Article Per Year (5 Year)
p-Index From 2020 - 2025
0
P-Index
This Author published in this journals
All Journal Biosfer: Jurnal Pendidikan Biologi
Nilawarni, Reduk
Unknown Affiliation
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Difference Analytical Ability of Student Learning Assurance, Relevance, Interest, Assessment, Satisfaction with Student Teams-Achievement Divisions on Environmental Pollution Dwiphayanti, Indah; Nilawarni, Reduk; Heryanti, Erna
Biosfer: Jurnal Pendidikan Biologi Vol. 8 No. 2 (2015): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.087 KB) | DOI: 10.21009/biosferjpb.8-2.7

Abstract

Analytical thinking is the ability to specify a state according to the parts that are smaller and able to understand the relationship between the factors of the other factors. Learning to develop students’ analytical thinking skills include learning model ARIAS and STAD. The purpose of this study to determine differences in students’ analytical thinking skills through learning models ARIAS with STAD on environmental pollution. This research was conducted at SMAN 31 Jakarta in May 2014. The method used is the method of quasi-experimental research design Post-test only design group. The research sample in each group are 32 students selected by simple random sampling. The analysis prerequisite test is a test for normality with the Kolmogorov-Smirnov test and test to test homogentias F. Based on the data obtained by the calculation of normal and homogeneous. Hypothesis testing using t-test with a significance level α = 0.05 shows the p-value is 0.000, it can be concluded there are differences in students’ analytical thinking skills through learning models Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) with Student Teams-Achievement Divisions (STAD) on environmental pollution.
Differences in The Application of Conceptual Understanding Procedures Model (CUPs) and Concept Attainment Model (CAM) on Students Misconception Reduction in Digestive System Material Dewi, Shelena Nugraha R; Nilawarni, Reduk; Rusdi, R
Biosfer: Jurnal Pendidikan Biologi Vol. 8 No. 1 (2015): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (638 KB) | DOI: 10.21009//biosferjpb.8-1.2

Abstract

Students require depth understanding of the concept on dygestive system material, however misconception often happens so that optimal learning isn’t reached. This needs to be taken seriously. The introduction and implementation of Conceptual Understanding Procedures Model (CUPs) and Concept Attainment Model (CAM) are expected to reduce the misconception occur in students. Both models are learning model that requires the involvement and student activity in the learning process and can encourage students to be able to construct a concept. This study aimed to obtain data about differences in the application of CUPs and CAM on student misconception reduction in digestive system material. The research was conducted in SMAN 61 Jakarta on February-March 2015. The reseach method used was a quasi experiment. The research sample obtained after pretest ware students who have misconception on XI MIA 2 (The 1st experimental class with CUPsmodel) and XI MIA 4 (The 2nd experimental class with CAM) who collected by simple random sampling. The instrumen used was a multiple choice objective test accompanied by CRI index. Prerequisite test analysis of normality was the Kolmogorov-Smirnov and homogeneity test with the F test. Based on calculation, data obtained was not normally distributes but homogeneous. The statistical hypothesis with Mann-Whitney test result on accepted null ypothesis at α 0,05. It showed that there was no differences in the application of CUPs model and CAM on student’s misconception reduction in digestive system material.
The Effect of Two Stay Two Stray (TSTS) Technique of Cooperative Learning Model toward Students Biology Learning Outcomes Sari, Eva Novika; Nilawarni, Reduk; Heryanti, Erna
Biosfer: Jurnal Pendidikan Biologi Vol. 7 No. 1 (2014): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (156.373 KB) | DOI: 10.21009/biosferjpb.7-1.4

Abstract

Learning activities determines the achievement of learning aims and objectives. One of the objectives can be reflected in higher students learning result. The improvement may occur using Two Stay Two Stray Technique of Cooperative Learning Model since students are encouraged to learn together and help each other in groups. The research aimed to determine the effect of Two Stay Two Stray (TSTS) technique of Cooperative Learning Model on Students Biology Learning Outcomes on the ecosystem topic. This research was carried out at SMAN 2 Tangerang on May to June 2012 using a quasi-experimental method. Two science classes at grade 10 were selected by purposive sampling technique, class X-7 as the experimental group and class X-8 as the control group. An overall of 36 students of each class was selected by simple random sampling. Data obtained by using instruments of multiple choice question test and affective Attitude Scale. The result of Normality testing of Kolmogorov-Smirnov test and homogeneity testing of F-test showed a normal distribution and homogenous data. The average Biology study result of experimental group was 79.1 while of control group was 74.3. Based on the result, it can be concluded that Two Stay Two Stray (TSTS) technique of Cooperative Learning Model affected Students Biology Learning Outcomes.
Co-Authors Dewi, Shelena Nugraha R Dwiphayanti, Indah Heryanti, Erna Rusdi, R Sari, Eva Novika