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Pendampingan Penyusunan Modul Ajar Berbasis Konstruktivis Dalam Konteks Kurikulum Merdeka di MTs. NWDI Tangi - Lombok Timur Fatmawati, Baiq; Muliawan, Wawan; Asri, Indra Himayatul
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 9 No. 4 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v9i4.2408

Pendampingan penyusunan modul ajar berbasis konstruktivis bertujuan untuk meningkatkan kompetensi guru dalam merancang perangkat pembelajaran yang efektif, inovatif, dan relevan sesuai dengan prinsip Kurikulum Merdeka. Pendekatan konstruktivis menempatkan siswa sebagai pusat pembelajaran, di mana mereka membangun pengetahuan melalui pengalaman langsung, eksplorasi, dan refleksi. Pendampingan penyusunan modul ajar berbasis konstruktivis ini tidak hanya akan meningkatkan kompetensi profesional guru, tetapi juga berkontribusi pada peningkatan kualitas pendidikan di MTs NWDI Tangi, sejalan dengan visi dan misi Kurikulum Merdeka. Tujuan pendampingan penyusunan modul ajar ini yaitu Memberikan pemahaman bagi guru-guru Madrasah Tsanwiyah tentang modul ajar dalam konteks kurikulum merdeka, dan Mendampingi guru-guru dalam menyusun modul ajar dalam konteks kurikulum merdeka. Sekolah mitra yang dilibatkan dalam program kegiatan yaitu MTs NWDI Tangi. Metode pelaksanaan yang digunakan adalah Participatory Rural Apraisal. Kegiatan pendampingan ini dilaksanakan dari bulan September – Desember 2024 dengan rincian kegiatan yaitu, survey dan observasi sekolah, sosialisasi, serta pendampingan penyusunan modul ajar sampai dihasilkan produk modul ajar mata pelajaran. Hasil pendampingan setelah diadakan sosialisasi menunjukkan lebih dari 50% guru memahami konsep kurikulum merdeka (79%), guru-guru sudah memahami makna implementasi kurikulum merdeka; komponenen-komponen kurikulum merdeka (84,2%), guru-guru telah mengetahui komponen kurikulum yaitu Capaian pembelajaran, profil pelajar pancasilan, Tujuan pembelajaran, Alur tujuan pembelajaran, pemahaman bermakna, pertanyaan pemantik, strategi pembelajaran, instrument penilaian, cara membuat lembar kerja, cara menyusun bahan ajar; pembelajaran berdiferensiasi (63,1%), guru-guru telah mengetahu cara melakukan asesmen pembelajaran deferensiasi siswa; pembelajaran konstruktivis (78,9%), guru-guru mengetahui jenis-jenis pembelajaran konstruktivis yang dapat diimplementasikan dalam proses pembelajaran; dan sintaks pembelajaran (63,2%), guru-guru mengetahui langkah-langkah pembelajaran konstruktivis yang dapat membangun kemampuan berpikir tingkat tinggi siswa. Assistance in the Preparation of Constructivist-Based Teaching Modules in the Context of kurikulum merdeka MTs. NWDI Tangi - Lombok Timur Abstract Assistance in the preparation of constructivist-based teaching modules aims to improve teacher competence in designing effective, innovative, and relevant learning tools in accordance with the principles of the Independent Curriculum. The constructivist approach places students as the center of learning, where they build knowledge through direct experience, exploration, and reflection. Assistance in the preparation of constructivist-based teaching modules will not only improve teacher professional competence, but also contribute to improving the quality of education at MTs NWDI Tangi, in line with the vision and mission of the Independent Curriculum. The purpose of assistance in the preparation of this teaching module is to provide an understanding for Madrasah Tsanwiyah teachers about teaching modules in the context of the independent curriculum, and to assist teachers in preparing teaching modules in the context of the independent curriculum. The partner school involved in the program activities is MTs NWDI Tangi. The implementation method used is Participatory Rural Appraisal. This mentoring activity was carried out from September to December 2024 with the following activities: school surveys and observations, socialization, and mentoring in compiling teaching modules until subject teaching module products were produced. The results of mentoring after the socialization showed that more than 50% of teachers understood the concept of the independent curriculum (79%), teachers understood the meaning of implementing the independent curriculum; components of the independent curriculum (84.2%), teachers knew the components of the curriculum, namely learning outcomes, Pancasila student profiles, learning objectives, learning objective flow, meaningful understanding, trigger questions, learning strategies, assessment instruments, how to make worksheets, how to compile teaching materials; differentiated learning (63.1%), teachers knew how to conduct student differentiation learning assessments; constructivist learning (78.9%), teachers knew the types of constructivist learning that could be implemented in the learning process; and learning syntax (63.2%), teachers knew the steps of constructivist learning that could build students' high-level thinking skills.

Pengembangan Modul Ajar Biologi Kelas XI Berbasis Project Based Learning (PjBL) Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sarwati, Sarwati; Indra Himayatul Asri; Titin Yuliana; Nur Annisa Fitri Badaruddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 1 (2025): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i1.593

This study aims to: (1) Develop a biology teaching module based on Project-Based Learning (PjBL) to enhance students' creative thinking skills. (2) Determine the feasibility and idealness of the (PjBL) based biology teaching module in enhancing students' creative thinking. (3) Assess the effectiveness of the (PjBL) based teaching module in improving students' creative thinking. This developmental research follows the Borg and Gall model, consisting of seven stages: initial information gathering, planning, initial product development, limited-scale testing, product revision, large-scale testing, and product revision. The subjects of this study included subject matter experts, biology teachers, design experts, 15 students for limited-scale testing, and 70 students for large-scale testing at SMAN 1 Pringgasela. Data collection techniques involved the used of questionnaires, and the data were analyzed using descriptive quantitative analysis. Based on the data analysis and discussion, it can be concluded that the (PjBL) based biology teaching module is feasible, ideal, and effective for use in the learning process. The feasibility was demonstrated by an average feasibility percentage of 84.52% from subject matter experts, and 86.07% from design experts. These ratings fall under the very feasible and feasible criteria. The idealness of the module was reflected in the average idealness scores of 3,72 from biology teachers and 2,94 from students, categorized as very ideal and ideal. The effectiveness of the teaching module was seen in the average N-Gain score, with the experimental class at 0.62 and the control class at 0.28 on a larger scale. The N-Gain scores suggest moderate effectiveness, categorized as reasonably effective. The average percentage of Project-Based Learning (PjBL) worksheets per group indicated that the worksheets were in the very creative category for enhancing students' creative thinking skills.

Improving Science Process Skills through the Discovery Learning model Azis, Sri Rofida; Fatmawati, Baiq; Asri, Indra Himayatul
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2652

This study examines the effectiveness of implementing the Discovery Learning model on students' science process skills. The research method used is a quasi-experiment with a Pretest-Posttest Control Group Design, involving two groups: an experimental class (n = 16) using Discovery Learning and a control class (n = 15) using the lecture method. The research instruments include achievement tests, observation sheets, and interviews with teachers and students. The results indicate that students who learned through Discovery Learning experienced a significant improvement in science process skills, particularly in observing, classifying, predicting, and communicating learning outcomes. Statistical analysis using the t-test showed a significant difference between the experimental and control groups, with tcalculated=3.17 = 3.17 greater than ttable=2.045 at a significance level of p<0.0. These findings highlight the importance of inquiry-based learning strategies in improving the quality of science education. The study was conducted over eight weeks, allowing for a comprehensive assessment of student progress.

Efek Sikap Kewirausahaan Terhadap Minat Berwirausaha Mahasiswa: Moderasi Gender Asri, Indra Himayatul; Wazni, M. Khairul; Fajri, Nurul; Sarwati, Sarwati; Muliawan, Wawan
Jurnal Pendidik Indonesia (JPIn) Vol 4, No 1: April 2021
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47165/jpin.v4i1.144

Studi ini bertujuan untuk mengetahui efek sikap kewirausahaan dengan moderasi gender terhadap minat berwirausaha mahasiswa. Studi ini merupakan penelitian eksploratif dengan subyek penelitian sebanyak 33 mahasiswa pendidikan biologi. Instrumen yang digunakan berupa angket tertutup dengan skala Likert dan yang telah divalidasi (validasi ahli). Data penelitian dianalisis secara deskriptif dan statistik inferensial dengan uji Moderat Regression Analysis (MRA) pada taraf signifikansi 5%. Hasil studi yaitu (1) ada pengaruh signifikan sikap kewirausahaan dengan moderasi gender terhadap minat berwirausaha mahasiswa dengan nilai F sebesar 6,490 dan nilai signifikansi sebesar 0,005 lebih kecil dari nilai alpha pengujian 0,05; (2) sikap kewirausahaan mempengaruhi minat berwirausaha mahasiswa sebesar 24,5% dan sikap kewirausahaan dengan mederasi gender mempengaruhi minat berwirausaha mahasiswa sebesar 30,2%. Oleh sebab itu, ada peningkatan pengaruh sikap kewirausahaan dengan moderasi gender terhadap minat berwirausaha mahasiswa.

Pengaruh Model Pembelajaran PBL dan Keterampilan Sosial terhadap Hasil Belajar PKn SDN 1 Sembalun Lombok Timur Zalia Muspita; Lestarini, Yuniar; Rodiyah, Hadiatul; Asri, Indra Himayatul
Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Vol. 11 No. 1 (2025): JURNAL DIDIKA : WAHANA ILMIAH PENDIDIKAN DASAR
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/didika.v11i1.30555

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaranproblem based learning (PBL) dan keterampilan sosial terhadap hasil belajar pknsiswa kelas IV SD Negeri 1 Sembalun. Metode penelitian yang digunakan adalahpenelitian expost facto dengan desain penelitian one grup desain pre-test, post-testdan untuk mengumpulkan data, peneliti menggunakan pre-test, perlakuan, danpost-test. Partisipan penelitian terdiri dari 20 siswa sebagai sampel di SD Negeri 1Sembalun. Hasil penelitian menunjukkan bahwa terdapat kontribusi signifikan darimodel pembelajaran problem based learning (PBL) dan keterampilan sosialterhadap hasil belajar PKn siswa. Data menunjukkan bahwa skor rata-rata pada pre-test adalah 43.00 dengan deviasi standar 11.286. Pada post-test, skor rata-ratameningkat menjadi 81.0500, dan deviasi standar menurun menjadi 10.26222.Berdasarkan hasil ini, nilai signifikansi adalah <0.05, yang menunjukkan bahwahipotesis peneliti diterima, yang berarti model pembelajaran problem basedlearning (PBL) dan keterampilan sosial efektif untuk meningkatkan hasil belajarPKn siswa kelas IV

Pengembangan Modul Ajar Biologi Kelas XI Berbasis Project Based Learning (PjBL) Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sarwati, Sarwati; Indra Himayatul Asri; Titin Yuliana; Nur Annisa Fitri Badaruddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 1 (2025): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i1.593

This study aims to: (1) Develop a biology teaching module based on Project-Based Learning (PjBL) to enhance students' creative thinking skills. (2) Determine the feasibility and idealness of the (PjBL) based biology teaching module in enhancing students' creative thinking. (3) Assess the effectiveness of the (PjBL) based teaching module in improving students' creative thinking. This developmental research follows the Borg and Gall model, consisting of seven stages: initial information gathering, planning, initial product development, limited-scale testing, product revision, large-scale testing, and product revision. The subjects of this study included subject matter experts, biology teachers, design experts, 15 students for limited-scale testing, and 70 students for large-scale testing at SMAN 1 Pringgasela. Data collection techniques involved the used of questionnaires, and the data were analyzed using descriptive quantitative analysis. Based on the data analysis and discussion, it can be concluded that the (PjBL) based biology teaching module is feasible, ideal, and effective for use in the learning process. The feasibility was demonstrated by an average feasibility percentage of 84.52% from subject matter experts, and 86.07% from design experts. These ratings fall under the very feasible and feasible criteria. The idealness of the module was reflected in the average idealness scores of 3,72 from biology teachers and 2,94 from students, categorized as very ideal and ideal. The effectiveness of the teaching module was seen in the average N-Gain score, with the experimental class at 0.62 and the control class at 0.28 on a larger scale. The N-Gain scores suggest moderate effectiveness, categorized as reasonably effective. The average percentage of Project-Based Learning (PjBL) worksheets per group indicated that the worksheets were in the very creative category for enhancing students' creative thinking skills.

Lembar Kerja Peserta Didik Berbasis Literasi Sains dengan Model Pembelajaran Problem Based Learning Materi Sistem Respirasi Terhadap Kemampuan Berpikir Kritis Siswa Asri, Indra Himayatul; Ratnaya, I Gede
JST (Jurnal Sains dan Teknologi) Vol. 12 No. 3 (2023): Oktober
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jstundiksha.v12i3.55096

Salah satu faktor keberhasilan proses pembelajaran ditentukan oleh kreativitas guru dalam menentukan dan menggunakan sumber belajar yang tepat dan sesuai. Sumber belajar yang relevan yaitu Lembar Kerja Peserta Didik (LKP) berbasis literasi sains yang diintegrasikan dengan model pembelajaran Problem Based Learning (PBL). Penelitian ini bertujuan untuk menghasilkan LKPD berbasis literasi sains dengan model pembelajaran PBL yang layak dan efektif terhadap kemampuan berpikir kritis. Proses pembuatan produk menggunakan tahapan R&D model Borg dan Gall. Subjek penelitian ini adalah 12 siswa kelas XI MIPA 1. Instrumen penelitian ini berupa angket dan tes. Teknik analisis data menggunakan analisis deskriptif kualitatif dan kuantitatif. Produk akhir diukur kelayakannya menggunakan instrumen berupa lembar angket dan lembar tes, didapatkan bahwa rerata persentase dari ahli materi sebesar 90,17% (sangat layak), ahli desain sebesar 95% (sangat layak), guru biologi sebesar 83,59% (sangat layak), dan respons peserta didik sebesar 92,18% (sangat layak). Keefektifan LKPD dianalisis menggunakan uji effect size terhadap data nilai pretest dan posttest peserta didik. Hasil rata-rata nilai effect size diperoleh sebesar 1,79 (tinggi) yang menunjukkan bahwa dengan LKPD berbasis literasi sains dengan model pembelajaran PBL efektif digunakan dalam proses pembelajaran dan berpengaruh terhadap kemampuan berpikir kritis peserta didik pada materi sistem respirasi.

PENERAPAN NUMBERED HEAD TOGETHER (NHT) TERHADAP HASIL BELAJAR KOGNITIF SISWA KELAS X SMA NW SUKARARA TAHUN AJARAN 2017/ 2018 Asri, Indra Himayatul
Cocos Bio Vol 5 No 1 (2020): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

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

Education has a central role in the development of a country's development and therefore education is an important concern every government even more so in Indonesia there are still some problems in the world of education, one of which is the low cognitive learning outcomes of students, especially in biology subjects that require an can overcome these problems. The purpose of this study was to determine the Effect of STAD (Reading Concept Mapping Student Teams Achievement Devision) Remap Learning Model with Lesson Study Patterns on Cognitive Learning Outcomes of Class XI Students of SMA Negeri 1 Sukamulia 2017/2018 Academic Year. This type of research is experimental research using Quasi Experimental Design. The population in this study students of class XI IPA semester I consisting of 2 classes with a total of 55 students. The sample in this study is class XI IPA 1 as the experimental class and class XI IPA 2 as the control class using simple random sampling technique. The instruments in this study were tests of cognitive learning outcomes in the form of essay tests totaling 8 items. Based on the results of data analysis obtained the average value of the experimental class posttest is 78.82 and the control class is 66.56. While the hypothesis test using statistical analysis with the t-test formula at the 5% confidence level is obtained by tcount of 6.97. after compared with t table 1.404, then tcount 6.97> t table 1.404, so that the conclusion in this study is that there is an effect of STAD (Reading Concept Mapping Student Teams Achievement Devision) Remap Learning Model with Lesson Study Patterns on Cognitive Learning Outcomes of Class XI Students of SMA 1 Sukamulia Year 2017/2018 teaching.

Project-Based Activities through Lesson Study: Improvements of Creative Thinking Performance of Pre-Service Biology Teachers in Indonesia Nuraini, Nuraini; Asri, Indra Himayatul; Fajri, Nurul; Sarwati, Sarwati; Ariandani, Nunung
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Implementation of Project Based Learning To Improve Creative Thinking Skills Throuh Lesson Study. Objective : This study aims to improve students' creative thinking skills by applying project-based learning through lesson study. Method: This research uses classroom action research through lesson study with three open classes with a total of 16 subjects of departement biology education, Universitas Hamzanwadi . The data were analyzed using descriptive statistics. Findings: Student activity scores during the learning process from the first, second and third open classes were 73.62%, 80.09% and 84.72% there was an average increase in activity of 5.56%. Data on students' creative thinking ability were obtained successively by 75%, 81.25% and 93.75%, there was an average increase of 9.38%. Conclusion: The application of project-based learning through lesson study can improve students' creative thinking skills. Keywords: project based learning, creative thinking, lesson study.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202206

Kompetensi Abad 21 Sebagai Bekal Menghadapi Tantangan Masa Depan Asri, Indra Himayatul; Lasmawan, I Wayan; Suharta, I Gusti Putu
Kappa Journal Vol 7 No 1 (2023): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v7i1.12999

Indeed, the world of education and learning develops with the changing times. Life in the 21st century demands various skills that must be mastered by a person, so it is hoped that education can prepare students to master these various skills in order to become successful individuals in life. In the 21st century, learning is not only cognitive-centered and students only memorize but in the era of the industrial revolution 4.0 students are required to be able to compete with other countries through creative thinking skills, critical thinking and problem solving (critical thinking and problem solving). problem solving), communicate (communication), and collaborate (collaboration) or commonly referred to as 4C. competencies that must be possessed by students must of course be able to adapt to the development of the 21st century so that with these competencies they will be able to answer all challenges in the future. Important skills in the 21st century are still relevant to the four pillars of life which include learning to know, learning to do, learning to be and learning to live together. Each of these four principles contains specific skills that need to be empowered in learning activities, such as critical thinking skills, problem solving, metacognition, communication skills, collaboration, innovation and creation, information literacy, and various other skills.

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