Article Per Year (5 Year)
p-Index From 2019 - 2024
2.57
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Sains Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Formatif: Jurnal Ilmiah Pendidikan MIPA Dinamisia: Jurnal Pengabdian Kepada Masyarakat Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Biodik : Jurnal Ilmiah Pendidikan Biologi Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Jurnal Biotek Al-Wardah: Jurnal Kajian Perempuan, Gender dan Agama Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Al-Nafis: Jurnal Biologi Dan Pendidikan Biologi
Adiansyah, Romi
Departement Of Biology Education, Universitas Muhammadiyah Bone, South Sulawesi, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

Published : 19 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 19 Documents
Search

 1   2 
Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills Amin, Astuti Muh.; Adiansyah, Romi
Jurnal Pendidikan Biologi Indonesia Vol 4, No 1 (2018): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (626.967 KB) | DOI: 10.22219/jpbi.v4i1.5181

Abstract

Critical thinking emerges when learners attempt to use their background knowledge to construct meaning through interpreting, analyzing, and manipulating information in responding to a problem or a question that requires more than a single correct answer. Two factors that affect the improvement of the students’ critical thinking skills are lecturers’ activities and students’ activities. This study was a descriptive quantitative study which aimed to investigate (1) how lecturers perceive the development of students’ critical thinking skills and (2) drawbacks or obstacles that hinder the development of students’ critical thinking skills. The type of this research is a survey research with the descriptive quantitative approach. The research samples were taken from the population by using purposive sampling technique. Data was collected using a questionnaire, an observation sheet, and interviews. The research findings are 32.05% of the lecturers evaluated their students critical thinking skills; therefore, promoting lecturers awareness of developing students critical thinking skills is necessary. In addition, the results of the present study also indicated that the development of students critical thinking skills could interfere with many aspects including lecturers, students, frequencies of scientific meetings, and facilities.
The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia Romi Adiansyah; Aloysius Duran Corebima; Siti Zubaidah; Fatchur Rohman
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21597

Abstract

This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students’ retention.
Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills Astuti Muh. Amin; Romi Adiansyah
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 4 No. 1 (2018): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v4i1.5181

Abstract

Critical thinking emerges when learners attempt to use their background knowledge to construct meaning through interpreting, analyzing, and manipulating information in responding to a problem or a question that requires more than a single correct answer. Two factors that affect the improvement of the students’ critical thinking skills are lecturers’ activities and students’ activities. This study was a descriptive quantitative study which aimed to investigate (1) how lecturers perceive the development of students’ critical thinking skills and (2) drawbacks or obstacles that hinder the development of students’ critical thinking skills. The type of this research is a survey research with the descriptive quantitative approach. The research samples were taken from the population by using purposive sampling technique. Data was collected using a questionnaire, an observation sheet, and interviews. The research findings are 32.05% of the lecturers evaluated their students' critical thinking skills; therefore, promoting lecturers' awareness of developing students' critical thinking skills is necessary. In addition, the results of the present study also indicated that the development of students' critical thinking skills could interfere with many aspects including lecturers, students, frequencies of scientific meetings, and facilities.
Developing Problem-Based Learning Module For Biotechnology Concepts Ahmad Yani; Sahriah Sahriah; Romi Adiansyah
Jurnal Pendidikan Sains Vol 5, No 2: June 2017
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.414 KB) | DOI: 10.17977/jps.v5i2.9032

Abstract

Abstract: This study attempted to develop and know the effectiveness of PBL module for biotechnology concepts intended for high school students. Brog and Gall model was referred as the framework to develop the product. It comprises some stages, namely, analyzing potential and problems, collecting information, developing the module’s initial design, validating the design, revising the design, and trying out the product. The appointed experts in product development and learning as well as high school biology teachers in Biology Teachers’ Association (MGMP) validated the product. The validation showed that the product is practical and valid to be used. The module is also effective for learning, as evidenced by the PBL activities reaching “high” category and by the improvement of the students’ cognitive domain represented in the improvement of the initial average score.Key Words:  problem-based learning module, cognitive learning outcomes, biotechnology conceptsAbstrak: Penelitian ini bertujuan untuk mengembangkan dan mengetahui efektivitas modul pembelajaran berbasis masalah untuk SMA pada konsep Bioteknologi. Model pengembangan merujuk dari Brog dan Gall. Tahapan pengembangan terdiri atas analisis potensi dan masalah, pengumpulan informasi, penyusunan desain awal modul, validasi desain, revisi desain, dan ujicoba produk. Validasi produk dilakukan oleh Pakar Pengembangan, Pembelajaran dan guru Biologi SMA melalui kegiatan Musyarawah Guru Mata Pelajaran (MGMP) Biologi. Hasil penilaian pakar menunjukkan bahwa modul yang dikembangkan valid dan praktis untuk digunakan. Modul ini juga efektif digunakan dalam pembelajaran, aktivitas PBL mencapai kategori “tinggi”, serta meningkatkan hasil belajar kognitif peserta didik.Kata kunci:  modul pembelajaran berbasis masalah, hasil belajar kognitif, konsep bioteknologi
HUBUNGAN ANTARA MOTIVASI BELAJAR DENGAN KETERAMPILAN ARGUMENTASI PADA MAHASISWA BIOLOGI Astuti Muh Amin; Romi Adiansyah; Noor Hujjatusnaini
Jurnal Biotek Vol 9 No 2 (2021): DESEMBER
Publisher : Department of Biology Education of Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/jb.v9i2.23092

Abstract

Learning motivation serves as a catalyst and a driver of student behavior toward academic success. Studies on the relationship between motivation and argumentation skills acquisition in biology education are relatively uncommon. This study evaluated the correlation between biology students’ learning motivation and their argumentation skills. This study employed a correlational design. The population for this study was composed entirely of students from the Biology Departments at IAIN Ternate and STKIP Kie Raha, both located in North Maluku, Indonesia. This study involved 110 students from IAIN Ternate and STKIP Kie Raha. Those selected by random sampling. The instruments used in this study were proven to be valid and reliable for assessing students’ learning motivation and argumentation skills. The data evaluated using regression analysis at a 0.05 level of significance. There was no correlation between students’ motivation and argumentation skills in RQA, ADI, ADI-Integrated RQA, or conventional classrooms. This finding might be influenced by several factors. First, the students are unfamiliar with the model. Hence, they require additional time to adjust to the learning phases. The next factor is that students lack the necessary capacity to integrate prior learning experiences into their understanding of acquired concepts. Another factor is the lack of learning facilities and infrastructure. Nonetheless, this study serves as a springboard for future research on similar themes to improve the quality of college instruction and the graduate
Students argumentation quality and argumentation skill biology education student Astuti Muh Amin; Romi Adiansyah; Noor Hujjatusnaini
JURNAL BIOEDUKATIKA Vol 9, No 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v9i2.20675

Abstract

The ability to give arguments is very essential for students in order that they can take more roles in various aspects of life. The quality of students' arguments can be reflected in their ability to accommodate higher-order thinking skills to generate an argument. This study aims at analyzing students ability to make arguments and the quality of their arguments after the implementation of Reading, Questioning and Answering (RQA), ADI (Argument-Driven Inquiry), RQA integrated with ADI, and conventional learning strategies. This research is a survey research using a descriptive quantitative approach. The subjects of this research were the Biology Education students of UIN Alauddin Makassar and Universitas Muslim Maros, South Sulawesi, consisting of 92 students. The collected data were in the form of students argumentation skill data obtained from the observation sheets in each class through the implementation of RQA strategy, ADI strategy, RQA integrated with ADI strategy, and conventional learning strategy on animals Physiology learning. The results of this research showed that the quality of students' arguments at the implementation of RQA, ADI, RQA integrated with ADI learning strategies was at the level of application, analysis, evaluation, and creation, while at the implementation of conventional learning their argumentation quality was at the level of memorizing and understanding.
PERAN DAN EKSISTENSI PEREMPUAN DALAM BIDANG KELUARGA, EKONOMI, PENDIDIKAN MENGHADAPI ERA INDUSTRI 4.0 Astuti.Muh Amin; Romi Adiansyah
AL-WARDAH: Jurnal Kajian Perempuan, Gender dan Agama AL-WARDAH, Vol.13 No.2 Tahun 2019
Publisher : IAIN TERNATE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46339/al-wardah.v13i2.215

Abstract

Kesetaraan gender penting untuk dikaji karena dapat memperkuat pertumbuhan ekonomi dan pembangunan SDM. Tujuan dari penelitian ini adalah untuk mengidentifikasi sejauhmana persepsi mahasiswa terhadap peran dan eksistensi perempuan dalam bidang keluarga, ekonomi, pendidikan menghadapi era industri 4.0 serta faktor-faktor penghambat transformasi hubungan gender dan penghapusan ketidaksetaraan gender. Penelitian ini merupakan penelitian dengan metode deskriptif dengan menggunakan pendekatan kuantitatif. Teknik pengumpulan data dilakukan dengan menggunakan kuesioner dan wawancara. Sampel penelitian berjumlah 117 orang responden. Hasil dari penelitian menunjukan bahwa 91.45% responden berpendapat bahwa perempuan harus berperan sebagai motivator dalam perkembangan minat dan bakat anak-anaknya; 81.20% responden berpendapat bahwa perempuan tidak hanya berperan dalam rumah dan keluarga saja, tetapi juga dapat berperan dalam ekonomi dan politik; 94.87% perempuan dapat turut berpartisipasi dalam digitalisasi ekonomi mendatang seperti sains, teknologi, mesin maupun matematika.
Conceptual knowledge and argumentation skills of biology students in animal physiology courses Astuti Muh Amin; Romi Adiansyah; Noor Hujjatusnaini
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 7 No 01 (2022): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, IKIP Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v7i01.1380

Abstract

Argumentation facilitates students’ cognitive activities as they construct scientific knowledge. Studies related to the relationship between conceptual knowledge and argumentation skills in biology learning, especially in animal physiology courses, are still rarely carried out. The primary aim of this study was to determine the correlation between students’ mastery of biology concepts and argumentation skills. A correlational research design was employed. The research sample consisted of 106 fourth semester Biology Education students. The students’ mastery of biology concepts and argumentation skills were evaluated using valid and reliable instruments. Conceptual knowledge measured in this study refers to students’ ability to explain their responses to essay tests on cognitive concepts. Besides, this study also assessed students’ ability to participate in scientific debates and compose written arguments based on the Toulmin's Argumentation Pattern (TAP) framework. This study indicates an association between students’ grasp of biology concepts and their argumentation skills in the ADI class. The regression equation derived from the data analysis is y = 0.608x + 39.05 with a reliability value of 0.179. Meanwhile, there is no strong correlation between conceptual knowledge and argumentation skills in RQA, ADI-Integrated RQA, or traditional classes. This can be influenced by a variety of factors, including students’ inability to adapt and adjust rapidly to the steps introduced into the learning models. Improving argumentation quality can be accomplished through the use of active and innovative learning models or strategies.
Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia Romi Adiansyah; Astuti Muh. Amin; A. Ardianto; Ahmad Yani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 2 (2022): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i2.20732

Abstract

Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers’ Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers’ Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students’ metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students’ metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students’ metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.
The Communication Skills Profile of Pre-Service Biology Teachers Astuti Muh. Amin; Fitriyah Karmila; Yuni Pantiwati; Romi Adiansyah; Ahmad Yani
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 4 (2022): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i4.1825

Abstract

The focus of learning design and learning innovations for the twenty-first century is preparing students with communication skills. Students must have communication skills to effectively transfer scientific knowledge, processes, knowledge, insights, and other important data. This study aimed to determine the profile of communication skills possessed by pre-service biology teachers at IAIN Ternate. This is a quantitative descriptive study involving 65 students from the Tadris Biology Department at IAIN Ternate. The research was conducted during the even semester of the 2021/2022 academic year. Observation sheets of verbal and nonverbal communication were used to collect data. The technique for collecting data is direct observation (experience) of the learning process and interactive class discussion in the target classroom. The results indicated that pre-service biology teachers' verbal and nonverbal communication abilities were extremely deficient. These findings provide educators with an overview of effective learning approaches for training students to be independent and proficient in 21st-century skills
Co-Authors A. Ardianto Ahmad Yani Ahmad Yani Ahmad Zailan Aloysius Duran Corebima Andi Muhammad Irfan Taufan Asfar Andi Nurannisa Angga Andriana Asfar, Andi Muhamad Iqbal Akbar Astuti Muh. Amin Astuti Muh. Amin* Erwing Erwing Fatchur Rohman Fitriyah Karmila Fitriyah Karmila Ilham Majid Lilin Ika Nur Indahsari Noor Hujjatusnaini Noor Hujjatusnaini Noor Hujjatusnaini Noor Hujjatusnaini Nur Aulia Hazzah Nurmi Nurmi Sahriah Rahim Siti Zubaidah Yulita Yuni Pantiwati