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Sri Widoretno
Universitas Sebelas Maret
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PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN Annisa Nur Khasanah; Riezky Maya Probosari; Sri Widoretno; Nurma Yunita Indriyani
ATRIUM PENDIDIKAN BIOLOGI Vol 6, No 4 (2021): Atrium Pendidikan Biologi
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/apb.v6i4.12236

Abstract

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.
Pendampingan Produksi Low-Carbon STEM Project untuk Meningkatkan Kualitas Pembelajaran IPA Ramah Lingkungan Nurma Yunita Indriyanti; Riezky Maya Probosari; Isma Aziz Fakhrudin; Sri Widoretno; Arifin Septiyanto; Annisa Nur Khasanah
Jurnal Bakti Saintek: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Vol. 5 No. 1 (2021)
Publisher : Fakultas Sains dan Teknologi, UIN Sunan Kalijaga Yogyakarta

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Abstract

Tujuan dari kegiatan pengabdian ini adalah mendampingi guru disekolah  memproduksi perangkat pembelajaran berbasis Low Carbon STEM Project untuk meningkatkan kualitas pembelajaran IPA ramah lingkungan. Low Carbon STEM Project adalah perangkat pembelajaran yang dikemas dalam bentuk project  berdasarkan sintaks STEM (Define, Learn, Plan, Try, Test, and Decide) yang menerapkan konsep ramah lingkungan. Low carbon STEM project yang sudah diproduksi diterapkan pada perangkat pembelajaran yang dikembangkan pada Kompetensi Dasar IPA SMP untuk meningkatkan pembuatan project teknologi yang baru. Project teknologi yang baru perlu ditekankan karena selama ini guru disekolah hanya mengulang fakta dan konsep yang sudah ada dan sangat jarang menciptakan sesuatu yang baru. Hasil akhir dari kegiatan ini diharapkan guru dapat menerapkan Low Carbon STEM Project pada perangkat pembelajaran IPA di tingkat kelas yang lain dan ditularkan dalam ranah yang lebih luas seperti MGMP IPA. Metode yang dilaksanakan dimulai dengan koordinasi dengan mitra yaitu guru IPA SMPN 3 Surakarta dan SMPN 4 Surakarta. Kegiatan dilanjutkan dengan workshop materi Low Carbon STEM Project kepada guru sekolah mitra yang dipandu oleh ketua pengabdian yang diselenggarakan secara luring. Kegiatan dilanjutkan dengan pendampingan produksi Low Carbon STEM project yang dipandu oleh semua tim pengabdi. Metode akhir yang digunakan adalah deskriptif kualitatif. Deskriptif kualitatif didapatkan dari angket dan wawancara setelah pendampingan produksi Low Carbon STEM Project. Hasil angket dan wawancara disajikan dalam data deskriptif kualitatif. [The purpose of this community service activity is to assist teachers in schools to produce learning tools based on the Low Carbon STEM Project to improve the quality of environmentally friendly science learning. Low Carbon STEM Project is a learning tool packaged in the form of a project based on the STEM syntax (Define, Learn, Plan, Try, Test, and Decide) which applies environmentally friendly concepts. The low carbon STEM project that has been produced is applied to the learning tools developed in the Junior High School Science Basic Competencies to improve the creation of new technology projects. New technology projects need to be emphasized because so far school teachers only repeat existing facts and concepts and very rarely create anything new. The end result of this activity is expected that the teacher can apply the Low Carbon STEM Project to other science learning tools at the classroom level and be transmitted in a broader realm such as the Science teacher Organization. The method implemented begins with coordination with partners, namely science teachers at SMPN 3 Surakarta and SMPN 4 Surakarta. The activity was continued with a workshop on the Low Carbon STEM Project material for partner school teachers guided by the community service leader which was held offline.  The activity was continued with production assistance for the Low Carbon STEM project which guided by all member of team. The final method used is descriptive qualitative. Qualitative descriptive was obtained from questionnaires and interviews after the production assistance of the Low Carbon STEM Project. The results of questionnaires and interviews are presented in descriptive qualitative data.]
Teknik Instruksional Pertanyaan di Tahap Planning an Investigation According to Driving Question Project Based Learning untuk Meningkatkan Skor Example Concept Map Dita Arya Widatama; Sri Widoretno; Maridi Maridi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

Penelitian bertujuan untuk menghitung skor example (E) pada concept map (CM) peserta didik dengan menerapkan teknik instruksional pertanyaan di tahap planning an investigation according to driving questions pada project based learning. Penelitian merupakan penelitian tindakan kelas dengan prosedur penelitian yaitu perencanaan untuk menyusun RPP dan kelengkapannya, pelaksanaan pada aktivitas tindakan, observasi untuk menghitung skor example (E) CM dan refleksi untuk tindakan berikutnya. Uji validasi dengan metode triangulasi yang terdiri dari: verifikasi kesesuaian skor example (E) CM, dokumentasi berdasarkan expert example (E) CM dan wawancara untuk merepresentasikan kemampuan peserta didik dalam menyebutkan contoh. Reduksi dilakukan untuk memilih kelengkapan data, penyajian data dan penarikan kesimpulan berdasarkan data example (E) yang lengkap. Analisis data dengan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa komponen example (E)  pada prasiklus menunjukkan 21% dari total siswa mendapat skor rendah, 34% pada siklus I dan  0% pada siklus II. 0% dari total siswa mendapat skor tinggi pada prasiklus, 0% pada siklus I, 18% pada siklus II. Presentase rata-rata skor example (E) pada prasiklus, siklus I dan siklus II yaitu 6.29%, 58.98% dan 5.42%, dengan demikian skor example (E) concept map (CM) peserta didik mengalami peningkatan pada siklus I tetapi menurun pada siklus II, sehingga guru dalam teknik instruksional pertanyaan dalam tahap planning an investigation according to driving questions pada project based learning mampu meningkatkan skor example (E) concept map (CM) peserta didik.
Teknik Instruksional Pertanyaan Guru di Tahap Searching for the Theoritical Background of the Driving Question pada Project Based Learning untuk Meningkatkan Skor Pattern Concept Map Fahma Auliya Dewi; Sri Widoretno; Alanindra Saputra
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

The aim of the study was to calculate the score pattern on the concept map (CM) of the students by applying instructional instruction technique of teacher in searching for the theoretical background of the driving question on project based learning. The subjects were 32 high school students. The research is a classroom action research with research procedure including: planning to prepare RPP and its completeness, implementation on activity of action, observation to calculate CM pattern score and reflection for next action. Triangulation validation test includes: verification of conformity of CM pattern score and documentation based on expert pattern CM and interview to represent learners' skill structure. Reduction is done to select the completeness of data, presenting the data and drawing conclusions based on the complete data pattern. Data analysis with qualitative descriptive. The results showed that the pattern score based on the expert pattern of CM on prasiklus was obtained from 40% -60% range with 46,875% of total learner got score below average and 0% above average. Cycle I obtained a score range of 40% -100% with 9.375% showing scores below average and 43.75% above average. Cycle II obtained a score range of 40% -80% with 15.625% indicating scores below average and 12.5% above average, thus the instructional technique question in the searching phase for the theoretical background of the driving question project based learning increases the score pattern CM both individual and classical
Profile of High School Students' Arguments on Environmental Pollution Materials in the Covid-19 Era Yeni Puspitasari; Sri Widoretno; Joko Ariyanto; Bowo Sugiharto; Sri Dwiastuti; Candra Adi Prabowo
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1989

Abstract

The study aims to identify the argumentation profile of high school students in learning in the covid-19 era. This research is quantitative descriptive with a survey method. The research population was 172 students, with a sample of 72 students. Determination of the sample using cluster random sampling technique has a balanced quality from the results of the paired F test. The research procedure was carried out by collecting data on student answers from argumentative essay questions distributed via a google form. Argumentative questions based on TAP contain six components, namely Evidence (E), Warrant (W), Backing (B), Qualifier (Q), Rebuttal (R), and Claim (C). The argumentation scoring rubric is calculated based on the Patton-Pickle rule. Data analysis was carried out by interpreting the scores obtained by students on each argumentation component that showed the argumentation profile. Most of the students' argumentation profiles, according to their components, are in the very low category scores, namely 0.5 and 1. A score of 0.5 is obtained by comparing the percentages of students: E: E: W: W: B: Q: R: C: C: C by 23.61%: 1.39%: 0.00%: 52.78%: 45.83%: 83.33 %: 4.17%: 2.78%: 2.78%: 0.00% while the score of 1 is 41.67%: 55.56%: 83.33%: 47.22%: 54.17%: 8.33%: 75.00%: 83.33%: 79.17%: 98 ,61%. Scores were obtained due to various factors, including the learning process that was less meaningful, students' understanding and reasoning of the material was not in-depth, the generalization process of evidence or theory was not appropriate.
Assessment of student concept maps on environmental pollution subjects during the pandemic covid-19 Sunarni Sunarni; Sri Widoretno; Puguh Karyanto; Bowo Sugiharto; Sri Dwiastuti; Chandra Adi Prabowo
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.23782

Abstract

The ability to compile concept maps is strongly influenced by the knowledge possessed. This research aims to describe students' Concept Maps scores on environmental pollution during the Covid-19 pandemic. This research includes a quantitative descriptive using a survey method with a population of 210 high school students. Data collection uses a Google form that asks students to make Concept Maps at the end of learning environmental pollution material. The researcher then assesses and determines the score of each student. Student scores are then combined and an average is obtained. The results showed that the largest percentage was owned by a valid relationship component of 9.75%, followed by a hierarchical component with a percentage of 7.34% and a branching component with a percentage of 3.42%. The pattern component is the fourth component with a percentage of 1.31%, followed by an example component with a percentage of 1.30% and the last component is a crosslink with a percentage of 0%. Acquired student concept map scores can be used to assess student learning outcomes so it is hoped that this research can be an evaluation material for students and teachers.
Peningkatan Pemahaman Penyusunan RPP dan Asesmen Berbasis Learning Progression bagi Guru Biologi Murni Ramli; Sri Widoretno; Sri Dwiastuti; Bowo Sugiharto; Baskoro Adi Prayitno; Kistantia Elok Mumpuni; Chandra Adi Prabowo; Safila Safinatunnajah Auliananda; Zul Afifa Yunitadewi Basuki; Pradita Anggun Ciptaningrum
Jurnal Pengabdian Pada Masyarakat Vol 8 No 2 (2023): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v8i2.357

Abstract

Rencana Pelaksanaan Pembelajaran (RPP) berfungsi sebagai acuan bagi pendidik untuk melaksanakan kegiatan belajar mengajar lebih terarah dan efektif. RPP dan asesmen berkaitan erat dan menentukan keberhasilan dalam pembelajaran di kelas. Permasalahan terkait RPP juga dirasakan oleh guru Mata Pelajaran Biologi di Kabupaten Sragen, Jawa Tengah. Pemahaman guru-guru tentang penyusunan RPP belum mencukupi dan belum melakukan variasi RPP inovatif sehingga diperlukan solusi untuk mengatasi permasalahan tersebut. Kegiatan pengabdian dilakukan dengan metode training dan workshop. Metode training dilakukan dalam bentuk perkuliahan dengan materi Kurikulum Merdeka dan Model-Model Pembelajaran Inovatif yang dilakukan secara luring di SMA Negeri 2 Sragen, serta Asesmen HOTS dan Asesmen Kompetensi Minimal (AKM) yang dilakukan secara daring pada platform zoom. Secara garis besar, hasil dari kegiatan pengabdian ini adalah peningkatan pemahaman guru tentang karakteristik kurikulum merdeka. Selain itu, lebih dari 50% guru mampu memahami kurikulum berbasis core-concept atau Learning Progression, menyusun RPP berbasis konsep, memahami pemanfaatan sumber belajar lokal dan pengembangannya, serta menyusun asesmen HOTS. Lesson plan (RPP) serves as a reference for educators to carry out teaching and learning activities more directed and effective. RPP and assessment are closely related and determine success in classroom learning. Problems related to RPP are also felt by Biology subject teachers in Sragen Regency, Central Java. The teachers' understanding of the preparation of the lesson plans is not sufficient and have not made innovative variations in the lesson plans they made. Therefore, solutions are needed to overcome these problems. Service activities are carried out using training and workshop methods. The training method is carried out in the form of lectures with materials on the Independent Curriculum and Innovative Learning Models which are carried out online SMA Negeri 2 Sragen, as well as the HOTS Assessment and Minimum Competency Assessment (AKM) which are conducted online using the zoom platform. The result of this service activity is that teachers' understanding of the characteristics of the merdeka curriculum increases. In addition, more than 50% of teachers are able to understand the core-concept-based curriculum or Learning Progression, develop concept-based lesson plans, increase understanding of the use of local learning resources and their development, and understand the preparation of HOTS assessments.
Transformasi metode pembelajaran melalui pendampingan Active Learning bagi guru MTsN 3 Magetan Baskoro Adi Prayitno; Sri Widoretno; Bowo Sugiharto; Chandra Adi Prabowo; Sri Dwiastuti
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.23911

Abstract

Active Learning is an educational approach that encourages students to actively participate in the learning-teaching process, promoting deep understanding and increasing student engagement in the classroom. Facing challenges in student-centered learning, MTsN 3 Magetan implemented training and mentoring in active learning to enhance student engagement and teacher creativity. This training, attended by 44 teachers from March to October 2023, employed blended learning methods and covered aspects such as active learning theory, literacy, and numeracy. Evaluations through pre-tests and post-tests demonstrated significant improvements in teachers’ understanding and skills. The pre-test showed an average understanding of 65%, which increased to 87% in the post-test. This active learning approach encouraged students to actively engage in the learning process, enhancing their analytical and critical skills, while teachers became more effective in designing and managing actively involved learning activities. The training contributed to improved learning effectiveness at MTsN 3 Magetan by increasing student motivation and participation, as well as teacher creativity in designing interactive learning experiences.
Co-Authors Alanindra Saputra Annisa Nur Khasanah Baskoro Adi Prayitno Bowo Sugiharto Candra Adi Prabowo Chandra Adi Prabowo Dita Arya Widatama Fahma Auliya Dewi Isma Aziz Fakhrudin Joko Ariyanto Kistantia Elok Mumpuni Maridi Maridi Murni Ramli Nurma Yunita Indriyani Nurma Yunita Indriyanti Pradita Anggun Ciptaningrum Puguh Karyanto Rezqi Rohmatika Sari Riezky Maya Probosari Safila Safinatunnajah Auliananda Septiyanto, Arifin Sri Dwiastuti Sunarni Sunarni Yeni Puspitasari Zul Afifa Yunitadewi Basuki