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All Journal Biosfer: Jurnal Tadris Biologi Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PETIK
muthmainnah, rifaatul
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Immunology & microbiology Materials Science & Nanotechnology Physics Social Sciences Other

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Teachers’ Beliefs and Efficacy of Technological Pedagogical Content Knowledge for STEM Learning Muthmainnah, Rifaatul; Putri, Diah Ika
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 11, No 2 (2023): JURNAL BIOTERDIDIK
Publisher : Universitas Lampung

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Abstract

The application of STEM in Indonesian education has grown. The TPACK framework could enhance teachers' beliefs and efficacy in STEM education. However, there need to be more details evidence of the teacher's beliefs and efficacy when facing or dealing with STEM-based learning. Therefore, exploring the teachers' views and perspectives on implementing TPACK in conducting STEM learning is crucial. This study aimed to reveal teachers' beliefs and efficacy on their TPACK in designing STEM learning. The case study method was used with 9 participants enrolled in a STEM learning program for science teachers. Teachers' self-assessment questionnaires and online interviews collected teachers' TPACK beliefs and efficacy. We analyzed quantitative data from self-assessment questionnaires using interval class analysis. We used a descriptive approach to analyze data from interviews. The results show that teachers regard themselves as highly competent in implementing their TPACK on STEM learning. Out of the three TPACK domains, teachers showed better efficacy in the integrative STEM domain. Of the three TPACK domains, teachers showed better efficacy in the integrative STEM domain than in technology-related knowledge. They are, nevertheless, generally enthusiastic about improving their technological skills. These findings reflect the urgent need to provide professional teachers programs to support this positive belief and efficacy on teachers' TPACK for STEM learning. DOI: http://dx.doi.org/10.23960/jbt.v11.i2.28402
Pengembangan E-Modul (Modul Digital) Berbasis Literasi Visual Pada Mata Kuliah Botani Phanerogamae Putri, Diah Ika; Muthmainnah, Rifaatul
Petik: Jurnal Pendidikan Teknologi Informasi Dan Komunikasi Vol. 8 No. 2 (2022): Volume 8 No 2 Tahun 2022
Publisher : Pendidikan Teknologi Informasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/petik.v8i2.1260

Abstract

Abstrak — Keberadaan bahan ajar dalam suatu kegiatan pembelajaran memiliki banyak manfaat, antara lain membuat kegiatan belajar lebih menarik, memberikan kesempatan mahasiswa untuk belajar secara mandiri dan mengurangi ketergantungan terhadap kehadiran dosen, serta memberikan kemudahan kepada mahasiswa dalam mempelajari kompetensi yang harus dikuasainya. Pengembangan modul digital berbasis literasi visual menggunakan metode pengembangan atau Research and Development (R&D) yang menghasilkan sebuah produk berupa modul digital sedangkan model pengembangannya menggunakan model ADDIE yang terdiri dari lima tahapan yang meliputi analisis (analysis), desain (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Pada tahap evaluasi digunakan instrumen penelitian terdiri dari lembar validasi angket praktikalitas. Lembar validasi bertujuan untuk melihat validitas produk yang dikembangkan. Lembar validasi diisi oleh dua orang ahli . Angket praktikalitas bertujuan untuk melihat tingkat kepraktisan produk modul digital. sementara subjek uji coba yang telah menggunakan modul digital yang dikembangkan yaitu mahasiswa tingkat dua program studi pendidikan biologi IPI Garut angkatan 2022 yang mengambil mata kuliah Botani Phanerogamae. Teknik analisa data menggunakan analisis deskriptif. Dari penyebaran angket didapat hasil bahwa e-modul sudah layak digunakan sebagai media pembelajaran dengan masing-masing persentase sebesar 84,7 % dari ahli media, 90,7 % dari ahli materi dan desain pembelajaran serta 85,7% dari respon mahasiswa. Sementara dari segi kepraktisan e-modul diperoleh nilai persentase sebesar 83,8% yang termasuk dalam kategori baik, artinya bahwa e-modul dikatakan praktis. Terakhir, untuk mengetahui keefektifan e-modul dilakukan pengukuran dengan melakukan penyebaran angket kepada mahasiswa, berdasarkan angket respon mahasiswa terhadap e-modul diperoleh nilai persentase sebesar 89,6 % dengan kategori baik artinya e-modul botani phanerogamae efektif digunakan sebagai media pembelajaran. Keywords— Literasi Visual, Modul Digital Abstract — The existence of teaching materials in a learning activity has many benefits, including making learning activities more interesting, providing opportunities for students to learn independently and reduce dependence on the presence of lecturers, and provide convenience to students in learning the competencies that must be mastered. Development of Visual Literacy -Based Digital Modules Using Development and Development (R&D). Methods that produce a product in the form of a digital module while the development model uses an ADDIE model which consists of five stages which includes analysis, design, development, implementation evaluation. At the evaluation phase the research instrument was used consisting of a practicality questionnaire validation sheet. Validation sheet aims to see the validity of the product developed. The validation sheet is filled by two experts. Practicality questionnaire aims to see the practicality level of digital module products. While the trial subjects that have used the developed digital module are second -level students of the Biology Education Study Program of IPI Garut class of 2022 who took the Botanical Panerogamae course. Data analysis techniques using descriptive analysis. From the distribution of the questionnaire, the results were found that e-modules were suitable for use as learning media with a percentage of 84.7 % of media experts, 90.7 % of the learning material and learning design experts and 85.7 % of student responses. While in terms of practicality e-module obtained a percentage value of 83.8% which is included in the good category, meaning that e-modules are said to be practical. Finally, to find out the effectiveness of e-modules, measurements are measured by distributing questionnaires to students, based on student response questionnaires to e-modules obtained a percentage value of 89.6 % with a good category means that the e-module of botanical panerogamae is effectively used as learning media. Keywords — Digital Module, Visual Literacy
BIOLOGY TEACHERS' TPACK SELF-EFFICACY IN PRACTICAL WORK DURING DISTANCE LEARNING Muthmainnah, Rifaatul; Nurkamilah, Siti
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 25 No 1 (2022): Juni
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2022v25n1i14

Abstract

This study aims to explore Biology teachers' TPACK self-efficacy on practical work during distance learning. The descriptive method was used with 42 participants who joined as Biology teacher association in Garut city, determined by random sampling. The data were collected through an online self-assessment questionnaire to explore teachers' perceived self-efficacy. Data analysis is done descriptively. The results showed that biology teachers have a good self-efficacy on their TPACK. Biology teachers are confident that they will carry out practical work successfully during this pandemic crisis. Biology teachers tend to show better self-efficacy in content knowledge than knowledge related to technology. However, they generally still show enthusiasm to increase their technological knowledge. The results indicate sustained integration of technology in learning even after the COVID-19 crisis, for example, when blended learning is in the future. This research may be used to develop a professional program to improve teachers' TPACK. Abstrak: Penelitian ini bertujuan untuk mengeksplorasi self-efficacy guru Biologi terhadap TPACK pada kegiatan praktikum selama pembelajaran jarak jauh. Metode deskriptif digunakan dalam penelitian ini dengan melibatkan 42 guru yang tergabung sebagai anggota musyawarah guru mata pelajaran Biologi di Kota Garut dan dipilih secara acak. Data dikumpulkan melalui kuesioner penilaian diri untuk mengeksplorasi self-efficacy yang dimiliki guru. Analisis data dilakukan secara deskriptif. Hasil penelitian menunjukkan bahwa guru Biologi memiliki self-efficacy yang baik pada TPACK mereka. Guru Biologi percaya diri bahwa mereka bisa melaksanakan kegiatan praktikum dengan sukses selama pandemi COVID-19. Guru Biologi cenderung menunjukkan self-efficacy yang lebih baik dalam hal pengetahuan konten, jika dibandingkan dengan pengetahuan yang berkaitan dengan teknologi. Tetapi umumnya tetap menunjukkan antusias untuk meningkatkan pengetahuan teknologinya. Hasil penelitian ini mengindikasikan potensi integrasi teknologi yang berkelanjutan dalam praktikum berbasis online terutama ketika blended learning menjadi keharusan setelah melewati masa krisis pandemi COVID-19. Hasil penelitian ini dapat dijadikan dasar untuk mengembangkan program profesionalisme guru dalam meningkatkan kemampuan TPACK.
Promoting College Student’s Twenty-First Century Skills through a STEM Learning Project Muthmainnah, Rifaatul; Putri, Diah Ika; Fitriyani, Wina
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 11, No 1 (2023): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

There is a need to prepare college students with non-cognitive or 21st Century skills to prepare them for successful college and future careers. As the number of applied STEM in Indonesian education increases, research is needed to understand how STEM learning projects promote student 21st Century skills. This study used a case study and mixed-methods conversion design to convert qualitative data into quantitative data by applying pre-established rubrics. This study provides evidence that STEM learning projects are beneficial to promote students' 21st Century skills, which are: (a) knowledge construction, (b) real-world problem solving, (c) skilled communication, (d) collaboration, and (e) self-regulation. The result shows that students demonstrate the highest grade on collaboration and the lowest on knowledge construction. Although most of the student work introduced multiple 21st Century skills and the overall scores were satisfactory, student knowledge construction still needs improvement. DOI: http://dx.doi.org/10.23960/jbt.v11.i1.27046
Teachers’ Beliefs and Efficacy of Technological Pedagogical Content Knowledge for STEM Learning Muthmainnah, Rifaatul; Putri, Diah Ika
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 11, No 2 (2023): Jurnal bioterdidik
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The application of STEM in Indonesian education has grown. The TPACK framework could enhance teachers' beliefs and efficacy in STEM education. However, there need to be more details evidence of the teacher's beliefs and efficacy when facing or dealing with STEM-based learning. Therefore, exploring the teachers' views and perspectives on implementing TPACK in conducting STEM learning is crucial. This study aimed to reveal teachers' beliefs and efficacy on their TPACK in designing STEM learning. The case study method was used with 9 participants enrolled in a STEM learning program for science teachers. Teachers' self-assessment questionnaires and online interviews collected teachers' TPACK beliefs and efficacy. We analyzed quantitative data from self-assessment questionnaires using interval class analysis. We used a descriptive approach to analyze data from interviews. The results show that teachers regard themselves as highly competent in implementing their TPACK on STEM learning. Out of the three TPACK domains, teachers showed better efficacy in the integrative STEM domain. Of the three TPACK domains, teachers showed better efficacy in the integrative STEM domain than in technology-related knowledge. They are, nevertheless, generally enthusiastic about improving their technological skills. These findings reflect the urgent need to provide professional teachers programs to support this positive belief and efficacy on teachers' TPACK for STEM learning. DOI: http://dx.doi.org/10.23960/jbt.v11.i2.28402
Nature Club Activity: Knowledge Exploration on Javan Slow Loris (Nycticebus javanicus) and Protected Endemic Animals in Conservation Education Program Muthmainnah, Rifaatul; Mulyani, Leni Sri; Fitriyani, Wina
Biosfer: Jurnal Tadris Biologi Vol 14 No 1 (2023): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v14i1.17766

Abstract

Conservation education can increase knowledge about endangered animals, one of which is the Javan slow loris (Nycticebus javanicus), and protected endemic animals in Indonesia, and this can be done through the nature club activity as one of the conservation education programs. However, most students are indifferent to conservation or science education. This individual influence is the characteristics and dispositions students bring to learning, such as interest, effort, values, and perceived abilities. This study aims to determine the effectiveness of conservation education programs through nature club activities on students' knowledge of Javan slow loris and protected endemic animals. The research method is the experimental method, with the research design used as one group pretest-postest design; the data collection technique is done by test and observation. The results showed that the activities carried out were effective on students' knowledge of Javan lorises and protected endemic animals, as evidenced by the calculation of the N-gain score indicating that the average N-gain score (mean) was 0.614.ABSTRAK: Pendidikan konservasi dapat menambah ilmu mengenai hewan yang terancam punah salah satunya yaitu Kukang Jawa (Nycticebus javanicus) serta hewan endemik yang dilindungi yang ada di Indonesia, hal ini dapat dilakukan melalui program klub alam yang ada pada pendidikan konservasi. Akan tetapi mayoritas siswa belum mendapatkan pendidikan konservasi dan hanya menjadi bagian kecil dari pendidikan sains. Penelitian ini bertujuan untuk mengetahui efektivitas pendidikan konservasi melalui kegiatan klub alam terhadap pengetahuan siswa mengenai kukang jawa dan hewan endemik yang dilindungi. Metode penelitian yang digunakan yaitu metode eksperimen, dengan desain penelitian yang digunakan adalah one group pretest-posttest design, teknik pengumpulan data dilakukan dengan tes dan observasi. Hasil penelitian menunjukkan bahwa kegiatan yang dilakukan efektif terhadap pengetahuan siswa mengenai kukang jawa dan hewan endemik yang dilindungi, dibuktikan dari hasil perhitungan N-gain score menunjukkan bahwa rata-rata skor N-gain (mean) adalah 0,614
Exploring Students’ Academic Emotions Through a Conservation Education Program Mulyani, Leni Sri; Muthmainnah, Rifaatul; Rohayat, Asep; Fitriyani, Wina
Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.3990

Abstract

Research and practice in educational settings should consider exploring the rich diversity of emotions experienced by students outside classroom settings, including nature clubs, as a conservation education program. This study aimed to conduct an exploratory case study to explore students' academic emotions during conservation education programs. The case study was carried out for four weeks to determine what can be learned from a single case about the students’ emotional aspects of the conservation education program in the Nature Club. Data collection is conducted through observation, interview, and collection of documents at the end of every activity. The data consisted of field notes and videotapes from observation, interview transcripts, and student emotions diary (SED). The research participant was 21 elementary students aged 9 to 11 who joined the Nature Club conducted by the Little Fire Pace (LFP) Community as one of their conservation education programs. The result shows that conservation content which is also part of science, can be learned and stimulate the emergence of students' academic emotions, both positive and negative. The dominant emotion in nature club activities is the happy emotion, and the slightest emotion arising from this activity is disgust. Then the results of student interest in all activities were more remarkable than boredom. Finally, suggestions are made on implications for teacher or pre-service teacher education for conservation or science education.    
Co-Authors Fitriyani, Wina Leni Sri Mulyani Putri, Diah Ika Rohayat, Asep Siti Nurkamilah