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<![CDATA[PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI ]]>
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Amprasto, Amprasto]]>;
<![CDATA[Riandi, Riandi]]>;
<![CDATA[Saefudin, Saefudin]]>;
<![CDATA[Sutarno, Nono]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 16, No 1 (2011): JPMIPA: Volume 16, Issue 1, 2011 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v16i1.36006
<![CDATA[A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.]]>
<![CDATA[PEMBELAJARAN EKOLOGI TUMBUHAN MENGGUNAKAN METODE PEMECAHAN MASALAH DENGAN BANTUAN TUTOR SEBAYA ]]>
<![CDATA[Amprasto, Amprasto]]>;
<![CDATA[Supriatno, Bambang]]>;
<![CDATA[Safari, Tina]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 9, No 2 (2007): JPMIPA: Volume 9, Issue 2, 2007 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v9i2.35752
<![CDATA[Masih rendahnya hasil belajar mahasiswa Jurusan Pendidikan Biologi dalam Mata Kuliah Ekologi Tumbuhan masih belum memuaskan. Karakteristik mata kuliah Ekologi Tumbuhan yang terkait dengan cabang ilmu lainnya menuntut mahasiswa menggunakan konsep-konsep cabang ilmu lainnya dalam mempelajari ekologi. Karakteristik tersebut menyebabkan tidak semua mahasiswa dapat memahami konsep ekologi dengan mudah. Diperkirakan apabila difasilitasi dengan metode yang memungkinkan mahasiswa menggunakan dan menghubungkan banyak konsep dapat membantu mahasiswa memahami konsep ekologi. Penelitian dilakukan dengan metode action research dalam dua siklus . Penerapan metode Pemecahan Masalah yaitu dengan mendisain praktikum sedemikian rupa sehingga masing-masing topik praktikum menjadi suatu masalah yang dipecahkan melalui observasi/penelitian sederhana diharapkan dapat mengoptimasi kemampuan mahasiswa karena sifat materi mata kuliah bersifat interdisipliner (melibatkan banyak konsep biologi lainnya) dan terkait dengan kehidupan sehari-hari, selain itu juga pelaksanaan praktikum menjadi menarik, tidak membosankan. Pelaksanaan praktikum di luar kelas, dengan tempat yang terpisah, menggunakan Tutor sebaya yang dipilih dengan kualifikasi tertentu yang berperan sebagai katalisator, dinamisator, dan motivator dalam kerja kelompok sehingga pembelajaran lebih efektif. Hasil belajar mahasiswa menunjukkan rerata nilai tes awal = 13,16; nilai tes pertama = 78,81 dan nilai tes kedua = 68,68. Meskipun sudah ada peningkatan hasil belajar, namun masih perlu ditindaklanjuti dengan penelitian lain.]]>
<![CDATA[PROMOTING STUDENTS’ CONCEPTUAL CHANGE ON THE CONCEPT OF ECOSYSTEM THROUGH PDEODE (PREDICT-DISCUSS-OBSERVE-EXPLAIN-DISCUSS-EXPLAIN) TEACHING STRATEGY ]]>
<![CDATA[Nugraha, Ikmanda]]>;
<![CDATA[Anggraeni, Sri]]>;
<![CDATA[Amprasto, Amprasto]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 21, No 1 (2016): JPMIPA: Volume 21, Issue 1, 2016 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v21i1.36257
<![CDATA[ABSTRAKPenelitian ini menyelidiki perubahan konseptual pada pemahaman siswa tentang konsep ekosistem.Variasi dari strategi pengajaran POE (Predict-Discuss-Explain) yakni PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) diterapkan selama penelitian ini. Sampel penelitian adalah 28 siswa di salah satu Sekolah Menengah Atas di Bandung. Ide-ide siswa tentang konsep ekosistem diungkap dengan menggunakan ujian 10 soal yang disebut sebagai ECT (Ecosystem Conceptual Test). Perubahan konseptual siswa dalam hal pema-haman tentang konsep ekosistem dievaluasi dengan ECT pada pretes, postes, dan delayed posttest. Hasil uji ANOVA satu arah menunjukkan nilai ketiga tes berbeda signifikan (p0,05) yang menunjukkan bahwa PDEODE membantu siswa untuk memperoleh pemahaman yang lebih baik. Selain itu, tidak adanya perbedaan yang signifikan antara postes dan delayed posttest mengindikasikan bahwa strategi pengajaran ini dapat membantu siswa untuk mempertahankan pemahaman baru mereka.ABSTRACTThis study investigated conceptual change in students’ understanding of ecosystem concept. The PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of classical POE (Predict-Discuss-Explain) was implemented during the study. Sample was 28 senior high school students in one of senior high school in Bandung. Students’ ideas about ecosystem concept were revealed by a ten questions-test called ECT (Ecosystem Conceptual Test). Conceptual change in student’s understanding of ecosystem concept was evaluated by administering ECT in pretest, posttest, and delayed posttest.Tests’ score were then analyzed quantitatively and qualitatively. One-way ANOVA test result showed statistically significant score difference (p0.05) in each test which suggested PDEODE helped the students to achieve better understanding. Moreover, no statistically significant differences were found between posttest and delayed posttest scores, indicating that the teaching strategy helped the student to retain their new conceptions.]]>
<![CDATA[PEMBELAJARAN PRAKTIKUM EKOLOGI TUMBUHAN DENGAN METODE RISET MINI DENGAN MEMANFAATKAN TUTOR SEBAYA ]]>
<![CDATA[Amprasto, Amprasto]]>;
<![CDATA[Supriatno, Bambang]]>;
<![CDATA[Safaria, Tina]]>
<![CDATA[ Jurnal Pengajaran MIPA Vol 6, No 1 (2005): JPMIPA: Volume 6, Issue 1, 2005 ]]>
Publisher : <![CDATA[Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.18269/jpmipa.v6i1.34977
<![CDATA[The result of evaluation on the Plant Ecology for student of Biological education was still low. It indicated that the learning process of this subject was not efective enough. Therefore, it has to be though, how to conduct this learning process of Plant Ecology learning effectively.The first step of Plant Ecology learning was selecting some student to be peer tuturs, then giving them instruction the practical exercise was carrying out by using peer tutors on learning concepts of each the practical topics. The method of practical exercise was small research, designing each topic of practical exercise as simple research. This method was expected to optimize the student ability.The study reavealed that the learning in practical exercise with peer tutor increasing the result of evaluation. It is shown that average of final test was 69.96 higher than primary test (48.8). The increasing result of evaluation is conducted with student motivation, whole activities of teacher and students. Peer tutors can be played as catalysator, dinamysator and motivator on groupe; small research made the learning process more interested, so the learning became more effectively.]]>
<![CDATA[High school student prior-knowledge in system thinking on the concept of plant classification system ]]>
<![CDATA[Q Mukhoyyaroh]]>;
<![CDATA[S Diana]]>;
<![CDATA[Amprasto Amprasto]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This research is a preliminary study that aims to investigate the prior-knowledge of high school students in system thinking on the concept of plant classification system. This research method consists descriptive with the participants of 30 students of science class X selected purposively from the high school students population in Bandung city. Students are given multiple choice questions that represent indicators of system thinking. Each correct answer is made a percentage. The results showed that the prior-knowledge of students in the system thinking the concept of plant classification system in the low category. Only 31% of students can describe the components and processes on the system, 24% of students can identify component relationships on the system, 44% of students understand the dynamic behavior of the system, 25% of students can manage system components and processes within the relationship framework and 25% students can understand the nature of the system. Low prior-knowledge of students is due to the tendency of students who think is not comprehensive and can not connect between components to form system when system thinking is required for students to high thinking order.]]>
<![CDATA[Analysis of Guided Inquiry-Based Cladistic E-Worksheet Development to Improve Critical Thinking in High School ]]>
<![CDATA[Purnamaulida Pratiwi]]>;
<![CDATA[Topik Hidayat]]>;
<![CDATA[Amprasto Amprasto]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 3 (2022): September ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i3.5359
<![CDATA[This research aims to analyze the development of Guided inquiry-based cladistic worksheet websites in high schools through that website that has already been developed. The research subjects were 36 students of class X at one of the high schools in Bandung. The research was used by using the experimental method. Students were given Guided inquiry-based cladistic worksheet websites. The instrument used was a Guided inquiry-based cladistic worksheet website, a Feasibility Test by expert lecturers, and a critical thinking test. Critical thinking skill use indicators are Simple Explanation, Conclude, Strategy and Tactics, Building basic skills, Make further explanations. The data were analyzed by using the paired sample T-test. The results showed that the cladistic worksheets based on guided inquiry were valid and effective (N-Gain= 0.54). The assessment analysis by the expert judgment was found to be feasible to be tested in the field without revision, besides that Guided inquiry-based cladistic e-worksheets after validation tests by expert lecturers were obtained from various aspects, such as the application of Guided inquiry to 100% cladistic e-worksheets, practical analysis obtained 91.6%, competency aspect analysis of 91.6%, knowledge construction, obtained a value of 80 and conformity or relevance to KD 100%. It can be concluded that the development of this media can improve students’ critical thinking skills.]]>
<![CDATA[Penerapan LKPD Berbasis Inquiry Lesson untuk Meningkatkan Kemampuan Literasi Sains Peserta Didik pada Materi Sistem Pencernaan Manusia ]]>
<![CDATA[Rina Oktaviana]]>;
<![CDATA[Eni Nuraeni]]>;
<![CDATA[Amprasto Amprasto]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 11, No 1 (2023): June ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bioscientist.v11i1.7435
<![CDATA[This study aims to analyze the increase in scientific literacy skills through the implementation of Inquiry Lesson-based worksheets on the material of the human digestive system. The research method used was quasi-experimental with a non-randomized control group pre-test and post-test research design. Participants were taken from two classes from class XI MIPA, with the cluster random sampling technique two classes XI MIPA were randomly selected with specifications for experimental class 1 and experimental class 2, each consisting of 32 students. The data were obtained using the instrument of scientific literacy questions in the PISA framework, totaling 10 in the form of valid and reliable multiple choice questions. The results showed that there was a significant difference as evidenced by the results of hypothesis testing with Sig. (2 tailed) = 0.000 <0.05, then ???????? is rejected and ???????? is accepted. There is a difference in the t-count of the experimental class 1 and the t-count of the experimental class 2 where the t-count of the experimental class 2 is 53.82 > 21.997, so it can be concluded that the scientific literacy skills of the experimental class using inquiry-based LKPD have increased scientific literacy skills higher.]]>
<![CDATA[Inggris ]]>
<![CDATA[Mely Yani]]>;
<![CDATA[Amprasto]]>;
<![CDATA[Rini Solihat]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i7.3006
<![CDATA[This was a descriptive study aims to analyze how the research skills of Junior High School Students, especially in plant propagation material. The research subjects consisted of 36 IX grade Junior High School students. The research skills measured consisted of five indicators, namely observing, questioning, planning, analyzing, and communicating. Data were obtained used a valid and reliable test instrument in the form of 17 essay questions. The data were recapitulated and analyzed by a simple statistical analysis. The results showed that students' average research skills score were in a low category. Most students have very low research skills. Questioning, analyzing, and communicating indicator were low. The highest average score was observing indicator in average category. The lowest average score was planning indicator in very low category. This showed that there is a need to increase the research skills of junior high school students by involving them regularly in the research process.]]>
<![CDATA[The effect of using teacher feedback on concept mastery and students’ self-assessment of the essay test on monohybrid and dihybrid cross topic ]]>
<![CDATA[Allyany Hasyaty]]>;
<![CDATA[Siti Sriyati]]>;
<![CDATA[Amprasto Amprasto]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 6, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v6i1.52204
<![CDATA[This study aims to identify the effect of using teacher feedback on students' concept mastery and self-assessment on the topic of monohybrid and dihybrid crosses. The method used in this research was a quantitative quasi-experiment with Nonequivalent Control Group research design. The participants in this study were among 69 ninth grade students (33 control class students and 36 experimental class students) at one of the public junior high schools in Bandung Regency. This study uses positive written feedback with the types of supporting, direct corrective and guidance on students' essay test answer sheets. To measure students' mastery of concepts, an essay test was used with a total of 10 questions. To measure students' self-assessment, a 1-4 Likert scale questionnaire was used using indicators that were adjusted to the indicators on the essay questions. The results showed that there is a significant difference in students' concept mastery and students' self-assessment ability in the control class and experimental class. As for the N-Gain test, the category of concept mastery improvement in the control class belongs to the low criteria (0.19) and the experimental class belongs to the medium criteria (0.57). Students' self-assessment skills in the control class (60%) and experimental class (70%) are classified in the sufficient and good categories. Students' responses to the teacher’s feedback showed a positive response. Based on this research, the use of teacher feedback on essay tests affects students' concept mastery and self-assessment.]]>
<![CDATA[Profil Kemampuan Berpikir Kreatif dan Komunikasi Ilmiah Siswa SMP pada Materi Teknologi Ramah Lingkungan ]]>
<![CDATA[Dine Nurdian]]>;
<![CDATA[Saefudin]]>;
<![CDATA[Amprasto]]>
<![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.v9i10.3884
<![CDATA[Students' creative thinking and scientific communication skills are needed by students so they can compete healthily and be able to solve various increasingly complex problems in the 21st century. This research aims to determine the profile of student's creative thinking and scientific communication abilities in learning environmentally friendly technology. The method used in this research is quantitative descriptive. The research sample consisted of 35 students, 16 men and 19 women. The instrument used is an essay test on environmentally friendly technology material. For creative thinking skills, indicators for fluent thinking, flexible thinking, original thinking, and the ability to elaborate are used, while for scientific communication indicators for representing knowledge are used. From the results of data analysis, it show that only 1 student (3%) has creative thinking abilities in the high category, 21 students (60%) in the medium category, and 13 students (37%) in the very low category. Students' scientific communication skills for indicators represent 4 students in the very high category (11.4%), 2 students in the high category (5.7%), 10 students in the medium category (28.6%), and 2 students in the low category. (5.7%), and 17 students (48.6%) in the very low category. So students' overall creative thinking and scientific communication abilities must be improved.]]>
