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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Biologi Edukasi : Jurnal Ilmiah Pendidikan Biologi Journal of Education and Learning (EduLearn) Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Bioedukatika JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) International Journal of Pedagogy and Teacher Education BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Proceeding Biology Education Conference Jurnal Pengabdian Pada Masyarakat

Murni Ramli

Universitas Sebelas Maret

Author-ID : 2469206

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Conceptual understanding of high school students on plantae Yasinta Choirina; Murni Ramli; Yudi Rinanto
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Kingdom Plantae is a topic taught in Grade Tenth in Indonesia high school. The previous researchers have found misconceptions and difficulties in understanding the classification and the nomenclature system of Kingdom Plantae. Understanding basic concepts of Kingdom Plantae is important to study the more complex system of Plantae. This research was aimed to analyze the conceptual understanding of high school students on Plantae. The participants were 372 eleven graders who had studied Kingdom Plantae and selected randomly from eleven high schools in Surakarta, Indonesia. The diagnostic test four-tier consisting of 20 items. The instrument was to identify conceptual understanding. The instrument showed result on validity (mean = 1.00 and SD = 0.06) and reliability (0.46). The test showed that 10.5% students grouped as understand, and the rest varied as to False Negative (4.4%), False Positive (10.1%), Lack of Knowledge (45.6%), and Misconception (29.4%). Based on the results of the test, the students have misconceptions about monocots and dicots, the morphology of Anacardium occidentale, Musa sp., and Solanum tuberosum, classification of Anacardium occidentale. It was recommended to do detail examination of the reasons of low achievement in conceptual understanding of students.

THE MEASUREMENT OF PHYSICAL ABILITY EARLY AGE CHILDREN BY ADOPTING JAPANESE INSTRUMENTS IN KLATEN Murni Ramli; Yudianto Sujana; Dyah Yuni Kurniawati; Nurul Kusuma Dewi; Mida Septi Karunia; Tri Ulya Wardati Qariah
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 3, No 1 (2018): Maret
Publisher : Universitas Muhammadiyah Ponorogo

The Curriculum 2013 entailed the importance of developing the physical ability (PA) of early age children (EAC). In fact, the standard measurement or instrument to assess the PA of early childhood has not been formulated yet to be used in the whole country. Therefore, it is required to develop the standard instrument to measure the physical ability of children. The Center for Japanese Studies, Research and Community Services of Universitas Sebelas Maret, Indonesia collaboratively worked with HIMPAUDI (The Association of Early Childhood Education Indonesia) of District Karanganom in Klaten Regency to develop the standard achievement of Klaten's children based on the instrument of PA adopted from Japan. This program involved 21 ECE nurseries in Karanganom, and 70 instructors participated in the program. The activities were based on an action research aimed to change the mindset of related instructors on PA, connection between PA and cognitive development. It also trained the skills of instructors on measuring the PA. The program was conducted from July to September 2017. As the program ran, data of children' PA was also measured, and as the entry of database developed for Karanganom. There are five indicators of PA which represent the stability, locomotive, and manipulative movements, adapted from Japanese PA measurement. The results of database showed the average measurement of children' PA in Karanganom, and were compared to the Japanese peers, the achievement was lower. The instrument has to be validated and examined in the various regions and periods.

Measuring Problem Solving Skills of High School Students on Biology Naintyn Novitasari; Murni Ramli; Maridi Maridi
Biologi Edukasi: Jurnal Ilmiah Pendidikan Biologi Vol 7, No 1 (2015): Biologi Edukasi: Jurnal Ilmiah Pendidikan Biologi
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.291 KB)

This study aimed to describe the characteristics and feasibility of high school students problem solving skills assessment on Biology. This research is using Research Development model which refers to Borg Gall. Assessment developed are open-ended cases. Product validation conducted by subject matter and evaluation experts. Test involving 88 students from three different schools. Data from the field test were analyzed using the Quest program. Assessment components that have been developed includedskills to defining the problem, checking the problem, planning a solution, implementing the plan, and evaluate.The study shows that the assessment instrument has a validity that fit with the Rasch model and high reliability. The final result that 13 % items were easy, 41,7 % items were moderate, and 46,3 % items were categorized as difficult. Discriminationindex in each item have a minimal interpretation of "sufficient"

Developing a dynamic assessment instrument to assess reasoning skills about bacteria Mayasari Mahfudhotul Khasanah; Murni Ramli; Sri Dwiastuti
Jurnal Penelitian dan Evaluasi Pendidikan Vol 24, No 1 (2020)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v24i1.28815

This study was aimed to develop instruments to assess reasoning skills in the form of dynamic assessment as a formative assessment to improve students’ reasoning skills about bacteria. The cake format and graduated prompting method was used in this study. The instruments were based on the Fact and Proof Diagnostic Test and Structural Communication Grid (SCG) and focused on correlational reasoning and combinatorial reasoning. The instrument's development was carried out by compiling test items according to the basic competence of bacteria at the senior high school level, conducting test trials on 93 high school students, and analyzing the results of the instrument trials. Analysis of the test instrument consists of an analysis of validity, reliability, level of difficulty, distinguishing features, and effectiveness of the distractor's function. The results showed 53 items from 67 items were valid and equipped with prompts as guiding questions for each item.

Analisis keterampilan komunikasi pada pembelajaran biologi sekolah menengah atas Assabai Nizar Urwani; Murni Ramli; Joko Ariyanto
Jurnal Inovasi Pendidikan IPA Vol 4, No 2: October 2018
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Penelitian bertujuan untuk mengetahui dominasi komunikasi scientific pada pembelajaran biologi di kelas X IPA 1, mengetahui dominasi komunikasi scientific pada pembelajaran biologi di kelas XI IPA 1, dan mengetahui hambatan keterampilan komunikasi siswa pada pembelajaran biologi. Penelitian yang dilakukan merupakan penelitian observasi kelas (classroom observation). Observasi dilakukan di dua kelas, yaitu kelas X IPA 1 dan kelas XI IPA 1. Observasi dilakukan selama 5 kali observasi pada masing-masing kelas. Observasi dilakukan dari tanggal 22 Februari 2017 sampai 10 Mei 2017. Observasi dilakukan dengan cara mencatat seluruh komunikasi antara siswa dan guru selama proses pembelajaran biologi. Subjek penelitian adalah siswa kelas X IPA 1 dan XI IPA 1 MAN 2 Surakarta tahun ajaran 2016/2017 pada semester genap. Teknik pengambilan subjek penelitian dilakukan dengan cara purposive sampling berdasarkan pertimbangan dari guru. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, dan dokumentasi. Analisis data menggunakan matriks kategori VICS Flanders. Hasil penelitian menunjukkan dominasi komunikasi scientific selama observasi di kelas X IPA 1 dan XI IPA 1 adalah dominasi komunikasi yang seimbang atau komunikasi dua arah. Persentase dominasi komunikasi yang seimbang di kelas X IPA 1 adalah 50,26%, sedangkan persentase dominasi komunikasi yang seimbang di kelas XI IPA 1 adalah 43,08%. Hambatan komunikasi scientific siswa, yaitu hambatan psikologis, fisik, semantik, dan proses.Analysis of communications skill on biology learning high school AbstractThe research aims to find out the dominance of scientific communication in biology learning of class X IPA 1, to find out the dominance of scientific communication in biology learning of class XI IPA 1, and to find out the communication barriers occurred in the biology learning. The research was a classroom observation research. The observations were conducted in two class (class X IPA 1 and class XI IPA 1). The observations of each class were made five times. The observations were conducted from the 22 February 2017 to 10 May 2017. The observation recorded all communication between students and teacher during the process learning biology. The population of this research was students of class X IPA 1 and XI IPA 1 in MAN 2 Surakarta. The subjects were selected using purposive sampling recommended by the biology teacher. The data were collected by the observations, interviews, and documentations. The data were analyzed using the VICS Flanders matrix. The results showed the dominance of scientific communications in class X IPA 1 and XI IPA 1 of MAN 2 Surakarta was balanced or two-way communication. The percentage of the dominance of scientific communications in class X IPA 1 was 50.26 %. The percentage of the dominance of scientific communications in class XI IPA 1 was 43.08%. The barriers to the students' communications were psychological, physical, semantic, and process.

Penerapan Penelitian Tindakan Kelas Cooperative Learning Tipe Peer Teaching untuk Meningkatkan Keterlibatan Siswa dalam Pembelajaran Biologi Nory Shenta Dewi; Murni Ramli; Yudi Rinanto
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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

The research aims to increase students' engagement in Biology learning by applying cooperative learningmethod specifically peer teaching. The subjects consisted of 32 high school students focusing on LowAchievement (LA) and High Achievement (HA) students. This research is classroom action research (CAR)with 3 Cycles. The research procedure includes the stage of reflection, planning, implementation of action andobservation. Behavioral Engagement (BE) data obtained through observation, other data in the form ofPsychological Engagement (PE) and Cognitive Engagement (CE) obtained through student engagementquestionnaire based on Student Engagement Instrument (SEI). Technique of data validation used istriangulation technique. Technique of analysis data performed by data reduction, data presentation and drawingconclusions based on qualitative descriptive analysis. The results showed that cooperative learning methodspecifically peer teaching can increase student engagement in biology learning. The average percentage of allBE aspects observed in LA students before the treatment given, Cycle I, Cycle II and Cycle III respectivelywas 13.72%; 35.24%; 48.26% and 64.24% respectively. Meanwhile BE results of HA students before thetreatment given, Cycle I, Cycle II and Cycle III respectively were 22.22%; 48.97%; 56.6% and 64.76%respectively. The results of PE of LA students before the treatment given to Cycle III increased by 3.54% whilePE in HA students before the treatment given to Cycle III increased from 3.75%. The result of CE analysis ofLA students has increased before the treatment given toward Cycle III that is 2.94% while in HA studentsincreased by 2.95%.

Improving Observing Skills of High School Students through Guided Inquiry Model Shafila Sahnaz; Harlita Harlita; Murni Ramli
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Observation skill is one of the fundamental science process skills should mastered by students in the primary level. In fact, due to the lack of experiences of observation, high school students in the observed class showed the low level of observations skills. This study was three cycles-collaborative action research aims to improve the observation skills of high school students in biology through the implementation of guided inquiry learning integrated with a series of observation activities. The participants were 30 students of grade 11 of one public high school in Karanganyar, Indonesia. Six indicators of observation skills were used to assess the performance of students. In the pre-cycle stage, students showed relatively moderate performance on two aspects, e.g., identifying the differences and similarities of objects (45.83), and using of multiple senses to observe (45.83). But, they performed low in uses the apparatus correctly (4.17). On the skills of classifying the differences or the similarities, they scored 25, and for collecting relevant data they got 29.17 in average. After three iterative cycles, all indicators have increased significantly.

REINFORCEMENT CREATIVE THINKING ABILITIES OF MADRASAH ALIYAH STUDENTS THROUGH GUIDED DISCOVERY COMBINED WITH BRAINSTORMING IN BIOLOGY Muhamad Wajid Wardana; Riezky Maya Probosari; Murni Ramli; Suwarti Suwarti
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 2, No 2 (2018): DWIJA CENDEKIA: Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

This research aims to reinforce students' creative thinking ability in MAN 2 Kebumen by applying guided discovery learning combined with brainstorming. This study is a Classroom Action Research has been done in three cycles. Each cycle consisted of planning, action, observation, and reflection follow the spiral method of Kemmis & Taggart. The subjects were 32 students of grade tenth MIA 1 of MAN 2 Kebumen academic in year 2017/2018. The data research obtained through observation, interviews, and test. Data was analysis by qualitative descriptive techniques. Data validation use triangulation techniques. The results shows that implementation of guided discovery learning combined with brainstorming can reinforce students’ creative thinking ability. Reinforce of the thinking ability of students can be seen through cognitive test result. The result shown that average students’ creative thinking ability score at pre-cycle was 31,64%, the first cicle was 37,30%, the second cycle was 46,87%, and the third cycle was 48,43%. Conclusion of this research is guided discovery learning combined with brainstorming were able to reinforce creative thinking ability students grade tenth MIA 1 of MAN 2 Kebumen.

The credibility analysis of the microteaching assessment instrument based on the responses of biology education students using the Rasch model Bowo Sugiharto; Murni Ramli
JURNAL BIOEDUKATIKA Vol 8, No 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i3.15930

The credibility analysis of the microteaching assessment instrument based on the responses of biology education students using the Rasch model. This study aims to reveal the credibility of the microteaching (MT) assessment instrument by analyzing the responses of biology education students using the Rasch model. The biology education students as participants played roles as assessors and practitioners of MT. The instrument used was the Instrument of Assessing the Learning Implementation (IPPP) in Book 4 of the 2013 In-Service Teacher Training Program (PLPG) Guidelines issued by the Human Resources Development Agency (BPSDM) of the Ministry of Education and Culture. The data obtained were analyzed by multirater analysis of Many-Facet Rasch Measurement (MFRM) version 3.83.2. Based on the results and discussion, this study concluded that the MT assessment instrument in biology education using IPPP was quite credible, which was revealed from the following three points: 1) The responses of students practicing MT are based on the results of peer ratings on a logit scale ranging from -0.82 to 0.80, which means that students practicing were quite diverse and can be distinguished by the instruments; 2) Student responses as assessor to the MT assessment instrument in logit scale units ranged -1.99 to 0.94 which means that as an assessor, student were able to assess diversely. The student as assessor was also able to understand the different rating scales used; and 3) The results of the calibration of the instruments showed that 24 instrument items can provide accurate information about the performance of the practitioner with logit values ranged from a scale of -0.72 to 0.66.

Laboratory module design for Biology Students: A Systematic review Wahyu Kusumawardani; Muzzazinah Muzzazinah; Murni Ramli
JURNAL BIOEDUKATIKA Vol 8, No 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v8i2.14160

Module design for students laboratory activities plays an important role in the effective implementation of scientific investigation in the laboratory. The purpose of this review is to examine the types, topics, competencies, and approaches to develop laboratory module for biology students. The review of the literature was conducted systematically. Eighteen research articles were selected from 41 articles published within 2009 and 2019. The systematic review followed 5 steps. The research articles were searched using Google Scholar's online database and then traced back from the relevant international and national journals. The articles collected were selected by two reviewers who rated the quality. The results of the analysis showed that the laboratory modules are designed using the following basis: online, research, quantitative skills, inquiry, and traditional. The biology topics focused are Genetics, Ecology, Phylogenetics, Biochemistry, Molecular Biology, Evolution, Biotechnology, and Tissue Culture. The methods used for laboratory module development by Indonesian researchers are 4D, ADDIE, R & D, Dick & Carey, and Borg & Gall, while international researchers generally do not specify the name of the method used. Generally, the need analysis which focuses on the novelty of the developed concept is conducted in the beginning. It continues with module designing, validation, implementation, and response survey from the students as the module users.

Co-Authors Anisatuz Zahro' Assabai Nizar Urwani Baskoro Adi Prayitno Bowo Sugiharto Chandra Adi Prabowo Dwi Teguh Rahardjo Dyah Yuni Kurniawati Eka Wulandari Essy Dian Pratiwi Harlita Harlita Inayah Al Fatihah Isma Aziz Fakhrudin Joko Ariyanto Kharisma Arum Utami Kistantia Elok Mumpuni Maridi Maridi Mayasari Mahfudhotul Khasanah Mida Septi Karunia Mohammad Masykuri Muhamad Wajid Wardana Muzazzinah Muzazzinah Muzzazinah Muzzazinah Naintyn Novitasari Nory Shenta Dewi Nurul Hidayah Nurul Kusuma Dewi Pradita Anggun Ciptaningrum Prima Mitha Puspitasari Setyaningrum Puguh Karyanto Riezky Maya Probosari Safila Safinatunnajah Auliananda Shafila Sahnaz Sri Dwiastuti Sri Widoretno Suwarti Suwarti Tri Ulya Wardati Qariah Wahyu Kusumawardani Yasinta Choirina Yudi Rinanto Yudianto Sujana Zul Afifa Yunitadewi Basuki

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