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<![CDATA[BLENDED LEARNING BERBASIS EDMODO TERHADAP EFEKTIVITAS PEMBELAJARAN BIOLOGI: KAJIAN META-ANALISIS ]]>
<![CDATA[Reni Alfionora]]>;
<![CDATA[Ardi Ardi]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 4, No 2 (2021): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara ]]>
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DOI: 10.30821/biolokus.v4i2.994
<![CDATA[The rapid development of science and technology has made many changes in the field of education, including innovations that make it easier for teachers and students in learning activities. One of the innovations in the field of education is the blended learning model. A blended learning model that combines the advantages of face-to-face learning with distance learning to make learning activities more effective. One of the platforms that can be used in blended learning is edmodo. This platform combines social communication with learning so that learning activities can also be monitored properly by parents of students. This research was conducted to see how the effect of the blended learning model using the Edmodo platform on the effectiveness of learning biology. The research was carried out using a systematic literature analysis method known as meta-analysis. Data were obtained from 20 articles and processed using the effect size formula. Based on the analysis and discussion that has been carried out, the results obtained are 1,01 with a high category. Therefore, it can be concluded that the use of edmodo has a high influence on the effectiveness of learning biology. ]]>
<![CDATA[META-ANALISIS PENGGUNAAN EDMODO TERHADAP MOTIVASI, KEMANDIRIAN, DAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK ]]>
<![CDATA[Noveridha Utama]]>;
<![CDATA[Zulyusri Zulyusri]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 4, No 2 (2021): December ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara ]]>
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DOI: 10.30821/biolokus.v4i2.995
<![CDATA[Information technology-based learning is currently very much required by educators in the learning process, this is due to the Covid-19 pandemic condition which forces the learning process to be carried out through distance education or commonly called online. The online learning process is quite difficult for educators to monitor students’ motivation, independence and critical thinking skills. One of the efforts to carry out the online learning process is to use e-learning media by edmodo platform. Edmodo is a social network-based learning platform that can help educators and students in the virtual learning process by prioritizing the privacy of students. This study aims to analyze the use of e-learning media by edmodo platform and its relation to students’ motivation, independence and critical thinking skills. This study used meta-analysis method. The population was 21 articles that examine the application of edmodo in learning while the sample was 16 articles taken by purposive sampling technique. Data analysis used the effect size calculation technique by Glass. The result showed that the edmodo platform application in learning had an effect on increasing students’ motivation, independence and critical thinking skills. The effect of edmodo platform application is higher on students’ critical thinking skills with an effect size value of 0,43 (medium effect), followed by students’ motivation of 0,24 (small effect) and students’ independence of 0,11(negligible effect).]]>
<![CDATA[Validitas dan Reliabilitas Instrumen Penilaian Kemampuan Berpikir Tingkat Tinggi ten-tang Materi Hereditas untuk Peserta Didik SMA/MA ]]>
<![CDATA[Nining Purnama Dewi]]>;
<![CDATA[Yosi Laila Rahmi]]>;
<![CDATA[Heffi Alberida]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 2 (2020): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss2/512
<![CDATA[Implementation of 2013 Curriculum which is able to form students who have the ability to think at a high level as the demands of the times. One effort to develop students' higher-order thinking skills is to use appropriate assessments so that students can get used to working on higher-order thinking skills. This study aims to produce an instrument for assessing high-order thinking skills about heredity material for students of class XII SMA / MA that are valid. This study uses a 4-D models development model consisting of the stages of define, design, develop, and disseminate. However, the disseminate stage was not carried out due to limited time and money from the researchers. The subjects of this study were 3 validators, 2 biology subject teachers and 33 students of class XII MIPA 3 at SMAN 7 Padang. The data collection instrument was in the form of a validity questionnaire filled out by biology lecturers at UNP and biology subject teachers at SMAN 7 Padang. Data analysis using the ANATES 4.09 application. Based on the results of the data analysis instrument for the assessment of high-order thinking skills that have been tested, the results obtained are in the form of an instrument for assessing high-order thinking skills about heredity material for students of class XII SMA / MA that are logically very valid with a value of 93.14%, hight of empirical with a value of 74%, and very reliabel with a value of 8,4. Which can be used by teachers to measure and activate students' of higher-order thinking skills.]]>
<![CDATA[Kemampuan Dosen dalam Membuat Soal HOTS Pada Pembelajaran Abad 21 ]]>
<![CDATA[Ahmad Ali]]>;
<![CDATA[Wiwin Pramita Arif]]>;
<![CDATA[Ilmi Zajuli Ichsan]]>;
<![CDATA[Diana Vivanti Sigit]]>;
<![CDATA[Rahmawati Darussyamsu]]>;
<![CDATA[Dasmo Dasmo]]>;
<![CDATA[Nurfadhilah Nurfadhilah]]>;
<![CDATA[Nur Fadli Hazhar Fachrial]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 5 No 2 (2021): JEP (Jurnal Eksakta Pendidikan) ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol5-iss2/590
<![CDATA[Twenty-first century learning requires high-level thinking skills including critical thinking, communication, collaboration, and creativity known as the 4Cs. The purpose of this study was to determine the ability of the lecturers of the Biology Education Study Program at UIN Alauddin Makassar in making Higher Order Thinking Skills (HOTS) questions and to find out the responses of the lecturers of the Biology Education Study Program at UIN Alauddin Makassar on the importance of developing HOTS questions. This research is a quantitative descriptive research. This research was carried out in the odd semester of the 2019/2020 Academic Year with the research subjects of all lecturers of the Biology Education Study Program at UIN Alauddin Makassar who have educational backgrounds according to the study program as many as 12 people. Data collection techniques through question documentation and questionnaires. Data were analyzed by descriptive statistics. The results showed that Lecturers of the Biology Education Study Program were able to make higher order thinking questions (HOTS) with a percentage of 33% Very Able, 8% Able, and 17% Enough, while the remaining 42% with the criteria of Poor. As many as 85% of the Lecturers of the Biology Education Study Program at UIN Alauddin Makassar gave a positive response to 74% of items stating the importance of making higher order thinking questions (HOTS). Suggestions from this study was that Biology Education lecturers can innovate HOTS-based educational evaluations.]]>
<![CDATA[KAJIAN PEMANFAATAN MEDIA PEMBELAJARAN LEAFLET TERHADAP PENINGKATAN HASIL BELAJAR PESERTA DIDIK ]]>
<![CDATA[Widia Wahyuni]]>;
<![CDATA[Rahmadhani Fitri]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 5, No 1 (2022): June ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara ]]>
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DOI: 10.30821/biolokus.v5i1.1009
<![CDATA[Learning media is an important element in the learning process. Innovative learning certainly greatly affects students interest and motivation in learning. One of the learning media that can be used is leaflet. Leaflet is printed media in the form of sheets (folded), equipped with picture and contains a summary of material related to a subject. This research is a research that aims to examine the results of the analysis of the use of leaflet in the learning process from the result of various tests that have been carried out previosly. This research is also used to find out how the influence of the use of the leaflet media on student learning outcomes. This research was conducted using a meta-analysis method, riviewing library sources such as articles, theses and related journals. Based on the results of the analysis of the research that has been done by the researcher, it shows that this leaflet-based learning media has a high effect on increasing students understanding and activity in learning. The increase in student learning activities also has an impact outcomes in the learning process.]]>
<![CDATA[Analisis Penerapan Flipped Learning dalam Pembelajaran ]]>
<![CDATA[Laiela Rahmadani]]>;
<![CDATA[Muhyiatul Fadilah]]>;
<![CDATA[Rahmawati Darussyamsu]]>;
<![CDATA[Rahmadhani Fitri]]>;
<![CDATA[Siska Alicia Farma]]>
<![CDATA[ Journal on Teacher Education Vol. 3 No. 3 (2022): Journal On Teacher Education ]]>
Publisher : <![CDATA[Universitas Pahlawan ]]>
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DOI: 10.31004/jote.v3i3.4984
<![CDATA[Teknologi digital berkembang pesat dan sangat berpotensi untuk meningkatkan kualitas pembelajaran. Metode pembelajaran berbasis digital dengan menggunakan model pembelajaran flipped learning menjadi solusi bagi peserta didik agar dapat mengakses sumber belajar pada ruang dan waktu yang tidak terbatas. Model flipped learning terdiri dari tiga kegiatan yaitu pre-class, in class dan out of class. Penelitian ini menggunakan metode literature review terhadap 10 artikel dalam 6 tahun terakhir. Sumber data yaitu jurnal ilmiah dalam database Google Scholar dan situs jurnal lainnya yang relevan. Teknik analisis data dengan cara menganalisis, mendeskripsikan, dan menyimpulkan data secara deskripsi. Hasil yang didapatkan terdapat peningkatan motivasi belajar peserta didik yang disebabkan oleh faktor-faktor yang mendukung yaitu pembelajaran flipped learning dan media multimedia interaktif. Selain itu, flipped learning berpengaruh secara positif terhadap hasil belajar. Hal ini disebabkan juga oleh faktor lain yang mendukung yaitu pembelajaran flipped learning dan media pembelajaran interaktif (live worksheet, interactive notebooks, video pembelajaran).]]>
<![CDATA[Analisis Keterampilan Berpikir Kritis dan Komunikasi Siswa pada Mata Pelajaran Biologi ]]>
<![CDATA[Annisa Aulia Rosa Putri]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ FONDATIA Vol 6 No 3 (2022): SEPTEMBER ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v6i3.2030
<![CDATA[Critical thinking and communication skills are skills that must be possessed by students. Critical thinking and communication skills of students are very important to measure, so that teachers can later apply appropriate learning strategies for students. The purpose of the study was to determine the critical thinking and communication skills of class XI students at SMA Negeri 2 Payakumbuh. This type of research is descriptive research. The sample in this study was 74 students of class XI MIPA SMA Negeri 2 Payakumbuh which consisted of eight classes. The sampling technique was simple random sampling. The instrument used is a questieon in the form of a vallid essay. Data analysis technique using Microsoft Excel. Based on the research, it is known that the criticical thinking skills of class XI students are still in low qualifications with an average of 56,09% and communication skills are in good qualifications with an average of 66,65%. These result are expected to provide information about critical thinking and communication skills so that teacher can apply appropriate learning strategies and models in developing students’ critical thinking and communication skills.]]>
<![CDATA[Validitas Booklet Bernuansa Spiritual tentang Materi Protista sebagai Suplemen Bahan Ajar Biologi Kelas X SMA/MA ]]>
<![CDATA[Tirta Savira]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ Journal on Teacher Education Vol. 4 No. 1 (2022): Journal on Teacher Education ]]>
Publisher : <![CDATA[Universitas Pahlawan ]]>
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DOI: 10.31004/jote.v4i1.5808
<![CDATA[Peserta didik kesulitan memahami materi Protista dengan menggunakan bahan ajar dan media pembelajaran yang tersedia. Peserta didik dan guru membutuhkan suatu media sebagai penunjang bahan ajar dan media pembelajaran yang berisikan penjelasan lengkap secara ringkas, singkat dan jelas disertai gambar pendukung yang jelas. Media yang sesuai dengan kriteria tersebut adalah booklet. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berupa booklet yang digunakan sebagai suplemen bahan ajar Biologi pada materi Protista. Penelitian pengembangan ini menggunakan model 4-D dan hanya dilakukan sampai pada tahap pengembangan (develop). Uji validitas dilakukan oleh dua orang dosen Biologi FMIPA UNP dan satu orang guru Biologi SMA. Penilaian pada uji validitas yaitu aspek kelayakan isi, aspek kebahasaan, aspek penyajian dan aspek kegrafikaan. Hasil uji validitas menunjukkan bahwa booklet yang dikembangkan mendapatkan nilai 86,62% dengan kriteria sangat valid. Dengan hasil tersebut, booklet bernuansa spiritual materi Protista layak digunakan sebagai suplemen bahan ajar Biologi kelas X SMA/MA.]]>
<![CDATA[Penggunaan Model Pembelajaran Inkuiri Terbimbing dalam Meningkatkan Keterampilan Proses Sains ]]>
<![CDATA[Nur Hasnah Putri SD]]>;
<![CDATA[Rahmadhani Fitri]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ Journal on Teacher Education Vol. 4 No. 1 (2022): Journal on Teacher Education ]]>
Publisher : <![CDATA[Universitas Pahlawan ]]>
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DOI: 10.31004/jote.v4i1.7040
<![CDATA[Saat ini, pembelajaran biologi dilaksanakan sebagai pembelajaran yang bersifat konseptual, teoritis dan menghafal menggunakan buku. Peserta didik tidak dilatih menerapkan inkuiri ilmiah pada saat melaksanakan kegiatan eksperimen. Guru lebih menekankan pada aspek proses dan sikap ilmiah saja. Keterampilan proses sains pada peserta didik perlu dikembangkan, karena dalam mata pelajaran biologi hal ini sangat diperlukan sebagai bentuk perwujudan pelaksanaan pembelajaran di dalam ranah ilmu pengetahuan alam. Untuk mengatasi hal tersebut, digunakanlah model pembelajaran inkuiri terbimbing. Tujuan penelitian ini adalah untuk mengetahui penggunaan model pembelajaran inkuiri terbimbing dalam meningkatkan keterampilan proses sains. Penelitian ini dilakukan melalui studi kepustakaan. Sumber data dan informasi berasal dari jurnal nasional maupun internasional dan buku yang berkaitan dengan model pembelajaran inkuiri terbimbing dan keterampilan proses sains. Sehingga didapatkan hasil bahwa penerapan model pembelajaran inkuiri terbimbing memiliki pengaruh baik dalam peningkatan keterampilan proses sains pada peserta didik.]]>
<![CDATA[Efektivitas Model Pembelajaran SQ3R untuk Meningkatkan Hasil Belajar ]]>
<![CDATA[Nurul Jasmin]]>;
<![CDATA[Rahmadhani Fitri]]>;
<![CDATA[Rahmawati Darussyamsu]]>
<![CDATA[ Journal on Teacher Education Vol. 4 No. 1 (2022): Journal on Teacher Education ]]>
Publisher : <![CDATA[Universitas Pahlawan ]]>
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DOI: 10.31004/jote.v4i1.7245
<![CDATA[Masalah urgent yang dihadapi dalam proses pembelajaran yaitu menurunnya hasil belajar peserta didik, hal tersebut disebabkan oleh beberapa faktor yaitu pembelajaran yang monoton sehingga peserta didik menjadi mudah bosan, guru yang kurang memberikan stimulus yang merangsang peserta didik untuk berpikir, dan proses pembelajaran yang bersifat teacher centered. Tujuan dari penelitian yaitu untuk mengetahui efektivitas model pembelajaran SQ3R untuk meningkatkan hasil belajar peserta didik. Penelitian ini menggunakan metode SLR (systematic literature review) dalam melakukan analisis terhadap bahan kajian yang digunakan. Data yang digunakan diperoleh dari artikel-artikel di jurnal elektronik, buku-buku yang membahas tentang model pembelajaran SQ3R, dan website-website pendidikan. Model pembelajaran SQ3R yaitu metode belajar yang mengembangkan kemampuan membaca dan memahami bacaan untuk meningkatkan hasil belajar peserta didik. Setelah dilakukan analisis terhadap sumber data dari penelitian ini bahwa proses pembelajaran dengan mengggunakan model pembelajaran SQ3R, bukan hanya dapat menaikkan persentase hasil belajar, tetapi juga persentase motivasi belajar, dan kemampuan berpikir kritis.]]>
