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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pelita Pendidikan Jurnal Pendidikan Biologi Indonesia Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Biosel: Biologi Science and Education Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Research and Development in Education (RaDEn) Journal of General Education Science Jurnal Edukasi Biologi Biosaintifika: Journal of Biology & Biology Education
Anafiza, Rizqa Devi
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Other

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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.
ANALISIS KEBUTUHAN PENGEMBANGAN PROGRAM PEMBELAJARAN BIOLOGI RAMAH ANAK BERBASIS LINGKUNGAN Anggi Tias Pratama; Angga Damayanto; Firmansyah Firmansyah; Rizqa Devi Anafiza; Kintan Limiasi; Heru Sukoco
Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 3, No 1 (2020): June
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/biolokus.v3i1.730

Abstract

This study aims to analyze the local potential of Gunung Kidul in developing environmentally friendly child-friendly learning models in learning biology. This research was conducted in Gunung Kidul Regency. The population of this research is all local potential in Gunung Kidul Regency. The sample of this study were high school biology teachers, students' parents, and people with disabilities in Gunung Kidul Regency. Surveys and interviews are carried out through observation as well as some clear information on a study of local potential, biology teachers' perceptions of inclusion, and disability. The data obtained are the local potential in Gunung Kidul and teachers' perceptions about inclusion and persons with disabilities. The results of identification of local potentials owned, namely; Pindul caves, Oya river, Oyot caves, and house buildings which are planted with Tectona grandis and Melaleuca leucadendron trees. The results of interviews with teachers, students' parents, and people with disabilities in Gunung Kidul, so far, learning biology is not yet child-friendly. It has not used the environment as a learning resource. This research concludes that it is necessary to develop an environmentally friendly child-friendly learning model in biology learning.Keywords: Local potential, Child-friendly learning, environment, and biology learning
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.
Development of Digital Biology Teaching Materials to Revitalize Post Covid-19 Biology Learning Tias Pratama, Anggi; Triatmanto; Subiantoro, Agung Wijaya; Handziko, Rio Christy; Anazifa, Rizqa Devi
Journal of General Education Science Vol 1 No 2 (2023) Journal of General Education Science, March
Publisher : Berpusi Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62966/joges.v1i2.200

Abstract

This research carried out the first few stages namely Define, the second stage was Design, the next stage was Develop and the last was Dissemination. From each of these steps, there are several steps that need to be carried out. In the Define step, there are 5 stages that need to be taken. 1) front-end analysis , 2) learner analysis , 3) task analysis , 4) concept analysis , and 5) specifying instructional objectives. These five steps aim to map the needs of students and also the needs of the learning process. The hope is that the product to be developed can truly answer the needs of learning and students appropriately. In the second stage, is Design. There are 4 activities that need to be carried out during the Design stage, namely 1) constructing criterion-referenced tests , 2) media selection , 3) format selection , and 4) initial design. This Design stage is the result of the embodiment of the analysis carried out in the Define stage. Of course, the hope at this design stage is that the resulting product design is a product that is suitable and in accordance with the conditions of the perpetrators of the learning process, especially students as learners. In the Develop stage, the initial product produced from the Design stage is reviewed by experts and professionals, and tested on product users. Input from experts and professionals as well as input from product users, becomes a reference for consideration in revising the product being developed. The goal is that users can actually do learning according to their knowledge. If the product has passed the test at the develop stage and revisions have been carried out, then the next stage is the dissemination of the use of the resulting product. what really needs to be considered at this final stage is the choice of platform or container that will be used as a medium for disseminating the teaching materials that have been prepared.
Factors that influence global literacy: what is the most dominant? Pratama, Anggi Tias; Sudrajat, Ahmad Kamal; Anazifa, Rizqa Devi; Kurniawati, Atik
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28903

Abstract

Global literacy is a crucial ability to maintain the world’s peace. Several studies show that demographic factors influence the development of a person’s competence. However, the influence of demographic factors on global literacy has not yet been explored, especially in high school students. This research was conducted to determine the factors that most influence students’ global literacy in biology learning. The factors used in this research are gender, school profile (public or private school), and interest in learning biology. This study used a cross-sectional survey design with 2,759 students participating. Students’ global literacy was analyzed from a questionnaire of four aspects: exploration, communication, using the internet, and act for society. This study found that all the proposed factors influence students’ global literacy, but the factor that has the most dominant influence is the school profile. This research provides a new view regarding the influence of demographic factors on students’ global literacy. The government and related parties can use these results to design effective learning innovations to develop students’ global literacy.
The effect of argument-driven inquiry to pre-service biology teachers’ argumentation skills and metacognitive awareness in Mendelian genetics Rizqa Devi Anazifa; P. Paidi; Anggi Tias Pratama; Atik Kurniawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36218

Abstract

In recent years, pre-service teacher education programs have recognized the importance of equipping future educators with the necessary skills such as argumentation skills and metacognitive awareness. However, the extent to these skills in ore-service biology teachers remains relatively unexplored. This study aimed to explore the effect of argument-driven inquiry on pre-service biology teachers’ argumentation skills and metacognitive awareness. This study also investigated the correlation between argumentation skills and metacognitive awareness in pre-service biology teachers. This research was conducted as quasi experiment using nonrandomized control group pretest–post-test design with two classes. One class as experiment group (N=44) which participated in series of activities in laboratory work using argument-driven inquiry, and control group (N=44) which participated in the regular laboratory activities. The laboratory work focused on the topic of mendelian genetic. This research was conducted on the second year of pre-service biology teachers in the Department of Biology Education. Data were generated by administrating pre-test and post-test on argumentation skill using open-ended question and metacognitive awareness using Metacognitive Awareness Inventory (MAI). Result showed a significant difference between experimental group and control group in argumentation skills (p value= .016) as well as in metacognitive awareness (p value = .005). However, the correlation between argumentation skills and metacognitive awareness were relatively low (r= -.119). This research findings can be used as suggestions for policy makers and educational institute to integrate argumentation skills and metacognitive awareness in designed for professional development program in teacher training program.
Development of argument-driven inquiry model with blended learning approach in environmental science course Rizqa Devi Anazifa; P. Paidi; Anggi Tias Pratama; Atik Kurniawati
Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i2.35874

Abstract

In response to the rapidly evolving world, students should be equipped with the thinking skills such as argument skills. This skill should be promoted using designed model of teaching which give students opportunities to develop and present arguments particularly in science program. In addition, as we navigate the complexity of a digital age, learning process should align with the demands of the digitally driven learning activities. Recognizing the need for the innovative pedagogical strategies, this research aims to design the novel teaching model called argument-driven inquiry based blended learning in environmental science course for undergraduate students. The study was research and development which included three phases analyze, design, and develop for the teaching model development and its validation. This research incorporated argument-driven inquiry with blended learning approach which produced eight phases of learning activities, 1) identify task and guiding question, 2) design method and data collection, 3) develop an initial argument, and 4) argumentation session which conducted offline, followed by 5) discussion, 6) investigation report writing, 7) report peer-review, 8) revise and submit the report which conducted online. This model validation involved four experts in biology learning strategies. The validation includes the validation of the model development as well as its learning instruction such as lesson plan and students’ worksheet. The results of model validation showed that the argument-driven inquiry model with blended learning approach was valid and can be implemented in the environmental course.
PENGEMBANGAN E-LKPD INTERAKTIF BERBASIS GUIDED DISCOVERY LEARNING PADA MATERI SEL UNTUK MENINGKATKAN PEMAHAMAN KOGNITIF SISWA KELAS XI Manurung, Hany Patitrya Octanty; Anazifa, Rizqa Devi
Jurnal Edukasi Biologi Vol 10, No 2 (2024): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v10i2.22417

Abstract

Penelitian ini bertujuan untuk mengembangkan media pembelajaran  e-LKPD interaktif berbasis guided discovery learning yang dapat meningkatkan pemahaman kognitif siswa kelas XI SMA dan menilai validitas dan kelayakan media pembelajaran tersebut. Penelitian ini berdasarkan fakta bahwa pembelajaran biologi, terkhusus di jenjang SMA, memiliki banyak konsep teori dan variasi perangkat pembelajaran yang digunakan guru mayoritas masih menggunakan buku atau ppt dengan metode ceramah, sehingga membuat pembelajaran monoton yang dapat mempengaruhi pemahaman siswa. Jenis penelitian ini adalah penelitian pengembangan (RD) dengan model ADDIE, yang dimodifikasi menjadi 3 tahapan (ADD): Analisis, Desain, dan Pengembangan. Instrumen penelitian meliputi lembar pedoman wawancara, angket, soal tes, lembar penilaian, dan dokumentasi.  Hasil temuan menunjukkan bahwa validasi ahli materi dan media menunjukkan persentase nilai yang keduanya termasuk dalam kategori "sangat baik". Uji coba terbatas menggunakan desain pretest-posttest one small group menunjukkan terdapat peningkatan pemahaman kognitif siswa ditinjau dari peningkatan rerata skor dari 34,9 pada pretest dan 71,8 pada nilai posttest. Selain itu, dilakukan juga analisis N-Gain score, uji-T, dan persepsi guru serta siswa terkait produk yang dikembangkan dapat disimpulkan bahwa E-LKPD Interaktif berbasis guided discovery learning pada materi struktur dan fungsi komponen sel untuk kelas XI SMA valid dan layak digunakan dalam proses pembelajaran untuk meningkatkan pemahaman kognitif siswa.
Co-Authors Agung Wijaya Subiantoro Angga Damayanto Anggi Tyas Pratama Antuni Wiyarsi Atik Kurniawati Atik Kurniawati, Atik Azmi, Nur Sabrina Ahmad Azzahra, Alifia Salfa Firmansyah, Firmansyah Heru Sukoco Kartika Ratna Pertiwi Kintan Limiansi Kintan Limiasi Manurung, Hany Patitrya Octanty Nur Aeni Ariyanti Nurul Bahiyah Abd Wahid Paidi Paramita Cahyaningrum Kuswandi Pratama, Anggi Tias Rio Christy Handziko, Rio Christy Suratsih Suratsih Triatmanto Yunus, Muhamad Fahmi Zain, Haniza Hanim Mohd