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Baskoro Adi Prayitno
Universitas Sebelas Maret
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Profil Miskonsepsi Siswa Kelas X di Sebuah SMA Swasta di Karanganyar As Syaffa Al Liina; Dewi Ekaputri Pitorini; Safina Salma; Salis Khoirun Nisa; Baskoro Adi Prayitno
Jurnal Pendidikan (Teori dan Praktik) Vol 3 No 2 (2018): Volume 3, Nomor 2, September 2018
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.279 KB) | DOI: 10.26740/jp.v3n2.p68-73

Abstract

Penelitian ini bertujuan untuk mengetahui profil miskonsepsi siswa kelas X di sebuah SMA Swasta di Karanganyar pada materi fotosintesis dan respirasi tumbuhan. Penelitian ini menggunakan metode survei. Populasi penelitian adalah seluruh siswa SMA kelas X MIA. Teknik sampling menggunakan purposive random sampling dengan jumlah sampel sebanyak 25 siswa. Miskonsepsi diukur menggunakan tes pilihan ganda Science & Plant For School yang disertai Certainty of Response Index (CRI) pada konsep fotosintesis dan respirasi tumbuhan. Analisis data menggunakan analisis deskriptif kuantitatif. Hasil penelitian  menunjukkan bahwa persentase siswa yang mengalami miskonsepsi pada konsep Fotosintesis dan Respirasi Tumbuhan sebesar 41,6%, siswa yang tahu konsep sebesar 38% dan siswa yang tidak tahu konsep sebesar 20,4%. AbstractThis study aims to determine the profile misconception of class X students in a private high school in Karanganyar of photosynthesis and plant respiration material. This study used survey meta-analysis. The study population is all high school students of X class MIA. The sampling technique uses purposive random sampling with the number of samples as much as 25Student. Misconceptions measured were measured using the Science & Plant For School multiple-choice test accompanied by the Certainty of Response Index (CRI) on the concept of photosynthesis and plant respiration. Data analysis used quantitative descriptive analysis. The results showed that the percentage of students who experienced misconceptions on the concept of photosynthesis and plant respiration 41.6%, students who know the concept of 38% and students who do not know the concept of 20.4%.
Peningkatan Pemahaman Penyusunan RPP dan Asesmen Berbasis Learning Progression bagi Guru Biologi Murni Ramli; Sri Widoretno; Sri Dwiastuti; Bowo Sugiharto; Baskoro Adi Prayitno; Kistantia Elok Mumpuni; Chandra Adi Prabowo; Safila Safinatunnajah Auliananda; Zul Afifa Yunitadewi Basuki; Pradita Anggun Ciptaningrum
Jurnal Pengabdian Pada Masyarakat Vol 8 No 2 (2023): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v8i2.357

Abstract

Rencana Pelaksanaan Pembelajaran (RPP) berfungsi sebagai acuan bagi pendidik untuk melaksanakan kegiatan belajar mengajar lebih terarah dan efektif. RPP dan asesmen berkaitan erat dan menentukan keberhasilan dalam pembelajaran di kelas. Permasalahan terkait RPP juga dirasakan oleh guru Mata Pelajaran Biologi di Kabupaten Sragen, Jawa Tengah. Pemahaman guru-guru tentang penyusunan RPP belum mencukupi dan belum melakukan variasi RPP inovatif sehingga diperlukan solusi untuk mengatasi permasalahan tersebut. Kegiatan pengabdian dilakukan dengan metode training dan workshop. Metode training dilakukan dalam bentuk perkuliahan dengan materi Kurikulum Merdeka dan Model-Model Pembelajaran Inovatif yang dilakukan secara luring di SMA Negeri 2 Sragen, serta Asesmen HOTS dan Asesmen Kompetensi Minimal (AKM) yang dilakukan secara daring pada platform zoom. Secara garis besar, hasil dari kegiatan pengabdian ini adalah peningkatan pemahaman guru tentang karakteristik kurikulum merdeka. Selain itu, lebih dari 50% guru mampu memahami kurikulum berbasis core-concept atau Learning Progression, menyusun RPP berbasis konsep, memahami pemanfaatan sumber belajar lokal dan pengembangannya, serta menyusun asesmen HOTS. Lesson plan (RPP) serves as a reference for educators to carry out teaching and learning activities more directed and effective. RPP and assessment are closely related and determine success in classroom learning. Problems related to RPP are also felt by Biology subject teachers in Sragen Regency, Central Java. The teachers' understanding of the preparation of the lesson plans is not sufficient and have not made innovative variations in the lesson plans they made. Therefore, solutions are needed to overcome these problems. Service activities are carried out using training and workshop methods. The training method is carried out in the form of lectures with materials on the Independent Curriculum and Innovative Learning Models which are carried out online SMA Negeri 2 Sragen, as well as the HOTS Assessment and Minimum Competency Assessment (AKM) which are conducted online using the zoom platform. The result of this service activity is that teachers' understanding of the characteristics of the merdeka curriculum increases. In addition, more than 50% of teachers are able to understand the core-concept-based curriculum or Learning Progression, develop concept-based lesson plans, increase understanding of the use of local learning resources and their development, and understand the preparation of HOTS assessments.
Development of an Environment-Based Critical Thinking Skills Test Instrument for Class VII Middle School Science Learning Ayuana Kartika Dewi; Baskoro Adi Prayitno; Lina Mahardiani
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7748

Abstract

This research developed an environment-based critical thinking skills test instrument for science learning in class VII middle school to answer the problem of students' low critical thinking skills in Indonesia. The aim of the research is to produce a valid and reliable instrument to measure students' critical thinking skills in an environmental context. The research method uses the ADDIE development model with a pre-experimental design (one group pretest-posttest). Research findings show that the instrument developed has high validity and reliability and is able to significantly improve students' critical thinking skills. The conclusion of this research is that environment-based test instruments are effective in measuring and improving students' critical thinking skills. The implications of this research show the importance of integrating environmental issues in learning modules to improve the quality of science education in Indonesia.
Development of a Problem-Based Learning Module on Elements, Compounds, and Mixtures to Enhance Eighth-Grade Students’ Critical Thinking Skills Imam Setiawan; Baskoro Adi Prayitno; Bowo Sugiharto
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.11451

Abstract

This study aimed to develop and evaluate a Problem-Based Learning (PBL) science module supplemented with Mind Maps on the topic of elements, compounds, and mixtures to enhance the critical thinking skills of eighth-grade students. The research objectives were to: 1) describe the module's characteristics, 2) examine its feasibility, and 3) test its effectiveness. The development followed the Borg and Gall procedure, comprising ten systematic steps. The module's feasibility was assessed using the Aiken’s V validity test, while its impact on critical thinking skills was analyzed using ANCOVA. The results demonstrated that: 1) The developed module possesses distinctive characteristics, integrating PBL with Mind Maps, which promotes active student engagement and provides direct learning experiences to foster critical thinking. 2) The module is highly feasible for classroom use, supported by a strong Aiken’s V validity value of 0.85. 3) The module is statistically effective in improving students' critical thinking skills. This conclusion is substantiated by the ANCOVA test results, which showed a highly significant value of p <0.001, confirming a notable enhancement in critical thinking abilities after the implementation of the module. The study successfully validates the module as a viable and effective learning tool.
THE EFFECTIVENESS OF THE HEAT AND ITS TRANSFER E-MODULE BASED ON PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' PROBLEM-SOLVING SKILLS Euis Puspitasari; Baskoro Adi Prayitno; Lina Mahardiani
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i2.9882

Abstract

The purpose of this study is to analyze the effectiveness of the e- modul of heat and its transfer based on Problem Based Learning (PBL) to improve the problem-solving skills of junior high school students who still have low skills. The research method used was quasi-experimental with a nonequivalent pretest-posttest control group design. The population used was seventh grade students at SMPN 2 Purwosari Bojonegoro. The sampling technique used was cluster random sampling. The research sample consisted of classes VIIA, VIIB, and VIIC with a total of 96 students.The research instrument was form of a problem-solving skills test consisting of 5 description questions. The sampling technique uses random sampling in which. The data analysis technique was used ANCOVA test and N-Gain score analysis. The ANCOVA results test is obtained a significance value of 0.000<0.05. This data shows that the use of e-modules has a significant influence on students' problem-solving skills. Based on the N-Gain score, were clearly showed that the use of e-modules provided higher improvement in problem-solving skills than the PPT in experiment class in the control class. The e-module class obtained a score of 0.31 (Identify), 0.52 (Define), 0.56 (Explore Strategies), 0.71 (Anticipate), and 0.76 (Look Back). Three indicators were in the medium category, and two indicators were in the high category. In contrast, control class reaches the low to medium category, and the control class is mostly in the low category. Based on this data, it can be concluded that the use of the heat and its transfer e-module based on PBL has proven to be effective in improving the problem-solving skills of junior high school students and helping students better understand concepts, as well as training them to think critically and reflectively.
Co-Authors As Syaffa Al Liina Ayu Dien Islamiyati Ayuana Kartika Dewi Bowo Sugiharto Chandra Adi Prabowo Dewi Ekaputri Pitorini Dwi Hartanti Euis Puspitasari Evi Elisanti Hephi Meilinda Idhun Prasetyo Riyadi Imam Setiawan Kistantia Elok Mumpuni Lina Mahardiani Maridi Maridi Meti Indrowati Monika Lintang Laksmi Murni Ramli Nila Masnuri Yunita Nur Khasanah Pradita Anggun Ciptaningrum PUGUH KARYANTO Rizki Fitria Setyaningtyas Safila Safinatunnajah Auliananda Safina Salma Sajidan Salis Khoirun Nisa Sarwanto Sarwanto Siti Nur Hasanah Sri Dwiastuti Sri Retno Dwi Ariani Sri Widoretno Sutarno Sutarno Tri Lestari Budi Asih Walid, Ahmad Widha Sunarno Zul Afifa Yunitadewi Basuki