian kecil kategori rendah (23,5%) dan tinggi (26,5%).Kata kunci: pembelajaran berbasis proyek, berpikir kreatif, mikrobiologi
Identifikasi Berpikir Kreatif Mahasiswa Melalui Metode Mind Mapping FATMAWATI, BAIQ
Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 2 (2014): BIOEDUKASI: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v7i2.2924

Abstract

The learning closely associated with the use of the brain as the centred of mental activity begin from the understanding, processing, until inference information. To optimize learning outcomes, the learning process using whole-brain approach. Creative thinking is a mental activity to create relationships continuous that were found the right combination includes aspects of cognitive, affective, and metacognitive. Thepurposesof this research to reveal of students creative thinking skills in the material the fermentation through mind mapping. This research is descriptive statistics which describe the student’s creative thinking skills that have, without giving specific mind map treatment. The subject is students of biology education semesters V. The results of analysis data showed that the scores of creative thinking skills students are: Fluency(Score 3; 21, 73%.Score 2; 39, 13%. Score 1; 39,13%). Flexibility(Score 3; 21, 73%.Score 2; 30, 43%. Score 1; 47, 82%) dan Originality(Score 3; 0%. Score 2; 0%. Score 1; 17.39%.Based on data, it can be concluded that the students have not be able to bring their creative ideas through mind mapping
Edukasi Zat Aditif Melalui Demonstrasi Kimia di MA NW Ridlol Walidain Batu Bangka Fatmawati, Baiq; Adriandani, Nurung; Fajri, Nurul
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 1, No 1 (2020): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

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Abstract

Program PkM ini bertujuan untuk memberikan pengetahuan dalam mengidentifikasi zat aditif pada makanan dan kesadaran masyarakat terhadap pentingnya menjaga makanan, bisa berpartisipasi dalam upaya perbaikan diri dan cerdas memilih bahan pangan. Metode yang dipakai dalam pencapaian tujuan tersebut adalah penyuluhan dan demonstrasi yang melibatkan siswa sebagai khalayak sasaran dan subjek. Demonstrasi dilakukan untuk melatih dan  memberikan  pemahaman  kepada  siswa  dalam  mengidentifikasi  kandungan  pengawet berbahaya dalam makanan. Luaran kegiatan ini berupa keterampilan menguji zat aditif pada makanan dan minuman; Artikel ilmiah (publikasi nasional). Hasil kegiatan yang telah dicapai antara lain kegiatan tersebut memberikan banyak manfaat bagi siswa dan guru disekolah mitra, memiliki keterampilan dalam mengidentifikasi atau menguji zat aditif pada makanan dan minuman yang dapat diaplikasikan serta dijadikan acuan dalam memilih makanan dan minuman yang sehat untuk dikonsumsi.Kata Kunci: Zat Aditif, Demonstrasi
The Study of Inquiry Ability in the Photosynthesis Concept Fatmawati, B.; Rustaman, N. Y.
Jurnal Pendidikan IPA Indonesia Vol 9, No 4 (2020): December 2020
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v9i4.23989

Abstract

The learning process has characteristics that reflect scientific, thematic, collaborative, and student-centered. This type of learning usually uses constructivist learning, and one of them is Inquiry. The inquiry is a process to get information by conducting observations or experiments to find answers or solve problems for questions or formulation a problem by using logical and critical thinking skills. This preliminary study focused on investigating new prospective teachers’ inquiry ability. The respondents were new prospective teachers of Hamzanwadi University. The research instrument was a student worksheet with the topic “photosynthesis.” Data analysis used descriptive statistical methods by calculating the score of each indicator of Inquiry after three assessments. Using of amount score to shows that for each indicator: (1) problem formulation (66), (2) Hypothesis (50), (3) Design (40), (4) Findings (12), and (5) Conclusions (10). It can be concluded that the new prospective teachers’ in their involvement still needed to be trained, guidance, and continues to be developed. Therefore, Inquiry-based learning needs an extension for their next learning.
MENILAI KETERAMPILAN PROSES SAINS SISWA MELALUI METODE PEMBELAJARAN PENGAMATAN LANGSUNG Fatmawati, Baiq
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 10, No 1 (2013): Seminar Nasional X Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Abstract

Salah satu tujuan penilaian dalam pembelajaran adalah mengetahui kedudukan siswa di dalam kelas atau kelompoknya, keberhasilan pencapaian tujuan pembelajaran, penguasaan siswa terhadap pelajaran, serta ketepatan atau keefektifan metode mengajar. Penelitian  ini difokuskan untuk menilai keterampilan proses sains siswa pada materi ekosistem menggunakan pengamatan langsung sebagai metode pembelajaran. Populasi penelitian kelas X SMAN 1. Instrument penelitian berupa tes  keterampilan proses sains  dalam bentuk essay yang berjumlah  13 soal, ke 13 soal tersebut mencakup indikator keterampilan proses sains meliputi:1) observasi, 2) komunikasi, 3) interpretasi, 4) prediksi, 5) klasifikasi, 6) mengajukan pertanyaan, 7) mengajukan hipotesis, dan 8) menerapkan konsep. Hasil analisis data menunjukkan bahwa terjadi peningkatan nilai keterampilan proses pada kelas eksperimen kecuali pada indicator interpretasi (0,2), mengajukan pertanyaan(0,11),dan menerapkan konsep (0,2). Kata kunci:Keterampilan Proses Sains, Pengamatan Langsung
Student's Creative Thinking Ability with The Lesson Study Design in Biology Content Baiq Fatmawati; Nunung Ariandani; Maya Sasmita
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 2 (2021): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7i2.708

Abstract

Some strategies were conducted by educators to create a conducive classroom atmosphere, and create collaborative learning so that students are accustomed to expressing their ideas, and opinions in learning, one of which is by implementing lesson study patterns for learning community. The research focus was to find out students' creative thinking skills in biological materials by using lesson study for learning community learning patterns. The respondents of the study were Grade X IPA students at SMA Negeri 1 Masbagik numbering 33 students. Data collection used a description test of biodiversity. The results of the description test were analyzed using the Scale Range Formula, the description test given referred to indicators of creative thinking ability i.e. fluency, flexibility, and originality and each answer was given a score of 3, 2 and 1. The results of the data analysis were that learning with lesson study patterns for learning community, students were able to produce creative ideas with a moderate category that is above 50%, while for the low and high categories the gain was below 50% in creative thinking indicators namely fluency, flexibility, and originality. To get used to students getting used to creative thinking, it took exercises in the creative thinking process either in the form of essay questions, or tasks that are implemented during the learning process
The Study of Worksheets Based on Creative Problem Solving for Biology Subjects Baiq Fatmawati; Muhammad Khairul Wazni; Novita Husnawati
Jurnal Penelitian Pendidikan IPA Vol. 7 No. 4 (2021): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v7i4.831

Abstract

Worksheets are indispensable in the learning process because they can help students become more active and provide feedback in learning activities. Higher-order thinking skill-based worksheet is one of the teaching materials that can be used to make students become more active in the learning process because it can train problem-solving skills, critical thinking, and even creative thinking. This aimed at finding out students' ability to solve problems in biological content using creative problem-solving-based worksheets. The research design used was research and development consisting of defines, design, and development. Participants were 12 graders of XI MA Darul Fatihin NW Gerintuk. Data collection used was worksheets using creative problem-solving indicators consisting of Clarify, Ideate, Develop and Implement. Data analysis was conducted to percentage the score that gets 3, 2, and 1. The results of the data analysis showed that 1) Ecosystem Components and interactions between components, obtained the results of ecosystem components and interactions between ecosystems, the highest percentage on clarify indicators with a gain of 50% in the score position 3; (2) Energy flow, the highest percentage on the clarify indicator with an obtained score 58.3% in the position of score 1; (3) Biogeochemical cycle, the highest percentage obtained for the students who did not answer on the ideate indicator 41.7%, develop 50%, and implement 58.3%; (4) Pollution and environmental preservation the highest percentage on clarifying and ideate indicators with a gain of 50% at the position of score 3, implement with the acquisition of 50% in the position of score 1. This research concluded that students needed to be intensely trained in high-level thinking skills by getting used to using worksheets-based constructivist especially creative problem-solving.
Study of Science Process Skills Student Using Worksheet based on Science Process Skills Muhammad Khairul Wazni; Baiq Fatmawati
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1281

Abstract

The science process is related to cognitive development because it needs to be applied in the skills learning process to support students' mastery of science concepts which can provide better learning outcomes. The focus of this research is to develop a worksheet based on science process skills on biology content for the first grade of high school. Research design is research and development which consists of defining, designing, and developing. The participants for this preliminary field testing were twelve second-grade high school students at I.T Dhia'ul Fikri Sukarara, East Lombok. Collecting data using worksheets refers to science process skills indicators consisting of observation, classification, prediction, communication, and inference. The results of preliminary field testing were analyzed descriptively quantitatively by giving a score of 3, 2, and 1 for each of science process skills indicators, then percentage based on the low, medium, and high categories. The results of the analysis showed that of the seven-biology content tested in the limited trial of developing worksheets, the results obtained were for the low category the highest percentage of content in the biogeochemical cycle for all science process skills indicators. The medium category has the highest percentage of inference indicators for environmental balance, environmental change, environmental pollution, and environmental management. High category on environmental balance content; the highest percentage with indicators of observation, classification, prediction, and communication., environmental changes on indicators of observation, classification, prediction, and communication, pollution indicators of observation, prediction, and communication. The conclusion based on the results of this preliminary field testing is that students are able to demonstrate science process skills using worksheets with various categories, and from the seven-biology content tested, the biogeochemical cycle is considered the most difficult by students
Deep Learning in Biology: 3D Representation of Online and Reality Purwati K. Suprapto; Ryan Ardiansyah; Diki M. Chaidir; Baiq Baiq; Vita Meylani
International Journal of Multidisciplinary: Applied Business and Education Research Vol 3 No 4 (2022): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.04.09

Abstract

Deep learning is required to examine biological material, particularly abstract content, either in the laboratory alone or with internet literature. This study aims to compare the effectiveness of learning through practicum versus learning through a combination of practicum (real-world data) and online literature review in terms of the ability to represent the three-dimensional (3D) model of plant tissue structure in a plant anatomy course. This study employed a quantitative approach with a quasi-experimental design in the posttest alone control group. This research used Purposive sampling to choose the research sample, which consisted of two classes of students enrolled in a plant anatomy course. ANOVA was used to analyze the data, with a significance level of 0.05. The results indicated a significant difference in learning when combined practicum was with online literature study visuospatial when practicum was used alone with a more excellent 3D model representation value in the class. Classes that combine an applied practicum with an online literature review have a grade point average of 73.61.
Pengaruh Model Inquiri Terbimbing Dipadu dengan Metode Proyek terhadap Kemampuan Berpikir Kreatif dan Hasil Belajar Kognitif Siswa Kalsum Kalsum; Baiq Fatmawati; Marhamah Marhamah
Bioscientist : Jurnal Ilmiah Biologi Vol 10, No 1 (2022): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v10i1.4998

Abstract

The use of guided project and inquiry methods theoretically encourages students to think creatively to solve problems in the real environment, train students to work together in groups, and produce products that are meaningful to students. This study aims to determine (1) the difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes. (2) the effect of the guided inquiry and project method on students' creative thinking abilities (3) the effect of the guided inquiry and project method on students' cognitive learning outcomes (4) the effect of the project method on students' creative thinking abilities (5) the effect of project methods on students' cognitive learning outcomes (6) the influence of the guided inquiry method on students' creative thinking skills. (7) the effect of the guided inquiry method on students' cognitive learning outcomes. on recycled class V waste materials at SD Negeri 3 dasan lekong. Academic year 2020/2021. The type of this research is Quasi Experiment Control Group Experiment Posttest Only Design. The population is all students of class V, totaling 48 students. Which consists of class VA and class VB. The sample used in this study were all fifth grade students. The sampling technique was randomized groups. Namely class VA as an experimental class using the project method, and class VB as a control class using the guided inquiry method. Based on the results of the analysis of the MANOVA test simultaneously, a significance value of 0.018 < from 0.05 was obtained, so it was said that there was a difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes, while partially there was a difference in the effect between the project method and the inquiry method. guided by the creative thinking ability and cognitive learning outcomes of students with p-value p-value 0.164 Pillai's Trace > from a significance level of 0.018, p-value 0.836 Wilks' Lambda and a significant value of 0.018, p-value 0.196 Hotelling's Trace and a significant value of 0.018, p-value 0.196 and 0.018 Roy's Largest Root. The conclusion is that there is a difference in the effect between the project method and guided inquiry on students' creative thinking abilities and cognitive learning outcomes.
Co-Authors Adriandani, Nurung Baiq Miftahul Jannah Diki M. Chaidir Fenny Roshayanti Husnul Khotimah Kalsum Kalsum M. Khairul Wazni Marhamah Marhamah Maya Sasmita Maya Sasmita Minsu Ha N. Y. Rustaman Novita Husnawati Nunung Ariandani Nurul Fajri Nurul Wafiah Nuryani Rustaman Purwati K. Suprapto Purwati Kuswarini Suprapto Ryan Ardiansyah Sandy Ermanda Sitti Rohmi Djalilah Vita Meylani Wiansa Hestina