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All Journal BioCONCETTA Jurnal Penelitian Pendidikan IPA (JPPIPA) Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JURNAL EKSAKTA PENDIDIKAN (JEP) Atrium Pendidikan Biologi Jurnal Dinamika UMT Jurnal Baabu Al-ilmi : Ekonomi dan Perbankan Syariah Community Development Journal: Jurnal Pengabdian Masyarakat Ekasakti Jurnal Penelitian dan Pengabdian (EJPP) Asian Management and Business Review Indo-MathEdu Intellectuals Journal Jurnal Puan Indonesia Eduscience Development Journal (EDJ) Physics and Science Education Journal (PSEJ) Triwikrama: Jurnal Ilmu Sosial Dinamis: Jurnal Pengabdian Kepada Masyarakat BAABU AL-ILMI: Ekonomi dan Perbankan Syariah
Ratih Komala Dewi
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Eduscience Development Journal (EDJ)

 1 
Analisis Kebutuhan Mahasiswa terhadap Pengembangan Bahan Ajar pada Mata Kuliah Evaluasi Proses dan Hasil Pembelajaran Biologi Ratih Komala Dewi
Eduscience Development Journal Vol. 4 No. 2 (2022): Eduscience Development Journal (EDJ)
Publisher : Pendidikan Biologi FKIP UMMY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.901 KB) | DOI: 10.36665/edj.v4i2.106

Abstract

This research was motivated by insufficient teaching materials and did not fully support the learning process in the Biology learning process and outcome evaluation course. The purpose of this study was to analyze student needs for teaching materials in the Biology learning process and outcome evaluation course. This type of research is descriptive research through the distribution of questionnaires. The sample in this study amounted to 16 students. The research data was obtained from the results of the analysis of questionnaires filled out by students. The results of the study indicate that students need teaching materials to support the learning process.
DesainPengembangan Buku Panduan Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) yang Terintegrasi Kecakapan Abad 21 Darmanella Dian Eka Wati; Ratih Komala Dewi; Chairul Amri
Eduscience Development Journal Vol. 5 No. 1 (2023): Eduscience Development Journal (EDJ)
Publisher : Pendidikan Biologi FKIP UMMY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/edj.v5i1.319

Abstract

The results of the assessment of learning activities in the Biology learning program development course in odd semesters of the 2016-2017 school year show that students often have difficulties in learning implementation plans, some of the difficulties experienced by students such as difficulties in compiling competency achievement indicators, identifying models or methods that are suitable for learning materials, and apply models or methods in learning activities. The various challenges faced by students in preparing lesson plans were also accompanied by various changes that occurred in the 2013 curriculum. The results of the 2013 curriculum study in 2017 combined Strengthening Character Education, Literacy, 21st Century Skills which is termed 4C (Creative, Critical thinking, Communicative, and Collaborative), and HOTS (Higher Order Thinking Skill) in the teacher planning process. Based on that, I conducted research on Design Development Guidebooks for Developing Learning Implementation Plans Integrated with 21st Century Skills. This research included qualitative research which was analyzed descriptively. The results of this study are in the form of an initial design product of the guidebook which consists of 3 components including: 1) Introduction, this section contains the background, objectives, scope and method of using the guidebook; 2) Learning Activities, consisting of 10 learning activities, each of which contains learning outcomes, material descriptions, assignments/exercise and summaries; 3) Cover.
Co-Authors Abdul Basit Afrahamiryano Afrahamiryano Arbi, Joko Asrizal Chairul Amri Darmanella Dian Eka Wati Dera Despita Dwiputri, Risza Eko Purwanto Elsi Febriani Festiyed Hana Adhia, Hana Hanafi, Irwan Hardeli Hardeli Hasmin Hasmin, Hasmin Heffi Alberida Irwan Hanafi Irwan Hanafi Lasmana, Oria Lufri Lufri Maemunah Maemunah Permata, Citra Puspa Redo Andi Marta, Redo Andi Rosmiyati Rosmiyati Roza Zaimil Roza, Helvita Yerimadesi Yulhan Yuni Ahda