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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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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
Assessing Students' Creative Thinking With The Implementation of Design Thinking Based Project Fatmawati Baiq
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
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.
Integrating Problem-Based Learning Through Worksheet Development To Enhance Students' Critical Thinking Skills Fatmawati, Baiq; Khotimah, Husnul; Roshayanti, Fenny; Ha, Minshu
Jurnal Pendidikan Sains Indonesia Vol 12, No 4 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i4.39979

Abstract

The principle of problem based learning is to carry out investigations to find the truth by studying theories, asking experts, and also by conducting experiments depending on the problems found. Worksheet based on problem design emphasizes student activities to search for information through various sources such as environmental investigations, studies related to issues according to the content, formulating problems, comparing investigation results, proposing and considering the solutions obtained. The average value results for advisability of the product from the two validators are presentation of content 95%, discussion 85.6% and language 97.5% are very advisability category. Student responses to teaching modules was 100% of students students stated they were eligible. To find out of effect of worksheet based on problem, from the results of statistical tests using the paired sample t test using the SPSS 26 application, it can be concluded that there is a difference in the average student scores before and after implementing the worksheet based on problem. The students' critical thinking test results obtained a gain score of 49.4 with a high category of 58.8%; 41.2% low; and 0% low. The conclusion from this development research is that there is an influence of worksheet based on problem on motion systems content in learning and increasing students' critical thinking. The presence of worksheet based on problem helps the process of training students' higher-level 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

Abstract

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.
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.
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 Fenny Roshayanti Ha, Minshu Hestina, Wiansa Husnul Khotimah Indra Himayatul Asri Kalsum Kalsum M. Marzuki M. Marzuki Marhamah . Marhamah Marhamah Maya Sasmita Maya Sasmita Minsu Ha Muhammad Khairul Wazni Muhammad Khairul Wazni N. Y. Rustaman Novita Husnawati Nunung Ariandani Nurul Fajri Nurul Wafiah Nuryani Rustaman Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Sandy Ermanda Sarwati Sarwati, Sarwati Shahibul Ahyan Sitti Rohmi Djalilah Wawan Muliawan Wawan Muliawan