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All Journal Jurnal Pengajaran MIPA Jurnal Bioedukatika THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) Jurnal BIOEDUIN : Program Studi Pendidikan Biologi
Yanti Hamdiyati
Universitas Pendidikan Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Physics

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KEMAMPUAN BERNALAR SISWA MENGGUNAKAN PEMBELAJARAN BERBASIS REPRESENTASI KONSEPTUAL DENGAN HYPERMEDIA PADA MATERI SISTEM PERNAPASAN Asmi Nur Azizah; Widi Purwianingsih; Yanti Hamdiyati
Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 11, No 1 (2021): Bioeduin Februari
Publisher : Department of Biology Education UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/bioeduin.v11i1.12078

Abstract

The implementation of peer assessment in product performance assessment in project-based learning on ecosystem materials Yanti Hamdiyati; Ilham Nur Iman Maulana; Siti Sriyati
JURNAL BIOEDUKATIKA Vol 9, No 3 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i3.18944

Abstract

The teacher's difficulty in assessing student performance when students work in groups outside class hours causes the need for peer assessment to be carried out. Project-based learning is a suitable space for applying peer assessment because it consists of tasks that students in groups usually do. This study describes the application of peer assessment in product performance assessment in project-based learning on ecosystem materials. This study uses a descriptive method involving 34 high school students in class X. Peer assessment is done by students assessing the products made by their group of friends. The application of peer assessment in this study was carried out three times, namely at the stage of product design, product assessment, and product presentation. An analysis of the performance assessment results through peer assessment is conducted, and the similarity of the results of the peer assessment to the teacher's assessment at each stage. The study results showed that there was a tendency for an increasing student's ability to judge. This result is evidenced by the increasing similarity of teacher assessments and peer assessments at each stage. The similarity between peer assessment and teacher assessment at the product design stage is 58.8%; product assessment stage by 64.7%; and the product presentation stage of 70.6%. The student response questionnaire identified that the application of peer assessment provided many benefits to students. Based on the results of this study, peer assessment can be an alternative in overcoming teachers' difficulties in assessing student performance when project work is carried out outside class hours through project-based learning.
PEMBELAJARAN BIOLOGI KONSEP SISTEM PENCERNAAN MAKANAN DALAM KEGIATAN LESSON STUDY DI SMP NEGERI 1 PASEH Intang Rustini; Dyah Eka Y; Engka Sukarsih; Yeti Sulastri; Leni Trisnayanti; Nina Marliana; Sriyani Sriyani; Kasmanah Kasmanah; Iyam Mariyam; Ade Siswandi; Tata Maryana; Maman Sudiman; Encang Patran; Totoy Dahria; Diana Rochintaniawati; Yanti Hamdiyati
Jurnal Pengajaran MIPA Vol 9, No 1 (2007): JPMIPA: Volume 9, Issue 1, 2007
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v9i1.35715

Abstract

Kegiatan lesson study di SMP Negeri I Paseh dilaksanakan pada tahun pelajaran 2006/2007. Kegiatan ini diikuti oleh kalangan guru IPA Kabupaten Sumedang beserta team ahli dari dosen FPMIPA-UPI. Kegiatan dilaksanakan dalam tiga tahap: perencanaan, implementasi, dan refleksi. Implementasi kegiatan dilaksanakan pada hari Sabtu, 2 Desember 2006. Untuk bidang studi biologi, konsep yang diambil adalah Sistem Pencemaan Makanan pada sub konsep Uji Kandungan Bahan Makanan. Metode yang digunakan adalah metode eksperimen. Implementasi kegiatan ini dilaksanakan pada kelas VIII-F dengan jumlah siswa 38 orang, yang dibagi ke dalarn 6 kelompok. Secara umum kegiatan lesson study ini membawa pengaruh yang cukup besar dalam upaya peningkatan profesionalisme guru dalam merancang, melaksanakan, dan mengevaluasi pembelajaran. Kegiatan ini hendaknya tidak hanya dilakukan pada saat ada pembimbing dari UPI, melainkan diimplementasikan dalam kegiatan belajar sehari-hari untuk setiap sekolah, baik untuk satu bidang studi saja ataupun antar bidang studi.
Analysis of high school students’ mental model on bacteria concept: representation of students' conceptions Yanti Hamdiyati; Taufik Rahman; Ratna Dwi Rahmawati
THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 1 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thabiea.v6i1.16117

Abstract

Mental model is an internal representation formed by individuals in explaining a concept. Previous research on mental models of bacteria concept has been carried out on university students, but has not been carried out on high school students. The purpose of this study was to analyze the mental model of high school students about bacteria using drawing-writing tests and concept map. This study uses a descriptive method with 30 students of class X in one high school in Bandung as respondents. Students' answers are then compared with the expert's mental model as the targeted mental model. Students' mental models through the drawing-writing test are categorized into five levels (levels 1-5), namely no pictures/writing, pictures/writings are wrong or irrelevant, pictures/writings are partially correct, pictures/writings have some errors, pictures/writings correct and complete. Students' mental models through concept maps are categorized into four levels (levels 1-4), namely emergent, transitional, close to extended, extended. The results showed that it was easier for students to represent the structure and reproduction of bacteria through pictures than writing. The students' mental models through drawing (D) and writing (W) were highest at levels D5 and W5 for the concept of bacteria structure and reproduction. The most dominant mental model level is D4/W2 for the concept of bacteria structure and reproduction. The lowest studentss’ mental model is D2/W2 for the concept of bacterial structure and D1/W1 for the concept of bacterial reproduction. Students' mental models through concept maps show that the highest level is level 3 (close to extended). The most dominant and lowest level of mental model is level 1 (emergent). The conclusion of this study shows that the mental model of students on bacteria was still not close to the mental model of experts.
Co-Authors Ade Siswandi Asmi Nur Azizah Diana Rochintaniawati Dyah Eka Y Encang Patran Engka Sukarsih Ilham Nur Iman Maulana Intang Rustini Iyam Mariyam Kasmanah Kasmanah Leni Trisnayanti Maman Sudiman Nina Marliana Ratna Dwi Rahmawati Siti Nurqoriah Habibah Siti Sriyati Soesy Asiah Soesilawaty Sriyani Sriyani Tata Maryana Taufik Rahman Totoy Dahria Widi Purwianingsih Yeti Sulastri