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All Journal Journal of Biology Education Inovasi: Jurnal Diklat Keagamaan
Ansori, Achmad Zanuar
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Religion Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Other

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Analysis of Biology Daily Assessment According to Cognitive Process Dimension and Higher Order Thingking Skills Question Ansori, Achmad Zanuar
Journal of Biology Education Vol 9 No 1 (2020): April 2020
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v9i1.37841

Abstract

Daily assessment plays an important role to monitor students’ learning achievement. It reflects techers’ ability in composing items and cognitive process dimension. The presence of HOTS questions in the daily assessments is very important to train students in developong higher-order thinking skills. This study aims to determine the distribution of cognitive process dimension and HOTS questions on biology daily assessment items in odd semester 2019/2020. This study also wants to uncover factors that influence biology teachers in presenting HOTS questions. The subjects of this survey study were biology teachers at MAN 1 and MAN 2 Lamongan. Data obtained through documentation and questionnaire techniques. Data in the form of question sets were analyzed with descriptive statistics (percentage). Questionnaire data was treated through the process of collecting, reducing and categorizing, displaying, and drawing conclusions. The results show that the cognitive process dimension of remembering and understanding dominate the daily assessment item in both schools, the percentage of HOTS questions is very low, and the teacher internal factors are hampering the presence of HOTS questions in the daily assessment.
Analysis of Biology Daily Assessment According to Cognitive Process Dimension and Higher Order Thingking Skills Question Ansori, Achmad Zanuar
Journal of Biology Education Vol 9 No 1 (2020): April 2020
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v9i1.37841

Abstract

Daily assessment plays an important role to monitor students’ learning achievement. It reflects techers’ ability in composing items and cognitive process dimension. The presence of HOTS questions in the daily assessments is very important to train students in developong higher-order thinking skills. This study aims to determine the distribution of cognitive process dimension and HOTS questions on biology daily assessment items in odd semester 2019/2020. This study also wants to uncover factors that influence biology teachers in presenting HOTS questions. The subjects of this survey study were biology teachers at MAN 1 and MAN 2 Lamongan. Data obtained through documentation and questionnaire techniques. Data in the form of question sets were analyzed with descriptive statistics (percentage). Questionnaire data was treated through the process of collecting, reducing and categorizing, displaying, and drawing conclusions. The results show that the cognitive process dimension of remembering and understanding dominate the daily assessment item in both schools, the percentage of HOTS questions is very low, and the teacher internal factors are hampering the presence of HOTS questions in the daily assessment.
Pemahaman Guru: Miskonsepsi Guru Mata Pelajaran Ilmu Pengetahuan Alam MTs terhadap Konsep Pembelajaran Berdiferensiasi Ansori, Achmad Zanuar
Inovasi: Jurnal Diklat Keagamaan Vol 18 No 2 (2024): Inovasi: Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52048/inovasi.v18i2.567

Abstract

The implementation of the Independent Curriculum in islamic schools brings a number of consequences, including the use of differentiated instruction.  The concept of differentiated instruction is something new for teachers.  This allows misconceptions to occur even though the teacher has obtained previous information.  This article aims to find out the misconceptions of Islamic Junior High Schools sciences teachers regarding the concept of differentiated instruction.  The respondents for this research were 35 participants of Implementation of Independence Curriculum training in science subjects.   Data obtained through a questionnaire using Gform.  The data was then processed using percentage techniques and described.  The research results show that the overall value of misconceptions about the concept of differentiated instruction is 3.23, a medium category approaching high.  "Differentiation is the latest learning model" is the highest misconception, namely 4.00.  "Differentiation makes students unable to achieve learning goals" received the lowest score, namely 2.37.  Widyaiswara in charge of the training course "Differentiated Learning in Science Subjects" needs to identify and correct participants' misconceptions before continuing with the exercise of designing differentiated learning. 
TEKNIK PENILAIAN KINERJA DALAM PEMBELAJARAN BIOLOGI DI TINGKAT MADRASAH ALIYAH Ansori, Achmad Zanuar
Inovasi: Jurnal Diklat Keagamaan Vol 10 No 4 (2016): Inovasi: Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52048/inovasi.v10i4.24

Abstract

The technique of performance assessment in 2013 in curriculum 2013 isused to assess students’ ability to do something. This assessment techniqueis in line with the aim and the characteristics of biology subject at MadrasahAliyah level. As a branch of science, biology has three aspects whichi.e. process, product and attitude. Biology learning is led to reach thosethree aspects. The use of performance assessment technique is in linewith the process aspect in which the Biology learning demands studentsto do scientific performance as a part of learning process. Scientific performance will lead students to learn how Biological knowledge is acquired. So the development ofperformance assessment instruments is really important to be masteredby the teachers of Biology. This is beingmore strengthen by a compulsory assessment on basic competence related to the skill domain as recommended by 2013 curriculum. The steps on developing assessment instrument starts from deciding the skill that will be assessed to thedeveloping observation formand performance assessment rubric is presented on this paper. This article also discuss the position ofperformance assessment based some experts opinions.
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