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All Journal LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Jurnal Pijar MIPA Jurnal Ilmu Kehutanan Policy Brief Pertanian, Kelautan, dan Biosains Tropika
Hikmah, Ziyadatul
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Mathematics Physics Social Sciences

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MENINGKATKAN KETERAMPILAN BERFIKIR KREATIF PESERTA DIDIK DENGAN MODEL PBL KELAS VII SAIDAH, NAFISATIN AWWALIN; TRIMULYONO, GUNTUR; HIKMAH, ZIYADATUL
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 2 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i2.2902

Abstract

Collaborative Class Action Research (PTKK) with the aim of improving the creative thinking skills of class VII students at UPT SMPN 10 Gresik. Based on the results of observations, problems were found in the learning process, the majority of students were less active, conventional, most students did not participate enough in learning and creative thinking skills had not yet emerged. The solution will be by applying a learning modelProblem Based Learning (PBL) to improve the creative thinking skills of class VII students at UPT SMPN 10 Gresik on ecology and biodiversity material in the even semester. Learning is carried out in two cycles, each cycle consists of two meetings, namely planning, action, observation and reflection. The data used is in the form of observation sheets and tests. The resulting data shows an increase in creative thinking skills as indicated by a pre-cycle percentage of 65.63%, an increase of 75% in cycle I, while cycle II increased to 87.5%. The final results in cycle II exceeded the target of 80%, so that the application of the problem-based learning model was proven to improve the creative thinking skills of class VII students at UPT SMPN 10 Gresik on ecology and biodiversity in the even semester. ABSTRAKPenelitian Tindakan Kelas Kolaboratif (PTKK) dengan tujuan meningkatkan keterampilan berpikir kreatif peserta didik kelas VII UPT SMPN 10 Gresik. Berdasarkan hasil observasi masalah ditemukan pada proses pembelajaran peserta didik mayoritas kurang aktif, konvensional, sebagian besar peserta didik kurang berpartisipasi dalam pembelajaran dan keterampilan berpikir kreatif masih belum muncul. Solusi yang akan dilakukan dengan menerapan model pembelajaran Problem Based Learning (PBL) untuk meningkatkan keterampilan berpikir kreatif peserta didik kelas VII UPT SMPN 10 Gresik materi ekologi dan keanekaragaman hayati semester genap. Pembelajaran dilakukan dua siklus, persiklus terdiri dari dua pertemuan yaitu rencana, tindakan, pengamatan, dan refleksi. Data yang digunakan berupa lembar observasi dan tes. Data yang dihasilkan menunjukkan adanya peningkatan keterampilan berpikir kreatif yang ditunjukkan dengan presentase prasiklus sebesar 65,63%, meningkat dengan presentase 75% pada siklus I, sedangkan siklus II meningkat menjadi 87,5%. Hasil akhir pada siklus II melebihi target yakni 80%, sehingga penerapan model pembelajaran berbasis masalah terbukti meningkatkan keterampilan berpikir kreatif peserta didik kelas VII UPT SMPN 10 Gresik materi ekologi dan keanekaragaman hayati semester genap.
IMPLEMENTASI MODEL PROBLEM BASED LEARNING (PBL) DALAM MENINGKATKAN KOLABORASI ISNAINI, MUSTAQIMAH; TRIMULYONO, GUNTUR; HIKMAH, ZIYADATUL
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i3.3127

Abstract

The Merdeka Curriculum applies a new learning paradigm, which is oriented towards strengthening competence and developing character according to Pancasila values. One of the dimensions of Pancasila gotong-royong is collaboration. This research was conducted using the Problem Based Learning (PBL) model. The research was conducted at SMPN 10 Gresik with 32 students in class VII-A. Collaboration indicators used by researchers include participation, management time, quality of learning outcomes, and interaction with other people. The instruments used in this research include teaching modules, LKPD, and collaborative self-assessment sheets. The research results show that PBL can increase participation and management time respectively by an average of 0.3 with a maximum value of 4, and student interaction by 0.5 out of 4. ABSTRAKKurikulum Merdeka menerapkan pembelajaran paradigma baru, yang berorientasi pada penguatan kompetensi dan pengembangan karakter sesuai nilai Pancasila. Salah satu dimensi pancasila gotong-royong yaitu kolaborasi. Penelitian ini dilakukan menggunakan model Problem Based Learning (PBL). Penelitian dilakukan di SMPN 10 Gresik dengan subjek kelas VII-A sebanyak 32 peserta didik. Indikator kolaborasi yang digunakan peneliti diantaranya adalah partisipasi, waktu pengelolaan, kualitas hasil belajar, dan interaksi dengan oranglain. Instrumen yang digunakan pada penelitian ini meliputi modul ajar, LKPD, dan lembar penilaian diri kolaboratif. Hasil penelitian menunjukkan bahwa PBL dapat meningkatkan partisipasi dan waktu pengelolaan masing-masing dengan rata-rata sebesar 0,3 dengan nilai maksimal 4, dan interaksi peserta didik sebesar 0,5 dari 4. Sehingga dapat disimpulkan bahwa model pembelajaran PBL dapat meningkatkan kolaborasi peserta didik.  
Perencanaan Edu-Ekowisata Berbasis Atraksi Wisata di Kebun Percobaan dan Penelitian Jonggol, Institut Pertanian Bogor (IPB) University Hikmah, Ziyadatul; Muntasib, E.K.S. Harini; Kosmaryandi, Nandi
Jurnal Ilmu Kehutanan Vol 19 No 2 (2025): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jik.v19i2.18797

Abstract

The Jonggol Teaching and Research Farm serves as a field laboratory for Institut Pertanian Bogor (IPB) University, featuring a diverse array of agricultural and livestock systems, including plantations of oil palm, cassava, sorghum, and indigofera, as well as sheep and cattle farming, alongside agricultural and livestock processing industries. The research aimed to develop an edu-ecotourism plan that leverages existing tourist attractions. The planning process involved preparation, data collection through field surveys, resource inventory, and interviews with managers. Employing both descriptive and spatial analyses, the research synthesized concepts and site planning. The data analysis encompassed physical, biophysical, tourism, and management aspects. Findings revealed that edu-ecotourism plays a vital role in tourism planning, functioning as an educational resource for environmental character development and a means to showcase agricultural innovations. The research identified ten tourist attractions at the Jonggol Teaching and Research Farm, which include the Sorinfer factory, various plantations, field laboratories, guest houses, and natural resources (31 flora, 2 cultivated animals, and 20 wildlife species), as well as notable topographical, geological, and soil variations, complemented by visual beauty. The resulting edu-ecotourism plan encompassed designated tourist spaces, circulation plans, green planning zones, and activity plans that incorporate interpretation services, such as attraction maps.
Tata Kelola Bahaya Ekowisata di Kawasan Rawan Bencana di Taman Nasional Gunung Rinjani Soekmadi, Rinekso; Harini, EKS; Rachmawati, Eva; Hikmah, Ziyadatul; Rahayuningsih, Tri
Policy Brief Pertanian, Kelautan, dan Biosains Tropika Vol 5 No 3 (2023): Policy Brief Pertanian, Kelautan dan Biosains Tropika
Publisher : Direktorat Kajian Strategis dan Reputasi Akademik IPB University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29244/agro-maritim.0503.668-672

Abstract

Guna mewujudkan TNGR sebagai destinasi pendakian berkelas dunia, kejadian kecelakaan wisata harus dihindarkan dengan angka risiko terkecil (zero accident). Kalaupun tidak terhindarkan terjadinya kecelakaan, maka penanggulangan (evakuasi, dan pasca kejadian) dilakukan secara efektif dan efisien. Tiga langkah manajemen internal yang perlu disiapkan oleh BTNGR; (1) manajemen jalur pendakian, (2) manajemen pendakian, (3) manajemen risiko bahaya/bencana (aksi mitigasi dan penanganan kecelakaan/bencana). Selain itu diperlukan langkah strategis penguatan tata kelola penanganan bahaya wisata yang melibatkan berbagai stakeholders. Penyiapan tata kelola bahaya ekowisata ditujukan untuk pengembangan harmoni dan sinergi stakeholders, menghindarkan terjadinya kecelakaan wisata, meminimalkan dampak negatif saat terjadi kecelakaan/bencana, mempercepat pemulihan pasca kejadian. Agar memiliki kekuatan yang mengikat dan memaksa, rumusan tata kelola bahaya/bencana ekowisata harus dituangkan ke dalam instrumen kebijakan peraturan perundang-undangan di tingkat provinsi maupun kabupaten. Sosialisasi dan eduksai publik terkait pentingnya tata kelola ini perlu dilakukan secara sistematis dan masif, mulai anak tingkat pra-sekolah hingga mahasiswa, serta masyarakat umum.
A Classroom Action Research: How to Improving Students Science Process Skill using Problem-Based Learning Models Azzubairiyah, Nurul; Trimulyono, Guntur; Hikmah, Ziyadatul
Jurnal Pijar Mipa Vol. 19 No. 4 (2024): July 2024
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v19i4.6859

Abstract

The 21st century requires science process skills, yet class 7-B students at UPT SMPN 10 Gresik have not engaged in learning activities that enhance these skills. This is a classroom research study that aims to improve students' science process skills, especially observing, predicting, interpreting, concluding, and communicating, by applying a problem-based learning model. We identified the classroom problem and the plan for the research, collected data by implementing a problem-based learning model, and analyzed and interpreted the data. If the students' science process skills have not reached the expected level, we must reflect and revise the plan. Student worksheets to facilitate problem-based learning in the study. The research sample comprised 32 students in class 7-B UPT SMPN 10 Gresik. We collect data using pretest and posttest science process skills. We analyzed and classified the obtained data using the guidelines for categorizing science process skills. The results showed that the average percentage of students' science process skills in the pre-cycle was 16.0 in the very poor category. In cycle II, the average percentage of science process skills rose to 39.1 in the poor category. Then, in cycle II, the average percentage of students' science process skills was 77.8 in the good category. These findings indicated that the problem-based learning model can improve science process skills. So, science learning activities should use a problem-based learning model so teachers can practice their students’ science process skills.
Co-Authors Azzubairiyah, Nurul Endang Koestati Sri Harini Muntasib Eva Rachmawati Guntur Trimulyono Harini, EKS ISNAINI, MUSTAQIMAH Nandi Kosmaryandi Rinekso Soekmadi SAIDAH, NAFISATIN AWWALIN Tri Rahayuningsih