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S. Saptono
Biology Department, FMIPA, Universitas Negeri Semarang
Education

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MODEL INTEGRASI ATRIBUT ASESMEN FORMATIF (IAAF) DALAM PEMBELAJARAN BIOLOGI SEL UNTUK MENGEMBANGKAN KEMAMPUAN PENALARAN DAN BERPIKIR ANALITIK MAHASISWA CALON GURU Saptono, S.; Rustaman, N.Y.; -, Saefudin; Widodo, A.
Jurnal Pendidikan IPA Indonesia Vol 2, No 1 (2013): April 2013
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.v2i1.2507

Abstract

Dalam studi ini dikembangkan model integrasi atribut asesmen formatif (IAAF) dalam pembelajaran Biologi Sel untuk mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa calon guru Biologi. Atribut asesmen formatif yang diintegrasikan adalah collaboration, self-assessment, peer-assessment, dan feedback & learning progression. Model yang dikembangkan mencakup pembelajaran interaktif, pembuatan bagan konsep, dan reviu artikel jurnal internasional. Dimensi yang diukur dalam studi ini adalah perkembangan kemampuan mahasiswa membuat bagan konsep, kemampuan mahasiswa melakukan reviu artikel, dan kemampuan penalaran dan berpikir analitik mahasiswa. Hasil studi mengindikasikan bahwa Model IAAF dapat mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa. In this study developed a model of integration of formative assessment attributes (IAAF) in Cell Biology learning to develop reasoning skills and analytical thinking Biology student teachers. Attributes of formative assessment that  integrated is collaboration, self-assessment, peer-assessment, and feedback & learning progression. The model developed includes interactive learning, graphing concepts, and review articles of international journal. Dimensions measured in this study is the development of students’ ability to make a chart of concept, the ability of student conduct review of articles, and the ability to reason and think analytically students. The study results indicate that the IAAF model can develop reasoning skills and analytic thinking students.
Undergraduate Students’ Mental Model of Cell Biology Saptono, S.; Isnaeni, W.; Sukaesih, S.
Jurnal Pendidikan IPA Indonesia Vol 6, No 1 (2017): April 2017
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.v6i1.9603

Abstract

A descriptive study of future teacher students’ mental models of essential concepts in Cell Biology was carried out through explanatory mixed-methods. Some students (n=40) of Biology Education Universitas Negeri Semarang were involved as the research subject. We used a diagnostic test, structured interview guides, and field notes to describe students’ mental model. In the early stage, we prepare a diagnostic test performed essential concepts of Cell Biology. Secondly, we define students’ mental models map based on their answers. Thirdly, we identify factors which affect students’ mental models. Exploration of mental models was conducted through structured interviews with students representing each category. The interview focused on reasoning and argumentation students’ abilities in answering the question on the test item. The research finding describes that students’ mental model in Cell Biology is grouped into three categories, macro-mental to think based of basic content, micro-mental in correlation of content, and intuitive-mental or misconception. This finding can be used in improving research-based learning in Cell Biology.
MODEL INTEGRASI ATRIBUT ASESMEN FORMATIF (IAAF) DALAM PEMBELAJARAN BIOLOGI SEL UNTUK MENGEMBANGKAN KEMAMPUAN PENALARAN DAN BERPIKIR ANALITIK MAHASISWA CALON GURU Saptono, S.; Rustaman, N.Y.; -, Saefudin; Widodo, A.
Jurnal Pendidikan IPA Indonesia Vol 2, No 1 (2013): April 2013
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.v2i1.2507

Abstract

Dalam studi ini dikembangkan model integrasi atribut asesmen formatif (IAAF) dalam pembelajaran Biologi Sel untuk mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa calon guru Biologi. Atribut asesmen formatif yang diintegrasikan adalah collaboration, self-assessment, peer-assessment, dan feedback & learning progression. Model yang dikembangkan mencakup pembelajaran interaktif, pembuatan bagan konsep, dan reviu artikel jurnal internasional. Dimensi yang diukur dalam studi ini adalah perkembangan kemampuan mahasiswa membuat bagan konsep, kemampuan mahasiswa melakukan reviu artikel, dan kemampuan penalaran dan berpikir analitik mahasiswa. Hasil studi mengindikasikan bahwa Model IAAF dapat mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa. In this study developed a model of integration of formative assessment attributes (IAAF) in Cell Biology learning to develop reasoning skills and analytical thinking Biology student teachers. Attributes of formative assessment that  integrated is collaboration, self-assessment, peer-assessment, and feedback & learning progression. The model developed includes interactive learning, graphing concepts, and review articles of international journal. Dimensions measured in this study is the development of students’ ability to make a chart of concept, the ability of student conduct review of articles, and the ability to reason and think analytically students. The study results indicate that the IAAF model can develop reasoning skills and analytic thinking students.
Undergraduate Students’ Mental Model of Cell Biology Saptono, S.; Isnaeni, W.; Sukaesih, S.
Jurnal Pendidikan IPA Indonesia Vol 6, No 1 (2017): April 2017
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.v6i1.9603

Abstract

A descriptive study of future teacher students’ mental models of essential concepts in Cell Biology was carried out through explanatory mixed-methods. Some students (n=40) of Biology Education Universitas Negeri Semarang were involved as the research subject. We used a diagnostic test, structured interview guides, and field notes to describe students’ mental model. In the early stage, we prepare a diagnostic test performed essential concepts of Cell Biology. Secondly, we define students’ mental models map based on their answers. Thirdly, we identify factors which affect students’ mental models. Exploration of mental models was conducted through structured interviews with students representing each category. The interview focused on reasoning and argumentation students’ abilities in answering the question on the test item. The research finding describes that students’ mental model in Cell Biology is grouped into three categories, macro-mental to think based of basic content, micro-mental in correlation of content, and intuitive-mental or misconception. This finding can be used in improving research-based learning in Cell Biology.
A Needs Assessment of Edutainment Module with Ethnoscience Approach Oriented to the Love of the Country Ardianti, S. D.; Wanabuliandari, S.; Saptono, S.; Alimah, S.
Jurnal Pendidikan IPA Indonesia Vol 8, No 2 (2019): June 2019
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.v8i2.13285

Abstract

In this globalization era, young generations are having problems regarding the love of the country character. The purposes of this research were (1) analyzing students’ need on an entertaining module; (2) analyzing students’ need on learning with ethnoscience approach; and (3) analyzing students’ need on building the love of the country character. This research is qualitative research involving 5th-grade students of IT Umar bin Khattab Elementary school as the subject. A purposive sampling technique used, where the research instruments included questionnaires, interviews, and documentation studies. The data analysis involved several steps, namely, data reduction, categorization, validity checkings, interpretation, and inferences. The result of this research showed that the government and particular publisher distributed the learning material used by students. The teacher had never given any innovation by using culture based-learning for improving the love of country character to the students. Besides, the questionnaire showed that the students expected an entertaining learning material with stories, picture, and fun activity. However, based on the result, the edutainment module with ethnoscience approach was needed for improving students’ love of the country character.
Project-Based Scaffolding TPACK Model to Improve Learning Design Ability and TPACK of Pre-Service Science Teacher Dewi, N. R.; Rusilowati, A.; Saptono, S.; Haryani, S.
Jurnal Pendidikan IPA Indonesia Vol 11, No 3 (2022): September 2022
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.v11i3.38566

Abstract

Learning design abilities and TPACK are very much needed by prospective science teachers to prepare science learning in the 21st century. The specific objectives of this research were to analyze the improvement of the learning design ability and TPACK possessed by pre-service science teachers after taking lectures with the Project-Based Scaffolding TPACK (PBST) model and analyze the correlation between TPACK and learning design abilities. The research used was quantitative research with non-equivalent control group design. The samples selected were 4 classes of pre-service science teachers who were taking Science Learning Strategy and Design courses. The instrument used in this study consisted of a lesson plan assessment sheet and a TPACK evaluation test. Data analysis used was independent t test, N-Gain test, and bivariate correlation test using SPSS. The results showed that the experimental class obtained an increase in the high category on learning design ability and the medium category on TPACK. After being given PBST model treatment in the experimental class, there is a significant difference in the learning design ability and TPACK between the experimental and control classes. In addition, the results also show that there is a correlation between TPACK and learning design ability. The PBST model is expected to be a solution offer to prepare pre-service science teachers at higher education in line with the demands of 21st century learning based on technology integration.
Co-Authors A. Rusilowati A. Widodo Ardianti, S. D. N. R. Dewi N.Y. Rustaman S. Alimah, S. S. Haryani S. Sukaesih Saefudin - W. Isnaeni Wanabuliandari, S.