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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Prosiding Seminar Biologi Historia: Jurnal Pendidik dan Peneliti Sejarah Jurnal Pengajaran MIPA EDUSAINS Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Prosiding Pendidikan Sains Jurnal Pendidikan Biologi Indonesia Proceeding of International Conference on Teacher Training and Education Phinisi Integration Review Bioedukasi: Jurnal Pendidikan Biologi Proceeding Biology Education Conference
Murni Ramli
Program Studi Pendidikan Biologi FKIP Universitas Sebelas Maret, Jl. Ir. Sutami 36-A Surakarta, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Immunology & microbiology Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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IMPLEMENTASI RISET DALAM PENGEMBANGAN HIGHER ORDER THINKING SKILLS PADA PENDIDIKAN SAINS Ramli, Murni
Prosiding SNPS (Seminar Nasional Pendidikan Sains) 2015: Prosiding SNPS (Seminar Nasional Pendidikan Sains)
Publisher : Universitas Sebelas Maret Surakarta

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Abstract

Higher Order Thinking Skills (HOTS) adalah keahlian yang meliputi kemampuan seseorang untuk berpikir secara kritis, logis, reflektif, metakognitif, dan kreatif. Kemampuan berpikir pada level tinggi dibangun dengan menguatkan terlebih dahulu dasar-dasar berpikir yang dikelompokkan oleh Bloom sebagai kemampuan berpikir tingkat rendah (Lower Order Thinking Skills-LOTS). Riset-riset terkait HOTS pada bidang sains mengalami booming pada tahun 80an-90an, dan terus berkembang hingga dekade ini. Riset yang dilakukan memiliki skala dan sudut pandang yang berbeda. Pengembangan HOTS tidak saja dilakukan di perguruan tinggi, tetapi beberapa negara telah mengintroduksikan konsep ini ke dalam kurikulum pendidikan dasar dan menengah. Karena luasnya cakupan level pendidikan yang akan mengaplikasikannya, maka riset-riset terkait HOTS sangat berkembang dan seakan tidak ada batasnya. Makalah ini mengkaji beberapa implementasi riset untuk pengembangan HOTS pada pendidikan sains, yang akan ditinjau dari perkembangan definisi, konsep, disposisi, teaching & learning, dan sistem asesmen HOTS.  Topik dan cakupan riset terkait pengembangan HOTS, dan contoh riset pengujian HOTS pada pembelajaran biologi juga akan dijelaskan pada sub bab makalah ini.
PENINGKATAN KUALITAS DAN KUANTITAS PERTANYAAN PESERTA DIDIK SEBAGAI INDIKATOR KEMAMPUAN BERPIKIR KRITIS MELALUI PENERAPAN DISCOVERY LEARNING DI KELAS XI-IIS3 SMA NEGERI 6 SURAKARTA Khasanah, Tina Nur; Sajidan, Sajidan; Ramli, Murni
Prosiding SNPS (Seminar Nasional Pendidikan Sains) 2015: Prosiding SNPS (Seminar Nasional Pendidikan Sains)
Publisher : Universitas Sebelas Maret Surakarta

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Abstract

Tujuan penelitian adalah untuk meningkatkan kuantitas dan kualitas  pertanyaan sebagai indikator kemampuan berpikir peserta didik kelas XI-IIS3 SMA negeri 6 Surakarta melalui model Discovery Learning pada materi Sistem Reproduksi Manusia. Hasil observasi Prasiklus menunjukkan bahwa kuantitas pertanyaan berjumlah empat buah. Kualitas pertanyaan berada pada tingkatan berpikir C2, sedangkan berdasarkan dimensi pengetahuan berada pada dimensi pengetahuan Conceptual. Mayoritas kemapuan berpikir peserta didik tergolong LOTS, sehingga perlu ditingkatkan. Peningkatan kemampuan berpikir peserta didik ditinjau dari pertanyaan ditingkakan melalui penerapan model Discovery Learning. Penelitian yang dilakukan adalah penelitian tindakan kelas (PTK) yang berlangsung selama empat siklus. Penelitian meliputi kegiatan perencanaan, pelaksanaan, observasi dan refleksi pada setiap siklus. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Validitas data dilakukan dengan teknik triangulasi data metode, sedangkan analisis data dilakukan melalui deskriptif kualitatif. Peningkatan kemampuan berpikir kritis peserta didik bervariasi di setiap siklus tindakan. Pertanyaan dengan kualitas tingkat pengetahuan kognitif C4 yang diajukan peserta didik pada tindakan Siklus I ada 21 pertanyaan, pertanyaan dengan kualitas tingkat pengetahuan kognitif C5 ada 7 pertanyaan. Tidakan Siklus II C4 ada 18 pertanyaan dan C5 ada  2 pertanyaan. Tindakan Siklkus III C4 ada 28 pertanyaan dan C5 ada  7 pertanyaan. tindakan Siklus IV C4 ada 15 pertanyaan dan C5 ada  9 pertanyaan. Kualitas pertanyaan tersebar di seluruh dimensi pengethuan, Factual, Conceptual, Procedural, dan Metacognitif.
Training On Implementation of Early Childhood Education Curriculum 2013 and Assessment Record to Increase Teachers Competence Sujana, Yudianto; Ramli, Murni; *, Suciati; Kurniawati, Dyah Yuni
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Early childhood education (ECE) Curriculum 2013 has been socialized since 2014, and had been prior testedin some kindergarten Pembina. Other early childhood institutions must use the curriculum 2013 started in oddsemester of 2015. Early childhood education Curriculum 2013 focuses on scientific approaches and authenticassessment, in order to give children more space and challenge to freely develop their potential. In the processof implementation, many early childhood education teachers face difficulties in interpreting the needs of thenew curriculum, especially on how to conduct activities based on scientific approach, and assess childrendevelopment authentically. This fact occurs might be because of the socialization and training of theCurriculum 2013 were only theoretical based, rather than provide more practices to the participants. To solvethese problems, the Center for Japanese Studies of Sebelas Maret University organized training for ECEteachers in Sukoharjo and Klaten on how to implement the Curriculum 2013. This training provided anexample of scientific approach based-activities and method to do recording of authentic assessment. It aimedto train teachers to be able immediately put it into practice in the classroom. Results from the training areteachers have increased their competences in the preparation of learning tools, scientific approach basedactivities,anddoauthenticassessmentprocess.
Preliminary Study on Developing Science Literacy Test for High School Students in Indonesia Ariyanti, Ade Intan Permata; Ramli, Murni; Prayitno, Baskoro Adi
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The research aimed to describe the science literacy of high school student tested by Nature of Science Literacy Test (NOSLiT), which was developed by Carl J. Wenning. NOSLiT is a test to measure science literacy, as a research instrument to identify weaknesses of students’ understanding, and determine instrument effectiveness. NOSLiT consists of 35 multiple choice questions with four alternative answers, and true-false questions with two alternative answers. This study was begun with translating the original NOSLiT into Indonesian language, and validated the translated version by expert validators. Second, selected the respondents, consisted of 225 students from ten public and private high schools, i.e. 30 students of SMAN 1 Ngawi, 25 students of SMAN 2 Ngawi, 26 students MAN Ngawi, 21 students of SMAN Kwadungan, 25 students of SMA Muhammadiyah 1 Ngawi, 17 students of SMA Karya Pembangunan Paron, 29 students of SMAN 1 Madiun, 18 students of SMAN 3 Madiun, 23 students of SMAN 1 Nglames, and 11 students of SMA Cokro Aminoto Madiun. The result showed that the average score of NOSLiT test of grader X was 16.86; grader XI was 15.78; and grader XII was 16.40. Score of student’s science literacy was quite low, or had not achieved at least 50% of total score, which put students into moderate literacy.
Improving Scientific Argumentation Through The Hierarchy Of Inquiry Probosari, Riezky Maya; Ramli, Murni; *, Sajidan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

This study examined how students’ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry is a comprehensive approach in which students working for anextended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This action research was conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University. The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected. The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation was measured using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument elements: claim, evidence, reasoning, and rebuttal which presented in oral and written. The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation which reflecting their higher-order thinking abilities. We conclude that hierarchy of inquiry is possible in fostering student’s scientific argumentation, doing some inquiry activities, and thus make a positive impact on scientific argumentation ability . The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
Textbook for Small Multiethnics Islands In Indonesia Ramli, Murni; Rochwulaningsih, Yety; Sulistiyono, Singgih Tri; Masruroh, Nailil
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

More than five ethnics are living in harmony in five inhabited islands of Karimunjawa, the west southern archipelago of Java Island. Karimunjawa has uniqueness of its society and natural resources. One of the crucial problems of education in Karimunjawa is the lack of reading resources or textbooks, which are contextually promoting the localities. Commonly used textbooks describe facts, culture, or society of common Indonesia, but locality, ethnicity-based indigenous knowledge, nature, environment, fishermen life, indigenous technology, and ethnic’s harmonious life had not been mentioned yet in those textbooks. This research explored and identified what should students of multicultural society learn about their diversity nature and society. The textbooks are suitable for ES grade 4, 5, and 6. The draft of the textbooks had been validated as quite good by three experts, and need to be revised on content and to be more inquiry based, and suitable for ES students.
Improving Scientific Argumentation Through The Hierarchy Of Inquiry Probosari, Riezky Maya; Ramli, Murni; *, Sajidan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.942 KB)

Abstract

This study examined how students’ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry  is a comprehensive approach in which students  working for an extended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This  action research was  conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University.  The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected.   The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation   was measured using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument elements:  claim,  evidence, reasoning, and rebuttal which presented in oral and written.  The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation   which reflecting their higher-order thinking abilities.      We conclude that hierarchy of inquiry   is possible in fostering student’s scientific argumentation,    doing some inquiry activities, and thus make a positive impact on   scientific argumentation ability .  The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
Improving Scientific Argumentation Through The Hierarchy Of Inquiry Probosari, Riezky Maya; Ramli, Murni; *, Sajidan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (513.621 KB)

Abstract

This study examined how students’ scientific argumentation changed over as they participated in hierarchy of inquiry learning. The hierarchy of inquiry is a comprehensive approach in which students  working for an extended period of time that integrated several ways of inquiry systematically to investigate and respond to a complex question, problem, or challenge. This action research was conducted in Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University.  The students, who were at the 4rd semester and who studied the class of Plant Embryology, were purposely selected.   The data were collected from interviews with the researchers, classroom observations, and collection of student portfolios. The scientific argumentation   was measured using modified Toulmin’s Argument Pattern (TAP) with four kinds of argument elements:  claim, evidence, reasoning, and rebuttal which presented in oral and written.  The results showed that students who experienced with the hierarchy of inquiry performed better scientific argumentation   which reflecting their higher-order thinking abilities. We conclude that hierarchy of inquiry   is possible in fostering student’s scientific argumentation, doing some inquiry activities, and thus make a positive impact on   scientific argumentation ability. The findings can be helpful in the process of designing the new curricula for teacher candidates in order to foster scientific inquiry.
The Role of Lesson Study to Improve Posing Question Skills of Teacher and Students in Problem Based Learning Widoretno, Sri; *, Sajidan; Ramli, Murni; J, Ariyanto; S, Santoso; GA, Atika
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Posing question is a part of the interactions in the classroom, which represents thinking process of the person who asking question. The skill of posing question can be improved through lesson study. The research objective was to determine the role of Problem-based Learning based Lesson Study on the competence of teachers and students in asking questions. The research was a quasi-experiment, wich was participated by senior high school students as subjects of the research. Two homogenous classes was selected as samples by purposive random. Teacher and students’ competence was improved through Lesson Study, which consisted of plan, do and see. Questions were analyzed quantitatively and qualitatively based on revised Bloom Taxonomy. Quantity of questions was analyzed by Manova. Results of the research: 1) lesson study had significantly improved teacher and students’ skills on asking questions; 2) The quality of teacher and students’ questions expanded into high dimension of knowledge, but no metacognitive questions were found; 3) The level of cognitive of students and teacher increased to the highest level (C6), but in a few number; 4) Teacher competence was argued has relevant influence to students’ skills on asking question
Textbook for Small Multiethnics Islands In Indonesia Ramli, Murni; Rochwulaningsih, Yety; Sulistiyono, Singgih Tri; Masruroh, Nailil
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.966 KB)

Abstract

More than five ethnics are living in harmony in five inhabited islands of Karimunjawa, the west southernarchipelago of Java Island. Karimunjawa has uniqueness of its society and natural resources. One of thecrucial problems of education in Karimunjawa is the lack of reading resources or textbooks, which arecontextually promoting the localities. Commonly used textbooks describe facts, culture, or society ofcommon Indonesia, but locality, ethnicity-based indigenous knowledge, nature, environment, fishermen life, indigenous technology, and ethnic’s harmonious life had not been mentioned yet in those textbooks. This research explored and identified what should students of multicultural society learn about their diversity nature and society. The textbooks are suitable for ES grade 4, 5, and 6. The draft of the textbooks had been validated as quite good by three experts, and need to be revised on content and to be more inquiry based, andsuitable for ES students.
Co-Authors Ade Intan Permata Ariyanti, Ade Intan Permata Ariyanto J Atika GA, Atika ATIKA GURITNA AYU, ATIKA GURITNA Baskoro Adi Prayitno Chaerul Novitasari, Chaerul Dessy Puspitaningtyas, Dessy Desy Muchtar Sanusi, Desy Muchtar Dyah Yuni Kurniawati, Dyah Yuni Eko Setyaningsih, Eko Fitriana Dwi Utari, Fitriana Dwi Harlita Harlita Itsnaini, Susana Mega Joko Ariyanto Khoiroh, Miya Nisaul Kistantia Elok Mumpuni Maridi Maridi Meti Indrowati Mr. Sajidan, Mr. Muzayyinah Muzayyinah Muzzazinah Muzzazinah Nailil Masruroh, Nailil Nurmiyati Nurmiyati PUGUH KARYANTO R, Novaristiana Raharjo, Defita Riezky Maya Probosari Sabila, Wahdania Nuris Sajidan Sajidan Santoso S Sapartiwi, Sapartiwi Saputri, Ani Betya Setyorini, Anik Singgih Tri Sulistiyono Slamet Santosa Sri Widoretno Suciati *, Suciati Sukamti Sukamti, Sukamti Susilowati Susilowati Tina Nur Khasanah, Tina Nur Walid, Ahmad Winarni Winarni Wiwi A, Eka Dias Yety Rochwulaningsih Yudi Rinanto Yudianto Sujana Yulianto Yulianto