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PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI TERBIMBING BERBASIS POTENSI LOKAL MATERI STRUKTUR DAN FUNGSI JARINGAN TUMBUHAN Ahya Mujahidin; Triastono Imam Prasetyo; Siti Imroatul Maslikah
Jurnal Pendidikan Biologi Vol 10, No 1 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um052v10i1p44-50

Potensi lokal idealnya dapat dihadirkan dalam pembelajaran yang dapat menunjang proses inkuiri siswa. Selama ini, mayoritas guru masih berfokus pada buku teks dan belum mengoptimalkan potensi lokal untuk membelajarkan materi Biologi, termasuk materi struktur dan fungsi jaringan tumbuhan. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran model inkuiri terbimbing materi Struktur dan Fungsi Jaringan Tumbuhan yang valid, praktis, dan efektif. Penelitian dan pengembangan ini menggunakan model pengembangan 4-D oleh Thiagarajan, namun hanya dilakukan sampai tahap develop saja. Data hasil penelitian berupa data kuantitatif dan kualitatif. Hasil menunjukkan bahwa persentase skor validasi perangkat pembelajaran berupa Silabus, RPP, LKS, dan Instrumen Penilaian menghasilkan rata-rata sebesar 91,92% (sangat valid dan layak digunakan). Hasil uji kepraktisan penggunaan perangkat pembelajaran diperoleh persentase rata-rata 88,96% (sangat praktis digunakan). Data uji keefektifan menunjukkan bahwa skor rata-rata kompetensi siswa sebesar 84,31. Kompetensi ranah pengetahuan menunjukkan ketuntasan siswa pada kompetensi ranah pengetahuan sejumlah 85,18%.

PENGEMBANGAN E-MODUL MODEL EKSPERIENTAL JELAJAH ALAM SEKITAR (EJAS) PADA MATERI PLANTAE Anisah Suroya Basaroh; Mimien Henie Irawati Al Muhdhar; Triastono Imam Prasetyo; I Wayan Sumberartha; Lely Mardiyanti; Zainal Fanani
Jurnal Pendidikan Biologi Vol 12, No 1 (2020)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um052v12i1p30-39

Abstrak. Penelitian pengembangan ini bertujuan untuk menguji kevalidan dan kepraktisan E-modul model Eksperiental Jelajah Alam Sekitar (EJAS) pada materi plantae. Produk yang dikembangkan menggunakan model pengembangan ADDIE. Model pembelajaran yang digunakan yaitu Model Eksperiental Jelajah Alam Sekitar (EJAS). Subjek penelitian adalah 30 siswa kelas X IPA B SMAN 01 Singosari. Hasil implementasi berupa data hasil validasi validator ahli dan data angket respon siswa sebagai pengguna E-modul. Hasil validasi e-modul oleh ahli media sebesar 99 persen, hasil validasi oleh ahli materi berupa hasil validasi komponen materi e-modul sebesar 100 persen. Hasil validasi oleh ahli perangkat pembelajaran dan praktisi lapangan berturut-turut menunjukkan persentase sebesar 98 persen dan 97 persen. Data kepraktisan setelah implementasi e-modul yakni sebesar 88 persen. Hasil analisis dari masing-masing uji menunjukkan bahwa produk pengembangan telah dinyatakan sangat valid dan sangat praktis. E-modul model Eksperiental Jelajah Alam Sekitar (EJAS) materi plantae yang dikembangkan telah memenuhi syarat kevalidan dan kepraktisan untuk digunakan dalam pembelajaran matei plantae.Abstract. The development research aims to test the validity and practicality of the E-module model of Experiential Exploration of Natural Exploration (EJAS) on plantae material. Products developed using the ADDIE development model. The learning model used is the Experimental Model of Natural Exploration (EJAS). The research subjects were 30 students of class X IPA B SMAN 01 Singosari. Implementation result showed from the validation results of expert validators and questionnaire data on student responses as E-module users. The results of the validation of e-module by media experts are 99 percent, the results of validation by material experts are in the form of validation results of the e-module material components by 100 percent. The results of the validation by instructional equipment experts and field practitioners showed a percentage of 98 percentand 97% percent, respectively. Practicality data after the implementation of e-module is 88 percent. The results of the analysis of each test indicate that the development product has been declared very valid and very practical. The E-module model of Experiential Exploration of Natural Exploration (EJAS) on plantae has met the validity and practicality requirements for use in learning plantae material.

ANALISIS BUTIR SOAL ULANGAN AKHIR SEMESTER GASAL BIOLOGI KELAS X DAN XI TAHUN PELAJARAN 2016/2017 DI SMAN 1 KAMPAK BERDASARKAN TEORI TES KLASIK Sunarmi Sunarmi; Triastono Imam Prasetyo; Charinda Bella Ramadhiana
Jurnal Pendidikan Biologi Vol 8, No 1 (2016)
Publisher : Universitas Negeri Malang

The research aims to know the result of qualitative and quantitative analysis of items, and improvement and conformity of the items with the indicators of Biology final test grade X and XI at SMAN 1 Kampak on 2016/2017 periode. The research method is descriptive with qualitative-quantitative approach. The results showed contents validity of the final test items in X and XI grade is 87,5% and 85,83%. Percentage of construct validity of the final test items in X and XI grade is 95,71% and 84,29%. Percentage of language validity of the final test items in X and XI grade is 89,16% and 91,67%. The percentage of difficult item in X grade is greater than the medium and easy item. The percentage of medium items in XI grade is greater than the difficult and easy items, but it does not reach 50%, so the proportion of final test in X and XI grade are not appropriate. The discriminating power of item in X and XI grade with very bad and bad criteria are more than or equal to 50%. The effectiveness of item distractor in X grade with very good and good criteria are 70%, while in XI grade are 20%. The reliability of final test in X grade is enough criteria, while in the XI grade is low criteria.

ANALISIS PELAKSANAAN EVALUASI PEMBELAJARAN BIOLOGI KELAS X SEMESTER GENAP 2013/2014 DI SMAN KOTA BLITAR Umi Hasanah; Triastono Imam Prasetyo; Betty Lukiati
Jurnal Pendidikan Biologi Vol 7, No 1 (2015)
Publisher : Universitas Negeri Malang

The results showed that the evaluation implementation of learning in senior high school 1 Blitar was appropriate curriculum in 2013, but the teacher in senior high school in 1 Blitar must to complete assessment instruments portofolio, practice tests and tests. The evaluation implementation of learning in senior high school 2 Blitar appropriate curriculum 2013 is the assessment of the attitude with observation, assessment practice test and a written test, but all of implementation assessment instrument not yet, so the teacher must to complete the assessment instrument. Evaluation implementation of learning in senior high school 4 Blitar appropriate curriculum 2013 is the assessment of the attitude with observation, assessment written test, portofolio, practice tests and projects. Same as senior high school 1, the teacher must to complete assessment instrument portofolio, practice test and project.

E-UKBM MODEL EKSPERIENTAL JELAJAH ALAM SEKITAR (EJAS) PADA MATERI PERUBAHAN LINGKUNGAN Yayang Setya Wardhani; Mimien Henie Irawati Al Muhdhar; Triastono Imam Prasetyo; I Wayan Sumberartha
Jurnal Pendidikan Biologi Vol 12, No 3 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um052v12i3p146-157

Abstrak. Penelitian pengembangan dengan judul E-UKBM Model Eksperiental Jelajah Alam Sekitar (EJAS) Pada Materi Perubahan Lingkungan telah dilakukan pada bulan September 2019 sampai Maret 2020. Penelitian ini bertujuan untuk (1) Menguji kevalidan serta kepraktisan E-UKBM model Eksperiental Jelajah Alam Sekitar (EJAS) pada materi perubahan lingkungan. Produk E-UKBM yang dikembangkan dengan model pengembangan ADDIE. Model pembelajaran yang digunakan adalah Model Eksperiental Jelajah Alam Sekitar (EJAS). Subjek penelitian adalah 35 siswa kelas X MIPA B-2 SMAN 3 Malang. Hasil implementasi berupa data hasil validasi validator ahli dan data angket respon siswa sebagai pengguna E-UKBM. Hasil validasi E-UKBM oleh ahli media sebesar 97 persen (sangat valid), hasil validasi oleh ahli materi berupa hasil validasi butir soal dan komponen materi E-UKBM sebesar 100 persen (sangat valid). Hasil validasi oleh ahli perangkat pembelajaran dan praktisi lapangan berturut-turut menunjukkan bahwa E-UKBM sangat valid dengan persentase sebesar 97 persen dan 95 persen. Data kepraktisan setelah implementasi E-UKBM yakni sebesar 88 persen yang berarti sangat praktis untuk digunakan dalam pembelajaran. E-UKBM model Eksperiental Jelajah Alam Sekitar (EJAS) materi perubahan lingkungan yang dikembangkan telah memenuhi syarat kevalidan dan kepraktisan untuk digunakan dalam pembelajaran Biologi.Abstract. Development research with the title E-UKBM Experiential Model Exploration of the Environment (EJAS) on Environmental Change Materials has been carried out from September 2019 to March 2020. This study aims to (1) Test the validity and practicality of the E-UKBM Experiential Nature Exploration Model (EJAS). ) on the material of environmental change. E-UKBM product developed with the ADDIE development model. The learning model used is the Environmental Exploration Experimental Model (EJAS). The research subjects were 35 students of class X MIPA B-2 SMAN 3 Malang. The implementation results are in the form of expert validator validation data and student response questionnaire data as E-UKBM users. The results of the validation of E-UKBM by media experts are 97 percent (very valid), the results of validation by material experts in the form of validation results of questions and components of E-UKBM material are 100 percent (very valid). The results of validation by learning device experts and field practitioners respectively show that the E-UKBM is very valid with a percentage of 97 percent and 95 percent. The practicality data after the implementation of E-UKBM is 88 percent which means it is very practical to use in learning. The E-UKBM Experiential Exploration of the Environment (EJAS) model of environmental change material developed has met the validity and practicality requirements for use in Biology learning.

Development of UKBM Based on EPUB (Human Digestive System) Novela Memiasih; Murni Sapta Sari; Triastono Imam Prasetyo; I Wayan Sumberartha
Journal of Disruptive Learning Innovation (JODLI) Vol 3, No 1 (2021)
Publisher : Universitas Negeri Malang

In this globalization era, information is very easy to obtain, therefore critical thinking skills are important for students to have because they can train students to filter the information obtained to solve a problem. The purpose of this research is to produce a product in the form of UKBM based on ePUB on digestive system topic to improve critical thinking skills and cognitive learning outcomes of students who have been tested for validity, practicality and effectiveness. The development model used in this study is the ADDIE development model. The study was conducted at SMA Negeri 5 Malang with the research sample being students of class XI. Research data in the form of the results of the validation of media experts, topic experts, assessment experts, field practitioners, student responses, pretest and posttest results of students. The results showed that the average percentage of validated ratings of media experts, topic experts, assessment experts, field practitioners were 96.74 percent, 100 percent, 100 percent, and 94.23 percent, all of which were in the very valid category. The practicality test value is 92.53 percent which means it is very practical, the value of the effectiveness test is 0.8 which means it is classified as very effective, the results of students critical thinking skills are 82.16 which means it is classified as very critical, and the cognitive learning outcomes of students 93.42 which means it is classified as high. Based on the results of the study it can be concluded that the development of UKBM based on ePUB can improve critical thinking skills and students cognitive learning outcomes.

Pengembangan instrumen evaluasi mata pelajaran biologi SMA kelas X di SMA Panjura Kota Malang Tania Puspa Chandra; Triastono Imam Prasetyo; Agung
Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

2013 curriculum is a competency-based curriculum. An evaluation instrument is used to measure the students" competence in the learning. The evaluation instruments developed in this research were 34 multiple choice guestions with a single answer from 5 answer choices, guestions with description answer, and 3 performance assessments. The multiple choice guestion with a single answer refers to the guestion's indicator that developed from the competency's indicator. Basic competency is a reference for the formulation of competeney's indicators. Performance assessment refers to basic competencies. The objectives of the research are: 1) develop the multiple choice guestions with a single answer of basic competencies 3.4, 3.5, and 3.6, 2) develop the performance assessment of basic competencies 4.4. 4.5, and 4.6. The research used ADDIE research model which consists of 5 stages (1) analysis, (2) planning, 3) development, (4) implementation, (5) evaluation. Data collection is obtained from logical validation by evaluation experts, material experts, and field experts, and empirical validation which includes difTiculty level, diflerentiation, reliability and distractor analysis. The result of the research is the multiple choice guestions with a single answer is known that the validity of the guestions'construct is compatible with the guestion's indicator. As for the validity of the content, known that the test material is compatible with the guestion's indicator, Empirical validation Of results on the small group trials results on multiple choice guestions with a single answer to the dificulty level obtained the ratio of easy problem-moderate-difficult to achieve 4:4:2, the diflerenee is obtained the largest percentage of 52,95”4 good category. For the analysis of distractor, he choice of answers outwit percentage is 41.1796. In addition, revisions were made for small group trials, Results of large group test product of difficulty level obtained the ratio of easy problem:medium:difficult to reach 4:4:2. Different power obtained the largest percentage of 41.17 percent good category. Reliability is very high that is 0.855, For the analysis of distractor, the choice of answers outwit percentage is 82.36 percent. Revisions are also made based on empirical empirical analysis results of large groups. Kurikulum 2013 merupakan kurikulum berbasis kompetensi. Untuk mengukur kompetensi siswa dalam pembelajaran digunakan instrumen evaluasi. Instrumen evaluasi yang dikembangkan dalam penelitian ini adalah 34 soal pilihan ganda jawaban tunggal dengan $ pilihan jawaban, soal uraian dan 3 asesmen kinerja. Soal pilihan ganda jawaban tunggal mengacu pada indikator soal yang dikembangkan dari indikator kompetensi. Kompetensi dasar merupakan acuan perumusan indicator kompetensi. Asesmen kinerja mengacu pada kompetensi dasar. Tujuan penelitian yaitu: 1) merumuskan soal pilihan ganda jawaban tunggal dari kompetensi dasar 34, 35, dan 3.6, (2) merumuskan asesmen kinerja dari kompetensi dasar 4.4, 4.5 dan 4,6. Model penelitian menggunakan ADDIE yang terdiri dari 5 tahap yaitu: (1) analisis, (2) perencanaan, (3) pengembangan, (4) implementasi, (5) evaluasi. Pengumpulan data diperoleh dari hasil validitas logis oleh ahli evaluasi, ahli materi, dan ahli lapangan, dan validitas empiris meliputi tingkat kesukaran, daya beda, reliabilitas dan analisis pengecoh. Hasil penelitian yaitu soal pilihan ganda jawaban tunggal diketahui validitas konstruk soal sudah sesuai dengan indikator soal, validitas isi diketahui materi tes sesuai dengan indikator soal. Hasil validitas empiris pada uji coba kelompok kecil soal pilihan ganda jawaban tunggal untuk tingkat kesukaran diperoleh rasio soal mudah-sedang:sukar mencapai 4:4:2, daya beda diperoleh persentase terbesar yaitu 52,956 kategori baik. Analisis pengecoh berfungsi sebanyak 41,1796. Berdasarkan uji coba kelompok kecil dilakukan revisi. Setelah dilakukan validitas logis dan empiris dilakukan revisi untuk digunakan uji coba kelompok besar. Hasil uji coba kelompok besar tingkat kesukaran soal diperoleh rasio soal mudahssedangssukar mencapai 4:4:2. Daya beda diperoleh persentase terbesar 41,1796 kategori baik. Reliabilitas tergolong sangat tinggi yaitu 0,855, Analisis pengecoh berfungsi sebanyak 82,366. Revisi dilakukan berdasarkan hasil analisis validasi empiris kelompok besar.

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