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<![CDATA[Improving studentsâ metacognitive awareness through implementing learning journal ]]>
<![CDATA[Nurajizah, Ulfa]]>;
<![CDATA[Windyariani, Sistiana]]>;
<![CDATA[Setiono, Setiono]]>
<![CDATA[ Jurnal Pendidikan Biologi Indonesia Vol 4, No 2 (2018): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v4i2.5788
<![CDATA[The process of learning and understanding of science has relevance to the level of metacognitive awareness. The purpose of this study was to find out whether the use of learning journals have an effect on students metacognitive awareness. This study was quasi-experimental research with non-equivalent pretest-posttest control group design. The subjects of this study were second semester of VII grade students of State Junior High School 5 of Sukabumi in 2017-2018 academic year. Metacoginitive awareness was measured by using Metacognitive Awareness Inventory (MAI). The data obtained from pretest and posttest were calculated into N-gain score. These data were analyzed by using independent t-test. The results showed that N-gain score for metacognitive awareness in experimental and control class were 0.70 and 0.22 in sequence. Meanwhile, the t-test results indicated that there was a significant difference between learning by using learning journals and without using learning journal in increasing students metacognitive awareness. It showed that students metacognitive awareness in the experimental class were better than the control class. It can be suggested that implementing learning journal is potential media in improving studentsâ metacognitive awareness.]]>
<![CDATA[Pengembangan Bahan Ajar Berbasis Konteks dan Kreativitas untuk Melatihkan Literasi Sains Siswa Sekolah Dasar ]]>
<![CDATA[Windyariani, Sistiana]]>;
<![CDATA[setiono, Setiono]]>;
<![CDATA[Sutisnawati, Astri]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v4i2.5326
<![CDATA[Tujuan penelitian ini mengembangkan bahan ajar berbasis konteks dan kreativitas untuk meningkatkan literasi sains siswa Sekolah Dasar. Penelitian ini merupakan penelitian R & D (Penelitian dan Pengembangan) yang meliputi tiga tahap penelitian yaitu: 1) Studi Pendahuluan, 2) Pengembangan bahan ajar, dan 3) Uji coba bahan ajar. Studi pendahuluan dilakukan dengan studi kurikulum IPA di SD dan survey lapangan terhadap guru-guru kelas 4 dan 5 SD di kota sukabumi sebanyak 16 orang. Pengembangan model berupa penyusunan bahan ajar serta validasi oleh expert judgement dan peer reviewer. Uji coba terbatas dan uji coba lebih luas bahan ajar. Tanggapan dari guru dilakukan dengan memberikan kuosioner kepada 3 orang guru. Hasil yang diperoleh dari penelitian ini adalah, berdasarkan analisis kurikulum pembelajaran IPA di SD menuntut adanya pembelajaran kontekstual yang terintegrasi dengan praktikum untuk menanamkan konsep/konten yang selaras dengan kemampuan literasi sains, 2) telah dihasilkan 3 buah bahan ajar dengan konteks: a) Kemanakah Perginya Capung?, b) Mengapa Hujan Turun?, c) Mengapa gigi kita bisa sakit?. 3) Hasil uji coba terbatas dan lebih luas dijadikan pijakan untuk pengembangan bahan ajar, 4) umumnya guru memberikan respon yang baik terhadap bahan ajar yang telah dikembangkan.]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK MELALUI MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE, AND SHARE (SSCS) BERBASIS ETNOSAINS ]]>
<![CDATA[Falah, Cep Muhamad Nurul]]>;
<![CDATA[Windyariani, Sistiana]]>;
<![CDATA[Suhendar, Suhendar]]>
<![CDATA[ Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 2, No 1 (2018): DIDAKTIKA BIOLOGI ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/dikbio.v2i1.1035
<![CDATA[Penelitian ini bertujuan untuk mengkaji pengaruh model pembelajaran Search, Solve, Create, and Share (SSCS) berbasis etnosains sehingga dapat meningkatkan kemampuan berpikir kritis peserta didik pada konsep pencemaran lingkungan. Sampel penelitian terdiri dari dua kelas dengan menggunakan teknik pusposive sampling. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian nonequivalent control group design. Hasil penelitian menunjukkan nilai rerata N-gain kelas eksperimen sebesar 0,71 lebih tinggi dibandingkan dengan kelas kontrol sebesar 0,27. Hasil uji Wilcoxon menunjukkan Whitung = 0,06 < Wtabel = 95,36 maka H0 ditolak dan H1 diterima. Simpulan dari penelitian ini bahwa model pembelajaran SSCS berbasis etnosains dapat meningkatkan kemampuan berpikir kritis peserta didik pada konsep pencemaran lingkungan. Selain itu peserta didik juga memberikan tanggapan positif terhadap penggunaan model pembelajaran SSCS berbasis etnosains. This study aimed to examine the influence of Search, Solve, Create, and Share (SSCS) learning model based on ethnosciences in order to improve students’ critical thinking skill on the environmental pollution concept. The samples of study consisted of two classes using purposive sampling technique. The method used was quasi experiment with nonequivalent control group design. The results showed that the average value of N-gain of the experimental class was 0.71. It was higher than the control class (0.27). The result of Wilcoxon test showed that Wcalc = 0.06 < Wtable = 95.36, then H0 was rejected and H1 was accepted. The conclusion of this study was that the SSCS learning model based on ethnosciences could improve the students' critical thinking skill on the environmental pollution concept. In addition, students responded positively to the use of SSCS model based on ethnosciences.]]>
<![CDATA[PEMBELAJARAN IPA DENGAN PRAKTIKUM BERBASIS KONTEKS DAN LITERASI SAINS: PERSPEKTIF GURU SD DI SUKABUMI ]]>
<![CDATA[Windyariani, Sistiana]]>
<![CDATA[ Jurnal Pendidikan Matematika dan IPA Vol 8, No 1 (2017): Januari 2017 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jpmipa.v8i1.18419
<![CDATA[Laboratory activities are important of science learning at any level. At the elementary school lab work needs to be done in the context of daily life in order to training scientific literacy. This study aims to determine how the teacher's perspective on science teaching in primary schools in Sukabumi, West Java in the academic year 2015/2016. Research methods such as survey, data analysis quantitatively and qualitatively. Data collection  used is a kuosioner sheet and interview guides to explore the teacher's perspective grade 4 and 5 primary school in implementing and understanding the context-based practicum. The results  showed all the teachers (100%) stated the laboratory activities is important to be implemented, but most of the teachers (75%) stated the laboratory activities difficult to implemented. Teachers argued do not understand the practicum as an activity that can be done simply based on the context of everyday life in an effort to train science literacy (97%). The results of the elementary teacher's perspective is able to provide precise information about the condition of learning science as a material improvement regarding practical learning becomes more meaningful. Keywords: practical laboratory, context, Scientific Literacy]]>
<![CDATA[Effectiveness of Sansavieria trifasciata Extract Bracelet in Absorbing Carbon Monoxide (Co) in Cigarette Smoke ]]>
<![CDATA[gendis siti rahmawati]]>;
<![CDATA[Resti Nuraeni]]>;
<![CDATA[Lu’lu Robiatul Fajrin]]>;
<![CDATA[Sistiana Windyariani]]>
<![CDATA[ Biota Vol 5 No 2 (2019): Jurnal Biota 2019 ]]>
Publisher : <![CDATA[Faculty of Science and Technology Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/Biota.v5i2.3336
<![CDATA[Carbon monoxide (CO) contained in cigarette smoke is a very strong poison, if it is smoked by the lungs it will be easier to bind hemoglobin, so that red blood cells will lack oxygen, which can cause damage to blood vessels. with the process of atherosclerosis (narrowing). Sansevieria trifasciata has the ability to absorb poisons such as CO. This study aims to determine the effectiveness of Sansevieria trifasciata leaf extract in absorbing CO contained in cigarette smoke and assessing the amount of CO absorbed by Sansevieria trifasciata leaf extract. The method used is a pure experimental method using a Completely Randomized Design (CRD) consisting of 3 different treatments and 3 repetitions. The results of the 3 treatments showed that P1 (Sanseviera trifasciata wet extract) had the ability to absorb CO an average of 12.67 ppm every 15 minutes, in contrast to P2 (ethanol extract of Sanseviera trifasciata) which absorbs CO. 91.11 ppm every 15 minutes P3 (ethanol extract and CMC leaves from Sansevieria trifasciata) has the ability to absorb CO by 37.89 ppm every 15 minutes. The highest absorption effectiveness was obtained by ethanol extract and bracelets containing ethanol extract with the addition of CMC.]]>
<![CDATA[Improving students’ metacognitive awareness through implementing learning journal ]]>
<![CDATA[Ulfa Nurajizah]]>;
<![CDATA[Sistiana Windyariani]]>;
<![CDATA[Setiono Setiono]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 4 No. 2 (2018): JULY ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v4i2.5788
<![CDATA[The process of learning and understanding of science has relevance to the level of metacognitive awareness. The purpose of this study was to find out whether the use of learning journals have an effect on students' metacognitive awareness. This study was quasi-experimental research with non-equivalent pretest-posttest control group design. The subjects of this study were second semester of VII grade students of State Junior High School 5 of Sukabumi in 2017-2018 academic year. Metacoginitive awareness was measured by using Metacognitive Awareness Inventory (MAI). The data obtained from pretest and posttest were calculated into N-gain score. These data were analyzed by using independent t-test. The results showed that N-gain score for metacognitive awareness in experimental and control class were 0.70 and 0.22 in sequence. Meanwhile, the t-test results indicated that there was a significant difference between learning by using learning journals and without using learning journal in increasing students' metacognitive awareness. It showed that students metacognitive awareness in the experimental class were better than the control class. It can be suggested that implementing learning journal is potential media in improving students’ metacognitive awareness.]]>
<![CDATA[Use of Peer Assessment and Self-Assessment in Class Discussions to Assess Concept Understanding Ability of Prospective Biology Educators ]]>
<![CDATA[Aa Juhanda]]>;
<![CDATA[Sistiana Windyariani]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol 10, No 1 (2021): Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Magister Pendidikan Biologi, Universitas Negeri Medan ]]>
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DOI: 10.24114/jpb.v10i1.21750
<![CDATA[The ability of understanding important concepts held by educators and learners. This ability is fundamental in achieving one of the outcomes of learning. Their understanding of the concept of ownership is the ability of a person can use in solving a problem that is related to the concept in everyday life. This descriptive study aims to obtain a description of the conceptual understanding of prospective biology educator students through the use of peer and self-assessment in class discussions. The research subjects were 26 prospective Biology educator students of the 2019/2020 academic year who contracted the human body anatomy physiology course. The instruments used consisted of peer and self assessment sheets, lecturer observation sheets and conceptual understanding questions. Data analysis was carried out quantitatively and qualitatively. The results showed that the average peer assessment score was greater than the self assessment, where the peer assessment was in the moderate category (49%) and the self assessmet was in the poor category (34%). There were only 10 students (38.46%) who were in conformity between peer and self assessment with adequate and insufficient categories. The discrepancy was found in 16 students (61.54%) with the category enough, less and very less. The ability to understand the concept of students on each indicator shows different percentage mean. The highest percentage of concept understanding ability indicators is found in the indicators of explaining the concept with its own sentence structure about something that is read or heard clearly / concretely by 64% (Good), while the lowest percentage of indicators of concept comprehension ability is found in the indicators able to connect symbolic forms (pictures, tables, concept maps, diagrams, graphs, mathematical equations, and other formulas) in concepts with other concepts of 51% (Enough).]]>
<![CDATA[Pengaruh Model 3C3R Terhadap Kemampuan Literasi Sains Siswa Pada Konsep Interaksi Mahluk Hidup Dengan Lingkungan ]]>
<![CDATA[Gendis Siti Rahmawati]]>;
<![CDATA[Sistiana Windyariani]]>;
<![CDATA[Suhendar Suhendar]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol 8, No 2 (2019): Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Magister Pendidikan Biologi, Universitas Negeri Medan ]]>
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DOI: 10.24114/jpb.v8i2.13345
<![CDATA[This study aims to determine how the influence of the 3C3R learning model (Content, Context, Connection, Reading, Reasoning, Reflecting) on students' literacy skills after learning in the concept of interaction between living things and the environment. The sample of this study was grade VII students in SMP Negeri 13 Kota Sukabumi which were taken using a pusposive sampling technique with 24 students in the experimental class and 25 students in the control class. The instrument of this research is a matter of testing scientific literacy skills. This type of research is Quasi Experimental with a non equivalent control group design research design. The data analysis technique uses the t test with a significance level of α 0.05. The results of the t test show (tcount 6.845> ttable 2.051) so that H0 is rejected and H1 is accepted, meaning that there are significant differences in students' scientific literacy skills between the experimental class and the control group. So it can be concluded that the 3C3R learning model influences students' scientific literacy abilities.]]>
<![CDATA[Pengembangan Bahan Ajar Berbasis Konteks dan Kreativitas untuk Melatihkan Literasi Sains Siswa Sekolah Dasar ]]>
<![CDATA[Sistiana Windyariani]]>;
<![CDATA[Setiono setiono]]>;
<![CDATA[Astri Sutisnawati]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v4i2.5326
<![CDATA[Tujuan penelitian ini mengembangkan bahan ajar berbasis konteks dan kreativitas untuk meningkatkan literasi sains siswa Sekolah Dasar. Penelitian ini merupakan penelitian R & D (Penelitian dan Pengembangan) yang meliputi tiga tahap penelitian yaitu: 1) Studi Pendahuluan, 2) Pengembangan bahan ajar, dan 3) Uji coba bahan ajar. Studi pendahuluan dilakukan dengan studi kurikulum IPA di SD dan survey lapangan terhadap guru-guru kelas 4 dan 5 SD di kota sukabumi sebanyak 16 orang. Pengembangan model berupa penyusunan bahan ajar serta validasi oleh expert judgement dan peer reviewer. Uji coba terbatas dan uji coba lebih luas bahan ajar. Tanggapan dari guru dilakukan dengan memberikan kuosioner kepada 3 orang guru. Hasil yang diperoleh dari penelitian ini adalah, berdasarkan analisis kurikulum pembelajaran IPA di SD menuntut adanya pembelajaran kontekstual yang terintegrasi dengan praktikum untuk menanamkan konsep/konten yang selaras dengan kemampuan literasi sains, 2) telah dihasilkan 3 buah bahan ajar dengan konteks: a) Kemanakah Perginya Capung?, b) Mengapa Hujan Turun?, c) Mengapa gigi kita bisa sakit?. 3) Hasil uji coba terbatas dan lebih luas dijadikan pijakan untuk pengembangan bahan ajar, 4) umumnya guru memberikan respon yang baik terhadap bahan ajar yang telah dikembangkan.]]>
<![CDATA[Profile of Science Literacy of Grade 10 Students Using Computer-Supported Collaborative Learning (CSCL) Model ]]>
<![CDATA[Wita Wulan Januaresty]]>;
<![CDATA[Sistiana Windyariani]]>;
<![CDATA[Jujun Ratnasari]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.51528
<![CDATA[This study aims to determine the effect of the CSCL model on science literacy (SL). SL is considered as the abilities to use science knowledge to solve the science problem by utilizing the critical thinking skills. The quasi-experimental with a non-equivalent group design was applied as the research method. Subjects of this research were grade 10 students (N=50). Different tests were carried out to determine the existence of science literacy. There are 3 aspects of knowledge assessed in SL skills, i.e., content, procedural, and epistemic knowledge. The instruments used was a 15 questions of science literacy consisting of 5 content knowledge, 5 procedural, 5 epistemic questions, and an assessment of interest in SL. The results showed the average of content knowledge of experimental class was 76.92% or in a high category, and control class was 73.33% or in moderate category. The average of procedural knowledge of the experimental class was 66.92% and the control class was 64.99%, or both were moderate. And the average of epistemic knowledge of the experimental class was 64.61% and the control class was 60.99% or both moderate. The assessment of attitudes towards SL aims to give an idea that students have an interest in the components of SL attitudes.]]>
