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All Journal Pendidikan Biologi Prosiding Seminar Biologi Bioedukasi Bio-Pedagogi : Jurnal Pembelajaran Biologi Jurnal Pendidikan Sains EDUSAINS Jurnal Penelitian Pendidikan Matematika dan Sains Biosfer: Jurnal Tadris Biologi Bioedukasi: Jurnal Pendidikan Biologi Prosiding KPSDA Jurnal Pendidikan Biologi Indonesia Edu Sains: Jurnal Pendidikan Sains dan Matematika Journal of Biology Education AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Bioedukasi: Jurnal Pendidikan Biologi ABSYARA: Jurnal Pengabdian Pada Masyarakat Proceeding Biology Education Conference Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek)
Sri Dwiastuti
Pendidikan Biologi
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Pengaruh model Pembelajaran Inquiry Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Yuhana, Yuhana; Maridi, Maridi; Dwiastuti, Sri
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 16, No 1 (2019): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

This research is to know the effect of biology-based inquiry learning to the improveof students critical thinking skillsin State Senior High School 1 Sembalun on academic year 2017/2018.The research was done in State Senior High School 1 Sembalun and sample on research is class X of IPA toward 29 students. Instrument use in this reseach was essay test. Based on research result show gotten a score of pretest average value is 70.31 and a score of critical thinking skills posttest is 89.48, while average value of gain is 0,64 with a middle category. The research can be concluded that biology-based inquiry learning influence improve of students critical thinking skill in class X of IPA.
Pengaruh Model Guided Discovery Learning Terhadap Literasi Sains ditinjau dari Kecerdasan Naturalis Khasanah, Nur; Dwiastuti, Sri; Nurmiyati, Nurmiyati
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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This study was aimed to know: (1) the influence of guided discovery learning model to the scientific literacy; (2) the influence of naturalist intelligence to the scientific literacy; (3) the interaction between learning model and naturalist intelligence to the  scientific literacy. This study is a quasy experimental research  with 2x3 factorial design. The popullation of this study is all of students grade X SMA N 1 Ngemplak academic year 2015/2016. Sample of class is selected by purpossive sampling technique. Data is collected by test techniques (Instrument matter of Nature of Science Literacy Test/NOSLiT) and non-test technique (quesionnaire, observation, and documentation). The data is analyzed by Two Ways analysis of variance test with different content of cell with level of significance 5%. Data analyzing is helped by Statistical Product and Service Solution (SPSS) program 21 version. The results showed that there was the influence of the use of guided discovery learning models to scientific literacy (Sig. = 0.047) <α = 0.05. There was the influence of naturalist intelligence toward scientific literacy (Sig. = 0.015) <α = 0.05, and there was no effect interaction between learning-models and naturalist towards their scientific literacy (Sig. = 0,544)>α = 0.05.Keywords:        Guided Discovery Learning Model, Scientific Literacy, Naturalist Intelligence
Pengaruh Problem Posing dalam Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Berpikir Kreatif Siswa Kusuma, Aisha Dian; Dwiastuti, Sri; Muzzazinah, Muzzazinah
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 ini bertujuan untuk mengetahui pengaruh problem posing dalam model pembelajaran Learning Cycle 5E terhadap kemampuan berpikir kreatif berdasar dari aspek fluency, fleksibility, originality dan elaboration. Penelitian eksperimen ini menggunakan desain The Rendomized Posttest only Control Group Design. Populasi penelitian adalah siswa kelas XI IPA SMA Negeri 2 Karanganyar Tahun pelajaran 2017/2018 yang terdiri dari enam kelas dengan 201 siswa. Pengambilan sampel penelitian menggunakan simple random sampling. Sampel dalam penelitian ini terdiri dari dua kelas yaitu kelas XI IPA 6 sebagai kelas eksperimen yang berjumlah 28 siswa dengan perlakukan problem posing dalam model pembelajaran Learning Cycle 5E dan kelas XI IPA 5 yang memiliki 34 siswa sebagai kontrol dengan perlakuan  model pembelajaran Learning Cycle 5E. Teknik pengumpulan data menggunakan tes. Uji prasyarat hipotesis menggunakan uji normalitas dan homogenitas. Uji hipotesis yang digunakan adalah  uji  MANOVA dan pengujian lanjut menggunakan uji Tukey dengan taraf signifikansi 5% yang dibantu dengan program SPSS 22. Prosedur penelitian meliputi perencanaan, pelaksanaan dan analisis data. Hasil penelitian menunjukkan bahwa ada pengaruh problem posing dalam model pembelajaran Learning Cycle 5E terhadap kemampuan berpikir kreatif berdasar dari aspek fluency, fleksibility, originality dan elaboration. Problem posing dalam model pembelajaran Learning Cycle 5E memberikan pengaruh terhadap aspek-aspek kemampuan berpikir kreatif mulai paling tinggi sampai paling rendah adalah pada aspek fluency dan  originality  dilanjutkan aspek flexibility dan elaboration.
Pengaruh Penggunaan Modul Berbasis Guided Inquiry terhadap Peningkatan Motivasi Belajar dan Kemampuan Berpikir Kritis Siswa Permatasari, Pradina Andhin; Dwiastuti, Sri; Suwarno, Suwarno
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 13, No 1 (2016): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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Abstract

This research aimed to reveal the effect of guided inquiry based learning module using on (1) improvement of student’s learning motivation, (2) improvement of student’s critical thinking skills, and (3) reveal the relationship between student’s learning motivation with student’s critical thinking skills. This research is considered as quasi experiment research, Pretest-Posttest with Control Group Design was used as research design to facilitate the data collection. Population of this research were all students in X grade of SMA N 1 Ngemplak, Boyolali. The sample of this research was established by Purposive Sampling. The samples were X-6 as experimental class and X-8 as control class. Experimental class has given guided inquiry based learning module as a treatment, while control class has not given guided inquiry based learning module. The data were collected using test (pre-test and post-test) and non-test (observation sheet, questionnaire, and  documentation). Hypothesis was analyzed using ANOVA by SPSS 16 software with 0.05 significant index. The procedure of this research was planning,  and data analysis. The results of this research showed that guided inquiry based learning module using had effect on improvement of student’s learning motivation and student’s critical thinking skills. Based on result of observation sheet and questionnaire, the percentage of experimental class’ learning motivation before a treatment was given is 67.2% as low category, after a treatment was given to, the percentage of experimental class’ learning motivation is 78.11% as enough category. The percentage of experimental class’ critical thinking skills from questionnaire before a treatment was given is 36.5% as low category, after a treatment was given to, the percentage of experimental class’ critical thinking is 73.42% as good category. The post-test score of experimental class was higher than control class’. Based on correlation analysis, student’s learning motivation had positive relationship with student’s critical thinking skills.Keywords:        guided inquiry based learning module, learning motivation, critical thinking skills
IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS MASALAH MELALUI VARIASI INTEGRASI OUTDOOR DAN INDOOR LEARNING DALAM MATA KULIAH LINGKUNGAN PADA MAHASISWA P. BIOLOGI Dwiastuti, Sri; Aryanto, Joko
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 7, No 1 (2010): Seminar Nasional VII Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Abstract

ABSTRAK Tujuan dari penelitian ini antaralain: 1) meningkatkan kualitas pembelajaran melalui penerapan model pembelajaran berbasis masalah melalui variasi integrasi outdoor dan indoor learning dalam mata kuliah lingkungan, 2) memperbaiki proses pembelajaran dengan meningkatkan kinerja dosen melalui penerapan model pembelajaran berbasis masalah melalui variasi integrasi outdoor dan indoor learning dalam mata kuliah lingkungan, 3) mewujudkan iklim kelas yang kondusif melalui penerapan model pembelajaran berbasis masalah melalui variasi integrasi outdoor dan indoor learning dalam mata kuliah lingkungan, 4) meningkatkan sikap mahasiswa dan perilaku yang positif dalam pembelajaran melalui penerapan model pembelajaran berbasis masalah melalui variasi integrasi outdoor dan indoor learning dalam mata kuliah lingkungan, dan 5) meningkatkan motivasi mahasiswa dalam pembelajaran melalui penerapan model pembelajaran berbasis masalah melalui variasi integrasi outdoor dan indoor learning dalam mata kuliah lingkungan. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research). Jenis penelitian ini termasuk penelitian kualitatif dengan tindakan partisipan karena peneliti terlibat langsung dari awal hingga akhir penelitian. Penelitian dilaksanakan dalam 2 siklus yang masing-masing siklus terdiri dari tahap perencanaan, pelaksanaan, evaluasi, dan refleksi. Berdasarkan hasil penelitian yang dilakukan pada siklus 1 dan siklus 2, maka dapat disimpulkan bahwa penerapan pembelajaran berbasis masalah melalui variasi integrasi outdoor dan indoor learning dapat meningkatkan kualitas pembelajaran, meningkatkan kinerja dosen dalam pembelajaran, mewujudkan iklim kelas yang kondusif, meningkatkan sikap dan perilaku mahasiswa dalam belajar, serta dapat menimbulkan interaksi dan motivasi belajar mahasiswa P. Biologi semester 2 yang mengambil mata kuliah Ilmu Pengetahuan Lingkungan.
PENINGKATAN KEMAMPUAN BERPIKIR ANALITIS SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING Annisa, Nuraini; Dwiastuti, Sri; Fatmawati, Umi
Journal of Biology Education Vol 5 No 2 (2016)
Publisher : FMIPA UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v5i2.7153

Abstract

Penelitian bertujuan untuk meningkatkan kemampuan berpikir analitis melalui model pembelajaran inkuiri terbimbing pada siswa kelas XI MIA 4 SMA Negeri 6 Surakarta. Penelitian yang dilakukan merupakan Penelitian Tindakan Kelas (PTK). Setiap siklus terdiri dari 4 tahapan yaitu: perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas XI MIA 4 SMA Negeri 6 Surakarta tahun pelajaran 2014/2015. Data diperoleh melalui metode tes, observasi, dan wawancara. Data penelitian dianalisis dengan teknik analisis deskriptif kualitatif.  Prosedur penelitian menggunakan metode spiral. Aspek memilah meningkat 30,88%  dari pra-siklus ke siklus III. Aspek mengorganisasi meningkat 29,41% dari pra-siklus ke siklus III. Aspek mengatribusi meningkat 25,74% dari pra-siklus ke siklus III. Berdasarkan hasil penelitian disimpulkan bahwa ada peningkatan kemampuan berpikir analitis sebesar 28,68% melalui penerapan model pembelajaran inkuiri terbimbing pada siswa kelas XI MIA 4 SMA Negeri 6 Surakarta tahun pelajaran 2014/2015.
The influence of the guided discovery learning model on critical thinking ability and problem-solving ability Irsyadah, Naeli; Dwiastuti, Sri; Indrowati, Meti
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 11 No 2 (2023): VOLUME 11 NOMOR 2 DESEMBER 2023
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v11i2.4683

Abstract

This study aims to determine the effect of the guided discovery learning (GDL) model on critical thinking skills and problem-solving skills, the extent of the influence of the model on each aspect of critical thinking skills and aspects of problem-solving skills and look for the effectiveness of the model on critical thinking skills and problem-solving skills. The population in this study were all students of class X Mathematics and Natural Sciences. The sampling technique was purposive sampling. Research instrument with description test. The results showed that there was an influence of the model on critical thinking skills and problem-solving skills, the influence of the model on aspects of critical thinking skills from high to low are advanced clarification, inference, elementary clarification, strategies and tactics, basic support and aspects of problem-solving skills from high to low are define the problem, planning solutions, implement solutions, evaluate and check problems. The GDL model is effective for improving critical thinking skills and problem-solving skills.
Students’ Concept Maps Profile on Environmental Pollution Material During the COVID-19 Pandemic Sunarni, Sunarni; Widoretno, Sri; Karyanto, Puguh; Sugiharto, Bowo; Dwiastuti, Sri; Prabowo, Chandra Adi
Jurnal Pendidikan Sains Vol 12, No 4: December 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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Abstract

The study investigates the performance of students in constructing Concept Maps (CM) related to environmental pollution material during the COVID-19 pandemic. The data reveals that the overall achievement in CM construction was suboptimal, with no component reaching more than half of its maximum potential. The highest achievement was recorded in the valid relationship component, which attained 9.75% of its maximum possible score. This was followed by the hierarchy component, achieving 7.34%, and the branching component at 3.42%. The pattern component ranked fourth with 1.31%, closely followed by the example component at 1.30%. The lowest performance was observed in the crosslink component, with an achievement of 0.00%. The analysis suggests that students struggled significantly with constructing comprehensive and complex CM, indicating a need for further instructional support. The low scores, particularly in critical components such as crosslinks and examples, highlight gaps in students’ ability to synthesize and analyze information, which are vital for developing more advanced CM. These findings point to the importance of enhancing students’ conceptual understanding and analytical skills to improve their learning outcomes, especially in the context of environmental pollution education during the challenges posed by the pandemic.DOI: 10.17977/jps.v12i42024p141
The Influence of Novick Constructivism Learning Model on Critical Thinking Skills and Motivation in Online Learning Arafa, Maretania; Dwiastuti, Sri; Fatmawati, Umi; Mahanani, Lina
Biosfer: Jurnal Tadris Biologi Vol 12 No 1 (2021): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v12i1.9613

Abstract

This study aims to determine the influence of the Novick constructivism learning model on 1) critical thinking skills and motivation, 2) the extent of influence of the Novick constructivism model on the aspects of critical thinking skills, 3) the extent of influence of the Novick constructivism model on learning motivation, and 4) the effectiveness of the model on critical thinking skills. The method used was quasi-experimental with a non-equivalent pretest-posttest control group design. The population was the tenth-grade science students. The critical thinking skills were assessed using a cognitive test, and the motivation was assessed using questionnaires. The MANOVA analysis was used to determine the model's influence. The regression analysis was used to determine the extent of the model's influence. The N-gain was used to determine the model's effectiveness. The MANOVA analysis obtained a significant value of 0.02, which was lower than 0. 05. Thus, H0 was rejected. The regression analysis showed the values of critical thinking skills ranged from high to low. The values consisted of strategies and tactics (46.49%), advance clarification (14.02%), basic support (13.96%), elementary clarification (13.62), and inference (11.88%). The motivation aspects ranging from high to low: relevance (26.35%), attention (25.98%), confidence (25.40%), and satisfaction (22.25%). The N-Gain score obtained by the experimental class was 0.437 in the moderate category. Based on the results, it can be concluded that 1) there was an influence of Novick constructivism model on critical thinking skills and motivation on online learning, 2) there was an unequal influence of the model on critical thinking aspects, and 3 ) motivation aspects, and 4) Novick constructivism model was relatively effective to be used in online learning.
Peningkatan Pengetahuan dan Keterampilan STEM@Home bagi Guru-Guru Sains dan Biologi Ramli, Murni; Dwiastuti, Sri; Sugiharto, Bowo; Prayitno, Baskoro Adi; Mumpuni, Kistantia Elok; Prabowo, Chandra Adi; Putri, Dwika Sarnia; Majid, Alysa Nur Chasanah Alam; Rahayu, Ratna
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 7 No 2 (2023): Mei
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v7i2.10456

Abstract

STEM (Science, Technology, Education, and Mathematics) adalah salah satu pendekatan pembelajaran sains terintegrasi yang bermanfaat untuk melatihkan problem solving skills dan keterampilan abad 21, serta menjadi salah satu model pembelajaran inovatif yang disarankan untuk diterapkan di kelas sains. Permasalahannya adalah kurangnya pengetahuan dan keterampilan guru tentang STEM, sehingga hampir tidak ada yang menerapkannya. Oleh karena itu tujuan dari kegiatan pengabdian ini adalah memberikan wawasan pengetahuan dan keterampilan kepada guru bagaimana mendesain dan menerapkan STEM, terutama pada masa pandemi. Mitra pada kegiatan pengabdian ini adalah guru-guru Biologi yang tergabung dalam Musyawarah Guru Mata Pelajaran Biologi Karanganyar, Jawa Tengah dan guru-guru Biologi anggota Persatuan Pendidik Biologi Indonesia Folia (PPBIF) cabang Jawa Tengah (N=53). Kegiatan ini berupa workshop yang dilaksanakan sebanyak 5 pertemuan secara online dengan tema: Pengantar STEM, Problem-based Learning dan Project-based Learning, STEM@Home, Desain STEM, dan Evaluasi STEM. Hasil pendampingan menunjukkan adanya peningkatan pengetahuan dan keterampilan guru dalam menyusun Desain STEM dan rencana pembelajarannya. Persepsi guru tentang STEM juga meningkat terkait dengan aspek-aspek yang perlu diperhatikan dalam penerapan STEM@Home pada masa pandemi. Diperlukan implementasi STEM lebih lanjut di kelas pembelajaran jarak jauh untuk melihat keefektifan pendampingan
Co-Authors A.A. Ketut Agung Cahyawan W Ali Djamhuri Alvi Rosyidi Amiasih, Tri Anak Agung Gede Sugianthara Anak Agung Istri Sri Wiadnyani Anisa Zahra Hermayani, Anisa Zahra Arafa, Maretania Arifah Purnamaningrum Asri Nafi’a Dewi Aulia Richvana Baskoro Adi Prayitno Bowo Sugiharto Cahyani, Marina Rizki Tri Chandra Adi Prabowo, Chandra Adi Dewi, Asri Nafi?a Dynna Sri Wulandari, Dynna Sri Eko Budiono Eko Setyaningsih, Eko Gunarso Susilohadi Harlita Harlita Henny Purnamawati, Henny Ika Lailatus Sangadah Indradewa, Rhian Irsyadah, Naeli Irwan Irwan Joko Ariyanto Joko Aryanto Khotim Nurma Indah Kistantia Elok Mumpuni Kusuma, Aisha Dian Mahanani, Lina Majid, Alysa Nur Chasanah Alam Maridi Maridi Marjono Marjono Meti Indrowati Murni Ramli Muzzazinah Muzzazinah Nur Khasanah Nuraini Annisa, Nuraini Nurmiyati Nurmiyati Permatasari, Pradina Andhin PRABOWO Pramesti, Betty Novia PUGUH KARYANTO Puspitasari, Rizki Putri Putri, Dwika Sarnia Rahayu, Ratna Rakhmatdi, Rakhmatdi Riezky Maya Probosari Rohmadi, Tri S Suciati Sajidan Sajidan Slamet Santosa Sri Widoretno Sri Witurachmi Sri Yamtinah Suciati Sudarisman Sunarni Sunarni Suntoro Suntoro Suwarno Suwarno UMI FATMAWATI Utami, Fitri Astuti Wahyu Valent Sari Danisa, Valent Sari WASIS Wawan Sutrisno Yuhana Yuhana, Yuhana YULIANTI JATI MURWANI