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All Journal Jurnal Pendidikan Biologi Indonesia Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Community Development Journal Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Proceeding Biology Education Conference Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Journal of Learning Improvement and Lesson Study
Balqis Balqis
Universitas Negeri MAlang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Materials Science & Nanotechnology Medicine & Pharmacology Public Health Social Sciences Other

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PENINGKATAN KUALITAS PERKULIAHAN FISIOLOGI TUMBUHAN MELALUI LESSON STUDY DI JURUSAN BIOLOGI FMIPA UM Herawati Susilo; Balqis Balqis
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Since three years ago Plant Physiology lecture has been using a model of learning Reading, Questioning, and Answering System (RQA), but the results are still not satisfactory. Three open classes of Lesson Study (LS) has been implemented to improve the lecture on April 4, 7, and 14,  2014 by the LS Team consisting of three lecturers and four assistant lecturers. The input for improving the teaching and learning process of lecture conducted as a result of reflection before and after three open classes covers additional tasks preparing a concept map or mind map tasks besides RQA, the improved form of  power point presentation,  improved mastery of material by the  presenters, query answering written questions in the Chapter Review  that the material covered is more substantial. Presenters should also display images related to the  material being discussed, request that the student submit the RQA power point at the beginning of lecture, and gave a rebuttal that is not a technical issue but a substantial concerns, as well as write and collect lecture notes at the end of the course. The results showed an improvement in the learning  processes and increased student engagement in learning. Plant Physiology improvement of learning outcomes is still not satisfactory . Keywords: improvement, quality of lectures, Plant Physiology , Lesson Study , FMIPA UM
The effect of problem-based learning using VARK approach on biology students’ creative thinking skills Siti Annisaa'ul Kariimah; Herawati Susilo; Utami Sri Hastuti; Balqis Balqis; Wa Ode Nurhawa
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 4, No 2 (2022): June 2022
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (767.991 KB) | DOI: 10.20527/bino.v4i2.13138

Abstract

Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.AbstrakPembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK.  Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.
Analysis of biology students' problem-solving skills using the PBL model through Lesson Study (LS) online Wa Ode Nurhawa; Maria Rosalia Ijung Anggur; Raihanah Nur Agustanti; Herawati Susilo; Muntholob Muntholob; Balqis Balqis
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.402 KB) | DOI: 10.24036/jlils.v1i2.18

Abstract

Problem-based learning models train students to develop thinking and problem-solving skills in contextual circumstances. This research aims to analyze the problem-solving ability of 32 biology students in 2020 at Malang State University in the course of Plant Physiology. This study is a second-cycle action study using the PBL model through lesson study activities. Data analysis uses a problem-solving skills essay test consisting of identifying problems, identifying strategies, formulating hypotheses, evaluating potential, implementing solutions and evaluating results. The results showed that there was an increase in students' problem-solving ability from cycle I by 60.0% to 72.0% in cycle II and there were several indicators that experienced an increase in scores, namely indicators identifying strategies, formulating hypotheses, implementing solutions, and evaluating results. But the indicator score identifies the problem, and implements the solution decreases.
Teaching plant physiology to prospective biology teachers: How do we deal with Lesson Study-Problem based Learning (LS-PBL) to enhance scientific argumentation skill? Maisuna Kundariati; Herawati Susilo; Balqis Balqis
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (575.527 KB) | DOI: 10.24036/jlils.v1i2.19

Abstract

Argumentation has been widely discussed in science education for many years. Argumentation is a part of science, to make a statement and claim, justifying the claim, and supporting it with the data. Science education need to be integrated with scientific argumentation empowerment. LS-PBL can be one way to empower argumentation skills. The aims of this study is to determing prospective biology teachers’ science argumentation skill through Lesson Study-Problem based Learning (LS-PBL). This research was conducted on 30 prospective biology teachers at Biology Department Universitas Negeri Malang. Research participants are prospective biology teachers who are taking Plant Physiology course during their 3rd semester. The learning implementation was carried out in a blended learning. Lesson study activities carried out consist of three activities, namely, plan, do, and see. The instruments used are essay tests of scientific argumentation skills, chapter design, lesson design, lesson plans, and worksheets. Data analysis used quantitative descriptive analysis. The results showed the average value of the argumentation obtained in the first week was 45.33 (moderate), the second week was 50.00 (moderate), and the third week was 56.00 (moderate). The percentage of the frequency of each level of scientific argumentation decreased with each test at levels 1 and 2, while levels 3 and 4 increased. However, there is no level 5 argumentation found in tests 1, 2, and 3. An increase in argumentation skills can occur due to the application of PBL which is integrated with LS. The PBL learning model accommodates prospective biology teachers to construct their arguments, while lesson study is useful for improving the learning process so that learning activities increase from week to week and what is lacking can be improved. LS-PBL can be used as a professional tool to improve the learning process and empower argumentation skills.
Improving critical thinking and problem-solving skills through POGIL combined with digital mind map Mafazatud Diniyyah; Herawati Susilo; B. Balqis; Ahmad Kamal Sudrajat
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.18992

Abstract

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning.  This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.
Training of Trainer Fasilitator Outbound Guna Menumbuhkan Basic Skills Generasi Muda Arina Arina; Balqish Balqish; Davaluna Davaluna; Indie Indie; Rizki Rizki; Silvia Lia Handoyo; Ahmad Ahmad
Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Vol 2, No 4 (2022): December
Publisher : Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/dikmas.2.4.1211-1216.2022

Abstract

Kondisi masyarakat Indonesia sedang berada dalam kondisi yang mengkhawatirkan terutama dalam hal mental, karakter, dan kurangnya soft skill generasi muda. Sebagaimana yang saat ini disadari, pandemi covid-19 telah berdampak pada segala aspek tatanan kehidupan. Salah satu upaya yang dapat dilakukan untuk mempersiapkan generasi muda memasuki dunia kerja adalah dengan memfasilitasi mereka dalam hal pengembangan kompetensi diri. Training Of Trainer atau dalam Bahasa Indonesia yakni pelatihan untuk pelatih. Program kerja ini berfokus memberikan basic skill menjadi fasilitator outbound kepada warga belajar. Pada pelaksaannya menggunakan beberapa metode sosialisasi, demonstran, diskusi, role playing dan evaluasi.
The Correlation of Scientific Reasoning and Argumentation (SRA): An Analysis into Prospective Biology Teachers in Plant Physiology Maisuna Kundariati; Herawati Susilo; Balqis Balqis
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 12: DECEMBER 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i12.21328

Abstract

Abstract: This study aimed to investigate the correlation of scientific reasoning and argumentation into prospective biology teachers in plant physiology discourse. This study was conducted at September-December 2021 through blended learning. Thirty prospective biology teachers get involved as participant in this research. Scientific reasoning and argumentation intervention trough PBL and measure by essay tests. Scientific reasoning indicator follows AACU. While scientific argumentation follow TAP. This research found there is correlation between scientific reasoning and argumentation, with R value of 0.556 which means that scientific reasoning skills and scientific argumentation are moderately correlated. The contribution of scientific reasoning to scientific arguments is 30,9% while the rest is explained by other factors.
Empowerment Teachers of SMA Malang Raya Making Eco Enzyme and Biology Module for Teachers of SMA Malang Raya Balqis Balqis; Herawati Susilo; Murni Saptasari3; Sitoresmi Prabaningtyas4; Ringga Satria Putra; Iin Lailatul Khoirunnisa; , Rifqi Hilman
Community Development Journal Vol 7 No 1 (2023): Community Development Journal
Publisher : UNUSA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cdj.v7i1.3874

Abstract

The 21st century is characterized by information that can be accessed by anyone, anytime and anywhere, computing or using robots, automation or work that can be done regularly and communication that becomes unlimited. Educators are required to be able to facilitate and inspire student learning and creativity, such as involving students in exploring real-world issues and solving contextual problems using tools and digital resources. Learning in the form of environmental care needs to be related to the application in students' daily lives in the family, community, and surrounding nature, so that learning becomes meaningful for students. Eco-enzyme is one of the sources and learning media in the surrounding environment that can be raised in the learning process. This can be used as a teaching module that teachers use as innovation. This activity aims to hold eco-enzyme training and the preparation of teaching modules for Biology Teachers of Malang Raya High School. This activity is carried out using the eco-enzym making training method and the preparation of teaching module making exercises by lifting eco-enzymes. The targets of this activity are teachers from malang city and malang district with 15 of them. The results of this activity found that 80% of this activity was successful because it exceeded the target with details of 18 attending offline and 5 attending online. Another thing is shown by the collection of 6 teaching modules.
Co-Authors , Rifqi Hilman Ahmad Ahmad Ahmad Kamal Sudrajat Arina Arina Davaluna Davaluna Herawati Susilo Iin Lailatul Khoirunnisa Indie Indie Mafazatud Diniyyah Maisuna Kundariati Maisuna Kundariati Maria Rosalia Ijung Anggur Muntholob Muntholob Murni Sapta Sari Raihanah Nur Agustanti Ringga Satria Putra Rizki Rizki Silvia Lia Handoyo Siti Annisaa'ul Kariimah Sitoresmi Prabaningtyas Utami Sri Hastuti Wa Ode Nurhawa Wa Ode Nurhawa