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All Journal Bioscience Bioeducation Journal Jurnal Pendidikan Biologi Indonesia Bio Ilmi: Jurnal Pendidikan Jurnal Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi JURNAL PENDIDIKAN TAMBUSAI Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Journal on Education Bioedusiana: Jurnal Pendidikan Biologi Atrium Pendidikan Biologi Jurnal Mangifera Edu Jurnal Pendidikan dan Konseling Penbios: Jurnal Pendidikan Biologi dan Sains Jurnal Ilmiah Profesi Pendidikan Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal On Teacher Education (Jote) Sustainable: Jurnal Kajian Mutu Pendidikan Journal of Digital Learning and Education BIOCHEPHY: Journal of Science Education Al-Alam : Islamic Natural Science Education Journal Ta'dib Symbiotic: Journal of Biological Education and Science Jurnal Serambi Biologi Biodik: Jurnal Ilmiah Pendidikan Biologi
Zulyusri, Zulyusri
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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HOTS assessment in circulatory system learning: Validity, reliability, and item quality Yosi Laila Rahmi; Isnaini Nur Habibah; Z. Zulyusri; Rahmawati Darussyamsu
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 7 No. 2 (2021): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v7i2.15513

Abstract

Biology learning, based on the curriculum-2013, requires students to be skilled at analyzing, evaluating, and creating to achieve Higher-Order Thinking Skills (HOTS). Thus, HOTS assessment instrument is crucial to be made. This study aimed to produce HOTS assessment instrument focused on circulatory system materials for XI graders. This research was conducted by using Research and Development (R&D) method with 4-D model. The subjects of this study were: two biology lecturers from Faculty of Mathematics and Science of Universitas Negeri Padang, two biology teachers, and 33 XI graders of Public Senior High School 1 Nan Sabaris. The data were collected using questionnaires which were validated by experts and analyzed using ANATES 4.09. The validity results reached as high as 87.54% (very valid) in which the empirical validity value was 88%. Meanwhile, the instrument was stated as very reliable (0.78), has a moderate difficulty, good differentiating power, and excellent option quality. Thus, as the recommendation, this instrument can be used to foster students’ HOTS.
META ANALISIS: PENGEMBANGAN SOAL HOTS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Weni Febrianti; Zulyusri Zulyusri; Lufri Lufri
Bioilmi: Jurnal Pendidikan Vol 7 No 1 (2021): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v7i1.9506

Abstract

21st century learning requires students to have 3 important abilities including critical thinking skills, creative thinking and problem solving. This ability is known as higher order thinking skills or HOTS (Higher Order Thinking Skill). This ability is used to face the challenges of the 21st century. Critical and creative thinking is needed in solving problems. This is due to the rapid development of science and technology so that it becomes new challenges and problems that students must face in 21st century learning. Based on Indonesia's ranking in PISA and TIMSS, it is necessary to develop HOTS questions to improve students' critical thinking skills. This study aims to analyze the development of HOTS questions to improve students' critical thinking skills. This research is a type of meta-analysis research. Sources of data come from national journals for the last three years. The results showed that the development of HOTS questions was able to improve students' critical thinking skills. But not only that, it can also improve students' higher order thinking skills. This is in accordance with the findings of research which shows that the development of HOTS questions to improve students' critical thinking skills can be done at all levels, both SD, SMP and SMA with an average effect size of 1.33; 1.54; and 1.26. with the effect size category at the SMA level higher than SMP and SD. Meanwhile, analyzing HOTS questions to improve critical thinking skills obtained three abilities, namely the ability to think critically, think creatively and solve problems with consecutive categories, namely 2.22; 2.03; and 2,1. This shows that the HOTS Question is able to improve the critical thinking skills of students from various levels, both SD, SMP and SMA. However, this is very suitable for use at the high school level.
META-ANALISIS PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMA Selvi Seftiani; Zulyusri Zulyusri; Fitri Arsih; Lufri Lufri
Bioilmi: Jurnal Pendidikan Vol. 7 No. 2 (2021): Bioilmi : Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v7i2.11517

Abstract

This research aims to analyze the effect of Project Based Learning on students' critical thinking abilities. The method of this study is a meta-analysis with a sample of 10 journals of education and research theses in national journals and instruments in the form of coding categories. The meta-analysis study shows that the effect of Project Based Learning on students' critical thinking abilities from the subject level of education, Project Based Learning is equally positive for both high school (SMA) and vocational levels (SMK) but is more effectively used by students in high school education. Meanwhile from subject matter subjects, Project Based Learning is more influential digestion material than other material. And from the subject of Media that is used, Project Based Learning has a positive effect when using real or virtual media. Other findings show that Project Based Learning has a high influence on students' critical thinking skills.
META-ANALISIS : PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI SAINS PESERTA DIDIK Lenti Supriwardi; Zulyusri Zulyusri; Lufri Lufri
Bioilmi: Jurnal Pendidikan Vol. 7 No. 2 (2021): Bioilmi : Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v7i2.11518

Abstract

The purpose of this study was to analyze the effect of the Problem based learning model on students' scientific literacy skills. This research method is a meta-analysis by examining data sources originating from national or international journals published in the last five years (2017-2021). The results showed that the meta-analysis study had an effect on students' scientific literacy skills with the Problem Based Learning Model. The results of the analysis showed that the 14 effect sizes of the analyzed studies were heterogeneous (Q = 64,264, p < 0,001). The results of the analysis using the random effects model showed that the problem based learning model had a positive and significant effect on the scientific literacy ability of students ( z = 6,374, p < 0,001). The problem based learning model has an effect on the scientific literacy ability of students, including in the very large category of 1,021.
Meta-Analisis Miskonsepsi Siswa Mata Pelajaran IPA Materi Biologi Tingkat SMP Melitha Aurora Hasanti; Zulyusri Zulyusri
PendIPA Journal of Science Education Vol 6, No 1 (2022): November - February
Publisher : University of Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.6.1.263-268

Abstract

Miskonsepsi adalah kesalahan dalam memahami suatu konsep. Penelitian ini bertujuan untuk menganalisis kembali miskonsepsi siswa pada pada mata pelajaran IPA materi Biologi tingkat SMP. Penelitian ini menggunakan metode meta-analisis. Meta analisis dilakukan dengan cara merangkum hasil penelitian dari beberapa artikel atau jurnal online yang sudah ada sebelumnya serta berkaitan dengan penelitian yang dilakukan. Teknik pengumpulan data dengan mencari artikel atau jurnal penelitian yang sudah ada yang relevan dengan penelitian. Ditemukan 4 jurnal penelitian yang relevan dengan miskonsepsi siswa pada mata pelajaran IPA materi Biologi tingkat SMP. Hasil penelitian ditemukan bahwa pada mata pelajaran IPA Biologi tingkat SMP: pada Tabel 1, miskonsepsi tertinggi terdapat pada konsep organel sel; pada Tabel 2, miskonsepsi tertinggi terdapat pada materi organisasi kehidupan; pada Table 3, miskonsepsi tertinggi terdapat pada soal nomor 2 mengenai gas yang dilepaskan tumbuhan saat fotosintesis; pada Tabel 4, miskonsepsi tertinggi terjadi pada siswa nilai rendah. Berdasarkan data tersebut, maka perlu bagi guru untuk menganalisis miskonsepsi siswa baik siswa nilai rendah maupun nilai tinggi agar meminimalisir adanya miskonsepsi siswa pada suatu materi pembelajaran. Kata kunci: miskonsepsi, materi Biologi, mata pelajaran IPA SMP
Meta-Analisis: Pengaruh Soal HOTS (Higher Order Thinking Skill) Terhadap Kemampuan Literasi Sains dan Lesson Study Siswa Pada Materi Ekologi dan Lingkungan Pada Masa Pandemi Covid-19 Abdul Razak; Tomi Apra Santosa; Lufri Lufri; Zulyusri Zulyusri
Bioedusiana: Jurnal Pendidikan Biologi Vol 6, No 1 (2021): Bioedusiana
Publisher : Jurusan Pendidikan Biologi - Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/bioed.v6i1.2930

Abstract

Perkembangan abad-21 telah memberikan dampak yang sangat besar terhadap kegiatan belajar siswa. Akan tetapi siswa dituntut memiliki ketrampilan berpikir tingkat tinggi. Siswa saat ini, siswa memiliki ketrampilan berpikir tinggi yang masih rendah. Evaluasi menjadi indikator bagi guru untuk melihat kualitas pembelajaran yang terjadi di dalam kelas di masa pandemi Covid-19. Penelitian ini bertujuan untuk mengetahui pengaruh soal HOTS (Higher Order Thinking Skill) terhadap kemampuan literasi sains dan lesson study siswa pada materi ekologi dan lingkungan pada masa pandemi Covid-19. Penelitian ini adalah penelitian meta-analisis dengan sampel berasal dari 20 jurnal nasional maupun internasional yang telah terbit dari tahun 2011-2021. Dari hasil penelitian menunjukan bahwa soal HOTS berpengaruh terhadap kemampuan literasi sains siswa sebesar 45,70 % dan lesson study sebesae 35,19 %  dengan effect size sebesar 2,01 kategori tinggi. Hal ini menunjukan bahwa soal HOTS (Higher Order Thinking Skill) berpengeruh singnifikan terhadap kemampuan literasi sains dan lesson study siswa pada materi ekologi dan lingkungan. 
MISKONSEPSI MATERI BIOLOGI SMA DAN HUBUNGANNYA DENGAN PEMAHAMAN SISWA Nafisha Vebiola Irani; Zulyusri Zulyusri; Rahmawati Darussyamsu
Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 3, No 2 (2020): December
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/biolokus.v3i2.823

Abstract

Miskonsepsi merupakan konsep-konsep yang tidak relevan dengan pemahaman ilmiah yang diterima oleh para ahli di bidang yang bersangkutan dan dapat menimbulkan kesulitan bagi siswa dalam memahami suatu materi. Rata-rata semua buku Biologi yang digunakan sebagai sumber belajar oleh guru dan siswa di berbagai SMA memiliki miskonsepsi dengan persentase yang beragam. Tujuan dari penelitian ini adalah untuk mengkaji hasil analisis miskonsepsi buku Biologi dari 10 artikel dan prosiding yang direduksi dari 49 sumber relevan, serta hubungannya dengan pemahaman materi siswa. Jenis penelitian yang digunakan adalah meta-analisis dengan metode penelitian literatur reviewmelalui studi pustaka dengan menggunakan beberapa sumber data seperti artikel di jurnal elektronik dan buku. Hasil penelitian menunjukkan bahwa semua buku Biologi SMA yang diteliti oleh peneliti dalam artikel sumber memiliki miskonsepsi yang cenderung menyebabkan pengetahuan siswa menjadi tidak berkembang.
META-ANALISIS PENGGUNAAN EDMODO TERHADAP MOTIVASI, KEMANDIRIAN, DAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK Noveridha Utama; Zulyusri Zulyusri; Rahmawati Darussyamsu
Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 4, No 2 (2021): December
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/biolokus.v4i2.995

Abstract

Information technology-based learning is currently very much required by educators in the learning process, this is due to the Covid-19 pandemic condition which forces the learning process to be carried out through distance education or commonly called online. The online learning process is quite difficult for educators to monitor students’ motivation, independence and critical thinking skills. One of the efforts to carry out the online learning process is to use e-learning media by edmodo platform. Edmodo is a social network-based learning platform that can help educators and students in the virtual learning process by prioritizing the privacy of students. This study aims to analyze the use of e-learning media by edmodo platform and its relation to students’ motivation, independence and critical thinking skills. This study used meta-analysis method. The population was 21 articles that examine the application of edmodo in learning while the sample was 16 articles taken by purposive sampling technique. Data analysis used the effect size calculation technique by Glass. The result showed that the edmodo platform application in learning had an effect on increasing students’ motivation, independence and critical thinking skills. The effect of edmodo platform application is higher on students’ critical thinking skills with an effect size value of 0,43 (medium effect), followed by students’ motivation of 0,24 (small effect) and students’ independence of 0,11(negligible effect).
Analysis of Items for Selection of High School Biology Olympics Participants Ahmad Subari; Zulyusri Zulyusri; Violita Violita; Restu Fitriani
Jurnal Pendidikan Biologi Vol 10, No 1 (2021): Jurnal Pendidikan Biologi
Publisher : Magister Pendidikan Biologi, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpb.v10i1.23183

Abstract

Based on observations at school, the teacher has not analyzed the items for the biology Olympics selection that will be tested on the participants. This study aims to determine the quality of the questions of the MAN Model Biology Olympics in Jambi City. This research is a quantitative descriptive study with the subject of class X students participating in the biology Olympics training. Data were obtained through test instruments in the form of multiple choice questions, answer sheets, and answer keys. The data analysis technique used Anates 4.0.9 program. The results showed the level of validity at the coefficient level of 5%, namely, valid questions amounted to 13 questions and 27 questions invalid. At the level of reliability obtained a value of 0.46 with a sufficient category. At the level of difficulty, there are 3 questions that are categorized as easy, 16 are categorized as medium, and 21 are categorized as difficult. Then on the discriminatory power there are 7 questions categorized as very good, 12 categorized as good, 7 categorized as bad and 14 categorized as very bad. Furthermore, in the distractor quality analysis, there are 4 questions with very good and good distractor quality, while the rest have distractor qualities in the criteria of poor, bad, and very bad. Based on the results of the item analysis recap, there is 1 question that can be used directly, 12 questions can be used but need to be improved and 27 questions cannot be used.
Meta-Analisis: Pengaruh Bahan Ajar Berbasis Pendekatan STEM Pada Pembelajaran Ekologi Tomi Apra Santosa; Abdul Razak; Lufri Lufri; Zulyusri Zulyusri; Elmayana Fradila; Fitri Arsih
Journal of Digital Learning and Education Vol. 1 No. 1 (2021): APRIL
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v1i01.24

Abstract

Abstrak: Tujuan penelitian ini untuk menganalisis pengaruh bahan ajar ekologi berbasis pendekatan STEM terhadap pembelajaran Abad-21. Metode penelitian ini adalah meta-analisis dengan menelaah sumber data yang berasal dari jurnal nasional atau internasional terbitan empat tahun terakhir (2016-2020). Hasil penelitian menunjukan bahwa studi meta-analisis berpengaruh pada bahan ajar ekologi berdasarkan pendekatan STEM berdasarkan tingkat pendidikan, jenis media yang digunakan, dan pendekatan STEM dalam pembelajaran ekologi. Temuan penelitian menunjukkan bahwa pengaruh bahan ajar ekologi berdasarkan pendekatan ilmiah memiliki harga rata-rata lebih tinggi di tingkat SMA dibandingkan dengan sekolah dasar dan menengah pertama. Harga ukuran efek rata-rata untuk tingkat pendidikan menengah atas, menengah pertama dan dasar adalah: 1,63; 1,56; dan 1,19 pada kategori tinggi. Sedangkan dari segi media pembelajaran akan lebih efektif jika diaplikasikan dalam modul, dibandingkan dengan media lain, rata-rata effect size modul, LKS/LKPD, dan bahan ajar masing-masing adalah: 2,05; 1,14; dan 0,62 pada kategori tinggi. Berdasarkan hasil belajar kognitif dan keterampilan siswa, pengaruh harga rata-rata terhadap effect size proses sains, hasil belajar, berpikir kritis, dan pemecahan masalah adalah 1,32; 1,61; 2.32; dan 1.83 dengan kategori tinggi maka diikuti kompetensi siswa dengan memberikan pengaruh pada kategori sedang yaitu: 0,61. Kata Kunci: Bahan Ajar, Pendekatan STEM, Ekologi Abstract: The purpose of this study was to analyze the effect of ecology teaching materials based on the STEM approach on 21st-century learning. This research method is a meta-analysis by examining data sources from national or international journals published in the last four years (2016-2020). The results showed that the meta-analysis study affected ecology teaching materials based on the STEM approach based on the level of education, the type of media used, and the STEM approach in ecological learning. The research findings showed that the effect size of ecological teaching materialbased on scientific approach has a higher average prize at senior secondary level compared to primary and junior secondary. The average effect size prices for senior secondary, junior secondary, and primary education levels were: 1.63; 1.56; and 1.19 in the high category. Meanwhile, in terms of learning media, it will be more effective if applied in modules, compared to other media, the average effect size of the module, student worksheet, and teaching materials respectively are: 2.05; 1.14; and 0.62 in the high category. Based on students' cognitive learning outcomes and skills, the effect of the average price on the effect size of the science process, learning outcomes, critical thinking, and problem-solving was 1.32; 1.61; 2.32; and 1.83 with the high category, followed by student competence by giving influence to the medium category, namely: 0.61. Keywords: Teaching Materials, STEM, ecology
Co-Authors Abdul Rahman Abdul Razak Abi Suwars Achyar, Afifatul Afifah Pamela Ahmad Subari Ahmad Syukri Al Fahrurz Ardi Ardi Asya Kharisma Atifah, Yusni Ayu Melisa Putri Azwir Anhar Azwir Azwir Berlian Anggraini Desi Wahyuni Despia Lailatul Putri Eby Restudila Elismawati Elismawati Elmayana Fradila Elsa Yuniarti Fadika Hayyuni Fadillah Mutia Festiyed Fitri Arsih Fitri Arsih Hadeli Hadeli Hasna Luthifah Heffi Alberida Helendra Helendra . Helka Yuliati Helsa Rahmatika Hidayat Al Azmi Ida Elfira Ilwandri Ilwandri Indra Hartanto Intan Fathia Rahmi Irdawati Irdawati Isnaini Nur Habibah Jumatul Hafsah Khairatunnisa Khairatunnisa Khodzijah Nur Amalia Kurnia Wulansari Laila Kurnia Sari Lenti Supriwardi Linda Advinda Lucy Petra Kamelsa Lufri Lufri Masyithah Imania Maynisa Putri Melandi Wimudi Melitha Aurora Hasanti Mico Arisanto Muhamad Sholichin Muhyiatul Fadilah Nafisha Vebiola Irani Nanta Mulia Nella Fauziah Nindya Ananda Latifa Nining Efriani Nisa Al Mukarromah Nisrina Zakia Khalel Noni Fatillah Noveridha Utama Novi Indah Lestari Novia Afriliska Novica Ashari Pingki Lestari Putri Sarinami Rahma Lestari Rahmadhani Fitri Rahmawati Darussyamsu Rahmawati Darussyamsu Rahmi Suci Nadira Rahmita Mawadah Ramadhan Sumarmin Relsas Yogica, Relsas Restu Fitriani Revi Gina Gunawan Revi Gina Gunwan Rhavy Ferdyan Ria Anggriyani Ristiono Ristiono Sa&#039;diatul Fuadiyah Sa’diatul Fuadiyah Selaras, Ganda Hijrah Selvi Seftiani Septu Yoelianty Sukma Sintia Putri Suci Fajrina Suhaimi . Tiffany Mantoviana Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Santosa Upris Yastati Violita Violita Weni Febrianti Wirda Taufik Wuri Julita Yayat Suharyat Yosi Laila Rahmi