Article Per Year (5 Year)
p-Index From 2020 - 2025
4.465
P-Index
This Author published in this journals
All Journal Jurnal Bios Logos Bioeducation Journal Jurnal Ilmu Dasar Prosiding Seminar Biologi Jurnal Pengajaran MIPA EDUSAINS Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Jurnal Penelitian Pendidikan REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Assimilation: Indonesian Journal of Biology Education Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Bioscientist : Jurnal Ilmiah Biologi EduBiologia: Biological Science and Education Journal Proceeding Biology Education Conference Borneo Journal of Biology Education (BJBE) SN-Biosper Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan MIPA
Mrs Sariwulan Diana
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Control & Systems Engineering Education Environmental Science Immunology & microbiology Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
Implementasi Strategi Peer Assisted Learning (PAL) untuk Meningkatkan Literasi Anatomi Mahasiswa Calon Guru Biologi Sariwulan Diana
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Research on Peer Assisted Learning (PAL) strategy implementation in Plant Anatomy Course, which aims to improve anatomic literacy of prospective student’s biology teacher, has been done.  This study used an experimental method, with a quasi experimental pretest posttest control group design. The draft includes a group of students who were given a pre-test (tests performed before PAL treatment) which is then followed by observing the PAL treatment process and posttest. The other students group (control) was given the pretest and posttest only. The research instruments include a questionnaire to recruit tutor, a set of pretest and posttest questions about anatomic literacy, tutorial about anatomic literacy, and questionnaires about student response to the PAL program. The results showed that the student’s anatomic literacy in Plant Anatomy course increased with moderate category (N-gain 0,38) in the experimental class and lower category (N-gain of 0,14) in the control class. There was significant difference between the student’s anatomic literacy that used the PAL strategy and control class with t value 3,729 greater than t table 5,278 at α 0,001. Thus the PAL strategy implementation can be used to improve student’s anatomic literacy. All students respond positively to the PAL strategy.
PENERAPAN MODEL PEMBELAJARAN WHOLE GROUP JIGSAW DALAM PERKULIAHAN EMBRIOLOGI TUMBUHAN Sariwulan Diana
Jurnal Pengajaran MIPA Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i2.36077

Abstract

ABSTRAKTelah dilakukan penelitian tentang penerapan model pembelajaran whole group jigsaw dalam perkuliahan Embriologi Tumbuhan, yang bertujuan untuk meningkatkan kualitas pembelajaran, hasil belajar dan mengetahui tanggapan mahasiswa terhadap model pembelajaran tersebut. Penelitian ini dilakukan pada semester ganjil tahun ajaran 2011 di Jurusan Pendidikan Biologi FPMIPA UPI Bandung dalam bentuk penelitian tindakan kelas. Topik perkuliahannya adalah mikrosporangium Angiospermae dan Gymnospermae untuk siklus I, dan struktur serta perkembangan mikrogametofit Angiospermae dan Gymnospermae untuk siklus II. Instrumen penelitian berupa soal pilihan ganda dan isian tentang struktur mofologi bunga sebagai pengetahuan dasar embriologi tumbuhan dan digunakan untuk menjaring skor awal, soal isian tentang mikrosporangium Angiospermae dan Gymnospermae untuk menjaring skor akhir siklus I, soal isian tentang struktur serta perkembangan mikrogametofit Angiospermae dan Gymnospermae untuk menjaring skor akhir siklus II, dan lembar observasi presentasi kelompok mahasiswa, serta kuisioner untuk mengetahui respon mahasiswa. Data yang terkumpul dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa kualitas pembelajaran berupa presentasi makalah yang ditugaskan sama baiknya sejak siklus I. Hasil kuis akhir rata-rata meningkat dari 40,86 pada siklus I menjadi 57,24 pada siklus II. Peningkatan skor rata-rata kelompok terjadi kenaikan dari -12 pada siklus I menjadi 4,13 pada siklus II. Akibatnya dari siklus I hanya ada satu kelompok yang menjadi tim baik dan satu tim yang termasuk sangat baik, meningkat menjadi empat kelompok menjadi tim baik dan tiga kelompok termasuk tim sangat baik pada siklus II. Umumnya mahasiswa menanggapi dengan baik model pembelajaran ini.ABSTRACTA study concerning the application of whole-group instructional model lecture jigsaw in Plant Embryology has been carried out, which aims to improve the quality of learning, learning outcomes and student responses to determine the model lesson. The research was conducted in semester one of academic year 2011 in the Department of Biology Education FPMIPA UPI Bandung in the form of action research. Lecture topic is mikrosporangium Angiospermae and gymnosperms for the first cycle, and the structure and development of mikrogametofit Angiospermae and gymnosperms for the second cycle. The research instrument in the form of multiple choice questions about the structure and contents mofologi as basic knowledge of embryology flowers and plants are used to capture the initial score, a matter of stuffing about mikrosporangium Angiospermae and gymnosperms to capture the final score of the first cycle, about the contents of the structure and development of mikrogametofit Angiospermae and gymnosperms to solicit final score of the second cycle, and the observation sheet student group presentations, as well as questionnaires to study the response of students. The data collected was analyzed using descriptive statistics. The results showed that the quality of learning in the form of presentation of papers commissioned as good since the cycle I. The results of the final quiz average increased from 40.86 to 57.24 in the first cycle to the second cycle. The increase in the average score of the group there was an increase from -12 in the first cycle to 4.13 in the second cycle. As a result of the first cycle there is only one group who is a good team and a team that included a very good, up to four group into teams and three groups included both very good teams in the second cycle. Generally, students respond well to this learning model.
Pengaruh penerapan community of inquiry menggunakan LINE terhadap keterampilan berpikir kreatif siswa SMA pada materi energi terbarukan Nurlistia Chandra Kirana; Sri Anggraeni; Sariwulan Diana
Assimilation: Indonesian Journal of Biology Education Vol 4, No 1 (2021): March 2021
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v4i1.34822

Abstract

Creative thinking skills are needed by someone to face the challenges in the 21st century. A learning model is needed that can facilitate students to hone their creative thinking skills. Science learning must emphasize student activities through inquiry, one of which is the Community of Inquiry (CoI) learning model. Creative thinking skills in this study consist of aspects of fluency, flexibility, originality, and elaboration. This study aims to analyze the effect of implementing the CoI learning model using LINE on high school students' creative thinking skills in renewable energy concept. The method and design used in this study was a quasi experimental non-equivalent control group design. Participants involved in this study consisted of 61 students who were determined by purposive sampling technique with the characteristics of class X MIPA students who have an account and are accustomed to using the LINE application. CoI learning using LINE was applied to the experimental class, while the control class carried out conventional online learning. Sources of research data were obtained from creative thinking test instruments, student response questionnaires, and observation sheets of learning model implementation. The test instrument for students' creative thinking skills was given as a pre-test and post-test. The results of the pre-test data analysis showed that the students' initial creative thinking skills in the control class and the experimental class were the same and were in the low category. After the learning was carried out, the average post-test score of the experimental class was higher than the control class and there was a significant difference in the mean. The N-gain score of the experimental class was included in the moderate category, while the control class was included in the low category. So, it can be concluded that the application of CoI learning using LINE affects creative thinking skills in renewable energy concept.
Upaya Remediasi Miskonsepsi Siswa SMA pada Materi Sel dengan Menggunakan Model Pembelajaran Think Talk Write Naufal Ahmad Muzakki; Sariwulan Diana; Didik Priyandoko
Bioscientist : Jurnal Ilmiah Biologi Vol 11, No 1 (2023): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v11i1.7381

Abstract

In cell material, many concepts are abstract and can cause students to experience difficulties in understanding them. Every concept in biology learning is interconnected so that every concept that is built can influence the formation of the next concept. However, often students' initial concepts are misconceptions, namely the concepts possessed by students conflict with the concepts raised by experts. A good learning experience is needed so that students can understand the concept correctly. One learning model that provides a learning experience to discover and understand concepts is the Think Talk Write learning model. The purpose of this research is to remediate misconceptions about cell material by using the Think Talk Write learning model. This study used an experimental method with the type of pre-experimental research and one-group pretest-posttest research design. The subjects in this study were students of class XI IPA at SMA Muhammadiyah 5 Rancaekek consisting of 36 students using a purposive sampling technique. Based on the results of data processing, it was found that misconceptions in the pretest resulted in as much as 12.78% and in the posttest it decreased to 6.25%. So it can be concluded that the Think Talk Write learning model can reduce students' misconceptions about cell material.
The Assessment Profile of The Skills to Interpret Data and Evidence Scientifically in High School on The Covid-19 Virus Pandemic Content Devi Deratama*; Ana Ratna Wulan; Sariwulan Diana; Dita Agustian
Jurnal Pendidikan Sains Indonesia Vol 10, No 1 (2022): JANUARY 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.353 KB) | DOI: 10.24815/jpsi.v10i1.22375

Abstract

The assessments used in learning are often not in accordance with the demands of developing students' life skills and soft skills, when in fact these skills can be the basis for students to be able to compete with the global community in the future. This research aims to analyze the assessment of the skills to interpret data and scientific evidence on the written test of virus content used in Senior High Schools (SHS). The research method is descriptive through the collection of written test questions documents. The written test questions are analyzed on the Student Worksheet, Daily Test, Mid-Semester Assessment and Final Semester Assessment. A total of six schools in the city of Bandung categorized as public and private were selected by stratified random sampling representing the quality of each school. A total of 133 virus questions from six high schools in Bandung were collected for analysis. The research instrument used a validation rubric about science epistemic skills on indicators of skills in interpreting scientific data and evidence (PISA, 2019 framework). The data were analyzed qualitatively and quantitatively with descriptive statistics. The results showed that the questions used in schools on virus content (94.75%) had not measured the skills of interpreting scientific data and evidence. These questions also do not test students’ literacy in facing a virus pandemic. Only a minor proportion of items (2.25%) were found to test data interpretation and scientific evidence skills. In general, the subject of the test in schools still focuses on memory or memorization of material, basic understanding and does not present information or data to be processed and interpreted. Most of the questions presented are only in the form of basic concepts so that it does not require students to think at high levels and reason.
Analysis of students’ numeracy skill in genetics topic based on minimum assessment competency Listia Andriani; Sariwulan Diana; Topik Hidayat
Assimilation: Indonesian Journal of Biology Education Vol 5, No 2 (2022): September 2022
Publisher : Department of Biology Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/aijbe.v5i2.49709

Abstract

Genetics is a biology topic that applies several mathematics principles. It causes numeracy skills in genetics to be important for students. Therefore, a good mastery of numeracy skills could help students to solve genetics problems and achieve genetics competencies. Based on this statement, this study was conducted to analyze the numeracy skills of class XII based on the Minimum Competency Assessment (Asesmen Kompetensi Minimum/AKM). Fifty-four students were involved as research participants. Furthermore, 30 questions were used in this study. The result showed that the numeracy skills of class XII were still in the low category due to the lack of experience in solving AKM-type questions, learning experience, mathematics ability, mastery of genetics concepts, and students' perceptions of genetics. The low students’ performance on numeracy skills should be considered especially by an education provider to adjust the learning implementation that can improve students’ numeracy skills in genetics.
Peranan Model Problem-Based Learning dalam Memperbaiki Kemampuan Pemecahan Masalah Siswa Kelas X SMA Negeri 7 Bandung pada Materi Perubahan Lingkungan Elis Hidayanti; Sariwulan Diana; Siti Zumrohatin
EduBiologia: Biological Science and Education Journal Vol 3, No 2 (2023): EduBiologia: Biological Science and Education Journal
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/edubiologia.v3i2.17842

Abstract

Penelitian dilakukan untuk mengetahui peranan model problem-based learning dalam memperbaiki kemampuan pemecahan masalah siswa kelas X SMA Negeri 7 Bandung pada materi perubahan lingkungan. Indikator yang diukur meliputi kemampuan mengidentifikasi masalah, mengembangkan rencana pemecahan masalah, mengurutkan langkah kerja terkait solusi pemecahan masalah, serta kemampuan mengevaluasi kelayakan solusi pemecahan masalah. Penelitian Tindakan Kelas ini dilaksanakan dalam dua siklus di kelas X-D SMA Negeri 7 Bandung. Topik yang dibelajarkan pada siklus I dan II secara berturut-turut adalah Pencemaran Tanah dan Pencemaran Air. Lembar Kerja Peserta Didik (LKPD) dan tes merupakan instrumen yang digunakan untuk mengambil data. Data yang diperoleh selanjutnya dianalisis menggunakan n-gain dan uji Wilcoxon. Berdasarkan hasil analisis diketahui adanya perbedaan signifikan kemampuan pemecahan masalah peserta didik pada siklus I dan siklus II, yang ditunjukkan oleh terjadinya peningkatan rerata n-gain siklus I (0,68) ke siklus II (0,76).
Profil Senyawa Metabolit Sekunder pada Akar dan Tangkai Buah Sorgum (Sorghum bicolor (L.) Moench) di Bojongkoneng Bandung Hanna Hanna Yustianisa; Sariwulan Diana; Kusdianti
JURNAL BIOS LOGOS Vol. 13 No. 3 (2023): JURNAL BIOS LOGOS
Publisher : Universitas Sam Ratulangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35799/jbl.v13i3.51968

Abstract

Sorgum (Sorghum bicolor (L.) Moench) merupakan salah satu tanaman pangan potensial karena mengandung karbohidrat dan serat yang tinggi sehingga dapat dikonsumsi sebagai pengganti beras. Pengetahuan dan pemanfaatan masyarakat akan manfaat dari sorgum masih terbatas pada pemanfaatan biji sorgum sebagai pangan. Penelitian ini bertujuan untuk mengetahui profil senyawa metabolit sekunder yang terkandung pada akar dan tangkai buah sorgum. Pengambilan sampel akar dan tangkai buah dilakukan dengan metode random sampling di Bojongkoneng Bandung, Jawa barat. Sampel yang sudah diambil diekstrak menggunakan metode maserasi dengan pelarut etanol 70% p.a. kemudian dilakukan analisis metabolit menggunakan GC-MS dan diidentifikasi dengan pustaka WILLEY 09TH. Hasil penelitian menunjukkan akar sorgum memiliki 11 senyawa dengan golongan terbesar adalah fenolik dan tangkai buah sorgum memiliki 6 senyawa dengan golongan terbesar adalah asam lemak. Senyawa golongan fenolik dan asam lemak    memiliki aktivitas antioksidan dan antiinflamasi. Akar dan tangkai buah memiliki jumlah dan jenis senyawa berbeda tetapi memiliki 3 senyawa yang sama.  
Upaya Remediasi Miskonsepsi Pada Materi Sel Menggunakan Model Pembelajaran Think Talk Write Naufal Ahmad Muzakki; Sariwulan Diana; Didik Priyandoko
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.3470

Abstract

In cell material, many concepts are abstract and can cause students to experience difficulties in understanding them. Every concept in biology learning is interconnected so that every concept that is built can influence the formation of the next concept. However, often students' initial concepts are misconceptions, namely the concepts possessed by students conflict with the concepts raised by experts. A good learning experience is needed so that students can understand the concept correctly. One learning model that provides a learning experience to discover and understand concepts is the Think Talk Write learning model. The purpose of this research is to remediate misconceptions about cell material by using the Think Talk Write learning model. This study used an experimental method with the type of pre-experimental research and one-group pretest-posttest research design. The subjects in this study were students of class XI IPA at SMA Muhammadiyah 5 Rancaekek consisting of 36 students. Based on the results of data processing, it was found that misconceptions in the pretest resulted in 12.78% and in the posttest it decreased to 6.25%. So it can be concluded that the Think Talk Write learning model can reduce students' misconceptions about cell material.
Upaya Remediasi Miskonsepsi Pada Materi Sel Menggunakan Model Pembelajaran Think Talk Write Naufal Ahmad Muzakki; Sariwulan Diana; Didik Priyandoko
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.3470

Abstract

In cell material, many concepts are abstract and can cause students to experience difficulties in understanding them. Every concept in biology learning is interconnected so that every concept that is built can influence the formation of the next concept. However, often students' initial concepts are misconceptions, namely the concepts possessed by students conflict with the concepts raised by experts. A good learning experience is needed so that students can understand the concept correctly. One learning model that provides a learning experience to discover and understand concepts is the Think Talk Write learning model. The purpose of this research is to remediate misconceptions about cell material by using the Think Talk Write learning model. This study used an experimental method with the type of pre-experimental research and one-group pretest-posttest research design. The subjects in this study were students of class XI IPA at SMA Muhammadiyah 5 Rancaekek consisting of 36 students. Based on the results of data processing, it was found that misconceptions in the pretest resulted in 12.78% and in the posttest it decreased to 6.25%. So it can be concluded that the Think Talk Write learning model can reduce students' misconceptions about cell material.
Co-Authors A.A. Ketut Agung Cahyawan W Achmad Ibrahim Afifi Mutiarani Ana Ratna Wulan Arif Rachmatulloh Aulia Khaerunnisa Aulia Khairunnisa Azkiya Annurbaiti Azzahra, Waliyyatu Devi Deratama Devi Deratama* Didik Priyandoko Dina Nur Permatasari Dita Agustian Elis Hidayanti Eni Nuraeni Euis Sri Rahmawati Fadilah, Eva Fakhran Rozali Daulay Fatma Ainul Ilmia Fauzia, Iva Siti Feldina Gustanti Hanna Hanna Yustianisa Haryanto Haryanto Hildawati Febiana Ilannur, Atini Iriawati Iriawati Kusdianti Kusdianti Kusdianti Listia Andriani Maulana Yusuf Mauseni Wantika Dewi Naufal Ahmad Muzakki Naufal Ahmad Muzakki Naufal Ahmad Muzakki Naufal Ahmad Muzakki Naufalia Zahrannanda Nur Ilmiah Sakinah Nurlistia Chandra Kirana Nuryani Rustaman Nusayba Abdul Wahid Regina Pacis Rizkamariana, Febby Saffanah Nadhirah Salma Salsabila Siti Zumrohatin Sri Anggraeni Sri Redjeki Sri Redjeki Suherman, Dewi Purnamasari Sururi, Zaki Fahreza Topik Hidayat Wahyu Surakusumah Wardani, Rianti Tri Widi Purwianingsih Yunita Yunita