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Analisis Tingkat Public Speaking Anxiety Mahasiswa Calon Guru Biologi Mustofa, Ali; Kusuma, Rachmalia Vinda; Murtini, Iin
Jurnal Jeumpa Vol 11 No 2 (2024): Jurnal Jeumpa (In Progress)
Publisher : Department of Biology Education, Faculty of Teacher Training and Education, Samudra University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/jj.v11i2.10213

Penelitian ini bertujuan untuk mengetahui tingkat public speaking anxiety (kecemasan berbicara di depan umum) pada mahasiswa calon guru biologi saat presentasi. Penelitian deskriptif ini dilakukan pada Maret-April 2024 di Universitas PGRI Ronggolawe (UNIROW) Tuban dengan subjek 30 mahasiswa Program Studi Pendidikan Biologi yang dipilih secara purposive sampling. Data dikumpulkan menggunakan angket anxiety dengan skala likert dan dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa 86% responden mengalami kecemasan presentasi. Kecemasan terjadi saat presentasi, namun berdasarkan data personal report of public speaking anxiety (PRPSA), 73.3% merasa tenang setelahnya. Mayoritas mahasiswa merasa percaya diri (60%), tidak takut presentasi (63.3%), dan memiliki pikiran jernih saat berbicara di depan umum (66.7%). Meski begitu, 63.3% mengalami kecemasan menunggu giliran dan gugup dengan fakta atau lupa materi. Sebanyak 56.7% mengalami kesulitan tidur sebelum presentasi, dan 40% bernapas lebih cepat sebelum memulai. Sebagian besar mahasiswa mampu mengendalikan perasaan tegang dan stres saat berbicara di depan umum, sehingga merasa nyaman saat presentasi. Responden mengalami kecemasan disebabkan oleh kurang tidur dan rasa gugup sebelum presentasi. Oleh karena itu, diperlukan bimbingan dan latihan berbicara di depan umum bagi calon guru biologi agar dapat berbicara dengan percaya diri saat mengajar di sekolah.

Penguasaan Konsep PENGUASAAN KONSEP GENETIKA DAN METAKOGNITIF SISWA DALAM PRAKTIKUM ISOLASI DNA BERDASARKAN MODEL PEMBELAJARAN BERBASIS PROYEK Mustofa, Ali; Murtini, Iin; Cintamulya, Imas
BIOLOVA Vol. 3 No. 2 (2022): Volume 3 Nomor 2 Agustus 2022
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/biolova.v3i2.2581

Proses membangun pengetahuan merupakan dasar dari suksesnya pembelajaran. Pembelajaran di Abad 21 menitikberatkan pada kompetensi yang digunakan untuk mengatasi permasalahan sehari-hari. Keterampilan metakognitif merupakan keterampilan siswa mampu merefleksikan apa yang mereka pelajari. Siswa yang memiliki keterampilan metakognitif diharapkan mampu menguasai konsep-konsep genetika. Tujuan dari penelitian ini adalah untuk mendeskripsikan pengetahuan genetika dan keterampilan metakognitif siswa dalam praktikum isolasi DNA berdasarkan model pembelajaran berbasis proyek. Subjek dari penelitian ini adalah siswa kelas XII di salah satu SMA di Tuban Jawa Timur. Untuk keterampilan metakognitif, digunakan instrumen Metacognitive Awareness Inventory yang dimodifikasi dari Schraw dan Dennison (1994). Hasil penelitian menunjukkan bahwa sebagian besar siswa yang diuji memiliki tingkat keterampilan metakognitif dalam kategori berkembang sangat baik sebesar 50%, berkembang baik 36% dan mulai berkembang 13%. Ditinjau dari indikator metakognitif menunjukkan bahwa secara keseluruhan siswa memiliki keterampilan metakognitif yang berkembang sangat baik dan baik. Namun siswa masih memiliki kelemahan dalam indikator evaluasi yang masih terdapat keterangan keterampilan metakognitif siswa belum berkembang sebesar 1%. Hal ini menunjukkan bahwa semakin tinggi keterampilan metakognitif siswa berdampak terhadap hasil tes pengetahuan genetika. Hasil tes pengetahuan genetika menunjukkan pengetahuan siswa dalam kategori tinggi sampai sedang. Keterampilan metakognitif berperan dalam meningkatkan pengetahuan genetika yang didukung dengan praktikum isolasi genetika yang berdasarkan model pembelajaran berbasis proyek. Abstrack: The process of building knowledge is the basis of successful learning. Learning in the 21st Century focuses on competencies that are used to solve everyday problems. Metacognitive skills are skills students are able to reflect on what they learn. Students who have metacognitive skills are expected to be able to master genetic concepts. The purpose of this study was to describe the genetic knowledge and metacognitive skills of students in DNA isolation practicum based on a project-based learning model. The subjects of this study were students of class XII in one of the senior high schools in Tuban, East Java. For metacognitive skills, a modified Metacognitive Awareness Inventory instrument was used from Schraw and Dennison (1994). The results showed that most of the students tested had a metacognitive skill level in the category of very well developed by 50%, well developed 36% and starting to develop 13%. In terms of metacognitive indicators, it shows that overall students have metacognitive skills that are very well developed and well developed. However, students still have weaknesses in the evaluation indicators and there is still a description of students' metacognitive skills that have not developed by 1%. This shows that the higher students' metacognitive skills have an impact on the results of the genetic knowledge test. The results of the genetic knowledge test showed students' knowledge in the high to medium category. Metacognitive skills play a role in increasing genetic knowledge, supported by genetic isolation practicum based on a project-based learning model.

STUDENTS’ RESPONSE TOWARD THE COMPETENCIES OF TEACHERS: AN EXPLORATORY STUDY Novitasari, Susi; Noviani, Sulis; Murtini, Iin
JURNAL PENA SAINS Vol 11, No 2 (2024): Jurnal Pena Sains
Publisher : Program Studi Pendidikan IPA, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/jps.v11i2.25434

Teachers are one of the main key holders of the success of an education process. As the spearhead of education, the ability of teachers determines the success of education. Teachers apply their competences in conducting the learning process. This research aims to determine students’ responses toward the integrity of honorary teachers and civil servant teachers in the Lamongan, Tuban and Bojonegoro residency areas. The method used in this research is a qualitative approach using a questionnaire distributed via Google Form to high school or equivalent students in several residency areas in Lamongan, Tuban and Bojonegoro. As well as literature studies to strengthen the information we obtain through library materials in the form of previous research articles that are relevant to the topic discussed. There are several differences in the responses of high school or equivalent students in the Lamongan, Tuban and Bojonegoro residency areas regarding the integrity of honorary teachers and civil servant teachers. Regarding the timeliness of starting and ending lessons, the percentage of discipline for honorary teachers is higher than that of civil servant teachers, in creating and using learning media, honorary teachers are more creative; in giving pre-tests and post-tests, honorary teachers carry them out more often. However, in terms of behavioral discipline when teaching in class, civil servant teachers are more disciplined than honorary teachers and in explaining material in class, students more easily understand the material presented by civil servant teachers. To conclude, teachers must have high integrity as educators, namely acting consistently between what has been said or taught with behavior in accordance with the values of a teacher, namely honesty, responsibility and discipline.

Characteristics of the Antagonistic Fungus Nigrospora Oryzae Against the Fungus Fusarium as a Source of Biological Learning in Chili Plants Yusuf, Moh. Ilham; Murtini, Iin
Jurnal Biologi Tropis Vol. 25 No. 3 (2025): Juli-September
Publisher : Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jbt.v25i3.9463

One of the primary diseases that attack chilli plants (Capsicum annum) is Fusarium wilt, which is caused by the pathogenic fungi F. oxysporum and F. solani. This study aims to analyze the parasitism mechanism of the antagonistic fungus N. oryzae against the pathogen that causes Fusarium wilt in chilli. The method used was a dual culture technique antagonism power test with observations carried out every day from day 0 to day 5. The results of the study showed that the inhibition rate achieved was 33.3% against F. oxysporum and 18.18% against F. solani with the antagonism mechanism of N.oryzae, including 1) Mycoparasitism; 2) Degradation of pathogen cell wall; 3) competition for nutrients and space. The results showed that N. oryzae could inhibit the growth of F. solani and F. oxysporum. This proves that N. oryzae has the potential to be an effective antagonistic fungus in controlling both pathogens. The contribution of the results of the introduction of fungal antagonism is used as a learning resource to understand the concept of learning fungi through direct practical activities in the Laboratory.

Validitas Media Pembelajaran Interaktif Berbasis Inkuiri Terbimbing untuk Meningkatkan Keterampilan Proses Sains Kusumawati, Krestina; Murtini, Iin
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i3.508

This study aims to determine the validity of guided inquiry-based interactive learning media in improving students' Science Process Skills (SPS). The research used a research and development (R&D) approach with a 4D development model, encompassing the stages of definition, design, development, and dissemination, but limited to the development stage. Data were collected using a validation sheet covering aspects of content/material, systematics, language, graphics, and science process skills. This was conducted by expert validators, namely two lecturers from the Department of Biology Education. Data analysis was conducted using quantitative descriptive analysis techniques using validity formulas and criteria for interpreting product validity scores. The results showed that the overall average validation test result for the interactive learning media obtained a score of 89%, indicating a very valid category. Therefore, the validity of the guided inquiry-based interactive learning media has reached product validity and can be developed into the dissemination stage.

Validitas Media Pembelajaran Interaktif Berbasis QR Code Terintegrasi Model Pembelajaran PBL pada Siswa SMP A’yun, Siti Izatul; Murtini, Iin
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i3.555

The development of the times encourages various renewal efforts in the use of technology in the learning process. The purpose of this study is to design and test the validity of interactive learning media based on QR Code integrated with the Problem Based Learning (PBL) learning model for junior high school students. The research method used is the ADDIE development model which consists of five stages, namely analyze, design, development, implementation, and evaluate. The data collection technique is carried out through a product validation sheet filled out by five expert validators, consisting of three lecturers and two subject teachers. The validation results show that the material/content aspect obtained an average score of 84.61%, the systematic/graphics aspect was 81.42%, and the language aspect was 88%. The overall average of the three aspects reached 84.67%, which is categorized as very valid. In addition, the user-friendly aspect obtained an average score of 85.3%, while the ease of use aspect reached 93.8%, with a combined average of 89.55%. These findings indicate that QR Code-based interactive learning media is feasible and can be an innovative alternative to support active problem-based learning at the junior high school level.

Validitas Media Pembelajaran Multimedia Interaktif Terintegrasi Deep Learning Mata Pelajaran IPA untuk Meningkatkan Literasi Sains Rohmah, Khafidhotur; Murtini, Iin
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i3.579

The advancement of science and technology encourages the integration of technology in education, especially in science education. This study aims to develop Interactive Multimedia and Deep Learning-Based Science Learning Media to improve scientific literacy, while testing the validity of learning media products. This study uses an R&D approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), which only reaches the development stage. Data were collected through validation sheets assessed by 3 expert validators. The data analysis technique in this study used quantitative analysis. The results of the validity test showed an average of: Material (86%), Systematics (89.3%), Language (88.3%), and Graphics (90.5%). The overall average score of 88.5% with this product category is very valid. Based on these results, it is stated that the validity test of the Validity of Interactive Multimedia Learning Media Integrated Deep Learning for Science Subjects to Improve Scientific Literacy is stated to be very valid, therefore further research is needed on the effectiveness and practicality test so that the product can be used in learning.

PENGEMBANGAN MODUL PENGENDALIAN PEMBELAHAN SEL UNTUK MENUMBUH KEMBANGKAN KETERAMPILAN BERPIKIR KRITIS murtini, iin
JPB - Jurnal Pendidikan Biologi Vol 1 No 2 (2021)
Publisher : Pendidikan Biologi Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55719/jpb.v1i2.303

Modules are teaching materials that are indispensable in learning to assist teachers in delivering learning materials in order to improve student competence, one of which is critical thinking skills. This study aims to produce products in the form of cell division control modules to develop critical thinking skills. The method used in this research is ADDIE (Analyze, design, develop, implement, and evaluate). Modules are validated by media experts, materials experts, field practitioners, and readability and practicality trials. The results of validation by material expert validators, media expert validators and field practitioners, were obtained respectively 91.02%, 91.41%, and 90.21% with very valid criteria and can be used without the need for revision. The results of the practicality test are 91.25% with very practical criteria and can be used without the need for revision.

IDENTIFIKASI PROBLEMATIKA YANG DIHADAPI GURU DALAM PEMBELAJARAN BIOLOGI murtini, iin
JPB - Jurnal Pendidikan Biologi Vol 3 No 2 (2023)
Publisher : Pendidikan Biologi Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55719/jpb.v3i2.1037

Purpose: To find out what problems or obstacles occur in the biology learning process. Design/methodology/approach: The type of research is qualitative description with observation methods. Data was collected through distributing questionnaires to science (Natural Science) subject teachers at MTS Mansaul Huda Bonjor Sarang and SMPN 1 Bancar. Findings: The problems of teachers at MTS Mansaul Huda Bonjor and SMPN 1 Bancar are similar, namely the lack of laboratory facilities that support practical work.Many teachers experience problems in learning, including biology learning. The research examines the problems experienced by teachers in teaching biology. The aim of the research is to find out what problems or obstacles occur in the biology learning process. The research method used is qualitative description with data collection based on sampling by distributing questionnaires to science subject teachers at MTS Mansaul Huda Bonjor Sarang and SMPN 1 Bancar. The results of this research conclude that the problems of teachers at MTS Mansaul Huda Bonjor and SMPN 1 Bancar are similar, namely the lack of laboratory facilities that support practicums. The learning process carried out so far at MTS MANsal Huda Bonjor is still not effective and students are still relatively passive, whereas at SMPN 1 Bancar the learning looks active. MTS Mansaul Huda Bonjor teachers are honorary teachers whose welfare is lacking, while SMPN 1 Bancar teachers are on average PNS (Civil Servants) whose welfare is more guaranteed.

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