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All Journal Jurnal EduBio Tropika Jurnal Ilmiah Mahasiswa Pendidikan Biologi Biodidaktika : Jurnal Biologi dan Pembelajarannya Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pengabdian Bangsa Jurnal Pendidikan IPA Indonesia Jurnal Serambi Ilmu
Hafnati Rahmatan
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Energy Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Learning Devices Based on Ethnoscience Project Based Learning to Improve Students’ Critical Thinking Skills Luthfia Hanum*; Muhammad Hasan; Andi Ulfa Tenri Pada; Hafnati Rahmatan; Ratu Fazlia Inda Rahmayani; Elisa Elisa; Yusrizal Yusrizal
Jurnal Pendidikan Sains Indonesia Vol 11, No 2 (2023): APRIL 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i2.28294

Abstract

One of the causes of the low critical thinking skills of participants is caused by the learning process that focuses on mastering concepts alone without involving students to construct knowledge independently. Less comprehensive learning tools are the main obstacles that are often encountered in the implementation of learning. Project based learning is a constructivist method that is able to involve students to construct knowledge empirically, one of which is by utilizing the content of ethnoscience as a contextual approach in project learning. This study aims to develop a quality ethnoscience-based Project based learning devices in terms of content validity and empirical validity. This study uses the research and development method with the ADDIE model. The research was conducted at SMA Negeri 1 Gandapura. The research instrument used a validation sheet, student response questionnaires and teacher response questionnaires. Data analysis used the Aiken V coefficient for critical thinking skills test questions; Interclass correlation coefficient for lesson plans, Student Worksheets and Handouts; percentage formula for teacher and student response questionnaires. The results showed that the ethnoscience-based Project based learning devices were categorized as very feasible and could improve the critical thinking skills of students with an N-gain of 0.88 which was classified as high, and received a positive response from the teacher with a percentage of 96.71% and students by 86.35%
IMPROVING THE COMPETENCY OF BIOLOGY TEACHERS OF SENIOR HIGH SCHOOL/VOCATIONAL HIGH SCHOOL IN BENER MERIAH DISTRICT THROUGH TRAINING ON THE DEVELOPMENT OF INDEPENDENT CURRICULUM TEACHING MODULES Puspa, Vivera Ruselli; Hafnati Rahmatan; Nir Fathiya
Jurnal Pengabdian Bangsa Vol 3 No 1 (2024): SEPTEMBER 2023 - FEBRUARY 2024
Publisher : CV. Naskah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jpb.v3i1.96

Abstract

Bener Meriah Regency is one of the regencies in Aceh Province where several schools have implemented the Independent Curriculum. The results of interviews conducted with the Chairperson of the Subject Teachers' Deliberation (MGMP) for Biology in Bener Meriah Regency showed that high school/vocational high school biology teachers did not yet fully understand the development of the Independent Curriculum teaching module. This activity aims to improve teacher competence related to the development of the Independent Curriculum teaching module so that teachers have the knowledge to develop modules for the implementation of the Independent Curriculum in their schools. The data for this study used a questionnaire with an instrument consisting of 5 statements regarding the development of the Independent Curriculum teaching module for high school/vocational high school biology teachers in Bener Meriah Regency. The data is presented descriptively. The results of the activity show that high school/vocational high school biology teachers in Bener Meriah Regency agree with the development of the Independent Curriculum teaching module. This is indicated by the percentage of questionnaire results obtained, namely 93% of biology teachers chose to agree with the freedom of an educator in choosing and modifying teaching tools and 100% of biology teachers chose to agree with the objectives of the teaching module, the needs of students, the criteria for teaching modules, and the objectives of developing teaching modules. The enthusiasm of the participants, the survey results, and the modules produced by the teachers prove the success of this activity.
Assessing Education for Sustainable Development (ESD) Competencies and Environmental Empathy in Disaster and Environment Knowledge to Support SDGs 2030 Windi Asnita Sari; Wiwit Artika; Rina Suryani Oktari; Safrida; Hafnati Rahmatan; Daisuke Sasaki
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 1 (2025): March 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i1.15401

Abstract

Education for Sustainable Development (ESD) plays a crucial role in achieving the Sustainable Development Goals (SDGs) 2030 by promoting the acquisition of understanding, knowledge, and skills. This study aims to assess the competencies of Education for Sustainable Development (ESD) among students, as well as to examine the correlation between ESD competency and students’ environmental empathy in Disaster and Environmental Knowledge at Universitas Syiah Kuala. This study employed a correlation research method with both quantitative and qualitative approaches using random sampling techniques. The random sampling method was used to select 339 participants with a 95% confidence level. Data were collected using an ESD competency test and an environmental empathy questionnaire, and interviews. Data analysis was performed using the Pearson product-moment correlation technique. The analysis results show that the average score for students’ systems thinking competency was 73.67% (good category) and the students’ critical thinking competence is 71.64% (adequate category) and statistical analysis show a significant positive correlation between ESD competency and environmental empathy (r = 0.301), indicating that ESD competency explains 31.1% of the variance in environmental empathy. Therefore, it can be concluded that ESD competency is positively related to environmental empathy, though with a low level of correlation. This study provides valuable insights for universities and stakeholders in designing more effective ESD programs to promote sustainable development especially goals 4 (quality education) and 13 (climate action).
Application Of Video-Assisted Problem Based Learning Models To Improve Student Learning Outcomes On Virus Material yuli ananda; Hafnati Rahmatan; Samingan; Ismul Huda; Mudatsir
Jurnal Serambi Ilmu Vol. 25 No. 2 (2024): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v25i2.2058

Abstract

Learning in the era of globalization directs teachers to use learning models that are adapted to existing technological media. Based on the data obtained, there is still a learning process that has not maximized the use of technological media as a tool, so students have difficulty understanding biology material which results in a lack of activity and student learning outcomes in class. The aim of this research is to determine the difference in improving student learning outcomes between the control class and the experimental class in implementing the video-assisted Problem Based Learning model on virus material. The research method used was Quasi-Experiment with a non-randomized control group type, pretest-posttest only design. The research subjects consisted of odd semester students. The research was carried out at two different Madrasah Aliyah in Aceh Besar, where Madrasah Aliyah A consisted of 61 students and Madrasah Aliyah B consisted of 60 students. The test given is a multiple choice test with 35 questions with 5 alternative answer choices. The research results showed that the average N-gain for the experimental class was 62.31 in the medium category, while the control class was 42.95, indicating the medium category. Even though it is included in the medium category, the average N-gain value for the experimental class is higher than the control class. Based on the average posttest score, the experimental class obtained a score of 73.34, higher than the control class which was only 60.59. The difference in mean posttest scores between the experimental class and the control class shows an increase in learning outcomes.
Co-Authors . Darlina . Hasanuddin . Nuruzzakiah . Supriatno A Halim Ali Sarong Andi Ulfa Tenri Pada Asiah Asiah Audia Anda Rini Cut Baning Daisuke Sasaki Devi Syafrianti Elisa Elisa Evendi Evendi Fanny Fajria Farah Fajarna Fatemah Rosma Hasanuddin Hasanuddin Ismul Huda Khairul Rizal Khairul Rizal Khairuna Khairuna* Luthfia Hanum* M Ali S Maulizar Maulizar Mudatsir Mudatsir Mudatsir Muhammad Hasan Muhibbuddin Muhibbuddin Muslimatul Walidah* Nir Fathiya Nuraini Nuraini Nurfida Jufra Puspa, Vivera Ruselli Ratu Fazlia Inda Rahmayani Rina Purnama Sari Rina Suryani Oktari Rosmalina Rosmalina Safrida Salwan Salwan Saminan Saminan Samingan Siska Yani Supriatno Supriatno Tongku Nizwan Siregar Windi Asnita Sari Wiwit Artika Yuli Ananda YUSRA YUSRA Yusrizal Yusrizal Zairin Thomy