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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.

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.

Analysis of biology teacher candidates' science process skills in vertebrate zoology courses Murtini, Iin; Mustofa, Ali; Cintamulya, Imas
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 8 No. 01 (2023): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v8i01.1064

Science Process Skills (SPS) need to be developed to improve teacher quality in teaching. The existence of the Covid-19 pandemic caused Biology teachers to be unable to carry out practicums so the SPS were helpless. This study aims to analyze the science process skills of biology teacher candidates in vertebrate zoology courses. The research method used is descriptive quantitative through survey techniques. This research was conducted at the PGRI Ronggolawe University and involved 21 participants. This study uses an instrument in the form of an observation sheet to measure scientific process skills. The SPS indicators that are measured are the skills of observing, measuring, compiling tables, and obtaining and processing data. The data obtained is then interpreted into very high, high, low, and very low categories. The percentage of students in each category is then calculated as a map of their science process skills through analysis of quantitative descriptive data. The results showed that 65.5% of prospective biology teachers had SPS scores that were in the very high, high, low, and very low categories. 7.5% has an SPS value which is included in the very low category. In general, biology teacher candidates tend to have very high levels of competency in performing science process skills.

Analisis Kebutuhan Media Pembelajaran Interaktif Biologi pada Siswa SMA Kelas X Putriyani, Eryzinda Dwigita; Murtini, Iin
Spizaetus: Jurnal Biologi dan Pendidikan Biologi Vol 7 No 1 (2026): Spizaetus: Jurnal Biologi dan Pendidikan Biologi
Publisher : Program Studi Pendidikan Biologi, FKIP, Universitas Nusa Nipa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55241/spibio.v7i1.704

Biology learning at the senior high school level requires the support of interactive learning media to help students understand complex and abstract biological concepts. This study aims to analyze the need for interactive biology learning media among tenth-grade students at SMA Negeri 5 Tuban. A quantitative descriptive method was employed, using non-test data collection techniques in the form of questionnaires and teacher interviews. The instrument was developed using a Guttman scale (Yes/No) consisting of 15 items grouped into three aspects: learning media needs, accessibility and ease of use of learning media, and learning motivation and interest. The subjects of this study were tenth-grade students of SMA Negeri 5 Tuban. Data were analyzed descriptively to determine the level of students’ needs for interactive biology learning media. The results showed that the learning media needs aspect reached 92%, accessibility and ease of use reached 85%, and motivation and learning interest reached 99%, with an overall average of 92%, categorized as a very high level of need. These findings indicate that students have a very high demand for interactive biology learning media, highlighting the importance of developing interactive biology learning materials that align with students’ needs and characteristics.

Transformasi Digital dalam Pembelajaran Biologi: Analisis Kebutuhan Media Interaktif Berbasis Google Sites pada Materi Pencemaran dan Pelestarian Lingkungan Hidup: (Digital Transformation in Biology Education: Analysis of the Need for Interactive Media Based on Google Sites in Environmental Pollution and Conservation Materials) Mustofa, Zainul; Murtini, Iin
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.53047

Due to the limited use of interactive media, biology lessons on pollution and environmental conservation are still ineffective. The purpose of this study is to analyze the learning process, level of understanding, and student needs for interactive learning media on the subject of pollution and environmental conservation. A quantitative and descriptive approach was used. This study involved all 10th grade students at SMA Negeri 5 Tuban, and 34 students from class XB were selected as the sample. The data were analyzed descriptively and quantitatively after being collected using a Likert scale questionnaire. The results showed that interactive learning media placed 70.59% of students in the high need category and 29.41% of students in the very high need category. The results indicate that interactive learning resources are essential to help biology students learn about pollution and environmental conservation. Abstrak. Akibat penggunaan media interaktif yang terbatas, pembelajaran biologi tentang pencemaran dan pelestarian lingkungan hidup masih kurang efektif. Tujuan dari penelitian ini adalah untuk menganalisis proses pembelajaran, tingkat pemahaman, dan kebutuhan siswa terhadap media pembelajaran interaktif pada materi pencemaran dan pelestarian lingkungan hidup. Menggunakan pendekatan kuantitatif dan deskriptif. Penelitian ini melibatkan semua siswa kelas X di SMA Negeri 5 Tuban, dan 34 siswa kelas XB adalah sampel yang dipilih secara purposive . Data dianalisis secara deskriptif kuantitatif setelah dikumpulkan menggunakan angket berukuran Likert. Hasil penelitian menunjukkan bahwa media pembelajaran interaktif menempatkan 70,59% siswa dalam kategori kebutuhan tinggi dan 29,41% siswa dalam kategori sangat tinggi. Hasilnya menunjukkan bahwa sumber daya pembelajaran interaktif sangat diperlukan untuk membantu siswa biologi belajar tentang pencemaran dan pelestarian lingkungan hidup.

Membangun Ekosistem Pembelajaran Digital: Analisis Kebutuhan Media Pembelajaran Biologi Bagi Siswa SMA: (Building a Digital Learning Ecosystem: An Analysis of Biology Learning Materials for High School Students) Laili Magfiroh, Sandi; Murtini, Iin
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.54133

This study aims to analyze the necessity of Biology instructional media as a foundation for developing a digital learning ecosystem for tenth-grade students. This research employed a descriptive quantitative method. Data were collected through a validated needs-analysis questionnaire distributed to students of class X-F at SMA Negeri 5 Tuban and subsequently analyzed using descriptive percentage techniques. The results revealed that the average student need for instructional media was 75.86% (high category). Specifically, the highest demand was found in the visual and interactive media indicator at 78.8%, followed by practicum and field activities (78.4%), interest and attitudes toward Biology learning (76.9%), learning difficulties (73.3%), and the need for additional strategies and learning resources (71.9%). These findings indicate that students require not only visual and contextual learning media but also an integrated digital learning ecosystem. This study provides an empirical basis for developing adaptive, interactive, and sustainable Biology instructional media in the digital era. Abstrak. Penelitian ini bertujuan untuk menganalisis kebutuhan media ajar Biologi sebagai landasan pengembangan ekosistem pembelajaran digital bagi siswa kelas X. Jenis penelitian ini adalah deskriptif kuantitatif. Data dikumpulkan melalui kuesioner analisis kebutuhan yang divalidasi dan disebarkan kepada siswa kelas X-F SMA Negeri 5 Tuban, kemudian dianalisis menggunakan teknik persentase deskriptif. Hasil penelitian menunjukkan bahwa rata-rata tingkat kebutuhan siswa terhadap media ajar baru mencapai 75,86% (kategori tinggi). Secara spesifik, indikator kebutuhan media visual dan interaktif menduduki persentase tertinggi sebesar 78,8%, diikuti oleh kebutuhan praktikum dan aktivitas lapangan (78,4%), minat dan sikap terhadap pembelajaran Biologi (76,9%), analisis kesulitan belajar (73,3%), serta kebutuhan strategi dan sumber belajar tambahan (71,9%). Temuan ini mengindikasikan bahwa siswa membutuhkan media ajar yang tidak hanya visual dan kontekstual, melainkan juga dukungan ekosistem digital yang terintegrasi. Penelitian ini memberikan kontribusi empiris sebagai dasar pengembangan media pembelajaran Biologi yang adaptif, interaktif, dan berkelanjutan di era digital.

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