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<![CDATA[Validitas Perangkat Pembelajaran Model Flipped Classroom dalam Meningkatkan Motivasi dan Hasil Belajar Kognitif Siswa SMA ]]>
<![CDATA[Jodion Siburian]]>;
<![CDATA[Anggun Br Sihotang]]>;
<![CDATA[Ali Sadikin]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 10, No 2 (2022): December ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bioscientist.v10i2.6287
<![CDATA[Learning devices play an important role in directing the implementation and learning process. Before being used, all learning tools must be properly prepared according to the needs of the implementation of the learning model. The implementation of the flipped classroom learning model is one of the expected learning alternatives and motivates students to learn optimally and expects that student learning outcomes can also increase. Prior to implementation, it is necessary to develop better devices and conduct a feasibility analysis of the developed devices. The research was conducted at SMA N 1 Jambi City. This type of research is descriptive quantitative using data collection techniques in the form of closed questionnaires. The research aspects included syllabus validation, lesson plans, pretest and posttest question sheets, worksheets and student learning motivation questionnaires. Data analysis uses the percentage comparison between the score obtained and the maximum score. The results of the validator's assessment of the syllabus, lesson plans, worksheets, pretest and posttest questions, as well as the student learning motivation questionnaire were 82.25%; 83.25%; 80%; 86% and 86% in the "decent" category. The results of the test questions showed a validity value of 0.78 and a reliability of 0.88 which could mean that the instrument was declared fit for use. The results of the validation stated that all the flipped classroom model learning tools developed could be used in the learning process. The use of flipped classroom learning tools can increase student learning motivation in the experimental class from 73.60 to 91.36 while students' cognitive learning outcomes increase from 28.76 to 91.04.]]>
<![CDATA[Edukasi Penelitian Tindakan Kelas bagi Guru Biologi untuk Meningkatkan Kompetensi Profesionalisme ]]>
<![CDATA[Ali Sadikin]]>;
<![CDATA[Jodion Siburian]]>;
<![CDATA[Afreni Hamidah]]>
<![CDATA[ JPM: Jurnal Pengabdian Masyarakat Vol 4 No 2 (2022): Dedikasi: Jurnal Pengabdian Masyarakat, Juli-Desember 2022 ]]>
Publisher : <![CDATA[Pusat Pengabdian Masyarakat (PPM) Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/d.v4i2.4571
<![CDATA[Bagi guru menulis Penelitian Tindakan kelas (PTK) adalah kewajiban. Dengan PTK guru dapat meneliti dan mengembangkan pembelajaran yang berkualitass. Namun sayangnya, guru-guru di SMA N 11 Muaro Jambi masih memiliki kekurangan dalam menulis PTK. Berdasarkan observasi penyebabnya adalah waktu untuk menulis yang masih kurang, mereka sibuk mengajar, ada juga yang mengalami kendalam dalam Menyusun instrument pengambilan data. Maka dari itu tim PPM FKIP Universitasa Jambi akan mengadakan workshop penelitian Tindakan kelas Bagi guru-guru SMAN 11 Muarro Jambi. Metode pelakasanaan kegiatan meliputi pemaparan Langkah-langkah Menyusun PTK, Menyusun instrument dan praktik Menyusun PTK. Kegiatan terakhir adalah evaluasi kegiatan dan apabila ada yang masih membutuhkan bimbingan maka akan dibimbing secara berkala.]]>
<![CDATA[Pengembangan Multimedia Interaktif Menggunakan Lectora Inspire pada Materi Pengendalian Hayati untuk Mata Kuliah Entomologi: Development of Interactive Multimedia Using Lectora Inspire on Biological Control Materials for Entomology Course ]]>
<![CDATA[Wella Galih Permata]]>;
<![CDATA[Asni Johari]]>;
<![CDATA[Ali Sadikin]]>
<![CDATA[ Edu-Sains: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 10 No. 2 (2021): Juli 2021 ]]>
Publisher : <![CDATA[Universitas Jambi ]]>
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<![CDATA[Lectora Inspire learning media is a website-based learning media innovation that can be used to make presentations. This study aimed to develop interactive multimedia learning media using Lectora Inspire on biological control material for entomology courses to determine student responses and lecturer responses to the resulting multimedia learning media. This research was conducted on biology education students who took entomology elective courses (MKP) classes of 2017 and 2018. The trials were conducted on six (small group) and 14 (large group) students. This type of research is Research and Development (R&D) with the ADDIE model. Data collection instruments were validation sheets for material and media experts, lecturer interviews, and student and lecturer perception questionnaires. The results of the assessment of material experts are 95%, and media experts are 95%. The results of the small group trial were 87.8% in the very feasible category, and the large group was 87.3% very feasible. Based on the data analysis, it can be concluded that Lectora Inspire media on biological control material is suitable for use in learning.]]>
<![CDATA[Analisis pelaksanaan Pengenalan Lapangan Persekolahan (PLP) FKIP Universitas Jambi bidang studi pendidikan biologi di SMA PGRI Jambi ]]>
<![CDATA[Ali Sadikin]]>;
<![CDATA[Jodion Siburian]]>
<![CDATA[ BIOEDUSCIENCE Vol 3 No 2 (2019): BIOEDUSCIENCE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. Dr. Hamka ]]>
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DOI: 10.29405/j.bes/3290-993562
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui proses pelaksanaan PLP FKIP Universitas Jambi di SMA PGRI Jambi. Metode peletian yang digunakan adalah deskriptif kualitatif. Subyek penelitian adalah mahasiswa biologi yang melaksanakan PLP di SMA PGRI Jambi. Analisis data (1) reduksi data, (2) penyajian data dan (3) penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa pelaksanaan PLP di SMA PGRI Jambi cukup baik. Kesimpulan dari penelitian ini adalah proses pelaksanaan PLP di SMA PGRI Jambi belum maksimal. Ada sebagian yang sudah sesuai panduan ada yang belum sesuai panduan tetapi masih mengikuti gaya PPL. Adapun yang sudah terlaksana adalah mengenal lingkungan sekolah, kegiatan administrasi pendidikan, penyusunan silabus, RPP, menentukan metode, media dan model pembelajaran, namun contoh dari guru pamong tidak ada. Kegiatan penilaian, analisis nilai, penentuan jam efektif, program tahunan dan program semester tidak diajarkan. Menjadi masukan PLP Kedepan adalah perlunya kelas microteaching, penambahan waktu dan penguasaan kurikulum.]]>
<![CDATA[Pengembangan Buku Lesson Study khusus Pendidikan Biologi Berbasis Pendekatan Saintifik ]]>
<![CDATA[Jodion Siburian]]>;
<![CDATA[Ali Sadikin]]>;
<![CDATA[Muhammad Yusuf]]>;
<![CDATA[Dian Arisandy Eka Putra Sembiring]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i10.3734
<![CDATA[Prospective biology teachers need to be well prepared, not only in terms of biology content but also their teaching skills, including lesson study. This study aims to developing a biology lesson study book based on scientific approach. The research method used is research and development by adopting the ADDIE model. The research instrument used was a questionnaire to measure the responses of experts, teachers and students to the quality of the book. This research also pays attention to qualitative (suggestions and comments) and quantitative data. The results showed that the book was considered feasible by experts. Teacher and student responses also showed a positive impact on the use of the book. The test results also showed an increase in learning outcomes. So, the book can be used in classroom learning.]]>
<![CDATA[Penerapan E-Learning Di Era Revolusi Industri 4.0 Untuk Menekan Penyebaran Covid-19 : (The Application of E-Learning in the Era of the Industrial Revolution 4.0 to Suppress the Spread of Covid-19) ]]>
<![CDATA[Boy Indrayana]]>;
<![CDATA[Ali Sadikin]]>
<![CDATA[ Jurnal Ilmu Olahraga dan Kepelatihan Indonesia Vol 2 No 1 (2020): Indonesian Journal of Sport Science and Coaching ]]>
Publisher : <![CDATA[Jurusan Pendidikan Olah Raga dan Kepelatihan FKIP Universitas Jambi ]]>
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DOI: 10.22437/ijssc.v2i1.9847
<![CDATA[With covid-19 which has become a world pandemic by attacking 215 countries, educators are looking for alternatives in implementing electronic-based learning or commonly called e-learning. E-learning is one of the advances in the era of the industrial revolution 4.0. the purpose of this study is to provide an overview of the application of elearning in the era of the industrial revolution 4.0 in suppressing the spread of the co-19 pandemic in the Department of Sports Education and FKIP training at Jambi University. The research subjects were students of the Department of Sport Education and Coaching FKIP Jambi University. Data collected on line through interviews through the google meeting application. Data were analyzed using the interactive analysis technique of Miles & Huberman. Research reports that (1) Students feel interested in the application of elearning. (2) the application of e-learning makes it easy for students to attend lectures. (3) Application of e-learning can prevent covid-19 transmission on campus. The application of e-learning has obstacles for students who live in remote areas. The application of e-learning makes students independent and have the courage to express opinions. Abstrak. Dengan adanya covid-19 yang telah menjadi pandemi dunia dengan menyerang 215 negara membuat para pendidik mencari alternatif dalam melaksanakan pembelajaran berbasis elektronik atau biasa disebut e-learning. E-learning adalah salah satu kemajuan di era revolusi industri 4.0. tujuan penelitian ini adalah untuk memberikan gambaran penerapan elearning di era revolusi industri 4.0 dalam menekan penyebaran pandemi covid-19 di Jurusan Pendidikan Olah raga dan kepelatihan FKIP Universitas Jambi. Subyek penelitian adalah mahasiswa Jurusan Pendidikan Olahraga dan Kepelatihan FKIP Universitas Jambi. Data dikumpulkan secara on line melalui wawancara melalui aplikasi google meeting. Data dianalisis menggunakan teknik analisis interaktif Miles & Huberman. Penelitian melaporkan bahwa (1) Mahasiswa merasa tertarik dengan penerapan elearning. (2) penerapan e-learning memudahkan mahasiswa dalam mengikuti perkuliahan. (3) Penerapan e-learning dapat mencegah penularan covid-19 di kampus. Penerapan e-learning memiliki kendala bagi mahasiswa yang tinggal daerah terpencil. Penerapan e-learning membuat mahasiswa menjadi mandiri dan memiliki keberanian dalam mengemukakan pendapat.]]>
<![CDATA[HUBUNGAN EQ (Emotional Quotient) DENGAN HASIL BELAJAR MAHASISWA BIOLOGI SEMESTER GANJIL TAHUN AJARAN 2014/2015 ]]>
<![CDATA[Ali Sadikin]]>
<![CDATA[ BIODIK Vol. 1 No. 1 (2015): Desember 2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Universitas Jambi ]]>
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DOI: 10.22437/bio.v1i1.3348
<![CDATA[ABSTRACT  Emotional intelligence (Emotional Quotient) is an extra skill of an individual to motivate him or herself, to survive from a failure, to control the emotion, to hold over the comfort state of life, and to manage his or her soul. So, one of the important factors that influence the students’ success in learning is the emotional intelligence. This descriptive-quantitative study was aimed to determine the relationship between emotional intelligence and the students’ learning outcomes at the Basic and Process of Biology Students 2 Course of odd semester in the academic year 2014/2015. The population of the study was the third semester students. The emotional intelligence data were collected through a questionnaire in the form of statements. Data analysis techniques to determine the relationship between emotional intelligence and learning outcomes were conducted through statistical testing using simple linear regression. The results showed that the average emotional intelligence of the students obtained was 2.84 with a scale range between 2.00 to 2.99 which means that the value is low, and the emotional intelligence data frequency distribution of the students were 18.4% higher, 66.23% moderate, and 15.37% lower. Moreover, the scores of the emotional intelligence questionnaire and the students’ learning outcomes formed a linear model Y=61. 03+0.133X. Further, the correlation analysis between the emotional intelligence and the learning outcomes showed that r count have a correlation between variables X and Y with the value of r count =0.177 and the scores of t count > t table or 2.318 > 1.96 at 95% of the confidence level were indicating a significant correlation between emotional intelligence and learning outcomes.  Keyword: Emotional Intelligence and learning outcomes]]>
<![CDATA[PENGARUH KARTU KWARTET ANIMALIA DENGAN MODEL TGT TERHADAP PEMAHAMAN MATERI TAKSONOMI HEWAN SISWA SMAN 8 KOTA JAMBI ]]>
<![CDATA[Retni Sulistyoning Budiarti]]>;
<![CDATA[Ali Sadikin]]>
<![CDATA[ BIODIK Vol. 1 No. 1 (2015): Desember 2015 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Universitas Jambi ]]>
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DOI: 10.22437/bio.v1i1.3354
<![CDATA[The card quartet Kingdom Animalia is a card designed with pictures of animals and contain a description of the characteristics of each class that in the Kingdom Animalia. While learning model Team Games Tournament (TGT) is a model student-centered learning, in which students were invited to perform game containing a predetermined competition rules. The purpose of this study was to determine the effect of card usage quartet with learning model (TGT) in the competency test understanding of the material and Animal Taxonomy Percentage student activity during the learning with TGT model took place. The research method using Quasi Experimental Design, where the experimental class and control class is not treated the same as has been formed since the beginning of learning. The results showed that the average value of understanding on animal taxonomy material is higher (6.9) than the control class (4.5). Processing of data by non-parametric statistics (Mann-Whitney U) shows the use of cards that quartet combined with TGT learning model the experimental class provides a very significant influence on the level of 95%. So is the percentage (%) activity in the experimental class (95%) higher than the control class (30%). Based on these results it can be concluded that the use of cards quartet with TGT model material effect on the understanding of the taxonomy of animals and can stimulate the activity of students in the learning process in SMA N 8 Jambi. It is advised to do other similar studies using different learning models. Â Keywords: card quartet, models Teams Games Tournament (TGT), Animal Taxonomy]]>
<![CDATA[Persepsi Mahasiswa Biologi Terhadap Pelaksanaan Pembelajaran Mikro : Biology Student's Perception of the Implementation of Microteaching ]]>
<![CDATA[Ali Sadikin]]>;
<![CDATA[Upik Yelianti]]>
<![CDATA[ BIODIK Vol. 6 No. 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Universitas Jambi ]]>
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DOI: 10.22437/bio.v3i1.4582
<![CDATA[Microteaching is a teaching exercise for prospective teachers with student conditions, material and time that have been arranged in such a way as to provide comfort for prospective teachers to practice teaching. The implementation of microteaching in the Biology Education Study Program FKIP Jambi University has been going on for a long time. Along with the times whether the microteaching is still relevant or the need for innovation, a survey is needed. Therefore this research was conducted with the aim to reveal the biology students' views on the implementation of microteaching. The method uses a descriptive approach with an instrument in the form of a questionnaire. The number of respondents was 270 students. The results of the study report that the implementation of microteaching is going well but needs to be improved in terms of facilities and infrastructure, additional time to practice and curriculum adjustments needed in schools. Keywords: Perseption, microteaching, biology students. ABSTRAK. Microteaching merupakan latihan mengajar bagi calon guru dengan kondisi siswa, materi dan waktu yang telah diatur sedemikian rupa guna memberikan rasa nyaman bagi calon guru untuk latihan mengajar. Pelaksanaan microteaching di prodi pendidikan biologi FKIP Universitas Jambi sudah lama berlangsung. Seiring dengan perkembangan zaman apakah microteaching tersebut masih relevan atau perlu adanya inovasi perlu diadakan survei. Maka dari itu dilakukan penelitian ini dengan tujuan untuk mengungkap pandangan mahasiswa biologi terhadap pelaksanaan microteaching. Metode menggunakan pendekatan deskriptif dengan instrumen berupa angket. Jumlah responden 270 orang mahasiswa. Hasil penelitian melaporkan pelaksanaan microteaching berlangsung baik tetapi perlu diperbaiki dari segi sarana dan prasarana, tambahan waktu untuk berlatih dan penyesuaian kurikulum yang dibutuhkan di sekolah.]]>
<![CDATA[PENERAPAN ASESMEN BERBASIS PORTOFOLIO DAN JURNAL BELAJAR UNTUK MENINGKATKAN KEMAMPUAN METAKOGNITIF DAN MOTIVASI BELAJAR MAHASISWA PADA MATA KULIAH PERENCANAAN PENGAJARAN BIOLOGI ]]>
<![CDATA[Ali Sadikin]]>;
<![CDATA[Mia Aina]]>;
<![CDATA[Nasrul Hakim]]>
<![CDATA[ BIODIK Vol. 2 No. 2 (2016): Desember 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Universitas Jambi ]]>
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DOI: 10.22437/bio.v2iNo 2.4907
<![CDATA[ABSTRAK.Penelitian tindakan kelas ini bertujuan untuk meningkatkan kemampuan metakognitif dan motivasi belajar mahasiswa pada matakuliah perencanaan pengajaran biologi prodi pendidikan biologi melalui penerapan assessment pembelajaran berbasis portofolio dan jurnal belajar. Penelitian ini dilaksanakan dalam 2 siklus tindakan, setiap siklus tindakan yang dilaksanakan terdiri atas empat tahapan. Hasil penelitian ini adalah (1) Penerapan assessment pembelajaran berbasis portofolio dan jurnal belajar mampu meningkatkan kemampuan metakognitif. Persentase skor kemampuan metakognitif sebelum tindakan 65,2% termasuk dalam kategori cukup. Persentase skor emampuan metakognitif meningkat pada siklus I menjadi 70,6% termasuk dalam kategori baik dan pada siklus II mengalami peningkatan menjadi 77,1% termasuk dalam katgori baik. (2) Penerapan assessment pembelajaran berbasis portofolio dan jurnal belajar mampu meningkatkan motivasi belajar. Persentase skor motivasi belajar sebelum tindakan 65% termasuk dalam kategori cukup. Persentase skor motivasi belajar meningkat pada Siklus I menjadi 82,50% termasuk dalam kategori sangat baik dan pada siklus II mengalami peningkatan menjadi 89,50% termasuk dalam kategori sangat baik.]]>
