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All Journal Jurnal Pengajaran MIPA EDUSAINS Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Techno: Jurnal Penelitian Jurnal Pendidikan MIPA Prosiding KPSDA Journal of Biology Education Jurnal Biodjati Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Bioedukatika BIOEDUKASI Assimilation: Indonesian Journal of Biology Education Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Lectura : Jurnal Pendidikan Pedagonal : Jurnal Ilmiah Pendidikan BIOSFER : Jurnal Biologi dan Pendidikan Biologi Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Jurnal Studi Guru dan Pembelajaran Proceeding Biology Education Conference ASEAN Journal of Science and Engineering Education (AJSEE) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Pengabdian Isola
Siti Sriyati
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam

 1 
PENINGKATAN PROFESIONALISME GURU DAN KUALITAS PEMBELAJARAN BIOLOGI DI SEKOLAH MELALUI LESSON STUDY Sriyati, Siti
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 8, No 1 (2006): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v8i1.355

Abstract

This research was done to investigate impact of lesson study in order to improve teachers professionalism and the quality of teaching learning process in Biology. Although lesson study has been conducted since the year of 2005 at numerous schools in Bandung, information on how far such activity does give impact to teacher as instructor and teacher as observer has not been uncovered. The research was undertaken by spreading questions to the instructor as well as the observer. Furthermore, quality of teaching learning process in the school was observed at SMP Lab. School and SMA Lab. School UPI. The research resulted in insight that through lesson study, teachers both served as instructor and observer can improve such competency as pedagogy, professional, personality, social as clearly indicated in “ UU Guru dan Dosen No. 14 Tahun 2005”. However, for those teachers as observers, competency of pedagogy has not been significantly explored. Both the instructors and observers have not entirely user their KBM (teaching learning process) to conduct PTK (classroom action research). In addition, the KBM conducted in lesson study can improve quality of teaching learning process in the classroom based upon good interaction between students and teachers as well as among students (in or out the groups) during discussion and percentage of students who actively learned. Through model teaching learning process developed in lesson study, students are trained to improve their ability in scientific work and to connect biology concept to its application in daily life using local materials.Keyword : Teacher’s professionalism, lesson study, KBM (Teaching learning process),PTK (Classroom action research)
BAGAIMANA IMPLEMENTASI PENELITIAN TINDAKAN KELAS DALAM AKTIFITAS LESSONS STUDY? Sriyati, Siti
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 19, No 1 (2014): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i1.425

Abstract

Kesamaan istilah dalam tahap-tahap Penelitian Tindakan Kelas (PTK) yaitu Perencanaan, Pelaksanaan tindakan, Pengamatan dan Refleksi dengan tahap-tahap kegiatan dalam lesson study yaitu : Plan, Do dan See membuat orang yang belum begitu mengenal lesson study secara mendalam akan mempertanyakan hal ini. Samakan PTK yang lebih dikenal dengan Classroom Action Research (CAR) dengan Lesson Study? Apakah tujuan dari kedua kegiatan ini sama? Memang tujuan utama dari kedua kegiatan ini adalah sama yaitu meningkatkan mutu pembelajaran. Akan tetapi ada aspek lain yang membedakan PTK dan Lesson study yaitu Lesson study merupakan suatu strategi untuk meningkatkan profesionalisme guru melalui kegiatan belajar dari pembelajaran orang lain. Sebenarnya perbedaan prinsip antara PTK dan Lesson study adalah : PTK berbasis penelitian, sedangkan lesson study tidak selalu berbasis penelitian dan lesson study mempunyai cakupan yang lebih luas dari pada PTK, bahkan tidak hanya PTK yang dapat dilaksanakan dalam kegiatan lesson study, akan tetapi jenis penelitian lain juga bisa dilaksanakan dengan persiapan instrumen yang lebih terencana, agar mendapatkan data yang diharapkan.Kata kunci : Lesson Study, penelitian, Penelitian Tindakan Kelas (PTK)
STUDENT’S PERCEPTION ABOUT ASSESSMENT RELATED WITH IMPLEMENTATION OF 2013 CURRICULUM Octavianda, Regina P.; Rustaman, Nuryani Y.; Sriyati, Siti
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 20, No 2 (2015): Jurnal Pengajaran MIPA - Oktober 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.584

Abstract

The main focus of assessment is student, and how assessments are used will contribute to students’ perception. Students’ perception of assessment can be influenced by various types assessment, and Curriculum 2013 facilitate a variety of assessment for learning. Research about perception that involves 36 boys and 46 girls was conducted for identify students’ perception of assessment and the reconciliation with the demands of curriculum assessment in 2013. Data collected through the use of a questionnaire that was developed from perception indicators, i.e. reproducing knowledge, rehearsing, accountability, improving learning, problem solving, and  critical judgement. This study placed improving learning perception in the first position and the rehearsing perception at the sixth position.About 85% of students consider that assessment can develop their knowledge, but only 52% of students consider that the assessment made them practice before the exam. Even though 2013 curriculum demands assessment which strongly supports six perceptions of students, in this study only few assessments criteria have been addressed. Research finding shows that only a few demands of the assessment has been completed. Therefore, high level of improving learning perception in this study is closely related to the reconciliation with the demands of Curriculum assessment in 2013 that involved types of assessments during the learning. ABSTRAKPengguna utama asesmen adalah siswa, dan penggunaan asesmen secara tidak langsung akan membentuk suatu persepsi. Persepsi siswa terhadap asesmen didukung oleh berbagai variasi asesmen, dan Kurikulum 2013 memfasilitasi penggunaan beragam asesmen dalam pembelajaran. Penelitian tentang persepsi ini melibatkan 36 siswa dan 46 siswi bertujuan untuk mengidentifikasi persepsi siswa terhadap asesmen dan kaitannya dengan tuntutan penilaian pada Kurikulum 2013. Data dikumpulkan melalui kuesioner yang telah dikembangkan dari indikator persepsi siswa yaitu reproducing knowledge, rehearsing, accountability, improving learning, dan critical judgment. Penelitian ini menempatkan improving learning pada posisi pertama dan rehearsing pada posisi terakhir. Sebanyak 85% siswa menyatakan bahwa asesmen dapat mengembangkan pengetahuan mereka, namun hanya 52% siswa yang sepakat bahwa asesmen membuatnya menjadi rajin berlatih sebelum menghadapi ujian. Walaupun tuntutan penilaian  Kurikulum 2013 memfasilitasi keenam persepsi siswa terhadap asesmen, namun alam penelitian ini hanya beberapa jenis asesmen saja yang terlaksana. Hasil temuan membuktikan bahwa hanya beberapa tuntutan asesmen yang dilakukan. Oleh karena itu, tingginya persepsi improving learning dalam penelitian ini sangat dekat kaitannya dengan tuntutan penilaian pada Kurikulum 2013 yang digunakan selama pembelajaran.
Co-Authors Adi Rahmat, Topik Hidayat, Adi Rahmat, Aldeva Ilhami Almira Ivana Amalia Pratiwie Amprasto Ari Widodo Ari Widodo Ari Widodo Ari Widodo Arifin Ahmad Asmawi Zainul Denia Dwi Citra Resmi Dian Amirulloh Diana Rochintaniawati Didik Priyandoko Didik Pryandoko Dini Riyani Elah Nurlaelah Eliyawati Eliyawati Findi Septiani Harry Firman Harry Firman HERNANI - Ida Hamidah Ida Kaniawati Ida Kaniwati Ida Yayu Nurul Hizqiyah Ida Yayu Nurul Hizqiyah Ilham Nur Iman Maulana Kadek Sera Harlistya Udayani Laurina Sinurat Lia Lutianasari Lia Lutianasari Lilis Sulistiawati Mukhyati Mukhyati, Mukhyati Najihah Fakhirah Siregar Nanang Winarno Ninda Eka Ratanasabilla Nuris Fattahillah Nurullina Fajri Nuryani Rustaman Pisca Hana Marsenda R. Riandi, R. Raden Ahmad Hadian Adhy Permana Raden Ahmad Hadian Adhy Permana* Rahayu Laelandi Rahmania - Firda Rahmi, Nisrina Nur Regina P. Octavianda, Regina P. Ridyah, Surya Warni Rini Solihat Rosamsi, Saiman Safira Permata Dewi Siti Tahany Rifa Faidah Sri Redjeki Sri Redjeki St E Sururiyatul Muaziyah Syahfitri, Jayanti Sylva Sagita Titin Supriyatin Topik Hidayat Vivit Nurhikmah Havita Wahyu Rimbun Wawan Setiawan Weni Rahmadani Widi Purwianingsih Winda - Yusefni Wulandari, Melyastuti Yanti Hamdiyati Yanti Hamdiyati Yeni Setyowati*