Article Per Year (5 Year)
p-Index From 2019 - 2024
1.126
P-Index
This Author published in this journals
All Journal Pendidikan Biologi Prosiding Seminar Biologi Bioedukasi Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal S2 Pendidikan Sains INFERENSI Prosiding Pendidikan Sains Jurnal Pendidikan Biologi Indonesia Proceeding of International Conference on Teacher Training and Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Unnes Science Education Journal DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Jurnal Pendidikan (Teori dan Praktik) INKUIRI : Jurnal Pendidikan IPA PEDAGOGIA Biosaintifika: Journal of Biology & Biology Education Bioedukasi: Jurnal Pendidikan Biologi Proceeding Biology Education Conference
Baskoro Adi Prayitno
Program Studi Magister PendidikanSains Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta
Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health Other

Published : 64 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 64 Documents
Search

 3   4   5   6   7 
Jenis Pengembangan Keprofesian dan Konsepsi terhadap Lesson Study Learning Community pada Guru IPA SMP Kota Surakarta Sugiharto, Bowo; Prayitno, Baskoro Adi; Widoretno, Sri; Sarwanto, Sarwanto
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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

Abstract

Professional development of teachers is ideally continuous implemented and is known by Continuous Proffesional Development (CPD). CPD is a renewal conscious knowledge and improving the competence of teachers throughout his working life. This study is a descriptive study that aims to depict of the kinds of professional development and the conception of the Lesson Study Learning Community (LSLC) on junior high science teacher in Surakarta. The subjects were science teachers of junior high school of Surakarta both public and private schools with a sample of 10 teachers. This survey study conducted in June 2016 using an open questionnaire instrument. Analysis of data used qualitative data analysis type of Miles and Huberman model which included data reduction, data presentation, and drawing conclusions and verification. The results of this study concluded that the types of professional development carried out by the science teachers Surakarta includes activities Subject Teachers Council, education and training, workshops, and technical guidance. The study also revealed there has been no increase in professionalism is done by directly observing in the classroom is done in a sustainable manner. While Lesson Study is understood by science teachers with various understanding some of which has led to the understanding of LS as the collective activities of teachers. Learning community is understood as a group or study together.Keywords: teachers proffesional development, conception of lesson study learning community, science teacher
Blended-Problem Solving with Moodle for Increasing Critical Thinking Ability of Student in X-1 Class SMA N 3 Surakarta in Academic Year of 2012/2013 Triyanto, Samuel Agus; Prayitno, Baskoro Adi; Probosari, Riezky Maya
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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

Abstract

This study is aimed to improvestudent’s critical thinking abilityin Biology lesson of the X-1 class SMA N 3 Surakarta through the implementation of Blended-Problem Solving with moodle application. Blended-Problem Solving is a combination of learning model in the form of face-to-face and online methods (blended learning) with approach to problem solving (problem solving) based on information and communication technology (ICT). This research was a classroom action research that divided into several cycles, each cycle includes four stages: planning, action, observation, and reflection. The subject of this research was the students of X-1 class at SMA N 3 Surakarta in academic year of 2012/2013. The data was obtained through the test (essay test) and non-test (interviews and documentations). And be analyzed with descriptive analytical techniques then validated by triangulation techniques. The results showed that students critical thinking ability was increased in Pre-cycle, Cycle I, and Cycle II. Critical thinking consist of six aspects, are interpretation, analysis, evaluation, inference, explanation, and self-regulation. The improvement in interpretation aspect increased from 42,19% to 66,41%. Analysis aspect increased from 36,72% to 78,13%. Evaluation aspect increased from 33,59% to 78,91%. Inference aspect increased from 40,63% to 64,06%. Explanation aspect increased from 30,47% to 73,44%. Self-regulation aspect increased from 43,75% to 78,91%. The conclusion of this study explained that the implementation of Blended-Problem Solving with moodle could improve student’s critical thinking ability ofthe X-1 class at SMA N 3 Surakarta in academic year of 2012/2013.Keywords: Blended-Problem Solving, Moodle, Critical Thingking
Penerapan Guided Inquiry Learning untuk Memperbaiki Pertanyaan Siswa Kelas XI MIA pada Pembelajaran Biologi Nuriyana, Dana; Harlita, Harlita; Prayitno, Baskoro Adi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 14, No 1 (2017): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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

Abstract

The study aimed to improve students' question through the implementation of Guided Inquiry Learning at class XI MIA in biology learning. This study is a Classroom Action Research (CAR) completed in two cycles and each cycle consists of the following steps: planning, action, observation and reflection. Student’s question can be measured through the quantity and quality of questions. Data of student’s questions obtained through observation, interviews and documentation. Data analysis using descriptive qualitative technique. The research procedure used a spiral model. The result of research is the increase of quantity of question number significantly in the end of cycle, while quantity of student which asking question more than 50% from total 40 students overall. Quality of questions spread to all level dimensions of cognitive processes in the end of cycle with the percentage in each level are C1 level 4,46%, C2 38,39%, C3 4,46%, C4 19,64%, C5 17,85%, and C6 15,17%. Question levels C2, C4, C5 and C6 reach the target of research, while the level of questions C1 and C3 can not reach the target research. Types of questions identified based on the dimensions of the cognitive process and the knowledge dimension in cycle II are 17 types of question.guided inquiry learning, student’s question, quantity of questions, quality of questions
IMPLEMENTATION OF GUIDED INQUIRY LEARNING MODEL ON THE TOPIC OF INVERTEBRATE TO ENHANCE STUDENT CURIOSITY AT GRADE X MIA Ertando, Alfi; Prayitno, Baskoro Adi; Harlita, Harlita
Unnes Science Education Journal Vol 8 No 2 (2019): July 2019
Publisher : Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v8i2.37270

Abstract

The research aimed to enhance student’s curiosity at grade X MIA by implementation of guided inquiry learning model on the topic of invertebrate. Research method was a Classroom Action Research based on the model developed by Lewin (1992). This research was performed within 3 cycles with implementation of guided inquiry learning model based on Kuhlthau (2010). The subject is grade X MIA consist of 17 men students and 22 women students. Data were obtained by questionnaire, interviews, documentation, and observation sheets of four aspects of curiosity developed by Daniel Berlyne (1960) consisted of epistemic curiosity, perceptual curiosity, specific curiosity, diversive curiosity. The result showed that the student’s curiosity in precycle: epistemic curiosity at 21% with very low category, perceptual curiosity at 8% with very low category, specific curiosity at 12% with very low category, diversive curiosity at 23% with very low category. The student’s curiosity in cycle I: epistemic curiosity at 22% with very low category, perceptual curiosity at 21% with very low category, specific curiosity at 28% with very low category, diversive curiosity at 28% with very low category. The student’s curiosity in cycle II: epistemic curiosity at 32% with low category, perceptual curiosity at 24% with very low category, specific curiosity at 35% with low category, diversive curiosity at 39% with low category. The student’s curiosity in cycle III: epistemic curiosity at 46% with medium category, perceptual curiosity at 42% with low category, specific curiosity at 42% with low category, diversive curiosity at 44% with medium category. The student’s curiosity increased from very low category (16%) in precycle becomes low category (43,5%) in cycle III and meet the target research. Based on the results of research can be concluded that guided inquiry learning model can improve students' curiosity.
Co-Authors Ade Intan Permata Ariyanti, Ade Intan Permata Anang Christian Widyanarko, Anang Christian Andrias Marstanto Setyo Pranoto, Andrias Marstanto Setyo Anfira, Danita Kurnia Anjarwati, Pamula Guruh Prastiwa Annur Indra Kusumadani ashadi - Asri Nafi’a Dewi Astuti, Lia Puji Aulia Richvana Bowo Sugiharto Chrisnia Octovi Deny Febriana, Deny Desy Fajar Priyayi Dewi Puspita Sari Dewi, Alia Purwati Dewi, Asri Nafi?a Eka Sulistyowati, Eka Endang Purwanti Ertando, Alfi Ervan Setya Bakti Nugroho, Ervan Setya Bakti Fitakurahmah, Nur Fitri Susanti Fungky, Nabela Harlita Harlita Hendarto, Puji HP, Noni Shella Ikha - Primarinda Indriyani Palayaswati, Indriyani Intantiasari, Intantiasari Izzatin Kamala, Izzatin Joko Ariyanto Khasanah, Mayasari Mahfudhotul Khasanah, Nadhirotul Kistantia Elok Mumpuni Liina, As Syaffa Al Liina, As Syaffa Al Lina Artuty Widyasari M. Soeprijadi Djoko Laksana M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Majid, Qonita Maridi - - Maridi Maridi Maridi, M. Marjono Marjono Mohammad Masykuri Muhamad Ajwar Muhammad - Masykuri Murni Ramli Mutmainnah, Shofia Nur Muzzazinah Muzzazinah Nisa, Salis Khoirun Nisa, Salis Khoirun Nur Eka Kusuma Hindrasti Nurhuda, Haris Nuriyana, Dana Nurul Faiqoh, Nurul Padmawati, Kusnia Pangestu, Adhe Bayu Pitorini, Dewi Ekaputri Pitorini, Dewi Ekaputri Prayitno, Riski Prihatin, Restu PUGUH KARYANTO Purwati, Rani Puspitasari, Nella Putri, Adelia Rahmadani, Yesika Ramadhani, Rizka Riezky Maya Probosari Ririk Kusuma Handari Rohmani, Silmi Nur Sajidan Sajidan Salma, Safina Salma, Safina Sambodo, Rizki Agung Samuel Agus Triyanto, Samuel Agus Santi, Delinta Herlia SAPARTINI, RADEN RARA Sarwanto Pratama Sarwanto Sarwanto Shelli Febriyanti Sindy Nurinda, Sindy Siti Muthmainah Siti Rokhmatika Slamet Santosa Sri Dwiastuti Sri Sulastri Sri Widoretno Sri Wulanningsih Suciati - - Suciati Suciati Suciati Sudarisman Syamsiyah, Nurul Tutik Fitri Wijayanti Umi Nurjannah Utama, Muhammad Nanda Utami, Nova Indri Wahyu Harjanti Wahyu Wahyu Widha Sunarno Wijarini, Fitri - Wiyadi - Yasir Sidiq