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All Journal Jurnal Pendidikan IPA Indonesia Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioedukasi: Jurnal Pendidikan Biologi IJECA (International Journal of Education and Curriculum Application) ABSYARA: Jurnal Pengabdian Pada Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Proceeding Biology Education Conference Reflection Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Interdiciplinary Journal of Education Cocos Bio Sasambo: Jurnal Abdimas (Journal of Community Service)
Baiq Fatmawati
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Dentistry Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Students' Creative Thinking Ability Through Creative Problem Solving based Learning Baiq Fatmawati; Baiq Miftahul Jannah; Maya Sasmita
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 4 (2022): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i4.1846

Abstract

Creative thinking is identified with the thinking process which includes fluency, flexibility, originality and elaboration. This creative thinking habit can be trained by applying a creative problem-solving model, namely learning creative problem solving, this model is one of constructivist learning. The research focus is applying creative problem solving-based learning to students' creative thinking. Participants are students of SMA Negeri 1 Masbagik for the 2019/2020 academic year class X Science. Quasi-experimental research design with post-test-only control design. Collecting data using a description test. Data analysis by t-test and using SPSS 25.0 program application for its calculations. The results of data analysis: 1) the experimental class obtained a significant average value on the indicators of creative thinking fluency (78.00), flexibility (77.00), originality (54.73), 2) fluency control class (60.18), flexibility (55.48), originality (50.18). The conclusion of this research is that creative problem-solving learning has an impact on students' creative thinking in all indicators with an increasing average value in the experimental class
Assessing the Scientific Literacy of Prospective Biology Teachers Baiq Fatmawati; Husnul Khotimah
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.3526

Abstract

Scientific literacy is one of the goals of science education so that students can use scientific principles to address science-related problems. A person who possesses scientific literacy was able to recognize, analyze, and design scientific research as well as interpret data using scientific evidence. Students that are scientifically literate can approach challenges by using a scientific approach. Nevertheless, not all of these skills are possessed by students, particularly those who are freshmen in college. The purpose of this study was to determine the scientific literacy skills of prospective biology teachers using the scientific method in the learning process. This research is pre-experimental with the one group pretest – posttest design, respondents was 31 new student of biology education in first semester. Worksheets based on the scientific method are used in the research instrument. Data analysis using the SPSS 25.0 program, paired t test statistical analysis was used for data analysis. The research findings can be concluded that met a significance threshold of 0.000 (p value 0.05), indicating that there was a difference between the typical student scores before and after the scientific method was used
Assessing Visual Spatial Intelligence on Biology Content Baiq Fatmawati*; Nuryani Y. Rustaman; Purwati Kuswarini Suprapto
Jurnal Pendidikan Sains Indonesia Vol 9, No 1 (2021): JANUARY 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.432 KB) | DOI: 10.24815/jpsi.v9i1.18577

Abstract

One of the assessments in the learning processes is assessment of skills, the drawing is one of the competancy components standard of graduation in 2013 curriculum. However, teachers rarely do this assessment during the learning process instead microscopic practicum on abstract material including biology subjects. The research aim is to assess students' spatial visual intelligence on plant cell material and plant tissues, find out understanding concepts and student responses to apply spatial visual learning. The participants were 20 students SMA NW Pancor. Data collection used was students’ worksheets, and questionnaires. The data analysis was qualitative descriptive. The findings, spatial visual intelligence was seen when the teacher asked students to draw 2D cells and plant tissues before began to the core material, but did not appropriate with its’ original design. There are differences in the acquisition of scores on plant cell and tissue material, this proves that to help students' memory in making 2D images and understanding concepts, contextual media is needed such as by showing real objects and or it can also be done practicum. Therefore, the teacher can identify early about assessing the spatial visual competence, it was done by looking at the similarity of images made to the original, from the images made can be seen the students’ concepts mastery of the material being taught.
PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA Baiq Fatmawati
Cocos Bio Vol 1, No 1 (2016): Cocos bio
Publisher : UNIVERSITAS HAMZANWADI

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

Abstract

Natural Sciences are the study of causes and events that occur in nature. Science is believed to be able to train or instill positive attitudes and values in students. Science learning that can be implemented well, will be able to form positive attitudes and values in students as a provision that is needed in overcoming the problems it faces in life. Of course this can be achieved if science learning is seen as a process not just studying the product. The focus of this study is to determine the ability of students in critical thinking through problem based learning on Biology subjects in Selong 1 Public Middle School. This study uses Experiment by using a pre-test and one-group design test post. The population in this study were students of SMP N 1 Selong class VII with a total of 109 students. The research sample was class VII.G which was obtained in a draw. The research instrument was in the form of a test, the test given to students in the form of a critical thinking test about water pollution in the form of essays which numbered 5 questions. The technique of analyzing test data is critical thinking using Gain (d) pre-test and post-test to determine whether there is an increase in the problem of critical thinking skills. The results of data analysis of students' critical thinking skills experienced an increase in score of 0.44, which illustrates an increase with the average value of the pre test students 43.89 to 68.61 in the post test. Thus, it can be said that the application of problem-based learning to biology subjects can improve students' critical thinking skills in Selong 1 Public Middle School.
PENERAPAN METODE PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA Baiq Fatmawati
Cocos Bio Vol 1, No 2 (2016): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

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

Abstract

Student activities in biology learning are still less active. This can be seen from the rarity of students issuing ideas / ideas because the teaching methods carried out still apply conventional methods. Conventional methods rarely provide high-level thinking questions or tasks such as solving problems, especially in critical and creative thinking. Generally, given an activity worksheet that is cognitive (memorization / memory). Such learning methods that lead to lack of attention, interest, and motivation of students in following lessons. Based on this, a learning method is needed that can stimulate students to ask, express their opinions, solve problems and practice students 'creative thinking skills, through the application of problem solving methods, potentially improving students' creative thinking skills in learning. This study aims to determine the effect of problem solving methods on the creative thinking ability of students in class X biology. The research is true experimental design. The populations of this study were the second semester students of class X SMA Negeri 1 Sikur in 2012/2013 academic year, totaling seven classes. A sample of research are class X2 as the experimental class and class X6 as the control class. The research instrument used in the study was a creative thinking test in essay form and consisted of six questions. Data analysis techniques by calculating the acquisition of the average value of students' creative thinking group and calculating the value of indicators of creative thinking students using the formula N Gain. The results of data analysis were obtained, namely (1) for the average value of groups in the experimental class 12.45 and for the control class 10.15., (2) N gain creative thinking for the experimental class was (1). Fluency (58.63); (2). Flexibility (53.31); (3). Originality (20.74), while in the control class is (1). Fluency (36.57); (2). Flexibility (34,72); (3). Originality (19,34). This shows that students' creative thinking ability after applied problem solving methods is more improved than learning with conventional methods.
Developing Worksheet Based on Creative Problem-Solving Models Baiq Fatmawati; Sitti Rohmi Djalilah; Nurul Wafiah
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.v9i11.5138

Abstract

The focus of this research is to develop worksheets on biology content for the eleventh graders in high school. The development research research design included the following steps: research and information collection, planning, develop preliminary form of product, preliminary field testing, and main product revision. The participant are 12 students in the initial product trial for the eleventh graders of SMA N 1 Suralaga in the school year of 2021/2022. Using a closed questionnaire to gather research data and student worksheets covering the eleventh-grade material, such as the movement system, blood circulation, digestion, respiration, excretion, coordination, and psychoactive substances, to assess the validity of the instrument supplied to experts and students. Analyzing the outcomes of expert instrument validation, determining the average value, and using percentages to group the results into five categories—very bad, not good, good enough, good, and very good—represent quantitative descriptive data analysis. It was discovered from the limited test results that the implementation indicator received the lowest percentage in the extremely unfavorable category during the development at the initial product test stage were the very bad category (85.7%) and very not good (14.3%). Development indicators; good enough (28.6%) and good (71.4%). Ideate indicators; 100% very good. Clarify indicator; very not good (14.3%), not good (28.6%), good enough (42.6%), and very bad (14.2%). It can be concluded that it was necessary to revise the initial product, namely by including in more detail the components of the creative problem solving indicator both at clarify, ideate, develop, and implement
Fostering students’ problem-solving skills through biology learning model integrated with Kurikulum Merdeka Baiq Fatmawati; M. Marzuki; Fenny Roshayanti; Purwati Kuswarini Suprapto
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 2 (2024): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i2.32857

Abstract

Kurikulum Merdeka is a learning experience framework that offers flexibility and focuses on essential content, character development, and students' competencies. Teachers had the discretion to develop their modules to choose, design, and organize the learning contents for students, based on their needs. By using that module, there is more flexibility and independence either for teachers and students, while enhancing the relevance, interactivity, and effectiveness of learning. This research aims to develop problem-based teaching modules on biology based on Kurikulum Merdeka as a reference in the learning process. This research and development, referring to Borg and Gall's model, consists of (1) research and information collection, (2) planning, (3) developing a preliminary form of the product, (4) preliminary field testing, and (5) main product revision. The participants in this development research are teachers as learning experts and students of a senior high school in one of the districts of East Lombok as a subject in limited trials. Data collection used closed questionnaires to determine the feasibility and ideality of the instrument. Data analysis using quantitative descriptive analysis involves analyzing the results of instrument feasibility and ideality from experts and students. The results show that the developed module was included in the very feasible and ideal learning resources. The readability test of the worksheet after limited trials was included in the good category for the biodiversity content, and quite good for the virus and ecosystem content. Therefore, the problem-based teaching module on biology content in phase E of grade XI of senior high school is considered feasible.
How to Train Critical Thinking Skills? : Application of Problem-Based Learning Model Lesson Study Pattern Marhamah Marhamah; Baiq Fatmawati; Sarwati Sarwati; Nunung Ariandani
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 3 (2024): September
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i3.12751

Abstract

This study aims to describe the critical thinking skills of biology students through the application of the Problem-Based Learning Lesson Study pattern. The research method used was descriptive qualitative. The subjects in this study were Biology students of semester V at Hamzanwadi University. The research instruments consisted of observation sheets to obtain information about the learning process with Lesson Study patterns, as well as essay test instruments to measure students' critical thinking skills. Critical thinking indicators used include the ability to formulate problems, the ability to provide arguments, deductive ability, inductive ability, and evaluation ability. Data analysis was done descriptively and qualitatively. The effectiveness of applying the problem-based learning model to students' critical thinking skills was assessed using the N Gain formula. Based on the N Gain results, the problem-based learning model was quite effective in improving students' critical thinking skills with the following details; the ability to formulate problems was 0.67 (medium), the ability to provide arguments was 0.42 (medium), deductive ability was 0.44 (medium), inductive ability was 0.40 (medium), and evaluation ability was 0.41 (medium). Meanwhile, the learning process with Lesson Study which includes the Plan, Do, and See stages provides valuable learning for the team of lecturers involved when jointly designing learning, observing learning, and reflecting on learning, followed up in the learning process in the class they teach. 
PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS INKUIRI TERBIMBING TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR SISWA Ade Irma Purnama Sari; Baiq Fatmawati; Marhamah
Cocos Bio Vol 8 No 1 (2023): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/cob.v8i1.27036

Abstract

Abstract: This study aims to develop Student Worksheets based on Guided Inquiry Learning on creative thinking skills and student learning outcomes. This type of research is development using a 4-D model (define, design, develop, dessisment). Data collection techniques using a questionnaire. The validator consists of 1 material expert, 1 design expert, and 2 biology teachers. The respondents consisted of 12 students of class XI IPA MA Mu'allimat NWDI Pancor. Data analysis uses quantitative and qualitative descriptive. Based on the results of data analysis and discussion, data obtained that the quality of the Student Worksheet according to 1 material expert is Very Good with an ideal percentage of 95% with Very Efficient qualifications, in terms of teaching material design the feasibility quality is Very Good with an ideal percentage of 96% with Very Efficient qualifications, teachers biology with good eligibility quality with a percentage of 81% with Efficient qualifications, and student responses with Very Good eligibility qualities with an ideal percentage of 96% with Very Efficient qualifications. The percentage of creative thinking is 58% in the creative category and 83% for learning outcomes in the medium category. Based on this, it can be concluded that the Student Worksheet Based on Guided Inquiry on Creative Thinking Ability and Student Learning Outcomes is feasible to be used in the learning process. Keywords: Student Worksheet Teaching Materials, Guided Inquiry, On Creative Thinking Ability and Learning Outcomes Abstrak: Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik berbasis Inkuiri Terbimbing (Guided Inquiry Learning) terhadap kemampuan berpikir kreatif dan hasil belajar siswa. Jenis penelitian ini adalah pengembangan dengan menggunakan model 4-D (define, design, develop, dessisment). Teknik pengambilan data menggunakan angket. Validator terdiri dari 1 ahli materi, 1 ahli desain, dan 2 guru biologi. Responden terdiri dari 12 orang siswa kelas XI IPA MA Mu’allimat NWDI Pancor. Data analisis menggunakan deskriptif kuantitatif dan kualitatif. Berdasarkan hasil analisis data dan pembahasan di dapatkan data bahwa kualitas Lembar Kerja Peserta Didik menurut 1 ahli materi Sangat Baik dengan persentase keidealan 95% dengan kualifikasi Sangat Efisien, segi desain bahan ajar kualitas kelayakan Sangat Baik dengan persentase keidealan 96% dengan kualifikasi Sangat Efisien, guru biologi dengan kualitas kelayakan Baik dengan persentase 81% dengan kualifikasi Efisien, dan respon siswa dengan kualitas kelayakan Sangat Baik dengan persentase keidealan 96% dengan kualifikasi Sangat Efisien. Persentase berpikir kreatif sebesar 58% kategori kreatif dan untuk hasil belajar 83% kategori sedang. Berdasarkan hal tersebut, dapat disimpulkan bahwa Lembar Kerja Peserta Didik Berbasis Inkuiri Terbimbing Terhadap Kemampuan Berpikir Kreatif dan Hasil Belajar Siswa layak untuk digunakan dalam proses pembelajaran. Kata kunci: Bahan Ajar Lembar Kerja Peserta Didik, Inkuiri Terbimbing,Terhadap Kemampuan Berpikir Kreatif dan Hasil Belajar
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

Abstract

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.
Co-Authors AA Sudharmawan, AA Ade Irma Purnama Sari Adriandani, Nurung Azis, Sri Rofida B. Fitri Rahmawati Baiq Hikmah Widiawati Baiq Miftahul Jannah Fenny Roshayanti Fenny Roshayanti Ha, Minshu Ha, Minsu Hestina, Wiansa Husnul Khotimah Indra Himayatul Asri Kalsum Kalsum M. Marzuki Marhamah . Marhamah Marhamah Marhamah Marhamah Marzuki, M. Maya Sasmita Maya Sasmita Muhammad Khairul Wazni Muhammad Khairul Wazni N. Y. Rustaman Novita Husnawati Nunung Ariandani Nurul Fajri Nurul Fajri Nurul Wafiah Nuryani Rustaman Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Sandy Ermanda Sarwati Sarwati, Sarwati Shahibul Ahyan Sitti Rohmi Djalilah Wawan Muliawan