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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 Reflection Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Interdiciplinary Journal of Education Cocos Bio Journal of Educational Studies 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 Physics Social Sciences Other

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Penguatan Kapasitas Guru Penggerak dalam Pembelajaran Berpusat pada Siswa melalui Kegiatan Lesson Study for Learning Community (LSLC) Shahibul Ahyan; Baiq Fatmawati; Baiq Fitri Rahmawati; Baiq Hikmah Widiawati
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 7 No. 1 (2025): February
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v7i1.2513

Abstract

Pengabdian ini bertujuan untuk memberikan pemahaman kepada guru yang tergabung pada Komunitas Guru Penggerak (KGP) Lombok Timur dalam melaksanakan pembelajaran yang berpusat pada siswa melalui kegiatan Lesson Study for Learning Community (LSLC). Pengabdian ini melibatkan 27 guru penggerak jenjang SD dan SMP di Kabupaten Lombok Timur. Ada empat tahapan pelaksanaan pengabdian ini yaitu focus group discussion, sosialisasi dan workshop desain pembelajaran berpusat pada siswa melalui kegiatan Lesson Study for Learning Community (LSLC), melakukan plan bersama, serta praktek buka kelas dan forum refleksi pembelajaran. Hasil pengabdian menunjukkan bahwa 85% peserta memahami dengan baik mengenai LSLC. Disamping itu, peserta sangat antusias dan terlibat aktif dalam setiap pelaksanaan kegiatan. Pada saat pelaksanaan buka kelas, proses pembelajaran yang dilakukan sudah berpusat pada siswa. Siswa terlibat aktif selama proses pembelajaran berlangsung. Strengthening the Capacity of Teachers in Student-Centered Learning through Lesson Study for Learning Community (LSLC) Activities This service aims to provide an understanding to teachers who are members of the East Lombok Community of Teacher Movers (KGP) in implementing student-centered learning through Lesson Study for Learning Community (LSLC) activities. This service involved 27 mobilizing teachers at the elementary and junior high school levels in East Lombok Regency. There are four stages of implementing this service, namely focus group discussions, socialization and workshops on student-centered learning design through Lesson Study for Learning Community (LSLC) activities, conducting joint plans, as well as open class practices and learning reflection forums. The results of the service showed that 85% of the participants had a good understanding of LSLC. In addition, participants were very enthusiastic and actively involved in every activity implementation. During the open class implementation, the learning process was student-centered. Students were actively involved during the learning process.
Scientific Method Skills of Prospective Teacher Students Based on Their Major Background Science and Non-Science Fatmawati, Baiq
IJE : Interdisciplinary Journal of Education Vol. 3 No. 2 (2025): July Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v3i2.211

Abstract

The systematic method of acquiring knowledge based on physical evidence is known as the scientific method. It is also one of the main goals of science education, aiming to evaluate one's ability to solve problems and generate new knowledge systematically. This study aims to analyze differences in scientific method skills between prospective teacher students from science and non-science backgrounds, and to explore the correlations between scientific thinking components. Of the 102 potential teachers from Hamzanwadi University who participated in the study, 58 had a background in science and 44 did not. In order to represent the variety of educational streams enrolling in teacher education programs, participants were chosen based on their high school academic performance. Pearson correlation analysis and an independent samples t-test were used to analysis data. The results showed that science students performed better in the question and procedure components. However, there were no significant differences in problem identification, hypothesis, prediction, and conclusion components. Correlation analysis revealed that science-background students displayed more systematic and logical thinking patterns, with strong correlations among scientific thinking stages. Conversely, non-science students exhibited weaker and inconsistent relationships among components, especially in the initial stages of the scientific process. Systematic and contextual science learning must be strengthened using differentiated approaches based on students’ educational backgrounds. These results have significant implications for developing curricula that enhance scientific thinking skills across disciplines.
PENERAPAN MODEL DISCOVERY LEARNING DALAM KEMAMPUAN MEMECAHKAN MASALAH BIOLOGI SISW KELAS VII Hestina, Wiansa; Fatmawati, Baiq
Cocos Bio Vol 2 No 1 (2017): Cocos Bio
Publisher : UNIVERSITAS HAMZANWADI

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

Abstract

Permasalahan yang ditemukan secara umum kegiatan siswa dalam pembelajaran biologi masih kurang aktif dan efektif. Hal ini terlihat dari kurangnya kemampuan siswa mengeluarkan ide-ide/gagasan karena metode pengajaran yang dilakukan masih menerapkan metode konvensional. Tujuan penelitian ini untuk mengetahui pengaruh penerapan model Discovery Learning Dalam Kemampuan Memecahkan Masalah Biologi Pada Pokok Bahasan Ekosistem Kelas VII SMPN 1 Sembalun Tahun Pembelajaran 2013/2014. Jenis penelitian ini adalah penelitian Quasi Eksperimental Design dalam bentuk design pretest-posttest control group. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMPN 1 Sembalun. Pengambilan sampel menggunakan tehnik simple random sampling. Menggunakan undian, dari hasil undian kelas VIIA sebagai kelas eksperimen dan kelas VIIB sebagai kelas kontrol dengan masing-masing jumlah siswa sebanyak 30 orang. Tehnik pengumpulan data menggunakan tes memecahkan masalah dalam bentuk essay yang terdiri dari 6 soal. Tehnik analisis data untuk melihat hasil belajar biologi siswa menggunakan rumus, uji normalitas, uji homogenitas, dan uji t-test (uji-t). Hasil yang diperoleh yaitu nilai rata-rata pada kelas control 65 sedangkan nilai rata-rata pada kelas eksperimen 77. Berdasarkan hasil analisis data maka dapat disimpulkan bahwa model pembelajaran Discovery Learning berpengaruh dalam kemampuan memecahkan masalah biologi pada pokok bahasan ekosistem kelas VII SMPN 1 Sembalun Tahun Pembelajaran 2013/2014.
Budidaya tanaman hidroponik melalui pendampingan pemanfaatan limbah anorganik sebagai media tanam di sekolah Fatmawati, Baiq; Ariandani, Nunung; Muliawan, Wawan; Fajri, Nurul; Sarwati, Sarwati; Marzuki, M.; Wazni, M. Khairul
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.22001

Abstract

Hydroponic farming has emerged as an effective alternative to overcome land limitations, especially in urban and compact residential areas. Focusing on two Madrasah Aliyah in East Lombok, the Community Service Program by the Biology Education Department of Universitas Hamzanwadi implemented hydroponic techniques as an innovative farming method. This initiative aimed to enhance environmental awareness and farming skills among students, while utilizing styrofoam waste as a planting medium. The process included socialization, seedling production, planting, maintenance, and harvesting, using plants such as water spinach, lettuce, and spinach. The implementation method incorporated Participatory Rural Appraisal (PRA), enabling active participation from students and teachers. The program was conducted from March to November 2023 at MA NWDI Juet and MA Ridlol Walidain NW Batu Bangka - Jenggik. The mentoring process involved various stages, from introducing hydroponic techniques to creating planting media and planting, including the use of AB Mix nutrients and rockwool as planting media. The results of the activity showed successful cultivation of hydroponic water spinach, while lettuce and spinach experienced crop failure. The primary causes of this failure were inadequate care, light, and temperature. Nevertheless, the activity successfully educated students on the importance of hydroponic agriculture and creative waste utilization, providing new insights into urban farming. In conclusion, the hydroponic approach can be an efficient solution for cultivating plants in limited spaces, offering educational and environmental benefits. This program also highlighted the potential of styrofoam waste as a hydroponic planting medium, underscoring the importance of waste utilization for environmental sustainability.
The Implementation of Creative Problem Solving Model in Teaching of Biodeviersity at Senior High School Fatmawati, Baiq; Roshayanti, Fenny; Ha, Minsu
IJECA (International Journal of Education and Curriculum Application) Vol 6, No 1 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v6i1.13571

Abstract

Abstract: Making students to be creative thinking need exercises in the form of tasks. Creative problem solving is the constructivist learning model to create creative, imaginative, and innovative solutions in the aim of training and teaching individuals to think differently in solving problems.The research focus was to find out students' learning outcome and creative thinking skills using creative problem solving-based learning. The participants were tenth  grade of senior high school in the school year 2019/2020 which were divided into science class as the control class (N=33), and X IPA 2 class as the experimental class (N=33). The research instrument used was a description test on biodiversity content with creative problem solving indicators, namely Clarify, Ideate, Develop, and Implement. Quantitative data analysis used was MANOVA test at a significant level of 5%. The results of this study were the average values for each indicator of creative thinking and learning outcomes in the experimental and control classes showing that the control class was lower than the experimental class. It means that learning outcomes and creative thinking skills through creative problem solving had an impact than the classes using creative problem solving. Therefore, there was a significant influence and a relationship among the creative problem-solving model, creative thinking skills, and learning outcomes which was indicated by the value of. 0.000<0.05.
Assessing Students' Creative Thinking With The Implementation of Design Thinking Based Project Baiq, Fatmawati
IJE : Interdisciplinary Journal of Education Vol. 2 No. 3 (2024): November, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v2i3.148

Abstract

The focus of this study is to apply design-thinking learning to measure students' creative thinking skills in microbiology courses at universities. The type of pre-experimental research with one group pretest - posttest design. Respondents were 27 student in four semester in the biology education study program, Hamzanwadi University FMIPA. Data collection techniques using Worksheets based project with indicators for design project: problem, solution, objective, and procedure. Data analysis techniques are descriptive quantitative by calculating the gain test of creative thinking skills, the percentage of creative thinking ability categories, and the percentage of fermentation product categories. The creative thinking gain score on the components: posing problems 1.09., proposing solutions 0.88., stating objectives 1.07., and compiling work methods 1.65 with a high category. The percentage of product categories made is general 29.2%, and modification 0.8%, no new fermentation products are produce. Through design thinking, educators can adjust their teaching methods to meet the various learning styles of students, making materials more accessible and relative. By combining real-world problems and practical activities into learning, students are encouraged to think creatively when solving challenges related to microbiology, resulting in creativity in making fermentation products. Design thinking based project learning can measure students' creative thinking skills in microbiology courses, even though at the ideate stage they repeatedly prepare project designs during the learning process and at the prototype stage there is a failure in making fermented products
How to Train Critical Thinking Skills? : Application of Problem-Based Learning Model Lesson Study Pattern Marhamah, Marhamah; Fatmawati, Baiq; Sarwati, Sarwati; Ariandani, Nunung
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 3 (2024): September
Publisher : LPPM Universitas Pendidikan Mandalika

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. 
Pendampingan Desain Perangkat Pembelajaran Deep Learning di MA NW Sukamulia Fatmawati, Baiq; Muliawan, Wawan; Asri, Indra Himayatul
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i1.4204

Abstract

Program Pengabdian ini bertujuan memberikan pendampingan desain pembelajaran mendalam (deep learning) bagi guru-guru di MA NW Sukamulia. Masalah utama yang dihadapi mitra adalah kurangnya pemahaman praktis tentang penerapan deep learning dalam pembelajaran. Program ini menggunakan pendekatan Participatory Rural Appraisal (PRA), yang meliputi sosialisasi teori deep learning dan pendampingan dalam penyusunan perangkat pembelajaran berbasis deep learning sesuai dengan mata pelajaran yang diampu. Hasil tes pengetahuan yang dilakukan melalui platform Quizizz menunjukkan bahwa mayoritas guru memahami konsep dasar deep learning, terutama dalam kategori Kerangka Pembelajaran Mendalam (94,2% jawaban benar) dan Prinsip Pembelajaran Mendalam (87,3% jawaban benar). Namun, terdapat tantangan pada kategori Pengalaman Belajar Mendalam, dengan 21,5% jawaban salah, yang mengindikasikan kesulitan dalam penerapan konsep tersebut di kelas. Kontribusi pengabdian ini adalah untuk memperkuat pemahaman praktis guru dalam menerapkan deep learning, dengan fokus pada peningkatan keterampilan dalam merancang pengalaman belajar mendalam. Diharapkan, pendampingan ini dapat meningkatkan kualitas pembelajaran dan mempersiapkan siswa untuk tantangan pendidikan abad ke-21, dengan menekankan pemahaman yang mendalam, berpikir kritis, dan keterampilan pemecahan masalah. Deep Learning Device Design Assistance at MA NW Sukamulia Abstract This Community Service Program aims to provide deep learning design assistance to teachers at MA NW Sukamulia. The main problem faced by partners is a lack of practical understanding of the application of deep learning in teaching. This program uses a Participatory Rural Appraisal (PRA) approach, which includes socialization of deep learning theory and assistance in developing deep learning-based learning tools according to the subjects taught. The results of the knowledge test conducted through the Quizizz platform indicate that the majority of teachers understand the basic concepts of deep learning, especially in the categories of Deep Learning Framework (94.2% correct answers) and Deep Learning Principles (87.3% correct answers). However, there are challenges in the Deep Learning Experience category, with 21.5% incorrect answers, indicating difficulties in implementing these concepts in the classroom. The contribution of this community service is to strengthen teachers' practical understanding in implementing deep learning, with a focus on improving skills in designing deep learning experiences. It is hoped that this assistance will improve the quality of learning and prepare students for the challenges of 21st-century education, by emphasizing deep understanding, critical thinking, and problem-solving skills.
Study of Science Process Skills Student Using Worksheet based on Science Process Skills Muhammad Khairul Wazni; Baiq Fatmawati
Jurnal Penelitian Pendidikan IPA Vol 8 No 2 (2022): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i2.1281

Abstract

The science process is related to cognitive development because it needs to be applied in the skills learning process to support students' mastery of science concepts which can provide better learning outcomes. The focus of this research is to develop a worksheet based on science process skills on biology content for the first grade of high school. Research design is research and development which consists of defining, designing, and developing. The participants for this preliminary field testing were twelve second-grade high school students at I.T Dhia'ul Fikri Sukarara, East Lombok. Collecting data using worksheets refers to science process skills indicators consisting of observation, classification, prediction, communication, and inference. The results of preliminary field testing were analyzed descriptively quantitatively by giving a score of 3, 2, and 1 for each of science process skills indicators, then percentage based on the low, medium, and high categories. The results of the analysis showed that of the seven-biology content tested in the limited trial of developing worksheets, the results obtained were for the low category the highest percentage of content in the biogeochemical cycle for all science process skills indicators. The medium category has the highest percentage of inference indicators for environmental balance, environmental change, environmental pollution, and environmental management. High category on environmental balance content; the highest percentage with indicators of observation, classification, prediction, and communication., environmental changes on indicators of observation, classification, prediction, and communication, pollution indicators of observation, prediction, and communication. The conclusion based on the results of this preliminary field testing is that students are able to demonstrate science process skills using worksheets with various categories, and from the seven-biology content tested, the biogeochemical cycle is considered the most difficult by students
Enhancing Students’ Creative Thinking Through Creative Problem Solving-Based Learning: Design and Implementation Baiq Fatmawati; Aulia Ida Zulfitri
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2440

Abstract

This study aimed to develop a Creative Problem Solving-based teaching module and to evaluate its effectiveness in enhancing students’ creative thinking on the topic of viruses in senior high school biology. The study employed a development research design using the 4D model consisting of Define, Design, Develop, and Disseminate stages, followed by a quasi-experimental evaluation in classroom implementation. The participants were tenth-grade students of Madrasah Aliyah Muallimin NWDI Pancor, Indonesia. The experimental group consisted of 33 students, while the control group consisted of 37 students. Data were collected through expert validation sheets, questionnaires, and pretest-posttest assessments. The data were analyzed using descriptive statistics, independent samples t-test, normalized gain analysis, and Cohen’s d effect size analysis. The findings showed that the experimental group achieved greater improvement than the control group. The posttest results indicated a significant difference between the two groups (t = -5.11, p < 0.001), with a large effect size (Cohen’s d = 1.24). These findings suggest that the Creative Problem Solving-based teaching module has promising potential to support students’ creative thinking in biology learning. However, the results should be interpreted within the context of the study setting and research design
Co-Authors AA Sudharmawan, AA Ade Irma Purnama Sari Adriandani, Nurung Asy’ari, Muhmmad Aulia Ida Zulfitri Azis, Sri Rofida B. Fitri Rahmawati Baiq Hikmah Widiawati Baiq Miftahul Jannah Calaminos, Franklin Fenny Roshayanti Fenny Roshayanti Fina Nawarul Uyun Fitriyah Ha, Minshu Ha, Minsu Hestina, Wiansa Hunaepi, Hunaepi 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 Fajri Nurul Wafiah Nuryani Rustaman Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Sandy Ermanda Sarwati Sarwati, Sarwati Shahibul Ahyan Sitti Rohmi Djalilah Wawan Muliawan