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<![CDATA[Implementasi Model Pembelajaran Reflektif untuk Meningkatkan Kemampuan Pemahaman Mahasiswa Pendidikan Biologi pada Mata Kuliah Strategi Pembelajaran di Program Studi FKIP Universitas Ahmad Dahlan ]]>
<![CDATA[Nani Aprilia]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v4i1.4739
<![CDATA[Penelitian ini bertujuan untuk meningkatkan pemahaman mahasiswa melalui penerapan model pembelajaran reflektif dalam pembelajaran mata kuliah strategi pembelajaran biologi di Program Studi Pendidikan Biologi Universitas Ahmad Dahlan. Selama ini perkuliahan menggunakan presto ( presentasi total), metode ceramah, tanya jawab, dan penugasan ternyata terdapat kelemahan diantaranya mahasiswa bersifat pasif sehingga berdampak pada pemahaman belajar, kurangnya pemahaman mahasiswa akan berdampak pada keterampilan yang mereka miliki pada saat pelaksanaan pembelajaran ketika mengaplikasikan strategi apa yang akan dipakai sehingga sesuai dengan materi dan karakteristik peserta didik. Karena itu diperlukan solusi untuk meningkatkan pemahaman mahasiswa dengan menerapkan model pembelajaran reflektif dalam pembelajaran mata kuliah strategi pembelajaran biologi. Model pembelajaran reflektif (reflective learning) memberikan kesempatan kepada peserta untuk melakukan analisis atau pengalaman individual yang dialami dan memfasilitasi pembelajaran dari pengalaman tersebut. Pembelajaran reflektif juga mendorong peserta didik untuk berpikir kreatif, mempertanyakan sikap dan mendorong kemandirian pembelajar. Pembelajaran reflektif melihat bahwa proses adalah produk dari berpikir dan berpikir adalah produk dari sebuah proses. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan di Program Studi Pendidikan Biologi Universitas Ahmad Dahlan Yogyakarta, dengan empat prosedur penelitian yang di mulai dari 1) perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini adalah seluruh mahasiswa peserta kuliah strategi pembelajaran biologi yang berjumlah 45 orang. Data dikumpulkan dengan teknik observasi, catatan guru dan tes.Kata kunci: model pembelajaran reflektif, pemahaman mahasiswa,strategi pembelajaran biologi]]>
<![CDATA[Pengembangan Instrumen Evaluasi Pembelajaran Microteaching Berbasis Perspekti Keterampilan Dasar Mengajar ]]>
<![CDATA[Nani Aprilia]]>;
<![CDATA[Muhammad Joko Susilo]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v2i2.4121
<![CDATA[Selama ini, evaluasi pembelajaran mata kuliah pegajaran mikro (microteaching) hanya terbatas pada penialaian secara formalitas yang kurang memberikan informasi mendalam mengenai keterlaksan akan dan capain tujuan pembelajaran mata kuliah pegajaran mikro (microteaching). Sehingga perlu adanya inovasi dalam pembelajaran mengingat mata kuliah ini merupakan tahap awal untuk mengasah kompetensi calon guru sebelum diterjunkan pada PPL. Salah satu inovasi penting yang perlu dikembangkan dalam mata kuliah pengajaran mikro (microteaching) adalah pengembangan instrumen evaluasi berbasis keterampilan dasar mengajar. Penelitian ini bertujuan untuk menghasilkan instrumen penilaian pembelajaran mata kuliah pengajaran mikro (microteaching) berbasis keterampilan dasar mengajar.Penelitian ini merupakan penelitian pengembangan. Langkah pengembangan dilakukan sebanyak empat kali yaitu: pendahuluan, pengembangan, uji lapangan dan diseminasi. Langkah pendahuluan di maksud untuk mandapat data awal baik dari pustaka maupun lapangan, kemudian pengembangan dimana pada tahap ini akan mengembangkan desain instrumen yang selanjutnya akan dilakukan ujicoba dengan melalui tahapan preliminary field test sehingga produk ini berupa instrumen evaluasi program pembelajaran mata kuliah pengajaran mikro (microteaching).Hasil penelitian, melalui analisis data kebutuhan diperoleh bahwa 1) belum adanya penilaian untuk mata kuliah pengajaran mikro (microteaching) yang menekankan penilaian secara jelas terhadap keterampilan dasar mengajar (KDM) untuk calon praktikan PPL di FKIP UAD. 2) masukan para ahli, kisi-kisi perlu diperbaiki, lebih di integrasi pada proses pembelajaran (pembukaan, inti dan penutup) dan memasukan unsur pendekatan pada kurikulum 2013 yaitu saintifik approach. 3) data ujicoba butir (empirik) dianalisis menggunakan product moment, diperoleh ada beberapa item/ pernyataan lebih kecil dari koefisien korelasi tabel untuk tara signifikasi 5%, Namun setelah revisi, semua item pernyataan valid. 4) Sedangkan untuk hasil analisis reliabilitas dengan menggunakan Alfa Cronbach diperoleh nilai hitung koefisien reliabiltas 0,715 yang tergolong reliabilitas tinggi. 5) untuk kualitas penggunaan/ keefektifan instrumen diperoleh dari 10 penilai 6 penilai menyatakan baik dengan persentase 60%, dan 4 orang menyatakan kurang dengan persentase 50%.]]>
<![CDATA[Faktor-Faktor yang Mempengaruhi Kinerja Dosen Pendidikan Biologi FKIP Universitas Ahmad Dahlan Yogyakarta ]]>
<![CDATA[Nani Aprilia]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 1, No 2 (2013) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v1i2.4100
<![CDATA[This study aimed to reveal:(1) lecturers performance education biology in FKIP UAD and (2) the effects of working motivation, lecturers' main duties and working atmosphere on lecturers' performance educational biology FKIP UAD]]>
<![CDATA[Peningkatan Prestasi Belajar Mahasiswa Semester VII pada Mata Kuliah Teknologi Fermentasi melalui Implementasi Metode Eksperimen ]]>
<![CDATA[Indro Prastowo]]>;
<![CDATA[Muhammad Joko Susilo]]>;
<![CDATA[Novi Febrianti]]>;
<![CDATA[Nani Aprilia]]>;
<![CDATA[Hani Irawati]]>;
<![CDATA[Yahya Hanafi]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v2i2.4123
<![CDATA[Mata kuliah Teknologi Fermentasi merupakan salah satu mata kuliah pilihan pada Program Studi Pendidikan biologi Universitas Ahmad Dahlan yang bertujuan untuk memberikan ketrampilan kepada mahasiswa agar mampu memanfaatkan mikrobia untuk menghasilkan berbagai produk fermentasi. Selama ini pembelajaran pada mata kuliah Teknologi Fermentasi dilakukan dengan metode ceramah Penggunaan metode ceramah membuat mahasiswa pasif dan hasil belajarnya rendah. Untuk meningkatkan hasil belajar mahasiswa dilakukanlah kegiatan Lesson Study.Aktivitas Lesson Study dibagi menjadi 3 aktivitas utama yaitu : plan, do, dan see, semua aktivitas dilakukan secara berkolaborasi antar dosen di program studi pendidikan biologi. Implementasi kegiatan Lesson Study (LS) melibatkan 1 orang dosen model dan 8 dosen sebagai observer serta 62 mahasiswa semester 7. Pada kegiatan pembelajaran mata kuliah Teknologi Fermentasi digunakan berbagai macam metode pembelajaranya yaitu: diskusi, presentasi, dan eksperimen dengan tujuan untuk meningkatkan hasil belajar mahasiswa.Kegiatan Lesson Study dilaksanakan selama empat siklus. Hasil penelitian menunjukkan bahwa dengan Implementasi Lesson Study hasil belajar mahasiswa pada mata kuliah Teknologi Fermentasi secara keseluruhan meningkat. Agar Lesson Study dapat berjalan dengan lancar perlu komitmen yang kuat dari seluruh dosen yang terlibat dalam kegiatan Lesson Study baik dosen model maupun para observer.]]>
<![CDATA[IMPLEMENTATION OF ONLINE PRACTICUM AT BIOLOGY EDUCATION STUDY PROGRAM, UNIVERSITAS AHMAD DAHLAN ]]>
<![CDATA[Nani Aprilia]]>;
<![CDATA[Hani Irawati]]>
<![CDATA[ ATRIUM PENDIDIKAN BIOLOGI Vol 7, No 2 (2022): Atrium Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/apb.v7i2.12839
<![CDATA[COVID-19 pandemic has changed the order of people's lives, and is a factor that has a major influence on learning, one of which is biology practicum at the university level. This study aims to evaluate the online biology practicum in the Biology Education Study Program, Universitas Ahmad Dahlan. This study uses a stake evaluation model. Determination of sample using the Slovin method and obtained 132 students. Collecting data by observation and questionnaires. Descriptive quantitative data analysis. Based on the findings, it is known that in the aspects of preparation and planning; preparation of practicum plan sheets, practicum rules, and practicum implementation instructions; categorized as very good. In the aspect of implementation, it is categorized as good, and learning outcomes are categorized as good.]]>
<![CDATA[A META-ANALYSIS STUDY OF IMPLEMENTING ACTIVE LEARNING STRATEGY TO IMPROVE STUDENTS’ COGNITIVE LEARNING OUTCOMES IN JUNIOR AND SENIOR HIGH SCHOOL FOR BIOLOGY SUBJECT ]]>
<![CDATA[Alni Isdayanti]]>;
<![CDATA[Nani Aprilia]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol. 7 No. 1 (2022): Juni 2022 ]]>
Publisher : <![CDATA[Perkumpulan Pendidik IPA Indonesia (PPII) ]]>
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DOI: 10.26740/jppipa.v7n1.p22-29
<![CDATA[The quality of good education can be seen from the learning process which is carried out. A few phenomena occur in relation to learning problems which is caused by students’ lack of interest and poor learning outcomes in Biology subject. This research aims to find out the improvement of students’ learning outcomes in Junior and Senior High School Biology subject using active learning strategy through meta-analysis study. This research was a literature review study through meta-analysis research design with a proportion. The articles were found on the website of international journal, accredited national journal, and non-accredited national journal, proceedings, undergraduate thesis, and repository. Those articles were validated by adapting three criteria, which were up to date (last 10 years) and PTK with Minimum Completeness Score of 75. Therefore, 30 articles were obtained from two international journals, four national journals, 17 accredited journals, and three undergraduate theses. The data were analyzed using Cohen’s effect size technique. The result of the meta-analysis research showed that an active learning strategy was able to improve students’ cognitive learning outcomes in Biology subject with an effect size average of 0.857 in the big category. The learning model that had the highest effect size score was a team quiz possessing effect size score of 0.975 in the big category. The result of the Q test for homogeneity was 26.833 and the p-value was 0.001, meaning homogeneous. The Z test result was 78.540 and the p-value was 0.01 which showed significant analysis results. The florest plot result of students who completed was around 86% which showed that students who completed the KKM were more than 75%. The result of Eiger’s Test p-value was 0.527, meaning that there was no bias on publication of the meta-analysis study which was conducted. The Fail-Safe N score was 65485 and p-value was 0.001, meaning that there was no bias on publication of meta-analysis study, so it could be scientifically justified.]]>
<![CDATA[CONFORMITY ANALYSIS OF CELL TOPICS IN BIOLOGY TEXTBOOK FOR 11TH GRADERS WITH THE BASIC COMPETENCIES OF CURRICULUM 2013 ]]>
<![CDATA[Shania Aurora Nachrizanti]]>;
<![CDATA[Nani Aprilia]]>
<![CDATA[ JPPIPA (Jurnal Penelitian Pendidikan IPA) Vol. 7 No. 2 (2022): Desember 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya in collaboration with Perkumpulan Pendidik IPA Indonesia (PPII) ]]>
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DOI: 10.26740/jppipa.v7n2.p81-87
<![CDATA[Textbooks are prepared to help teachers convey material to students in class easily. The textbook must meet the needs of students in its presentation by considering the suitability of the content of the material with the basic competencies to be achieved. This study aims to determine the level of conformity between the cell topics in the biology textbook for class XI and the basic competencies of the curriculum 2013 in terms of the breadth and depth of the material. This research is a quantitative descriptive study by analyzing the biology textbook for class XI from Erlangga and Yudhistira. The data collection technique used is observation using the observation sheet. The data analysis used descriptive quantitative. At the data analysis stage, it was carried out by several reviewers consisting of researchers, colleagues, and high school teachers in a Focus Group Discussion (FGD). The results showed that the suitability of the topic of cell in terms of the breadth of the material in textbooks A and B obtained a percentage of 75%. While the suitability of the content in terms of the depth of the material, the results obtained are 95.83% in textbook A and 83.33% in textbook B. It is because textbook A only fulfills 23 of the total 24 scores. Meanwhile, textbook B only fulfills 20 of the total 24 scores. Based on the study results, it can be concluded that the level of material breadth in textbooks A and B have an appropriate category. On the other hand, the level of material depth in textbook A and textbook B has a very appropriate category.]]>
<![CDATA[Level of Students’ Environmental Literacy based on Components of Knowledge, Attitude, and Behaviour ]]>
<![CDATA[Yahya Hanafi]]>;
<![CDATA[Nani Aprilia]]>;
<![CDATA[Arief Abdillah Nurusman]]>
<![CDATA[ Bioeducation Journal Vol 7 No 1 (2023): Bioeducation Journal ]]>
Publisher : <![CDATA[Universitas Negeri Padang Address: Biology Education Study Program Faculty Mathematics and Natural Science (FMIPA) Jl. Prof. Dr. Hamka Air Tawar Barat, Padang-West Sumatera-Indonesia Telp. +62751-7057420 - Fax.+62751-7058772 - Ph. +6281363229286 ]]>
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DOI: 10.24036/bioedu.v7i1.392
<![CDATA[Environmental problems include pollution, loss of habitat, climate change, and decreased biodiversity related to human behavior. People who have environmental literacy will behave more responsibly towards their environment. An alternative solution that can be done is to build community environmental literacy through education. This study aims to analyze the level of environmental literacy of students based on the components of knowledge, attitudes, behavior. This type of research is quantitative with a survey method. Research respondents are students from 23 provinces in Indonesia who are currently studying at the Biology Education Study Program, Ahmad Dahlan University, with 93 respondents. The data collection technique uses a questionnaire, and the instrument uses an environmental literacy questionnaire (knowledge, attitudes, and behavior components). Validation of the instrument using exploratory factor analysis and reliability using Cronbach's Alpha. The data analysis technique used is descriptive quantitative. The level of environmental literacy in the knowledge component of 69.55% (high criteria), 1.08% (moderate criteria), and 29.37% (low criteria). Components of student attitudes obtained 62.37% in the excellent; 13.04% neutral; 24.59% in the poor. The behavioral component 52.93% gave an occasional response; 37.28% always; and 9.80% never. Students' level of environmental literacy on the components of knowledge and attitudes is not in line with the behavior shown. Knowledge about the environment and attitudes care for the environment owned by students have not been fully expressed in the behavior that is responsible for the environment. Students have not fully implemented the knowledge and attitude components into the behavioral components.]]>
<![CDATA[LITERASI LINGKUNGAN MAHASISWA KEGURUAN ]]>
<![CDATA[Irawati, Hani]]>;
<![CDATA[Aprilia, Nani]]>;
<![CDATA[Saifuddin, Much Fuad]]>
<![CDATA[ Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 7, No 2 (2023): DIDAKTIKA BIOLOGI ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/dikbio.v7i2.5801
<![CDATA[Literasi lingkungan perlu dimiliki oleh generasi sekarang untuk keberlangsungan generasi yang akan datang, begitu juga dengan mahasiswa keguruan yang akan berperan mencerdaskan generasi mendatang. Penelitian ini menekankan pemahaman mahasiswa keguruan mengenai literasi lingkungan. Survei dilakukan terhadap 219 mahasiswa FKIP UAD dengan menggunakan angket. Teknik analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pemahaman mahasiswa FKIP UAD terkait literasi lingkungan termasuk dalam kategori cukup, pemahaman literasi lingkungan mencakup 4 aspek yaitu kompetensi terhadap lingkungan, pengetahuan terhadap lingkungan, sikap terhadap lingkungan, serta perilaku dan tanggung jawab terhadap lingkungan. Literasi lingkungan yang dimiliki mahasiswa berkontribusi pada pelaksanaan program kampus hijau di UAD. Temuan tersebut menunjukkan perlu tindakan penguatan literasi lingkungan, sehingga tujuan dari agent of change, agent of development dan Agent of Modernizations pada mahasiswa dapat terbentuk.]]>
<![CDATA[ANALISIS TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) CALON GURU BIOLOGI UNIVERSITAS AHMAD DAHLAN ]]>
<![CDATA[Handayani, Trikinasih]]>;
<![CDATA[Aprilia, Nani]]>;
<![CDATA[Susanti, Ani]]>;
<![CDATA[Alpendi, Alpendi]]>
<![CDATA[ BIOEDUKASI (Jurnal Pendidikan Biologi) Vol 14, No 1 (2023): BIOEDUKASI, MEI 2023 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/bioedukasi.v14i1.7769
<![CDATA[Global challenges demand the availability of human resources (HR) who master science, technology, and art (IPTEKS). The acceleration of educational change is oriented towards the use of technology, especially the integration of learning. Related to these changes, professional teachers are required to have competency in line with existing developments with TPACK (Technological Pedagogical Content Knowledge) skills for the realization of quality education. This study aims to analyze the TPACK ability of prospective biology teachers. The research was conducted using a survey method in the form of self-report-measure. The research sample was 150 biology students in semesters 7 and 8 using a random sampling technique. Data collection was carried out using a questionnaire. The questionnaire was developed from the TPACK questionnaire created by Schmidt et al (2009) and Sahin (2001). The instrument has been tested for validity with a p-value < 0.05 and the reliability of Cronbach's Alpha > 0.05. 0.70. After the data was analyzed, the TPACK abilities of prospective biology teachers were grouped into 5 levels, namely very good, good, medium, and low. The results showed that the preservice teachers in Biology education Universitas Ahmad Dahlan Technological Pedagogical Content Knowledge (TPACK) skills obtained an average of 3.51-4.50 including having good TPACK abilities. Kata kunci: Analysis; Technological Pedagogical and Content Knowledge (TPACK); calon guru]]>
