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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) 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 JURNAL PENDIDIKAN MIPA 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 IBERS : Jurnal Pendidikan Indonesia Bermutu Biodik: Jurnal Ilmiah Pendidikan Biologi
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 Decision Sciences, Operations Research & Management 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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Persepsi Guru Ilmu Pengetahuan Alam Terhadap Materi yang Diajarkan Raden Ahmad Hadian Adhy Permana; Siti Sriyati
Jurnal Studi Guru dan Pembelajaran Vol. 4 No. 3 (2021): September - December
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.4.3.2021.1388

Abstract

Dinamika kurikulum dapat menimbulkan beragam persepsi, termasuk dari para pendidik yang bertugas untuk mengimplementasikan kurikulum dalam pembelajaran. Persepsi guru IPA terhadap materi yang diampu berhubungan dengan faktor-faktor yang dimiliki, antara lain tingkat kompetensi, motivasi, dan daya dukung terhadap tugas mengajarnya. Penelitian ini bertujuan mendeskripsikan persepsi guru IPA mengenai materi yang diajarkan dan hasil belajar siswa sesuai persepi guru. Metode penelitian yang diterapkan adalah metode kuantitatif deskriptif dan analisis berdasarkan hasil survei. Subjek penelitian berjumlah 52 guru IPA yang bertugas di wilayah Provinsi Banten. Data penelitian diambil menggunakan instrumen pertanyaan tertulis. Hasil penelitian yang pertama adalah subjek memiliki persepsi bahwa ada materi-materi yang sulit untuk diajarkan dalam mata pelajaran IPA SMP karena adanya kendala utama ketidaksesuaian latar belakang pendidikan dengan keluasan materi yang harus dikuasai guru. Kedua, pada materi yang dianggap sulit untuk diajarkan masih ada siswa yang belum mencapai ketuntasan berdasarkan kriteria ketuntasan minimal pada akhir pembelajaran. Hasil penelitian ini dapat ditindaklanjuti dengan program peningkatan kompetensi guru yang relevan serta penelitian yang lebih luas dan integratif mengenai persepsi, motivasi, dan kompetensi guru.
PENINGKATAN PROFESIONALISME GURU DAN KUALITAS PEMBELAJARAN BIOLOGI DI SEKOLAH MELALUI LESSON STUDY Siti Sriyati
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.v9i1.35717

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 instructoi and teacher as observer has not been covered. The research was undertaken by spreading questions to the instructor as well as the observer. Furthermore, qualityof 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 inclicated in "UU Guru dan Dosen l 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 leaming process in the classroom based upon good interaction between students and te;hers 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.
Penerapan peta konsep sebagai strategi asesmen formatif dalam upaya meningkatkan hasil belajar siswa pada pembelajaran sistem koordinasi Ninda Eka Ratanasabilla; Siti Sriyati; Yanti Hamdiyati
Assimilation: Indonesian Journal of Biology Education Vol 4, No 1 (2021): March 2021
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v4i1.29999

Abstract

This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learning activities take place, the concept map assessment sheet to confirm the results of the concept map, and student questionnaire responses, and the pretest and posttest instruments to analyze the effect of the application of concept maps to learning outcomes in the form of mastery of student concepts. Concept map making activities are carried out individually with online learning, each student's concept map results are assessed by the teacher and then given feedback on the concept map. The results showed that there was an increase in the average value of the concept map of students after being given feedback that is equal to 64.05 to 67.91. An increase also occurred in the results of the average pretest and posttest scores after the learning activities were carried out in the amount of 40.61 to 64.39. Student responses to the application of concept maps generally showed 75.80% positive responses. The results also showed that there was an effect of the application of the concept map to student learning in the form of increasing scores in the medium category (N-gain= 0.40).
Pembelajaran Abad 21 dengan menggunakan Wikipedia sebagai Sumber Informasi untuk Meningkatkan Kemampuan Pemecahan Masalah Ida Yayu Nurul Hizqiyah; Ari Widodo; Siti Sriyati
Biosfer : Jurnal Biologi dan Pendidikan Biologi Vol 7 No 1 (2022): BIOSFER: Jurnal Biologi dan Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi, FKIP Unpas,

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/biosfer.v7i1.5607

Abstract

Perkembangan teknologi yang pesat memberi kemudahan bagi kehidupan manusia di berbagai sektori. Sehingga manusia yang dibutuhkan dalam dunia kerja adalah yang mampu beradaptasi dengan perubahan teknologi, salah satunya dengan memiliki keterampilan pemecahan masalah. Program pendidikan telah mempersiapkan generasi yang memiliki keterampilan abad 21 dengan melatihkannya ke dalam pembelajaran. Teknologi membuat akses informasi lebih luas dan cepat. Sehingga penggunaanWikipedia bisa dijadikan alternative untuk memperoleh informasi sekaligus melatihkan keterampilan pemecahan masalah siswa. Dalam hal ini Wikipedia dijadikan sebagai sebuah media pembelajaran. Berkaitan dengan tersebut, tujuan penelitian ini adalah untuk menganalisis peningkatan keterampilan pemecahan masalah siswa siswa dengan menggunakan Ensiklopedi Online Wikipedia sebagai sumber informasi. Penelitian dilakukan dengan metode One group pretest-posttest karena penelitian mengukur keterampilan pemecahan masalah siswa sebelum dan sesudah belajar dengan menggunakan Ensiklopedi Online Wikipedia. Sampel pada penelitian ini diperoleh dengan metode purposive yang menerapkan kriteria-kriteria tertentu sehingga terpilih satu kelas yang terdiri dari 41 orang. Data keterampilan pemecahan masalah siswa dijaring dengan menggunakan instrumen tes pemecahan masalah. Hasil analisis data menunjukkan bahwa perolehan nilai N gain siswa berada pada kategori sedang, karena sebanyak 44% siswa memiliki nilai N-gain yang sedang. Kesimpulan dari penelitian ini adalah penggunaan Ensikopedi Online Wikipedia memiliki peluang dalam pembelajaran. Hal tersebut karena Ensikopedi Online Wikipedia menyediakan informasi secara cepat dan ringkas. Sehingga dapat dijadikan tempat pemberhentian pertama dalam mencari informasi.
Kedalaman Materi Pembelajaran IPA di Sekolah dan Penguasaan Konsep Siswa Rahayu Laelandi; Ari Widodo; Siti Sriyati
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 3 (2022): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i3.1706

Abstract

The depth of science material in schools is related to the teacher's ability to master science concepts. A good teacher is a teacher who is able to compile the concept of science material in a planned manner. Such planning is for example compiling material in-depth or broadly, so that later students are able to master the concept optimally. This article aims to analyze the depth of science learning materials and students' conceptual mastery of the material presented by the teacher. Data were obtained by observing the delivery of concepts and duration used by the teacher and students' mastery of concepts from questions in the form of a description of 6 questions. The sample used is a science teacher and 22 students. The results showed that the teacher conveyed the material not in-depth because there were several concepts with incomplete or separate sub-concepts. As a result, students' mastery of concepts is low even though in question number 3 about the concept of the lithosphere, most of the students on average answered correctly and correctly when compared to the answers to other questions. The high mastery of students' concepts is because the sub-concepts conveyed by the teacher are only mentioned and are not explained in-depth, while the low mastery of students' concepts is because there are too many supporting sub-concepts and the concepts are too deep, thus requiring students' critical thinking skills.
Pengembangan Modul Berbasis Keterampilan Proses Sains untuk Meningkatkan Kemampuan Pemecahan Masalah Berdasarkan Realitas Lokal Danau Toba Laurina Sinurat; Siti Sriyati; Rini Solihat
Lectura : Jurnal Pendidikan Vol. 14 No. 1 (2023): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v14i1.10889

Abstract

Kurikulum Sekolah Menengah Atas (SMA) memuat lingkup materi ajar yang mencakup kemampuan prosedural dan konseptual. Salah satunya adalah keterampilan proses sains yang dapat menumbuhkan kemampuan berpikir dan bekerja ilmiah pada siswa di jenjang tersebut. Hal ini bertujuan untuk membuat siswa dapat mencapai tuntutan abad-21 yang salah satunya adalah kemampuan pemecahan masalah. Namun kenyataan di lapangan, siswa hanya menghafal konsep untuk mencapai tujuan pembelajaran serta kurang mampu menggunakan konsep biologi untuk memecahkan masalah dalam kehidupan nyata. Salah satu permasalahan lingkungan yang terjadi di daerah Kabupaten Samosir adalah pencemaran lingkungan Danau Toba. Mengangkat realitas lokal Danau Toba ke dalam bahan ajar salah satunya modul untuk digunakan dalam proses pembelajaran menjadi salah satu solusi yang dapat dilakukan untuk mengatasi masalah tersebut. Penelitian ini bertujuan untuk mengetahui apakah modul berbasis keterampilan proses sains yang mengkaji permasalahan lingkungan di Danau Toba dapat meningkatkan kemampuan pemecahan masalah pada siswa SMA kelas X di Kabupaten Samosir. Metode yang digunakan dalam penelitian ini adalah research and development dengan menggunakan model pengembangan menurut Branch pada tahun 2009 yaitu model ADDIE. Penelitian ini dilaksanakan pada tahun ajaran 2021/2022, dimulai pada bulan November 2021-Mei 2022. Hasil penelitian menunjukkan bahwa modul berbasis keterampilan proses sains berdasarkan realitas lokal Danau Toba tersebut mampu meningkatkan kemampuan pemecahan masalah siswa dengan nilai rata-rata gain kelompok eksperimen 30,05 sedangkan gain pada kelompok kontrol 15,35. Berdasarkan hasil tersebut dapat disimpulkan bahwa modul berbasis keterampilan proses sains dengan mengkaji realitas lokal Danau Toba dapat meningkatkan kemampuan pemecahan masalah pada siswa SMA.
Sustainability of Project-Based Learning: Challenge and Obstacles from Students Perception Point of View Sylva Sagita; Adi Rahmat; Didik Priyandoko; Siti Sriyati
Jurnal Penelitian Pendidikan IPA Vol 9 No 2 (2023): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i2.3044

Abstract

The Covid-19 pandemic has caused students to experience learning loss or a slowdown in student learning development in literacy, numeracy, and science. Another pandemic's impact is changing students' behavior and emotions, such as difficulty concentrating during online learning, sensitivity, anxiety, and other excessive worries. In order to overcome learning problems, one strategy from the government is releasing Kurikulum Merdeka, which focuses on Project-based learning. Several studies discussed the difficulties of project learning from the teacher's view, but no data explicitly discusses students' difficulty in implementing project learning. This research aims to identify the challenges and obstacles experienced by students when carrying out project learning. Furthermore, this research is grounded research used as reflection material for teachers in planning and improving the quality of project-based learning. The Project Learning Experience questionnaire was distributed to seven high schools in Kota Bandung, and 592 responses were recorded. From the data findings, students faced challenges in collaborative activities; contributions, time management, problem-solving, teamwork, and investigation techniques due to a lack of self-regulation. Theoretical contributions and implications for educational practices are discussed
BANYUWANGI CUSTOM RITUAL ETHNOBOTANY-BASED MODULE DEVELOPMENT ON BIODIVERSITY MATERIALS TO TRAIN PLANT LITERACY AND PROBLEM-SOLVING ABILITY Nuris Fattahillah; Siti Sriyati; Amprasto Amprasto
BIOEDUKASI Vol 21 No 1 (2023)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v21i1.36980

Abstract

The development of this teaching material aims to provide other alternatives in learning activities in the material chapter on biodiversity. The result of this teaching material is in the form of a biodiversity module based on the ethnobotany of Banyuwangi's traditional rituals with the aim of training plant literacy and students' problem-solving skills. The conventional rituals used in the module development are seblang Olehsari, seblang Bakungan, and petik laut Muncar. Module development uses the ADDIE method (Analyze, Design, Development, Implementation, and Evaluate) but module development only reaches the development stage. The modules made are tested for the feasibility of teaching materials and readability tests. The feasibility test of teaching materials consists of material coverage, material accuracy, material up-to-date, insight, appearance, and writing. The results of the eligibility validation of teaching materials showed a validity value of 88.70% with a very high category and showed that the module was very suitable for use in learning, while the results of the readability test using the cloze test contained 5 discourses consisting of 43 questions showing a readability level of 73% in the high category so that students easily understand the module developed in the readability aspect.
Implementation of the Merdeka Curriculum Using Citizen Science Project Weather-it to Improve Critical Thinking Skills of Junior High School Students St E Sururiyatul Muaziyah; Topik Hidayat; Siti Sriyati; Lia Lutianasari
Jurnal Penelitian Pendidikan IPA Vol 9 No 3 (2023): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i3.2277

Abstract

The Merdeka curriculum requires teachers and educational units to provide project activities in student learning. The project activities aim to improve students' skills, one of which is critical thinking. This study aims to see the feasibility of the citizen science project, Weather-it, as part of project activities in the Merdeka curriculum to improve students' critical thinking skills. This study uses the Pre-experimental method with the One-Group Pretest-Posttest Design. A total of 42 grade 7 students at a junior high school in Bandung took part in the citizen science project, Weather-it. The validated pre-test and post-test questions were made and used to analyze the improvement of students' critical thinking skills. This increase can be seen from changes in the average pre-test and post-test scores and by calculating the N-Gain score. The results showed an increase in the average value of students' critical thinking, from 48.75 (pre-test) to 70.41 (post-test). The N-Gain score states the effectiveness of the citizen science project, Weather-it, where 57.1% of students are in the medium category, 28.6% in the high category and 14.3% in the low category. Likewise, the results reflect how the citizen science project, Weather-it, can be implemented as part of implementing the Merdeka curriculum
Development of a Digital Problem Solving Skills Test Instrument: Model Rasch Analysis Ida Yayu Nurul Hizqiyah; Ari Widodo; Siti Sriyati; Arifin Ahmad
Jurnal Penelitian Pendidikan IPA Vol 9 No 4 (2023): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i4.2671

Abstract

Biodiversity is one of the subjects in Biology class X. Learning about the concept of biodiversity should be done by analyzing real natural phenomena, especially regarding biodiversity that exists in daily life. The government through the Regulation of the Minister of National Education Number 23 of 2006 has set competency standards for high school graduates that correlate with 21st century skills. One of the 21st century competencies is problem solving skills. A total of 26 questions have been developed in measuring Digital Problem Solving skills on biodiversity material for high school students. The questions were declared valid and reliable based on the results of analysis using the Rasch model through the Winsteps program in a polytomous manner, including the criteria of item validity, construct validity, and content validity, reliability, and DIF. As an implication from this study, the questions that have been developed in this study can be used to measure Digital Problem Solving skills in Biology lessons in high school, especially in the subject of biodiversity
Co-Authors Adi Rahmat, Topik Hidayat, Adi Rahmat, Aldeva Ilhami Almira Ivana Amalia Pratiwie Amprasto Anderias Henukh Aprilita Ekasari Ari Widodo Ari Widodo Ari Widodo Ari Widodo Arifin Ahmad Asep Irvan Irvani Asmawi Zainul Denia Dwi Citra Resmi Dian Amirulloh Diana Rochintaniawati Didik Priyandoko Didik Pryandoko Dini Nurani Rahmawati 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 Mellyzar Mellyzar Mukhyati Mukhyati, Mukhyati Nahadi Najihah Fakhirah Siregar Nanang Winarno Ninda Eka Ratanasabilla Nur Hamidah Nuris Fattahillah Nurullina Fajri Nuryani Rustaman Oky Rizkiana Silaban Parlindungan Sinaga 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 Solikhah Isti Fadilah Sri Rahayu Retnowulan Sri Redjeki Sri Redjeki St E Sururiyatul Muaziyah Suci Siti Lathifah Syahfitri, Jayanti Sylva Sagita Tb. Moh. Irma Ari Irawan Titin Supriyatin Topik Hidayat Utari Akhir Gusti Vivit Nurhikmah Havita Wahyu Rimbun Wawan Setiawan Weni Rahmadani Widi Purwianingsih Winda - Yusefni Winny Liliawati Wulandari, Melyastuti Yanti Hamdiyati Yanti Hamdiyati Yeni Setyowati*