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All Journal Bioeducation Journal Penelitian Pendidikan Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian dan Pembelajaran IPA JURNAL PROFESI KEGURUAN Bio Ilmi: Jurnal Pendidikan Pedagogi Hayati Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Journal on Education Logista: Jurnal Ilmiah Pengabdian Kepada Masyarakat FONDATIA Atrium Pendidikan Biologi Pelita Eksakta Best Journal (Biology Education, Sains and Technology) Jurnal Biogenerasi Penbios: Jurnal Pendidikan Biologi dan Sains Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Journal On Teacher Education (Jote) Journal of Digital Learning and Education ALVEOLI: Jurnal Pendidikan Biologi EduNaturalia: Jurnal Biologi dan Kependidikan Biologi YASIN: Jurnal Pendidikan dan Sosial Budaya JURNAL PENDIDIKAN DAN KEGURUAN Jurnal Pengabdian Masyarakat Biologi dan Sains Al-Ahya: Jurnal Pendidikan Biologi Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Edukasi Biologi Symbiotic: Journal of Biological Education and Science Jurnal Kesehatan Lentera Aisyiyah
Rahmadhani Fitri
Biology Department, Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Journal : Pedagogi Hayati

 1 
Validitas Game Edukasi Klasifikasi Tumbuhan Berbasis Permainan Koa sebagai Media Pembelajaran Biologi Rahmadhani Fitri; Relsas Yogica
Pedagogi Hayati Vol 2 No 2 (2018): PEDAGOGI HAYATI : EDISI PEMBELAJARAN BIOLOGI
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v2i2.725

Abstract

ABSTRACT. Based on observations, not many teachers or lecturers who use educational games are mainly to facilitate students in learning material about taxonomy, especially the classification of plants. Educational game classification of plants based on the koa game is expected to function to facilitate students in learning the classifications that are classified as difficult to memorize. This research is research development. Data collection was carried out by expert validation of educational games and data were analyzed using descriptive statistical analysis. Based on the results of the game education analysis obtained the value of the validity of the game education classification of plants is 89.13 with valid criteria. It can be concluded that the educational game based on koa game is valid, and practicality tests can be done to see the level of practicality of the game. ABSTRAK. Berdasarkan hasil observasi yang dilakukan, belum banyak guru ataupun dosen yang menggunakan game edukasi terutama untuk memudahkan peserta didik dalam mempelajari materi mengenai taksonomi khususnya klasifikasi tumbuhan. Game edukasi klasifikasi tumbuhan berbasis permainan koa diharapkan dapat berfungsi untuk memudahkan peserta didik dalam mempelajari klasifikasi yang tergolong susah untuk dihafalkan. Penelitian ini merupakan penelitian pengembangan. Pengumpulan data dilakukan dengan memvalidasi game edukasi oleh pakar dan data dianalisis menggunakan analisis statistik deskriptif. Berdasarkan hasil analisis game edukasi didapatkan nilai validitas game edukasi klasifikasi tumbuhan adalah 89,13 dengan kriteria valid. Dapat disimpulkan bahwa telah dihasilkan game edukasi berbasis permainan koa yang valid dan selanjutnya dapat dilakukan uji praktikalitas untuk melihat tingkat kepraktisan game tersebut.
Praktikalitas Multimedia Interaktif Dilengkapi Educational Games pada Materi Archaebacteria dan Eubacteria untuk Siswa Kelas X Rahmadhani Fitri; Laila Kurnia Sari
Pedagogi Hayati Vol 3 No 1 (2019): Pedagogi Hayati Volume 3 Nomor 1 Tahun 2019: Tinjauan Kearifan Lokal dan Keadaan
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v3i1.1258

Abstract

ABSTRACT. Based on the result of observation and interview, many students were not interested in following the learning because the learning media is less varied. The appropiate learning media could help students learn to master the lesson materials. The solution was by using interactive multimedia was completed by educational games which can be used whenever they want for involving their study. The Biology teacher and the students in SMA Negeri 8 was trained to use interactive multimedia was completed by educational games in biology learning. This training was evaluated through practicality instrument. Data analyzed using descriptive statistical analysis. Based on the results of data analysis obtained the value of practicality is 79,54% by teacher with practice category and by student equal to 89,60 % with very practice category. ABSTRAK. Berdasarkan hasil observasi dan wawancara, banyak siswa kurang berminat mengikuti pembelajaran karena media yang kurang bervariasi. Media pembelajaran yang tepat dapat membantu siswa belajar menguasai materi pelajaran. Salah satu solusinya adalah dengan menggunakan multimedia interaktif yang dilengkapi dengan game edukasi yang dapat digunakan kapan saja mereka mau untuk mempelajari materi pelajaran. Multimedia interaktif yang dilengkapi dengan game edukasi dalam pembelajaran biologi diujicobakan pada guru Biologi dan siswa di SMA Negeri 8. Uji coba ini dievaluasi melalui instrumen kepraktisan. Data dianalisis menggunakan analisis statistik deskriptif. Berdasarkan hasil analisis data diperoleh nilai kepraktisan dengan kategori praktis yaitu dengan nilai 79,54% oleh guru dan 89,60% oleh siswa.
Pengaruh Penerapan Model Rotating Trio Exchange (RTE) Berbantuan Media Couple Card terhadap Kompetensi Belajar Peserta Didik Nurul Oktaviani; Rahmadhani Fitri
Pedagogi Hayati Vol 4 No 1 (2020): Pedagogi Hayati Volume 4 Nomor 1 Tahun 2020
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v4i1.2124

Abstract

ABSTRACT. UNP Laboratory Development High School has implemented the 2013 Curriculum, but it is still not optimal. The problem found is that the learning process still often teacher centered which turned students passive. In addition, teachers also do not variation the learning model. The impact is the low student learning competency. This study aims to look at the effect of the application of Rotating Trio Exchange (RTE) by the Couple Card Media on the Learning Competence of Students in Circulation System Material in the UNP Laboratory Development High School. This research is an experimental study with a Randomized Control Group Only Design research design. The population in this study were all students of class XI in the UNP Laboratory Development High School, totaling 54 students distributed in 2 classes. Sampling is done using total sampling techniques. The research instrument used form of posttest questions for aspects of knowledge, observation sheets for aspects of attitude and portfolio assessment for aspects of skills. The data analysis technique used is the t test, which is first performed prerequisite tests, namely the normality test and homogeneity test. The results showed knowledge competence (77.93), attitude competence (82.00), and skills (83.89) in the experimental class were higher than the control class 68.30 respectively; 70.58; and 79.2. These results indicate that the hypothesis is accepted. Therefore, it can be concluded that the Rotating Trio Exchange (RTE) type of cooperative learning model assisted by a couple card media has a significant positive effect on the students' learning competency biology at SMA UNP Laboratory. ABSTRAK. SMA Pembangunan Laboratorium UNP sudah menerapkan Kurikulum 2013, namun masih belum optimal. Permasalahan yang ditemukan adalah proses pembelajaran masih teacher centered sehingga membuat peserta didik pasif. Selain itu, kurangnya variasi model pembelajaran. Dampaknya adalah rendahnya kompetensi belajar peserta didik. Penelitian ini bertujuan untuk melihat pengaruh penerapan model Rotating Trio Exchange (RTE) Berbantuan Media Couple Card terhadap Kompetensi Belajar Biologi Peserta Didik di SMA Pembangunan Laboratorium UNP. Penelitian yang dilakukan merupakan penelitian eksperimen dengan rancangan penelitian Randomized Control Group Only Design. Populasi dalam penelitian mencakup seluruh peserta didik kelas XI di SMA Pembangunan Laboratorium UNP yang terdaftar pada tahun ajaran 2019/2020 berjumlah 54 orang peserta didik yang terdiri dari 2 kelas. Pengambilan sampel dilakukan dengan menggunakan teknik total sampling. Instrumen penelitian untuk aspek pengetahuan berupa soal posttest, untuk aspek sikap berupa lembar observasi dan untuk aspek keterampilan berupa penilaian portofolio. Teknik analisis data yang digunakan yaitu uji normalitas dan uji homogenitas sebagai uji prasyarat lalu dilakukan uji t. Hasil penelitian menunjukkan kompetensi pengetahuan (77,93), kompetensi sikap (82,00), dan keterampilan (83,89) pada kelas eksperimen lebih tinggi dari pada kelas kontrol berturut-turut 68,30; 70,58; dan 79,22. Hasil analisis hipotesis di ketahui bahwa thitung pada ketiga kompetensi ini lebih besar dari ttabel. Hasil ini menunjukkan bahwa hipotesis diterima. Oleh karena itu, dapat disimpulkan model RTE berbantuan media couple card berpengaruh positif yang berarti terhadap kompetensi belajar biologi peserta didik di SMA Pembangunan Laboratorium UNP.
Teori Belajar Konstruktivisme dalam Perkuliahan Keanekaragaman Tumbuhan Fitri, Rahmadhani; Jamaris; Solfema
Pedagogi Hayati Vol 6 No 1 (2022): Pedagogi Hayati: Jurnal Ilmiah Pendidikan Biologi
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v6i1.5121

Abstract

Interaksi belajar mengajar (pembelajaran) merupakan satu bentuk proses pendidikan. Pola pembelajaran ini bisa dipengaruhi oleh penampilan pendidik dalam mengajar. Pendidik di perguruan tinggi dikenal dengan sebutan dosen. Penampilan dosen dalam memberikan perkuliahan dapat didasari oleh pengetahuannya terhadap teori belajar. Pelaksanaan pendidikan terutama dalam proses pembelajaran sangatlah terpengaruh oleh teori belajar dan pembelajaran. Teori belajar merupakan cara menerapkan kegiatan belajar dan mengajar antara pendidik dan peserta didik. Pada prinsipnya, ketika seseorang (pendidik) ingin menerapkan teori belajar, terkadang pendidik menggunakan lebih dari satu teori belajar dalam proses pembelajaran. Penelitian ini merupakan studi literatur dengan menganalisis artikel terkait teori belajar konstruktivisme dan menghubungkannya dengan perkuliahan keanekaragaman tumbuhan. Pembelajaran konstruktivistik lebih menekankan pada proses belajar dan memberikan kebebasan dan kesempatan kepada mahasiswa untuk mengkonstruksi pengalamannya sendiri. Proses pembelajaran yang dilakukan diharapkan dapat menjadikan mahasiswa lebih kreatif dan imajinatif. Hal ini juga dapat menciptakan kondisi lingkungan belajar yang kondusif. Pembelajaran konstruktivisme ini menekankan dan berpusat pada mahasiswa agar mereka aktif dalam proses pembelajaran. Berdasarkan analisis yang telah dilakukan, pembelajaran yang dilakukan pada perkuliahan keanekaragaman tumbuhan sudah menggunakan teori belajar konstruktivisme. Hal ini dikarenakan dalam pembelajaran, metode pembelajaran yang digunakan dosen menekankan pada mahasiswa untuk melakukan proses penemuan dan konstruksi pengetahuan sendiri.
Implementasi Kurikulum Merdeka pada Tingkat Satuan Pendidikan SMA: Tinjauan Perencanaan IKM Fitri, Rahmadhani; Rurisman; Gistituati, Nurhizrah; Bentri, Alwen
Pedagogi Hayati Vol 6 No 2 (2022): Pedagogi Hayati: Jurnal Ilmiah Pendidikan Biologi
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v6i2.5316

Abstract

Due to the Covid-19 pandemic, education in Indonesia needs to make adjustments so that the implementation of education can continue. One of the policies carried out by the government under the auspices of the Ministry of Education and Culture was to implement the Emergency Curriculum (simplified Curriculum-2013). Over time, the government prepared a new curriculum prototype which has now been formalized as the Independent Curriculum. The implementation of the Independent Curriculum (IKM) begins in stages in schools called “Sekolah Penggerak”. This research was conducted to find out how the planning and design stages of IKM were carried out by a Sekolah Penggerak in one of the schools in West Sumatra. Data obtained from observations and interviews conducted with informants who know and are involved in IKM. Based on the results of the research that has been done, it was found that the initial step taken by the school as a driving school was to form a Curriculum Development Team (TPK) which would later coordinate with the provincial TPK. Some of the activities that have been carried out by TPK schools were observed. The preparations that have been made to become a driving school are (1) conducting training for teachers, (2) forming a learning committee, (3) compiling the Curriculum of Education Unit Operational (KOSP), (4) preparing curriculum tools such as KSOP, Outcomes Learning (CP), Learning Objective Flow (ATP), teaching modules, and strategies for implementing project-based learning or projects to strengthen the profile of Pancasila students. Apart from that, the things that schools have prepared in facing an independent curriculum are (1) studying and understanding the regulations regarding an independent curriculum, (2) coordinating with all teacher boards, and 3) adopting a level of complexity curriculum.
Co-Authors Afwina, Tiara Lingga Agusnita . Aldeva Ilhami* Alfi Fadhilah Juneri Alfina Rahayu Alfira, Annisa Alfitri Alfitri Ali Amran Anggriyani, Ria Ardi Ardi Atifah, Yusni Atikah Fauziah Ayu Wulandari Az Zahra, Nurul Izza Chici Anugrah Dara Maylisa Putri Darussyamsu, Rahmawati Defrian Melta Des M Des M Diah Rahmah Suci Dian Novika Permatasari Diini Fitrahtun Nida Dina Rahmawati Dini Fitrahtun Nida Dwi Hilda Putri Eka Charisma Maulidia Elsa Yuniarti Elvira Utami Fahira Satma Parawansa Fani Fenty Aradia Farahani, Narulita Faren Landysa Fevria, Resti Fitri Arsih Fitri Arsih Fitri Yenti Frichilya Wulan Darry Hanivah Hanivah Heffi Alberida Heffi Alberida Helendra Helendra . Helsa Rahmatika Ilham Sepriadi Indra Hartanto Inneke Putri Nowita Irma Sufianingsih Jamaris Jamaris Khairina Khairina Khalida Ulfa Kholila, Azhari Kiki Mulyani L. Lufri Laiela Rahmadani Laila Kurnia Sari Linda Advinda Lufri Lufri Lusi Angraini M Risai Yoanda Mades Fifendy Mardiah Tajun Mega Syafril Mila Karmila Milanda Viona Delfiza Mudjiran Mudjiran Muhiyatul Fadhila Muhyiatul Fadilah Muhyiatul Fadilah Mukhtar Mukhtar Muthia Try Fatma Nada Aulia Asri Nataniel Marco Antonio Gultom Niggita Syofyati Nilam, Nadia Nisa Ayunda Rahmi Mutia Nisrina Zakia Khalel Noviandra Syarif Nur Hasnah Putri SD Nur'aini, Nur'aini Nurhizrah Gistituati Nurul Aulia Rahmi Nurul Jasmin Nurul Oktaviani Nurulita Spahira Anjani Putri W Oktafianti Oktafianti Prima Yarni Alfi Putri Cahaya Illahi Rahmadani Rahmadani Rahmawati Darussyamsu Rahmawati Darussyamsu Ramadhan Sumarmin Ramadhan Sumarmin Ratna Sari Aprilia Refsya Aulia Fikri Relsas Yogica, Relsas Rifani Fachry Rika Andima Ristiano Ristiono Ristiono Rivatri Julianti Karila Rizka Amalia Putri Rizki Rahman Putra Rurisman Rusdinal Rusdinal S. Syamsurizal Sa'diatul Fuadiyah Sa'diatul Fuadiyah Sa'diatul Fuadiyah Sakinah, Shalmita Selaras, Ganda Hijrah Silvira Ilhami Sinta Wulandari Solfema Suci Fajrina Sumarmin, Ramadhan Syamsurizal - - Syifa Ananda Vauzia, Vauzia Wahyuni, Resma Widia Wahyuni Winda Tri Wahyuni Wuri Julita Yosi Laila Rahmi Yossi Lolita Yuni Ahda Zulyusri Zulyusri Zulyusri, Zulyusri