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All Journal Jurnal Pelita Pendidikan Jurnal Pendidikan Biologi Indonesia Scientiae Educatia: Jurnal Pendidikan Sains
Anazifa, Rizqa Devi
Biology Education Study Program, Faculty Of Mathematics And Sciences, Yogyakarta State University, Yogyakarta
Agriculture, Biological Sciences & Forestry Education Social Sciences

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LEARNER AUTONOMY MAHASISWA PENDIDIKAN BIOLOGI PADA PEMBELAJARAN DARING SELAMA MASA PANDEMI Rizqa Devi Anazifa; Anggi Tyas Pratama
Jurnal Pelita Pendidikan Vol 8, No 4 (2020): Jurnal Pelita Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpp.v8i4.21199

Abstract

Sebagai calon guru biologi, kemampuan untuk bertanggung jawab terhadap proses belajar sangat diperlukan untuk mengembangkan kemampuan mahasiswa untuk menguasai konsep-konsep Biologi dan keterampilan mengajar. Penelitian ini bertujuan untuk menginvestigasi kemandirian belajar mahasiswa Pendidikan Biologi selama mengikuti proses pembelajaran daring pada masa pandemi. Survei dilaksnakan pada 61 mahasiswa calon guru Biologi yang menempuh program Pendidikan Biologi dengan instrumen Autonomy Learning Scale (ALS) yang terdiri dari 12 pertanyaan. ALS mengukur dua aspek, yaitu kemandirian dalam belajar dan kebiasaan belajar. Data yang diperoleh dianalisis secara deskriptif. Berdasarkan analisis data, dapat disimpulkan bahwa mahasiswa Pendidikan biologi dapat bertanggung jawab terhadap proses pembelajaran, mempunyai keinginan untuk mencari sumber-sumber informasi baru, menerima pengalaman baru serta cara-cara baru dalam pembelajaran, mempunyai motivasi yang tinggi dan kepercayaan diri yang tinggi dalam menyelesaikan tugas dan tantangan yang diberikan oleh dosen. Meskipun demikian mahasiswa belum mempunyai kemampunan manajemen waktu yang baik karena belum secara optimal mengatur waktu belajar selama mengikuti perkuliahan secara daring.
Transformation in Biology Learning during the Covid-19 Pandemic: From Offline to Online Kintan Limiansi; Anggi Tias Pratama; Rizqa Devi Anazifa
Scientiae Educatia: Jurnal Pendidikan Sains Vol 9, No 2 (2020): December 2020
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v9i2.7381

Abstract

This article aims to describe the implementation of online biology learning in senior high schools (SMA/MA) in the Special Region of Yogyakarta during the pandemic. This study employed a quantitative method and involved 25 SMA/MA biology teachers in the Special Region of Yogyakarta. The data were collected through a survey by distributing questionnaires to the teachers. The results reveal that all SMA/MA biology teachers in Yogyakarta have transformed offline learning into online learning. They conduct blended online learning by combining virtual synchronous activities and asynchronous activities by utilizing online media. The virtual synchronous activities (44%) dominate the learning process, and thus, conducive communication between teachers and students is created. Whatsapp is the most dominant media utilized in the virtual synchronous activities (38%) and asynchronous activities (41%) even though this application is not designed for learning purposes. This study is expected to provide SMA/MA biology teachers’ objective description of their condition in implementing online learning. Consequently, the description can become an evaluation for educational stakeholders and a consideration to conduct related research.
Exploring Students’ Perspective on Using Online Collaborative Platform in Biology Laboratory Work Rizqa Devi Anazifa; Suratsih Suratsih; Paramita Cahyaningrum Kuswandi; Anggi Tias Pratama
Scientiae Educatia: Jurnal Pendidikan Sains Vol 12, No 1 (2023): June 2023
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v12i1.11896

Abstract

The COVID-19 pandemic has changed the teaching and learning methods. Learning activities that were originally done face-to-face must be adjusted to online learning. This change also occurs in laboratory activities. As students must adapt to the different method of learning, their behavior in learning is affected, as well, including how they collaborate in laboratory work that is conducted online. This study aims to explore students’ perspective on online collaborative learning tool in biology laboratory work. The online collaborative learning process is supported by a collaboration platform called Trello. Survey was conducted by collecting responses from students in Department of Biology Education who participated in the genetics laboratory work. This study was conducted using survey, which was conducted after students had participated in laboratory work for two weeks online using the virtual collaborative platform. The questionnaires measured students’ perspectives on using Trello for collaborating with their team during laboratory work. The instrument also measured students’ perception on how Trello supported their collaborative learning online including effective group teamwork, discussion activities, and communication within group such as asking questions, answering questions, and making arguments. A number of 127 valid responses were analyzed descriptively. The result showed that students agreed that Trello was easy to use (97%) and supported them to conduct group work easily (98%) and discussion more effectively (87%). Result from this study provides positive evidence on how Trello supports students’ collaboration during laboratory work.
Visiting professor program for environmental science: Does it contribute to student learning experience and problem-solving skills? Anggi Tias Pratama; Rizqa Devi Anazifa; Nurul Bahiyah Abd Wahid
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 3 (2023): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i3.27060

Abstract

This study reveals the contribution of student learning experiences and problem-solving skills in the Visiting Professor (VP) program. This research includes the type of ex post facto correlational research. The data collected in this study were learning experiences and problem-solving skills. Data collection techniques used a questionnaire to find out students' learning experiences on environmental change material, written essay tests to determine the ability to solve environmental pollution problems, and interviews with students on environmental change material. The results of this study found that the VP program had a relationship with and contributed to students' learning experiences and problem solving. The experience of the learning model in this VP gives the greatest contribution to problem-solving skills, followed by indicators of learning models based on student perceptions with percentages, indicators of learning resources with percentages, indicators of direct experience with percentages, indicators of substitute experience with percentages, and the last indicator that has a contribution the smallest is the indicator of student interaction with the percentage. The VP program should be carried out every semester in environmental science courses so that students get learning experience and problem solving. The next research that will be carried out is to look for other factors that influence and contribute to the VP program.
Co-Authors Anggi Tias Pratama Anggi Tias Pratama Anggi Tias Pratama Anggi Tyas Pratama Kintan Limiansi Nurul Bahiyah Abd Wahid Paramita Cahyaningrum Kuswandi Suratsih Suratsih