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All Journal Celebes Biodiversitas : Jurnal Sains dan Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Majalah Ilmiah Biologi BIOSFERA: A Scientific Journal Saintifik : Jurnal Matematika, Sains, dan Pembelajarannya Arus Jurnal Pendidikan Sulawesi Tenggara Educational Journal Arus Jurnal Psikologi dan Pendidikan
Ruth Megawati
Pendidikan Biologi, Universitas Cenderawasih
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PERSEPSI PERSEKUTUAN ANAK MUDA (PAM) GKI ALFA OMEGA DALAM MENGHADAPI MASA TRANSISI PASCA PANDEMI COVID-19 Ruth Megawati
CELEBES BIODIVERSITAS : Jurnal Sains dan Pendidikan Biologi Vol 6, No 1 (2023): Science Biology, Education, Conservation, Ecology
Publisher : Universitas Patompo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51336/cb.v6i1.407

Abstract

Upaya pemerintah Indonesia untuk memerangi wabah covid-19 dilakukan dengan berbagai cara. Mulai dari kampanye ataupun sosialisasi hingga Pemberlakuan Pembatasan Kegiatan Masyarakat (PPKM). Walaupun WHO telah mencabut status kegawatdaruratan covid-19, namun pemerintah tetap mengedepankan kesiagaan terhadap kasus covid-19. Upaya pemerintah ini tentunya harus didukung oleh masyarakat, tidak terkecuali anak muda Indonesia. Tujuan penelitian ini adalah untuk menggambarkan persepsi Persekutuan Anak Muda (PAM) GKI Alfa Omega Bayangkara, Jayapura dalam menghadapi masa transisi pasca pandemi covid-19.  Instrument penelitian ini yaitu angket persepsi yang diberikan kepada responden dalam hal ini PAM GKI Alfa Omega. Pemberian angket hanya kepada anggota PAM yang aktif. Selain itu untuk memperkuat jawaban angket dilakukan wawancara terhadap beberapa responden. Selanjutnya angket dianalisis dengan mencari rata-rata skor yang selanjutnya akan dikategorikan berdasarkan kriteria penskoran persepsi. Berdasarkan hasil dan pembahasan maka dapat disimpulkan persepsi PAM GKI Alfa Omega dalam menghadapi masa transisi pasca pandemi covid-19 yaitu 1). Kekhawatiran akan peluang tertular covid-19 berada pada kategori cukup khawatir; 2). Menggunakan masker pada saat keluar rumah berada pada kategori rendah; 3). Menjaga jarak dengan orang lain berada pada kategori rendah; dan 4).Melakukan adaptasi sesuai dengan kebiasaan baru juga berada pada kategori rendah. Kata Kunci: Persepsi, transisi, covid-19
Meningkatkan Keterampilan Komunikasi, Aktifitas, dan Hasil Belajar Mahasiswa melalui Model Pembelajaran Kooperatif Tipe Think Pair And Share pada Materi Tingkat Organisasi Kehidupan Ruth Megawati
Sultra Educational Journal Vol 3 No 1: April (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54297/seduj.v3i1.465

Abstract

Proses pembelajaran menekankan pada proses yang aktif. Dimana komunikasi antara pengajar dan pebelajar terjadi. Namun kenyataannya di lapangan tidak serta merta demikian. Hal ini pula yang terjadi di kelas yang peneliti ajarkan. Hasil observasi awal didapatkan mahasiswa kurang aktif berdiskusi, kurang terampil berkomunikasi yang berdampak pada hasil belajar mereka. Menyikapi masalah tersebut, peneliti melakukan PTK ini sebanyak tiga (3) siklus, dengan subjek penelitian mahasiswa yang memprogram mata kuliah biologi dasar. Instrument penelitian ini ada 2 yaitu : lembar observasi dan tes hasil belajar. Teknik pengambilan data dengan observasi langsung saat proses pembelajaran. Sedangkan tes diberikan disetiap akhir siklus pembelajaran. Teknik analisis data untuk lembar observasi dilakukan dengan menjumlahkan skor item yang selanjutnya dipersentasekan sedangkan tes hasil belajar dengan menghitung jumlah jawaban yang benar. Indikator keberhasilan penelitian ini yaitu 70% mahasiswa tuntas / lulus secara klasikal. Hasil Penelitian menunjukkan adanya peningkatan dari siklus I hingga siklus III. Keterampilan komunikasi mahasiswa pada siklus I hanya sebesar 56%, meningkat pada siklus II dan III dengan persentase masing-masing sebesar 69% dan 73%; aktifitas mahasiswa siklus I sebesar 61 %, pada siklus II 75% dan siklus III meningkat lagi menjadi 82%. Dan untuk hasil belajar siklus I tuntas sebesar 57,5%, siklus II sebesar 70%, dan siklus III meningkat 77,5%. Dengan demikian dapat disimpulkan bahwa model pembelajaran kooperatif tipe Think Pair and Share (TPS) dapat meningkatkan keterampilan komunikasi, aktifitas dan hasil belajar mahasiswa khusus pada materi tingkat organisasi kehidupan.
PENGARUH MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP MINAT DAN HASIL BELAJAR IPA MATERI SISTEM PEREDARAN DARAH MANUSIA PADA KELAS VIII SMP MUHAMMADIYAH JAYAPURA TAHUN AJARAN 2018/2019 Eka Sugiarti; Ruth Megawati; Maik Akobiarek
CELEBES BIODIVERSITAS : Jurnal Sains dan Pendidikan Biologi Vol 6, No 2 (2023): Science Biology, Biology Education, Conservation, Ecology
Publisher : Universitas Patompo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51336/cb.v6i2.423

Abstract

Tujuan penelitian ini adalah (1) untuk mengetahui pengaruh model pembelajaran picture and picture terhadap minat belajar IPA pada materi sistem peredaran darah manusia kelas VIII SMP Muhammadiyah Jayapura. (2) untuk mengetahui pengaruh model pembelajaran picture and picture terhadap hasil belajar IPA pada materi sistem peredaran darah manusia kelas VIII SMP Muhammadiyah Jayapura. Penelitian ini di laksanakan di SMP Muhammadiyah Jayapura dengan jenis penelitian Quasi Eksperimental Design Type Nonequivalent Control Group Design menggunakan kelas eksperimen dan kelas kontrol. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Muhammadiyah Jayapura. Sampel adalah siswa kelas VIIIA dan VIIIB yang ditentukan secara Purposive Sampling. Teknik pengumpulan data menggunakan tes hasil belajar, angket (kuesioner), dan observasi. Teknik analisis data dengan menggunakan analisis regresi sederhana. Hasil analisis data menunjukkan bahwa terdapat pengaruh model pembelajaran picture and picture terhadap minat dan hasil belajar. Siswa pada kelas eksperimen menunjukkan bahwa model picture and picture terhadap minat belajar siswa dengan nilai sig. 0.021 < 0.05 atau t hitung > t tabel yaitu 2.430 > 2.036. Sedangkan model picture and picture terhadap hasil belajar siswa dengan nilai sig. 0.002 < 0.05 atau t hitung > t tabel yaitu 3.413 > 2.036. Sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan antara penggunaan model pembelajaran picture and picture terhadap minat dan hasil belajar siswa.
The Role of GPT Chat in Writing Scientific Articles: A Systematic Literature Review Ruth Megawati; Hanida Listiani; Nuridin Widya Pranoto; Maik Akobiarek; Ruth Rize Paas Megahati S
Jurnal Penelitian Pendidikan IPA Vol 9 No 11 (2023): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i11.5559

Abstract

In general, the purpose of writing articles is to influence, educate, inform, convince, and entertain readers. Articles are usually published in media, such as bulletins, magazines, newspapers, or websites. Artificial intelligence is used to make scientific articles easier, namely GPT chat. The research aims to explain the role of GPT chat in writing scientific articles. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research examine that scientific articles themselves also consist of several types, namely research articles, non-research articles or review papers, and book reviews and obituaries. This open technology has several useful benefits for carrying out various daily tasks, namely: As a problem solver, answering difficult questions, completing math assignments and even essays, drafting articles, providing information, becoming a virtual assistant, working on coding, and helping customers. Service, Providing Suggestions, How to use chatGpt to write scientific articles starting from Preparing Research Materials, Brainstorming or Brainstorming sessions with ChatGPT, Conducting a literature review, Summarizing Research Articles, Gaps in the literature, Data analysis, Drawing outlines of Scientific Research papers, Editing and correcting scientific research, and Determine scientific research questions and edit and correct scientific research.
Mind Map-Assisted STEM Integration to Enhance Students' Science Skills in the 21st Century: A Literature Review Pradicta Nurhuda; Ruth Megawati; Sudirman; Risnawati Agustin
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9480

Abstract

Creative thinking skills help students develop new ideas and concepts, imagine, find interrelated relationships, and have multiple perspectives on something. If their creative thinking skills are lacking, students will face difficulties in solving problems or learning questions. Mind Mapping helps organize numbers, letters, words, ideas, concepts, and other items so that they are not lost shortly. This helps students understand and develop creative thinking in science learning in the 21st century. Where the purpose of the study is to examine the Integration of Mind MAP in STEM to Improve Students' Science Skills in the 21st Century: Literature Review. This review was conducted based on state-of-the-art methods using the guidelines for preferred reporting items for reviews and meta-analyses (PRISMA). The results of this study explain the Description of STEM Content (Science, Technology, Engineering, Mathematics); Benefits of the STEM Learning Method, namely (Improving Skills, Motivating Children, Self-Evaluation, Fun Learning, Important Pillars); Advantages of the Mind Mapping Learning Model (Can express opinions freely; Notes are more concise and clear; Easier to find notes if needed; Notes are more focused on the core material; Easy to see the overall picture; Disadvantages of the Mind Mapping Learning Model (It takes longer to "see" the relationship between one idea and another. Often, material that is just a repetition of what was previously overlooked).
The Relationship Between the Implementation of 4C with Biology Learning Outcomes and Soft Skills of High School Students in Jayapura City Rosaniya E. Rehiara; Paul J. Kawatu; Apriani H. Rophi; Ruth Megawati; David R. Jesajas
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9490

Abstract

This study highlights the 21st century global education policy, namely learning that emphasizes 4 important aspects, namely: Critical thinking, Communication, Collaboration, and Creativity, hereinafter abbreviated as 4 C. This study aims to determine the relationship between the application of four 21st century critical skills—critical thinking, communication, collaboration, and creativity (4C)—into biology learning and the impact or relationship to learning outcomes and Soft Skills of high school students in Jayapura City. The results showed that students in the “Sekolah Penggerak” had a higher level of mastery of the 4C and soft skills, such as adaptability, time management, empathy, ethical awareness, self-motivation, and initiative, compared to students in the “Regular School.” Although there was a significant correlation between 4C skills and soft skills, no substantial relationship was found between 4C skills and academic outcomes directly. This suggests that the learning approach applied in the “Sekolah Penggerak,” which is more interactive and collaborative, is more effective in supporting the development of soft skills than academic achievement. These findings highlight the importance of integrating 4C and soft skills development into the secondary education curriculum to prepare students for future challenges. Recommendations from this study encourage educators and policymakers to implement learning methods that support students' interpersonal skills and independence in all types of schools.
Comparison of Cooperative Learning Models of Reciprocal Teaching Type and Cooperative Jigsaw Type on Students' Learning Outcomes in Animalia Material Class X MIPA SMA Negeri 1 Tapalang Jirana; Mesra Damayanti; Rahmadina; Ruth Megawati
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11021

Abstract

This research aims to compare student learning achievements on the topic Animalia class X MIPA at SMA Negeri 1 Tapalang using two cooperative learning approaches, namely Reciprocal Teaching and Jigsaw. The research method used is quantitative descriptive with a Nonequivalent Control Group research design. The sample was taken using a nonprobability sampling technique with purposive sampling, involving two classes, namely X MIPA 1 as a Jigsaw class and X MIPA 3 as a Reciprocal Teaching class. The research was conducted at SMA Negeri 1 Tapalang, Tapalang District, Mamuju Regency, West Sulawesi Province. Data collection was carried out through pretest and posttest, then analyzed using SPSS version 24 statistical software. The results of the study showed that there was a significant difference between the Reciprocal Teaching and Jigsaw cooperative learning models on student learning achievement, as seen from the results of the posttest score which was significant (p = 0.000 ). The null hypothesis (Ho) can be rejected and the alternative hypothesis (H1) can be accepted. Therefore, it can be concluded that there is a significant difference in student learning outcomes between the Reciprocal Teaching and Jigsaw cooperative learning models in Animalia class X MIPA material at SMA Negeri 1 Tapalang. Based on the achievement of student learning achievements in the two classes, namely the Jigsaw and Reciprocal Teaching classes, it can be concluded that the Reciprocal Teaching type cooperative learning model is considered more effective than the Jigsaw type cooperative learning model.
Co-Authors Abda Abda Annisa Novita Sari Apriani H. Rophi Baigo Hamuna David R. Jesajas Ehrvina Evrianthy Tangkelangi Eka Sugiarti Jirana Jirana, Jirana Maik Akobiarek Maik Akobiarek Maik Akobiarek Maik Akobiarek Maik Akobiarek Mesra Damayanti Nuridin Widya Pranoto Paul J. Kawatu Pradicta Nurhuda Rahmadina Risnawati Agustin Rosaniya E. Rehiara Ruth Rize Paas Megahati S Sudirman