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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pengabdian Magister Pendidikan IPA Kappa Journal Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Pijar MIPA
Kusuma, Anindita SHM
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Other

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Journal : Jurnal Ilmiah Profesi Pendidikan

 1 
Pengembangan Instrumen Questioning Skills Berdasarkan Domain Kognitif Taksonomi Bloom Revisi Untuk Evaluasi Kemampuan Bertanya Siswa SMA Pada Pembelajaran Biologi Kusuma, Anindita SHM; Setiadi, Dadi; Handayani, Baiq Sri
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 4 (2023): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i4.1764

Abstract

Kualitas kognitif pertanyaan siswa masih belum ada instrument pengukurnya, sehingga perlu instrument khusus yang dapat digunakan untuk menilai kualitas pertanyaan siswa berdasarkan kualitas tingkat kognitifnya. Penelitian ini merupakan penelitian pengembangan. Produk yang dihasilkan dari penelitian ini berupa instrumen Questioning Skills. Desain pengembangan yang akan digunakan dalam penelitian ini adalah 4D. Hasil dalam penelitian pengembangan ini yakni sebagai berikut, 1) Instrument yang telah dikembangkan berupa instrument Questioning Skills yang mengacu pada domain kognitif dalam Taksonomi Bloom revisi. Instrumen Questioning Skills yang telah dikembangkan dikelompokkan menjadi 2 (dua) bagian yakni domain kognitif dan tipe kognisi yang dibutuhkan untuk menjawab. Instrument ini disertai rubrik penyekoran yang dapat diukur (measureable) dengan skor masing masing pernyataan adalah 1-6. Pernyataan dengan domain kognitif mengingat diberi skor 1, pertanyaan dengan domain kognitif memahami diberi skor 2, pertanyaan dengan domain kognitif mengaplikasikan diberi skor 3, pertanyaan dengan domain kognitif menganalisis diberi skor 4, pertanyaan dengan domain kognitif mengevaluasi diberi skor 5, pertanyaan dengan domain kognitif mencipta diberi skor 6, 2) Validasi internal terhadap instrument dilakukan sebanyak 4 kali dan diketahui bahwa keseluruhan nilai validitas akhir yang diperoleh aspek kejelasan, ketepatan, kevalidan, relevansi dan ketepatan bahasa dan tulisan adalah valid. Saran rekomendasi untuk penelitian pengembangan ini adalah sebagai berikut, 1) Instrumen Questioning Skills yang telah dikembangkan perlu diuji coba digunakan dalam penelitian untuk uji respon penguna terhadap instrument yang telah dikembangkan, 2) Instrument Questioning Skills masih perlu dievaluasi (setelah diimplementasikan) berdasarkan masukan yang didapat dari angket respon atau catatan lapangan pada lembar observasi.
Pengaruh Strategi Pembelajaran Problem Based Learning (PBL) Terhadap Keterampilan Metakognitif dan Kemampuan Pemecahan Masalah Mahasiswa Kusuma, Anindita SHM; Nurmawanti, Iva
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 3 (2023): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i3.1890

Abstract

Strategi pembelajaran konvensional masih mendominasi dalam perkuliahan di program studi PGSD termasuk pada matakuliah statistika pendidikan. Tujuan dalam penelitian ini adalah untuk mengetahui pengaruh dari strategi pembelajaran Problem-based Learning (PBL) terhadap metakognitif dan kemampuan pemecahan masalah mahasiswa yang mengikuti perkuliahan statistika. Metode penelitian menggunakan penelitian kuantitatif jenis quasi-experimental, nonequivalent control group design. Analisis data menggunakan Analisis Kovarian (Anakova). Berdasarkan hasil penelitian dapat disimpulkan bahwa ada pengaruh strategi pembelajaran Problem-based learning (PBL) terhadap keterampilan metakognitif dengan rata-rata terkoreksi kelas eksperimen yakni 72.749 lebih tinggi daripada rata-rata terkoreksi kelas kontrol yakni 68.942. Hal ini menunjukkan bahwa keterampilan metakognitif mahasiswa yang diajar menggunakan    strategi pembelajaran PBL saat mengikuti perkuliahan stataistika lebih tinggi daripada  keterampilan  metakognitif  mahasiswa  yang diajar menggunakan strategi pembelajaran konvensional. Strategi pembelajaran PBL juga berpengaruh terhadap kemampuan pemecahan masalah mahasiswa dengan rata-rata terkoreksi kelas eksperimen yakni 73.412 lebih tinggi daripada rata-rata terkoreksi kelas kontrol yakni 73.916. Hal ini menunjukkan bahwa kemampuan pemecahan masalah mahasiswa yang diajar menggunakan strategi pembelajaran PBL saat mengikuti perkuliahan statistika lebih tinggi daripada  kemampuan pemecahan masalah  mahasiswa  yang diajar menggunakan strategi pembelajaran konvensional.
The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes Kusuma, Anindita SHM; Busyairi, Ahmad
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 3 (2023): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i3.1927

Abstract

Metacognitive skills and cognitive learning outcomes are two competencies that students should have after learning is carried out. However, in reality, the increase in these two competencies has so far not been optimal. This research aims to determine the effect of the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) learning model on students' metacognitive skills and cognitive learning outcomes. This type of research is quasi-experimental with the One-group Pretest-Posttest Design. The instrument used in this research is in the form of essay questions. The technique for assessing metacognitive skills and student learning outcomes is carried out in an integrated manner. Hypothesis testing was carried out using statistical tests by comparing two means (pretest mean and posttest mean) using Paired Samples t-test analysis. The results of data analysis show that there is an influence of the Remap-STAD learning model on students' metacognitive skills and cognitive learning outcomes. Thus it can be concluded that the Remap-STAD learning model can be used as an alternative learning to improve metacognitive skills and student learning outcomes in higher education.
The Effectiveness of Campus Teaching Programs in Improving Students' Literacy and Numeration Busyairi, Ahmad; Kusuma, Anindita SHM
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 2 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i2.2287

Abstract

The teaching campus is one of the programs run by the government in an effort to improve the literacy and numeracy skills of students in Indonesia. This research aims to determine the effectiveness of campus teaching programs in improving students' literacy and numeracy skills at the elementary school level. To realize this goal, experimental research was applied in this research. This research was conducted at SDN 11 Praya and SDN Tapon. The number of samples in this study was 57 students, with details of 27 students at SDN 11 Praya and 20 students at SDN Tapon. The sample in this study was taken using a simple random sampling technique. There are two instruments used in this research, namely literacy and numeracy ability test instruments. This test instrument has been prepared by the campus teaching team and is used externally in Indonesian schools. The test was carried out twice, namely at the beginning of the program (pretest) and at the end of the program (posttest). The test is carried out online using a computer and/or cellphone. The research data was then analyzed using normalized gain calculations (N-gain). Based on the results of data analysis, it was found that the Teaching Campus program was effective in increasing students' literacy and numeracy. The effectiveness of the teaching campus program in improving the literacy skills of students at SDN 11 Praya is in the medium category with an N-gain score of 0.59, while the effectiveness of the teaching campus program in improving the numeracy skills of students at SDN Tapon is in the high category with an N-gain score of 0 .78.
Correlation Studies: The Relationship of Metacognitive Skills and Cognitive Learning Outcomes Kusuma, Anindita SHM; Busyairi, Ahmad
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 2 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i2.2371

Abstract

Learning basic natural sciences is not only about understanding the universe, but also about developing the trained, critical and analytical thinking needed to succeed in various life contexts. Material in basic natural science learning often involves understanding complex concepts and abstract thought processes, so good metacognitive skills are needed in students. Well-developed metacognitive skills are very important so that students can understand basic concepts and principles well so that they are expected to have a significant correlation with student cognitive learning outcomes. The research uses correlational research methods. The variable relationship that will be looked at in the research is the relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) model. The subjects in this research were students who were taking basic natural science courses. Metacognitive skills are measured using an achievement test integrated with cognitive learning outcomes questions. The data analysis used in the research is correlation analysis and regression analysis. The research results show that there is a relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model. The correlation coefficient (r) value of metacognitive skills with cognitive learning outcomes is 0.945 (very high). The direction of the relationship between metacognitive skills and cognitive learning outcomes is a positive relationship. The coefficient of determination (r2) is 0.893, so it can be explained that the variability in students' cognitive learning outcomes is determined by 89.3% by metacognitive skills. The regression significance value proves that the regression line equation can be used for predictions. The regression line equation for the relationship between metacognitive skills and cognitive learning outcomes using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model is  =1.246+1.058X.
Kecenderungan Gaya Belajar Siswa SMP dan SMA di Kota Mataram Handayani, Baiq Sri; Lestari, Tri Ayu; Suyantri, Eni; Kusuma, Anindita SHM
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 4 (2023): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i4.3183

Abstract

Setiap peserta didik memiliki gaya belajar yang berbeda sehingga dalam menerima, mengolah dan mengingat informasi yang diperoleh juga berbeda-beda. Proses penyerapan informasi oleh individu/peserta didik menurut tingkatannya terdiri dari cepat, sedang, dan lambat. Setiap peserta didik sering kali harus menempuh cara yang berbeda-beda agar informasi dapat diterima dengan baik dan masuk ke dalam ingatan dalam jangka yang panjang. Populasi dalam penelitian ini yaitu seluruh siswa SMP dan SMA di kota mataram dan sampelnya terdiri dari SMP (SMP 6, SMP 13, SMP 12, SMP 8, SMP12, SMP 3, SMP 18), dan SMA (SMA 5, SMA 6, SMA 4, SMA 10, SMA 3). Instrumen penelitian dalam bentuk kuisioner digunakan untuk mengukur gaya belajar visual, auditori, kinestetik, gaya belajar, dan audio visual siswa. Kuisioner gaya belajar pada penelitian ini berisikan 20 pertanyaan dengan empat alternatif jawaban. Berikut pedoman kunci jawaban kuisioner gaya belajar siswa. Hasil penelitian ini diperoleh kecenderungan gaya belajar siswa SMP tertinggi pada gaya belajar audio visual yaitu sebesar 48,33% dan terendah gaya belajar kinestetik sebesar 2.36 %. Pada siswa SMA juga menunjukkan hasil yang sama didominansi oleh gaya belajar audio visual sebasar sebesar 51.52% dan terendah yaitu gaya belajar kinestetik sebesar 3.37%.
The Ethnobiology of Merarik Kodeq in Lombok Kusuma, Anindita SHM; Putri, Hestiani; Putri, Luh Putu Sasmita Sridewi; Murthi, I Wayan Aditya Arya; Hadawiyah, Laelatun; Arofah, Zainul
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3587

Abstract

The tradition of Merarik Kodeq, or early marriage, remains a serious issue for the Sasak community in West Nusa Tenggara. The aim of this study is to explore the ethnobiological perspective on the Merarik Kodeq culture in West Lombok and to identify the efforts made by the local government of West Lombok Regency to curb the growing prevalence of Merarik Kodeq. This study uses a descriptive qualitative method. Informants were selected using purposive sampling based on specific criteria, namely couples who married at an early age. The results show that the average age of early marriage in Sekotong Barat Village is 16–17 years. At this age, reproductive organs are still in the developmental stage, especially the female reproductive system, which functions as the place for fetal development. Therefore, pregnancies occurring at this age pose a high risk of miscarriage, birth defects, and even maternal and infant mortality. In response to the increasing rate of Merarik Kodeq or early marriage, the local government initiated a movement known as the Anti-Merarik Kodeq Movement.
Co-Authors A Wahab Jufri A. Wahab Jufri Agil Al Idrus, Agil Al Ahmad Busyairi, Ahmad Aini, Jannatul Arofah, Zainul Baiq Sri Handayani Cahyani, Fatehatul Dadi Setiadi Fitri, Ananda Desiani Hadawiyah, Laelatun Hasanah, Yunia Rizkiana Hatami, Muhamad Heru Setiawan Ilhamdi, Mohammad Liwa Lestari, Tri Ayu Mahrus Mahrus, Mahrus Moh. Liwa Ilhamdi, Moh. Liwa Muhlis Muhlis Muhlis Murthi, I Wayan Aditya Arya Ni Luh Putu Pebri Artayani . Nuradelia, Debby Nurmawanti, Iva Putri, Hermaya Sura Putri, Hestiani Putri, Luh Putu Sasmita Sridewi Sakaroni, Rubiyatna Sari, Baiq Wahdini Yutama Seftiana, Irma SUYANTRI, ENI