Articles
<![CDATA[Washing Test: with or without involvement of chloroform & aceton ]]>
<![CDATA[Sedijani, Prapti]]>;
<![CDATA[Muhidayani, RE Septi]]>;
<![CDATA[Kusmiyati, Kusmiyati]]>;
<![CDATA[Sukarso, AA]]>
<![CDATA[ Jurnal Biologi Tropis Vol. 24 No. 1b (2024): Special Issue ]]>
Publisher : <![CDATA[Biology Education Study Program, Faculty of Teacher Training and Education, University of Mataram, Indonesia ]]>
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DOI: 10.29303/jbt.v24i1b.8198
<![CDATA[Chloroform and aceton are commonly used in washing test, while both are unfriendly to human health. This research is aimed to evaluate if those chemicals are really needed foe such purpose by seeing the washing power with or without those chemicals. There are four conditions of washing test: Involving both as usual (CA); chloroform only (C); chloroform and ethanol instead (CE); and None of both (OO). Washing test was carryout within a 0% and 1% of detergent. Two Way ANOVA Statistical analysis revealed that there was a very significant differences among the treatments, and Duncan analysis showed that with or without chloroform and aceton resulting in the same category of washing power, except the CE treatment resulted in a lower washing power. Hence there is a choice weather chloroform and aceton be involved in the procedure.]]>
<![CDATA[The effect of mind mapping assignment on creative thinking skills and biology concepts mastery in Senior High School ]]>
<![CDATA[Azizurahmah, Annisyah]]>;
<![CDATA[Sukarso, AA]]>;
<![CDATA[Kusmiyati, Kusmiyati]]>;
<![CDATA[Handayani, Sri]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 18 No. 6 (2023): November 2023 ]]>
Publisher : <![CDATA[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 ]]>
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DOI: 10.29303/jpm.v18i6.5668
<![CDATA[This study aims to ascertain how grade XI students at SMAN 8 Mataram's mind mapping assignment affects their capacity for original thought and their grasp of biological ideas. On samples chosen by random sampling, this study employed a pretest-posttest control group design and a quasi-experiment. While written assessments in multiple-choice questions were used to get information on topic mastery, mind-mapping assignments were used to gather information on students' creative thinking abilities. The findings demonstrated that mind-mapping exercises significantly impacted students' comprehension of biological topics and enhanced their capacity for creative thought, moving them from less creative to highly creative criteria. Pearson correlation test results showed a positive relationship between creative thinking skills and students' mastery of biological concepts in the medium correlation category. Mind mapping assignment has a positive influence in improving creative thinking skills and mastery of biological concepts of high school students, where students become more creative by simply connecting their prior knowledge with subsequent knowledge.]]>
<![CDATA[Application of Contextual Teaching and Learning Model to Improve Disposition and Creative Thinking Skills of High School Students ]]>
<![CDATA[Puji, Evilya Suraning]]>;
<![CDATA[Sukarso, AA]]>;
<![CDATA[Merta, I Wayan]]>
<![CDATA[ Jurnal Pijar Mipa Vol. 19 No. 3 (2024): May 2024 ]]>
Publisher : <![CDATA[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 ]]>
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DOI: 10.29303/jpm.v19i3.6551
<![CDATA[Facing the challenges of the 21st century, learning must be able to produce learners into creative individuals to solve problems. The ability to think creatively is closely related to a person's character or creative habits; good character can trigger good skills. This study aims to determine how applying the Contextual Teaching and Learning (CTL) model improves students' creative disposition and creative thinking skills. The method in the form of Quasi-Experimental Design uses Pre-test and post-test control Group Design on as many as 64 X students at one of Aikmel State High Schools, NTB. The 32-person experimental class used the CTL model of the guided inquiry method, and the 32-person control class of the discussion method. Data on students' creative dispositions were collected using creative disposition questionnaires given before and after good treatment in both groups. Data on students' creative thinking skills were collected with a creative thinking skills test developed referring to the Torrance Creative test. The data were obtained and analyzed using the t-test to determine the comparison of the two classes and the N-gain test to see the improvement in each class. The results showed significant differences in creative disposition and creative thinking skills between the experimental class and the control class. Increased creative disposition in the experimental class with an N-gain of 0.45 means an increase in the medium category and an N-gain of 0.08 in the control class, which means an increase in the low category. Meanwhile, the creative thinking skills of experimental class students amounted to an N-gain of 0.48, which means there was an increase in the medium category, and an N-gain of 0.05 in the control class, which means there was an increase in low theory. This study concludes that applying the CTL model can improve creative disposition and thinking skills.]]>
<![CDATA[Preservice Teachers’ Perceptions of Science Literacy through Indigenous Science in Sasaknese Traditional Games: A Comparative Study Based on Gender and Semester ]]>
<![CDATA[Sukarso, AA]]>;
<![CDATA[Yamin, Muhammad]]>;
<![CDATA[Muliadi, Agus]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 2 (2025): June ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bioscientist.v13i2.16300
<![CDATA[This study aims to investigate compare the perceptions of preservice teachers regarding the use of indigenous science in Sasaknese traditional games as a medium for strengthening science literacy based on gender and semester. This exploratory research was conducted at the Mandalika University of Education with a subject pool of 234 preservice teacher students. The research utilized a validated closed questionnaire instrument with responses gathered using a Likert scale. The data from this study were analyzed using t-test and Anova test. The results of this study are (1) There is no significant difference in the perceptions of male and female students regarding the use of indigenous science in Sasaknese traditional games as a medium for strengthening science literacy, as evidenced by a significance value of 0.899, which is greater than 0.05 (>0.05); (2) There is no significant difference in the perceptions of third, fifth, and seventh-semester students regarding the use of indigenous science Sasaknese traditional games as a medium for strengthening science literacy, as indicated by a significance value of 0.114, which is greater than 0.05 (>0.05).]]>
<![CDATA[Pelatihan Penggunaan E-book Inkuiri Terintegasri Pendidikan Karakter Sebagai Sumber Belajar Bagi Guru ]]>
<![CDATA[Sukarso, AA]]>;
<![CDATA[Jufri, A. Wahab]]>;
<![CDATA[Ramdani, Agus]]>
<![CDATA[ Jurnal Pengabdian Magister Pendidikan IPA Vol 7 No 1 (2024): Januari - Maret ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/jpmpi.v7i1.7317
<![CDATA[Media pembelajaran berbasis teknologi mempunyai peran yang sangat penting dalam perkembangan dunia pendidikan. Proses pembelajaran di kelas menggunakan media pembelajaran berbasis teknologi menjadi lebih mudah dalam mencari informasi, menampilkan konsep yang abstrak dan simbolik, pengelolaan dan transfer ilmu. Dengan media pembelajaran berbasis teknologi (modul elektronik) dapat mengembangkan kemampuan berpikir siswa dan meningkatkan kemampuan guru secara profesional. Kemampuan guru dalam mengembangkan media pembelajaran berbasis teknologi perlu ditingkatkan. Untuk mengatasi permasalahan tersebut diperlukan pelatihan pengembangan media pembelajaran berbasis teknologi. Tujuan kegiatan ini adalah meningkatkan pengetahuan dan keterampilan guru dalam menggunakan modul elektronik (e-modul) berbasis inkuiri terintegrasi pendidikan karakter. Kegiatan pengabdian kepada masyarakat ini telah dilaksanakan dalam beberapa tahapan, yaitu 1) Koordinasi dengan semua pihak terkait; 2) Pelatihan tentang pengembangan media pembelajaran berbasis teknologi; 3) Pendampingan dalam pembuatan media pembelajaran berbasis teknologi oleh guru; 4) Focus Group Discussion (FGD) pada beberapa masalah yang terjadi, solusi dan rencana tindak lanjutnya. Peserta diberikan pelatihan dan pendampingan secara intensif mulai dari cara penggunaan modul elektronik Penggunaan E-modul dianggap mampu untuk menjawab keresahan dari guru dalam melaksanakan pembelajaran sesuai dengan implementasi kurikulum merdeka belajar di sekolah. E-Modul dapat mentransferkan peran dan fungsi konten dalam belajar mengajar menjadi luwes dan fleksibel. Manfaat secara nyata bahwa, siswa lebih mudah mengakses panduan belajar dan termotivasi untuk belajar lebih baik. Penggunaan E-modul dalam pembelajaran akan mempermudah guru untuk menyampaikan materi ajar ke siswa, siswa dapat membaca kapanpun dan dimanapun dengan menggunakan bantuan aplikasi atau web yang dapat diakses menggunakan handpone.]]>
<![CDATA[Pendampingan Kegiatan Pengembangan Profesionalisme Guru Dalam Melakukan Penelitian Tindakan Kelas Pada Guru IPA SMP Negeri 11 Mataram ]]>
<![CDATA[Merta, I Wayan]]>;
<![CDATA[Sukarso, AA]]>;
<![CDATA[Rasmi, Dewa Ayu Citra]]>;
<![CDATA[Artayasa, I Putu]]>;
<![CDATA[Raksun, Ahmad]]>
<![CDATA[ Jurnal Pengabdian Magister Pendidikan IPA Vol 7 No 1 (2024): Januari - Maret ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/jpmpi.v7i1.7625
<![CDATA[Keputusan Bersama Menteri Pendidikan dan Kebudayaan dan Kepala Administrasi Kepegawaian Negara No. 0433/P/1993 dan No.25 Tahun 1993 tentang petunjuk Pelaksanaan Jabatan Fungsional Guru dan Angka Kreditnya mengharuskan adanya poin pengembangan profesi guru melalui kegiattindakan kelas (PTK). Disisi lain para guru belum terbiasa melakukan hal tersebut, sehingga berakibat pada terhambatnya karier guru terutama setelah mereka mencapai pangkat/golongan IVa ke atas. Sejalan dengan fenomena tersebut maka permasalahan dalam pengabdian pada masyarakat ini adalah: Bagaimana tehnik menjadikan kegiatan penelitian di kalangan guru menjadi suatu kebutuhan dan kebiasaan yang terus menerus ? Untuk menjawab persoalan tersebut maka digunakan metode kegiatan berupa pendampingan dengan cara diskusi, tanya jawab dan tutorial pada guru-guru, dengan mengambil lokasi kegiatan SMP Negeri 11 Mataram. Kegiatan ini dirasakan sangat bermanfaat bagi para peserta (para guru) dalam memunculkan ide-ide baru bagi kegiatan penelitian yang dapat dikembangkan guru, menambah pemahaman tentang cara menulis proposal PTK serta meningkatkan kepercayaan diri untuk dapat melakukan penelitian di sekolah. Berdasarkan atas keberlangsungan pelaksanaan dan evaluasi yang telah berjalan, dapat disimpulkan bahwa kegiatan ini berhasil dengan baik dengan manfaat sangat besar. Guru semakin menyadari pentingnya melakukan kegiatan penelitian sebagai bentuk pengembangan karya ilmiah yang menjadi kewajiban dan tugas pokoknya. Kegiatan pendampingan ini juga bermanfaat bagi guru-guru IPA SMP Negeri 11 Mataram dalam pengembangan prose belajar mengajar.]]>
<![CDATA[Peningkatan Keterampilan Publikasi Ilmiah Guru Di SMP Kawasan Ekonomi Khusus Mandalika Melalui Pengembangan Best Practice Pembelajaran ]]>
<![CDATA[Merta, I Wayan]]>;
<![CDATA[Artayasa, I Putu]]>;
<![CDATA[Sukarso, AA]]>;
<![CDATA[Setiawan, Heru]]>;
<![CDATA[Arsi, Maftah Al]]>
<![CDATA[ Jurnal Pengabdian Magister Pendidikan IPA Vol 7 No 3 (2024): Juli - September ]]>
Publisher : <![CDATA[Universitas Mataram ]]>
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DOI: 10.29303/jpmpi.v7i3.9333
<![CDATA[Penerapan berbagai model dan metodologi pembelajaran merupakan salah satu bentuk praktik berbasis pedagogi yang dilakukan oleh guru SMP di Kawasan Ekonomi Khusus (KEK) Mandalika, Lombok Tengah. Pengalaman ini perlu disebarluaskan sebagai acuan bagi guru di daerah lain. Salah satu cara penyebarluasan pengalaman tersebut adalah melalui publikasi karya ilmiah di jurnal terakreditasi yang merupakan salah satu bentuk kompetensi profesional guru. Salah satu kendala yang dihadapi adalah rutinitas mengajar di sekolah yang membuat guru kurang memiliki waktu untuk melakukan kegiatan publikasi ilmiah. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk meningkatkan kemampuan guru SMP di KEK Mandalika dalam mempublikasikan karya ilmiahnya. Kegiatan pengabdian kepada masyarakat ini dibagi menjadi tiga tahap utama. Tahap pertama adalah menginventarisasi praktik terbaik yang telah dilakukan oleh guru SMP di KEK Mandalika melalui diskusi kelompok terarah (FGD). Tahap kedua adalah memberikan penyuluhan dan pendampingan dalam penyusunan artikel dan publikasi ilmiah. Tahap terakhir adalah evaluasi kegiatan. Hasil evaluasi kegiatan pengabdian kepada masyarakat ini menunjukkan bahwa pengelolaan layanan dinilai sangat baik oleh rata-rata 69% guru, sedangkan narasumber dinilai sama oleh 67% responden, terdapat peningkatan jumlah artikel yang siap untuk diserahkan.]]>
<![CDATA[Teacher Pedagogical Competence Development Workshop for Strengthening Student Character and Achievement Motivation ]]>
<![CDATA[Asrin, Asrin]]>;
<![CDATA[Sukarso, AA]]>;
<![CDATA[Fahruddin, Fahruddin]]>;
<![CDATA[Sunarti, Dian]]>
<![CDATA[ Unram Journal of Community Service Vol. 5 No. 4 (2024): December ]]>
Publisher : <![CDATA[Pascasarjana Universitas Mataram ]]>
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DOI: 10.29303/ujcs.v5i4.732
<![CDATA[This workshop aims to improve teachers' pedagogical competence in strengthening students' character and achievement motivation. Strong pedagogical competence is an important foundation for teachers to be able to teach effectively and build students' character. This workshop involved a series of interactive sessions that included discussions related to the application of innovative learning techniques that focus on building students' character. This workshop was held at SDN 1 Ampenan, Mataram City and was attended by teachers and principals. From the results of the evaluation of this workshop activity, it received a positive response from all participants who attended. Most teachers also stated that this workshop provided new insights related to pedagogical competence which was considered very relevant to increasing student engagement. In addition, this evaluation also showed the need for further mentoring and periodic training so that implementation can run more optimally in the classroom]]>
<![CDATA[Analysis of Students' Critical Thinking Disposition in Science Learning ]]>
<![CDATA[Verawati, Ni Nyoman Sri Putu]]>;
<![CDATA[Rokmat, Joni]]>;
<![CDATA[Sukarso, AA]]>;
<![CDATA[Harjono, Ahmad]]>;
<![CDATA[Makhrus, Muh.]]>
<![CDATA[ Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 10 No 1 (2024): January-June ]]>
Publisher : <![CDATA[Department of Physics Education, Universitas Mataram ]]>
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DOI: 10.29303/jpft.v10i1.7127
<![CDATA[The study aimed to analyze the specific dispositions that contribute to effective critical thinking among prospective science students. Utilizing a descriptive survey method, the study involved 52 participants from different universities, aiming to gather comprehensive data on their critical thinking dispositions. The research instrument, a structured questionnaire comprising 36 items derived from Ennis's critical thinking indicators, was validated and tested for reliability, ensuring its efficacy in measuring the intended constructs. The findings revealed that the overall critical thinking disposition of the students was predominantly below the critical threshold, with significant variability across different indicators. For instance, indicators such as seeking and offering clear statements and reasons scored relatively high, while others like taking into account the total situation scored lower. This disparity highlights the need for targeted interventions to enhance specific critical thinking dispositions. The study recommends integrating contextual and inquiry-based learning approaches, which have been shown to effectively foster critical thinking by engaging students in real-world problem-solving scenarios. Moreover, incorporating collaborative and experiential learning experiences can further nurture critical thinking skills, promoting deeper understanding and innovation. The research emphasizes the importance of developing specific disposition like open-mindedness to improve the critical thinking capabilities of prospective science teachers, ultimately enhancing their academic performance and preparedness to tackle complex scientific issues.]]>
<![CDATA[Pemetaan Penelitian Pengembangan Buku Ajar IPA Sekolah Kejuruan: Sebuah Analisis Bibliometrik ]]>
<![CDATA[Muttaqin, Muh. Zaini Hasanul]]>;
<![CDATA[Idrus, Agil Al]]>; Susilawati, Susilawati;
<![CDATA[Makhrus, Muh.]]>;
<![CDATA[Rokhmat, Joni]]>;
<![CDATA[Sukarso, AA]]>
<![CDATA[ Kappa Journal Vol 7 No 3 (2023): Desember ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/kpj.v7i3.24201
<![CDATA[Tujuan dari studi ini adalah untuk memetakan penelitian pengembangan buku ajar IPA sekolah kejuruan di seluruh dunia. Hasil dari penelitian ini diharapkan dapat memberikan informasi bagi peneliti lain dalam mengembangkan buku ajar IPA SMK di Indonesia secara khusus. Kurikulum SMK di Indonesia menempatkan IPA sebagai salah satu mata pelajaran mata pelajaran wajib yang harus ditempuh oleh siswa sebelum menempuh mata pelajaran Kompetensi Keahlian, atau dengan kata lain mata pelajaran IPA merupakan mata pelajaran penentu dalam keberhasilan menempuh mata pelajaran kejuruan siswa kedepannya. Penelitian tentang pengembangan buku ajar IPA SMK akan memberikan kontribusi terhadap perbaikan kualitas pendidikan di SMK, khusunya pada mata pelajaran IPA sebagai mata pelajaran prasyarat mata pelajaran kejuruan. Hasil penelitian menunjukkan dari 41 artikel yang dianalisis, kajian 13 artikel masih terbatas pada konten atau kurikulum IPA, 19 artikel secara spesifik menyebutkan penelitiannya tentang buku ajar IPA, hanya 9 penelitian yang secara spesifik menyebutkan sekolah kejuruan dalam penelitiaanya tentang buku ajar IPA. Namun tidak satu pun penelitian ditemukan secara khusus mengkaji tentang pengembangan buku ajar IPA sekolah kejuruan atau SMK. Berdasarkan indeksasi, ditemukan 34 artikel terindeks scopus dan 7 artikel terindeks nasional (Indonesia). tinjauan berdasarkan tahun terbit menunjukkan sebaran yang cukup merata tiap tahunnya. Kecuali pada tahun 2021 dan 2022, jumlah artikel yang ditemukan cukup banyak jika dibandingkan dengan tahun sebelumnya.]]>
