Garuda - Garba Rujukan Digital

Murni Ramli

Pendidikan Biologi FKIP UNS

Author-ID : 3439797

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Materials Science & Nanotechnology Medicine & Pharmacology Public Health

Published : 3 Documents Claim Missing Document

Claim Missing Document

Articles

1

PROGRAM ESD DI JEPANG : KAJIAN PENERAPAN PROYEK ESD DI SMA DI PREFEKTUR AICHI Murni Ramli
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
Publisher : Universitas Sebelas Maret

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

The research aims to analyse the ESD Project in Japanese School, particularly its practices in ASP-net Schools in Aichi Prefecture Japan, one of the modernized area in central Japan. Research had been conducted from June to July 2013. Data had been collecting through interview to the staff of the Teacher Training Centre (TTC) of Aichi, Biology Teachers of Zuiryo High School, and ESD Project Leader of Toyota Higashi High School. Document and literature analysis was conducted to obtain the information on country policies. The findings are, Japanese schools had already practiced an ESD-like program called Shogoutekina gakushuujikan or Integrated Study Course (ISC), three years prior the UN-based ESD Program had been adopted by the government. ISC was introduced to Japanese schools curriculum since 2000, and had been widely implemented in all level of education. The practices of ESD varied among the schools, but it is always related to the local environment, society issues, and international understanding. This paper will explain ESD practices at Toyota Higashi High School. The Toyota Higashi High Schools had been adopted UNESCO ASP-net School in 2012, in which the ESD practices have to be based on UNESCO-based ESD Project. The ESD program has been integrated to the recent curriculum, which are mostly implemented in shogotekina gakushuu jikan. Students from grade 1 to grade 3 learn about locality, environment education, and international understanding. Materials for ESD program was developed by teachers and it fixed the UNESCO system. They also cooperate with Teacher Training Center of Aichi to formulate the local based-ESD substances. Keywords : ESD Project, Integrated Study Course, Shogotekina Gakushuu Jikan, environmental education

Penggunaan Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dalam Pembelajaran Biologi Siswa Kelas VII di Salah Satu SMP Negeri di Surakarta Wiji Sutanto; Marjono Marjono; Murni Ramli
Bioedukasi: Jurnal Pendidikan Biologi Vol 11, No 1 (2018): BIOEDUKASI: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

This research was aimed to improve the student’s creative thinking skill in VII F of SMP Negeri 8 Surakarta academic years 2014/2015 about biology lesson through problem based learning application.This research was a class action research which consisted of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject was the 30 students of VII F of SMP N 8 Surakarta Academic Year 2014/2015. Data collecting techniques of this research used testing, observation, and interview then data validation was using triangulation method. Data analyzing technique of this research was descriptive qualitative analysis which was done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure used spiral mode which is interdependent.The research’s result showed that the implementation of problem based learning improves the student’s creative thinking skill that covers aspects of fluency, flexibility, originality,danelaboration. The percentages of fluency aspect was 45,00% in pre cycle, 51,79% in first cycle, 59,17% in second cycle, and 73,33% in third cycle. The percentages of flexibility was 31,67% in pre cycle, 33,93% in first cycle, 44,17% in second cycle, and 56,67% in third cycle. The percentages of originality aspect was 18,33% in pre cycle, 24,11% in first cycle, 30,00% in second cycle, and 39,17% in third cycle. The percentages of elaboration aspect was 35,00% in pre cycle, 41,96% in first cycle, 50,00% in second cycle, and 55,83% in third cycle.This research’s conclusion was the implementation of problem based learning can improve the student’s creative thinking skill in VII F of SMP N 8 Surakarta academic year 2014/2015 about biology lesson.

PERBANDINGAN PENERAPAN INQUIRY BASED LEARNING PADA PEMBELAJARAN SAINS SMP DI THAILAND DAN INDONESIA Citra Mashita; Murni Ramli; Puguh Karyanto
Jurnal Pembelajaran Biologi: Kajian Biologi dan Pembelajarannya Vol 5, No 1 (2018)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sriwi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/fpbio.v5i1.7053

Inquiry based learning (IBL) has become a prominent learning model in science educational reform in all countries. This research is a comparative studies which aims to analyse the practices of inquiry based learning in the science class of one Junior High School (JHS) in Thailand and Indonesia as part of the Sea-Teacher Project conducted by SEAMEO. The subjects were selected by convenience sampling, teachers and students grade 1, 2, and 3 of Chiang Rai Municipality School 6, also teacher and VIII-F students’ of Junior High School 4 Surakarta. Data were collected by document analysis of science curriculum, syllabus, lesson plans, and assessment; classroom observations, field notes, photo, video recordings; and interviews to teachers. The research confirmed that IBL has been adopted in the lower secondary science curriculum in both countries. Teachers have perception that science is about process, value, and product. Science is also about conservation and human existence. Syllabus and lesson plans of both school have followed the steps of IBL. Science learning activities show that both schools are in the same inquiry level, structured inquiry. Assessment of science learning is dominated by conceptual knowledge dimension, with different cognitive dimension processes. Thailand school has a higher level C3 (apply), while Indonesia is dominated by C1 (recall).Keywords: comparative studies,inquiry based learning, science learning, Thailand, Indonesia

Title

Found 3 Documents
Search

Abstract

Abstract

Abstract

Title Search

Found 3 Documents Search

Abstract

Abstract

Abstract

Title

Found 3 Documents
Search