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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan Karakter Cakrawala Pendidikan COPE EDUSAINS Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Pendidikan Biologi Journal of Biology Education JURNAL IQRAÂ´ Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Education Technology Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Journal of Research and Educational Research Evaluation Journal of Innovation in Educational and Cultural Research Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Prosiding Seminar Nasional Biologi, Teknologi dan Kependidikan (Biotik) Measurement In Educational Research Indonesian Journal Of Educational Research and Review Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Edukasi Biologi Jurnal Pendidikan Anak Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif

Slamet Suyanto

Universitas Negeri Yogyakarta

Author-ID : 1694621

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Respons guru terhadap pengembangan bahan ajar quipper school pada materi perubahan lingkungan untuk meningkatkan manajemen pembelajaran guru Miftahul Khairani; Slamet Suyanto
JURNAL BIOEDUKATIKA Vol 7, No 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v7i1.12472

Quipper school merupakan bahan ajar yang dapat membantu bagi para guru untuk melaksanakan proses belajar mengajar dan sudah banyak digunakan secara mendunia. Penelitian ini bertujuan untuk: a). Mengetahui kelayakan bahan ajar QS dalam meningkatan manajemen pembelajaran guru; dan b). Mengetahui respon guru terhadap penggunaan bahan ajar quipper school dalam proses pembelajaran. Metode dalam penelitian ini menggunakan metode DDR (Design and Development Research) yaitu penelitian yang dimulai dengan mendesain, mengembangkan, dan mengevaluasikan dengan tujuan meciptakan produk yang diinginkan. Penelitian ini dilakukan pada semester genap, pada bulan Maret hingga MeiÂ 2018 , tahun pelajaran 2017/2018 di SMA Negeri 1 Depok Yogyakarta, dan SMA Negeri 6 Yogyakarta. Instrumen yang digunakan dalam penelitian ini berupa lembar observasi dan angket. Hasil dari keseluruhan nilai skor akhir data menyatakan bahwa 90,97% guru memberikan respon positif dan menyatakan sangat setuju terhadap penggunakan bahan ajar quipper school dalam meningkatkan manajemen pembelajaran.Quipper school's teaching material is the latest innovation that is currently worldwide, so that with Quipper School's teaching materials it can make it easier for teachers to carry out teaching and learning activities, which are not only done in the school environment, but can also be done outside of school. This study aims to: a). Knowing the feasibility of Quipper School teaching materials on Environmental Change material used in the learning process to improve teacher learning management; and b). Knowing the teacher's response to the use of Quipper School teaching materials in the learning process. The method in this study using the DDR (Design and Development Research) method is a study that begins with designing, developing, and evaluating with the aim of creating the desired product. This research was conducted in even semester, from March to May 2018, 2017/2018 school year in Depok 1 Public High School, and Yogyakarta 6 Public High School. The instruments used in this study were observation sheets and questionnaires. The results of the study stated that 90.97% of teachers gave a positive response and stated strongly agree with the use of Quipper School teaching materials in improving learning management.

Evoking the four dimensions of student knowledge in ecosystem: effectiveness of real object, web, and blended learning Anwar Musyaddad; Slamet Suyanto
Biosfer: Jurnal Pendidikan Biologi Vol 12 No 2 (2019): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

This research aims to: identify whether there is a significant difference in influence between learning media based on real object, web, and blended learning on student knowledge dimension, which covers factual, conceptual, procedural, and metacognitive knowledge on ecosystem material. It was a quasi-experiment with a pretest-posttest comparison group design. The population in this study was all students of class X MIA in SMA N 1 Bantul and SMA N 2 Bantul in semester 2 of the 2018/2019 academic year. The sample in this study used three experimental classes that were randomly selected using cluster random sampling techniques. The data were collected using tests of factual, conceptual, procedural, and metacognitive knowledge and student's metacognitive questionnaire. These data were then analyzed using the Multivariate Analysis of Variants test. The results demonstrate that: (1) learning media based on real object, web and blended learning affect the student’s factual, conceptual, procedural and metacognitive knowledge, (2) there is a significant difference in effectiveness between learning media based on real object, web and blended learning on students' factual, conceptual and metacognitive knowledge, (3) there is no significant difference in effectiveness between learning media based on real object, web and blended learning on students' procedural knowledge. Based on this, it can be recommended that biology learning media based on real object and blended learning can be applied by the teacher to improve students' factual, conceptual, and metacognitive knowledge.

Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model? Rizky Restu Romadhona; Slamet Suyanto
Biosfer: Jurnal Pendidikan Biologi Vol 13 No 2 (2020): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.v13n2.307-319

This study aimed to examine the effectiveness of implementing a real object-based open inquiry model towards integrated science process skills of 10th- grade students in the material of plants (Plantae). This study used quasi-experimental research with nonequivalent control group pretest-posttest design. This study's population was all 10th- of Senior High School S of Yogyakarta, Indonesia, in the academic year grade students of 2018/2019. The technique sampling used in this study was random cluster sampling. The samples consisted of 30 students in the experimental class using the open inquiry model and 30 students in the control class using the guided inquiry model. The instrument used in this study was an essay test consisting of four questions that represent the aspects of science process skills. Analyze data use the independent-sample t-test. The results indicated a significant difference between the means of science process skills post-test of the 10th-grade students in the material of plants. The percentage of N-gain score in the experimental class categorized to low was 0%, categorized to moderate was 17%, and categorized to high was 83%. The most influential aspect of integrated science process skills in the experimental class is communication with 95,33. To sum up, the open inquiry learning model is useful in the 10th-grade students' integrated science process skills, particularly the aspect of communication in plants' material.

Kasus Gigitan Ular di Indonesia Maula Haqul Dafa; Slamet Suyanto
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol 5, No 1 (2021): Vol 5, No 1 (2021)
Publisher : Yogyakarta State University

Ular merupakan satwa liar yang habitatnya paling dekat dengan manusia. Gigitan ular dikategorikan WHO sebagai “Neglected Tropical Disease” atau Penyakit Tropis Terabaikan dan menyumbang kematian lebih dari 100.000 orang di seluruh dunia tiap tahun, sebagian besar berasal dari negara berkembang yang terletak di daerah tropis dengan penduduk padat. Kematian akibat gigitan ular disebabkan oleh beberapa faktor, yaitu tingkat bisa ular yang menggigit, keadaan korban, penanganan pertama, akses ke rumah sakit yang memadai, dan ketersediaan antivenom. Penanganan pertama yang tepat ketika tergigit ular berbisa adalah dengan imobilisasi, yaitu membuat bagian tubuh yang tergigit hanya bergerak seminimal mungkin atau bahkan tidak bergerak, dan mendapatkan antivenom via infus jika sudah memasuki fase sistemik. Ketidaktahuan masyarakat mengenai penanganan pertama yang tepat dan dianjurkan serta ketidaktersediaan antivenom ular yang tepat di rumah sakit dapat meningkatkan jumlah orang yang tewas akibat gigitan ular.

PEMANFAATAN RISET BIODIVERSITAS DALAM PENDIDIKAN BIOLOGI DAN PEMBENTUKAN KARAKTER PEDULI LINGKUNGAN DI ERA TEKNOLOGI 4.0 Slamet Suyanto
Prosiding Seminar Nasional Biotik Vol 6, No 1 (2018): PROSIDING SEMINAR NASIONAL BIOTIK VI 2018
Publisher : Prosiding Seminar Nasional Biotik

Idonesia is one of the top ten countries in the world that has mega-biodiversity. The government claims an exclusive economic zone of Indonesia is totally about 7.9 million square kilometers and ranks the second on the tropical rain forest (after Brazil) which is inhabited by more than two third species of the world. The mega-biodiversity is reinforced by the unique edaphic, climatic, and aquatic conditions. However, the diversity is recently endangered by several factors, such as fires, illegal logging, farming, mining, fishing, and pollution. The rapid human population growth also has negative impacts on the biodiversity. To maintain the biodiversity of species and their environment, biology education is required to develop characters of young generations with great affection on the environment and living things who are committed to preserving and conserving biodiversity. Computer and information technology is also required to promote their learning.

Model analisis butir instrumen tes biologi untuk penilaian akhir tahun menggunakan item response theory Hidayatullah Hidayatullah; Rina Safitri; Slamet Suyanto
Measurement In Educational Research Vol 2, No 1 (2022)
Publisher : Research and Social Study Institute

Setiap tahun, ada anak didik dari SMAN 2 Yogyakarta yang melanjutkan pendidikan dan lolos seleksi masuk perguruan tinggi negeri untuk program studi Biologi dan program studi Biologi Terapan. Penelitian ini bertujuan untuk mencari kecocokan model item response theory dengan instrumen penilaian akhir tahun tes Biologi di SMAN 2 Yogyakarta yang diujikan pada tahun pelajaran 2021/2022. Penelitian ini merupakan penelitian deskriptif kuantitatif. Instrumen tersebut dianalisis berdasarkan item fit dan parameter butir dengan responden sebanyak 287 yang telah memilih opsi dari 40 butir yang tersedia. Teknik pengumpulan data dilakukan dengan metode dokumentasi dan data dianalisis menggunakan software R. Hasil penelitian menunjukkan bahwa instrumen tersebut memiliki karakter yang cocok dengan model item response theory satu parameter. Butir fit dan butir valid disarankan untuk disimpan, sedangkan butir tidak fit dan butir tidak valid sebaiknya diganti dengan butir yang baru pada rekonstruksi instrumen selanjutnya, karena sudah tidak memenuhi syarat standar membuat instrumen. Khusus butir 16 disarankan merevisi pertanyaan, kunci, dan opsinya.Â Item analysis model of biology test instrument for the end-of-year assessment using item response theoryÂ Abstract: Every year, students from SMAN 2 Yogyakarta continue their education and pass the selection to enter state universities for Biology and Applied Biology study programs. This study aims to fit the item response theory model with the Biology end-of-year assessment instrument at SMAN 2 Yogyakarta, which is tested in the 2021/2022 academic year. This research is quantitative descriptive research. The instrument was analyzed based on item fit and item parameters with 287 respondents who had selected options from 40 available items. The data collection technique was carried out using the documentation method, and the data were analyzed using R software. The results showed that the instrument has a character that fits the one-parameter item response, theory model. Fit items and valid items are recommended to be kept, while non-fit items and invalid items should be replaced with new items in the next instrument reconstruction because they do not meet the standard requirements for making instruments. For item 16, it is recommended to revise the question, key, and options.

Instrumen lembar observasi pengukuran ketercapaian KKNI level 6 pada pengajaran mikro pendidikan biologi Bintang Sariyatno; Slamet Suyanto
Measurement In Educational Research Vol 1, No 1 (2021)
Publisher : Research and Social Study Institute

Penelitian pengembangan Instrumen lembar observasi ini bertujuan untuk mengembangkan instrumen lembar observasi pengukuran pengajaran mikro pada program studi pendidikan biologi yang valid dan reliabel, sehingga diperoleh gambaran ketercapaian KKNI level 6. Motode penelitian yang digunakan adalah metode penelitian dan pengembangan (research and development). Validitas isi pada penelitian ini telah memiliki kesesuaian konteks aitem dengan tujuan pengukuran dan aitem-aitem instrumen lembar observasi telah merepresentasikan ciri-ciri atribut yang diukur. Instrumen pengukuran pengajaran mikro ini terdiri atas 4 deskriptor spesifik KKNI level 6;Â 11 learning outcome, 27 indikator utama, dan 74 aitem.Koefisien reliabilitas instrumen ini berturut-turut, yaitu deskriptor spesifik pertama memilikiÂ koefisien reliabilitas 0,986 yang termasuk reliabilitas tinggi,Â deskriptor spesifik ke dua memiliki koefisien reliabilitas 0,984 yang termasuk relibilitas tinggi, deskriptor spesifik ke tiga memiliki koefisien reliabilitas 0,841 yang termasuk reliabilitas tinggi, dan deskriptor spesifik ke empat memiliki koefisien reliabilitas 0,964 yang termasuk reliabilitas tinggi.Â Measuring observation form instruments for level 6 of KKNI achievement on microteaching biology educationÂ AbstractThis study aims to find out the content validity and the reliability of observation form instrument to measureÂ the achievement of micro of level 6 KKNI in Biology Education courses.This research is the Research and Development (R & D). The results of the study show that the validity of the content in this study have suitability context items with the purpose of measuring instrument and items instrument observation sheet has represented the characteristics of attributes measured. Observation form of microteaching instrument consists of 4 specific descriptorsÂ ofÂ KKNI level 6; 11 learning outcomes, 27 main indicators, and 74 items. Instrument reliability of the instrument observation sheet microteaching for each descriptors specific, among other: descriptors specific first coefficient reliability of 0.986 which suggests the reliability is exeellent descriptors specific. The second has a coefficient of reliability 0.984 which suggests the reliability is excellent descriptors specific. The third has a coefficient of reliability 0.841 which suggests reliability excellentÂ descriptors specific. The fourth has a coefficient of reliability 0.964 which suggests reliability is excellent.

Pelatihan Google Classroom bagi Guru IPA SMP di Kabupaten Gunungkidul untuk Meningkatkan Kemampuan Guru dalam Mengelola Pembelajaran Online Slamet Suyanto; Kintan Limiansi; Ema Aprilisa; Suratsih Suratsih
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol 6, No 2 (2022): Vol 6, No 2 (2022)
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpmmp.v6i2.55492

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan guru IPA SMP di Kabupaten Gunungkidul dalam memilih, merancang, melaksanakan, dan mengevaluasi pembelajaran online dengan menggunakan Google Classroom. Materi pelatihan meliputi gambaran umum pembelajaran online, pelatihan management pelajaran dengan Google Classroom, pelatihan video converence dengan Google Meet, serta pelatihan evaluasi dengan Google Form. Berdasarkan analisis pretest dan posttest terdapat peningkatan pengetahuan peserta terkait fitur utama Google Classroom, cara mengundang siswa, cara pembuatan tautan pertemuan daring, dan pengetahuan bahwa setiap kelas dapat dibimbing oleh lebih dari satu orang guru. Pelatihan ini dinilai cocok dengan kebutuhan peserta. Hal tersebut diketahui melalui kuisioner yang dibagikan pada akhir pelatihan. Sebanyak 65% peserta dapat mengetahui cara mengoperasikan Google Classroom, 20% peserta dapat mengetahui fitur Google Clasroom yang sesuai untuk mendukung proses pembelajaran secara daring, dan 15% peserta menyatakan ingin tahu lebih banyak mengenai Google Classroom untuk melaksanakan pembelajaran daring.

PENGEMBANGAN MEDIA PERMAINAN “FLOODING MOCKUP” UNTUK MENGENALKAN SAMPAH DAN BANJIR PADA ANAK USIA DINI Ajeng Rizki Safira; Slamet Suyanto; Dinda Rizki Tiara; Nur Aini Mahbubah
PG-PAUD Trunojoyo Vol 9, No 2 (2022)
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pgpaudtrunojoyo.v9i2.16877

Penelitian ini bertujuan untuk: (1) mengembangkan media Flooding Mockup yang layak dengan tujuan mengenalkan sampah serta banjir untuk anak usia dini dan (2) mengembangkan media Flooding Mockup yang efektif untuk mengenalkan sampah serta banjir untuk anak usia dini. Penelitian ini adalah penelitian pengembangan menggunakan model Borg dan Gall. Pengumpulan data dengan wawancara, angket, penilaian kemampuan anak, dan observasi. Teknik analisis data terdiri dari penembangan produk dan analisis penilaian pembelajaran. Hasil penelitian adalah (1) media Flooding Mockup ditinjau dari aspek materi serta media dinilai oleh ahli ialah layak digunakan mengenalkan "sampah serta banjir pada anak usia dini, dan (2) permainan media Flooding Mockup efektif untuk mengenal sampah serta banjir untuk anak usia dini. Hal ini ditunjukkan dari hasil independent t test posttest yaitu p lebih kecil dari 0.05 yaitu 0.000 ≤ maka dinyatakan bahwa dapat meningkatkan dengan signifikan kemampuan anak mengenal sampah serta banjir.

Determining the position of indonesian literacy, science and mathematics among PISA participating countries using Multidimensional Scaling Analysis Niza Niza; Slamet Suyanto; Wan Zuwusni Wan Mustofa; Nurdin Nurdin
Measurement In Educational Research Vol 3, No 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/meter.v3i1.195

The Program for International Students Assessment (PISA) is a triennial survey of 15-year-old students worldwide. The assessment focuses on core school subjects, namely science, reading, and mathematics. The 2015 PISA survey covers 70 countries, including Indonesia. Indonesia has been participating in the PISA survey since 2000. This article aims to map Indonesia's position towards the PISA participating countries in 2015, which amounted to 72 countries. The analysis used is Multi-Dimensional Scaling (MDS) analysis. The mapping of this position is based on the average value of science, reading, and mathematics. From the analysis results, it is found that Indonesia's position is grouped against the 70 participating countries. From this grouping, it can be seen what Indonesia has taken follow-up actions to improve the quality of education in Indonesia, especially in science, reading, and mathematics subjects.

Co-Authors . Haryanto A.A. Ketut Agung Cahyawan W Agung Wijaya Subiantoro Ajeng Rizki Safira Annisa Fitriani Annisa Fitriani, Annisa Anwar Musyaddad Aprilisa, Ema Astri wahyuni Azra, Habibah Nurfaizah B, Nur Khafifah Luthfiyah Bamabang Subali Bambang Subali Begimbetova, Guldana A. Bintang Sariyatno Bruri Moch. Triyono Budiwati . Cahyanti, Necta Ayu Ciptono Ciptono Deliya Minianur Desi Nugraheni Diah Tirta Puri Dian Wahyuningsih Dila*, Elvi Fuspita Dinda Rizki Tiara Elok Dyah Pitaloka Ema Aprilisa Endang Mulyatiningsih Fauzi Fahmi Febrina Suci Wulandari Fini Rezy Enabela Novilanti Fitra Purnama Agung Fitria, Rani Laylatul Guldana A. Begimbetova Gulzhaina K. Kassymova Hapsan, Amran Hardiyanti Pratiwi, Hardiyanti Harlistyarintica, Yora Helti Riana Hendro Perta Heri Retnawati Heru Nurcahyo Hidayatullah Hidayatullah Ibrahim, Zulfa Safira IGP Suryadarma Ika Feby Putriana Ikta Yarliani, Ikta Jailani Jailani Kartika Ratna Pertiwi Khilafah, M. Rasyid Nur Khoirunnisa Nasution Kintan Limiansi Kiswandini, Dina Ayu Lailul Hidayah Nursarah Laksita, Ghany Desti Limiansi, Kintan Maula Haqul Dafa Miftahul Khairani miftahul khairani Muhammad Fajar Fathu Rhohman Muhammad Iqbal Muhammad Luthfi Mustofa, Wan Zuwusni Wan Muthmainnah Damsi Mutia Ulfah Mutiara, Era MUYASSAROH Nasution, Khoirunnisa Ningsih, Sri Nurfadillah Niza Niza Niza Niza, Niza Noviana Hapsari Nugroho, Ahmad Iskak Nur Aini Mahbubah Nurbaiti, Novita Nurdin Nurdin Nurdin Nurdin NURUL FAIZAH Nurwijayanti Padmawati, Kurnia Perta, Hendro Pitaloka, Elok Dyah Prasetya, Wanda Agus Pratama, Anggi Tias Pratama, Muhamad Tegar Pujiati TM, Indah Qodriyani, Hidayah Ina Rahmi Wardah Ningsih Ramadhani, Shaufi Rassyi, Sultan Fakhrur Ratnawati Ratnawati Renosari Prineta Putri Ria Rosliana Riana, Helti Rina Safitri Rio Christy Handziko Rizki Tika Ayuni Rizky Restu Romadhona Rizza Untsa Nuzulia Rosidah Rosidah Rosliana, Ria Sa'adah, Rizki Amalia Salam, Nisrina Santi M. J. Wahid Seran, D’aquinaldo Stefanus Fani Siti Nur Kholifah Siti Nurjanah Suardi, Izzul Kiram Sudiarti, Mira Sukiya Sukiya Sultan, Jumriani Suratsih Suratsih Suratsih Suratsih Sutisna Sutisna Suyitno Aloysius Tien Aminatun Tri Harjana Try Ramadhan Uanayah, Habibatul Wan Zuwusni Wan Mustofa Wantara, Ngade Wida Pangestu Prihatin Widayati, Vinna Winda, Fadhila Hasnah Azizah Wulan Safitri, Wulan Wulan, Ayu Nawang Yustisiana, Sugma Rizki Tri Utami Zafrullah Zafrullah Zafrullah, Zafrullah

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