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All Journal Jurnal Pengajaran MIPA EDUSAINS Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Online Jurnal Inovasi Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Natural Science and Integration Majalah Ilmiah Biologi BIOSFERA: A Scientific Journal Biosaintifika: Journal of Biology & Biology Education Perspektif Pendidikan dan Keguruan Jurnal Inovasi Pendidikan dan Sains Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Proceeding Biology Education Conference Jurnal Pengabdian Isola Bioeksperimen
Any Fitriani
Universitas Pendidikan Indonesia
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 Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Jurnal Pengajaran MIPA

 1 
PEMBELAJARAN PENGETAHUAN LINGKUNGAN MENGGUNAKAN METODE PEMECAHAN MASALAH ATAU PROBLEM SOLVING UNTUK MAHASISWA TPB DI JURUSAN PENDIDIKAN BIOLOGI Syulasmi, Ammi; Sihombing, Pariama; Amprasto, Amprasto; Fitriani, Any
Jurnal Pengajaran MIPA Vol 2, No 2 (2001): JPMIPA: Volume 2, Issue 2, 2001
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v2i2.34914

Abstract

The result of evaluation on Environmental Science for student of Biology education was still low. The average result obtained from the last 3 years were A = 7,63 %; B = 29,11%; C = 52,83 %; D = 7,11 % and E = 2,25 %. It indicated that the learning process of this subject was not effective enough. Therefore, it has to be though, how to conduct this teaching learning process of Environmental Science learning effectively.Environmental Science is an interdisciplinary science. It allows the student to think in a holistic way. Therefore in this study, problem-solving method is appropriate to apply in this learning process. In the method students were trained how to solve the environmental problem which involving some sciences. Further more along with the development of Environmental Science, it can allow the students to find out information in order to solve the environmental problems.In this learning process of Environmental Science, students have lectures, practical exercises and field works. In the fieldwork, students have to define the environmental problem and how to solve the problem. This fieldwork is supported by field observation, group discussion and paper presentation. In this method, the result is increasing. It can be shown with the student who have: A = 26,66 %; B = 53,33 %; C = 18,33 %; D = 5,0 % and E = 0 %.
POLA/CARA BELAJAR: PENERAPAN METODE PENEMUAN (DISCOVERY DAN INQUIRY) PADA KEGIATAN LABORATORIUM BIOKIMIA DI JURUSAN PENDIDIKAN BIOLOGI Surtikanti, Hertien; Adisenjadja, Yusuf Hilmi; Fitriani, Any
Jurnal Pengajaran MIPA Vol 2, No 1 (2001): JPMIPA: Volume 2, Issue 1, 2001
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v2i1.34896

Abstract

Practical exercise is a learning process in science that can not be separated from the whole learning process. Based on experience, students of Biology Education Department are not able to relate directly between theory and practical exercise in Biochemistry. In order to achieve this relevancy, the ‘discovery and inquiry’ method was implemented at Biology Education Department UPI. For comparison, convensional method (control) was implemented in other class. Each group has different practical exercise notes. This activity was done with three subjects in five meeting. The increasing products of two treatments was evaluated from two sources (a) reports that were submitted after the practical exercises and (b) quiz test for each subject. The submitted reports showed that the two classes (control and experiment) wrote an exact summary and make a table for an observation data. Score for three subjects (carbohydrate, lipid and amino acid) was significantly different between control and experiment. Experiment class had score higher than that in control class.
PERANAN PRAKTIKUM RIIL DAN PRAKTIKUM VIRTUAL DALAM MEMBANGUN KREATIFITAS SISWA Widodo, Ari; Maria, Resik Ajeng; Fitriani, Any
Jurnal Pengajaran MIPA Vol 21, No 1 (2016): JPMIPA: Volume 21, Issue 1, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i1.36262

Abstract

ABSTRAKPenelitian ini mengkaji perbedaan pembelajaran praktikum virtual dan praktikum riil dalam membangun keterampilan berpikir kreatif siswa. Sampel penelitian adalah 53 siswa kelas X salah satu SMA Negeri di Bandung. Instrumen kegiatan praktikum terdiri dari lembar kerja siswa (LKS) untuk kegiatan praktikum riil dan software praktikum virtual dan instrumen pengumpul data. Keterampilan berpikir kreatif siswa diukur dengan menggunakan tes keterampilan berpikir kreatif berupa delapan soal esai tentang materi pertumbuhan dan perkembangan tumbuhan. Hasil penelitian menunjukkan bahwa rerata skor kelas praktikum riil lebih tinggi dari pada rerata skor pada kelas praktikum virtual. Selain itu, praktikum riil juga bisa meningkatkan keterampilan berpikir kreatif siswa pada semua aspek keterampilan berpikir kreatif (flexibility, fluency, elaboration dan originality). Hal ini menunjukkan bahwa praktikum riil memberikan kondisi yang lebih baik untuk pengembangan keterampilan berpikir kreatif siswa.ABSTRACTThis study examines the differences of virtual laboratory and real laboratory activity (actual lab) in developing students' creative thinking. Samples were 53 tenth grader in one of senior high schools in Bandung. The instrument consists of student worksheet (LKS), virtual lab software and instruments to collect data. Students’ creative thinking skills were measured using tests of creative thinking in the form of eight essay questions about plant growth and development. Results showed that the average score of actual lab class was higher than the average score of virtual lab class. In addition, actual lab also can improve students' creative thinking in all aspects of creative thinking abilities (flexibility, fluency, elaboration and originality). This suggests that the real laboratory activities provide better conditions for the development of students’ creative thinking.
Co-Authors A. Suhandi Achmad Samsudin Adisenjadja, Yusuf Hilmi Aditia Pratama Ammi Syulasmi Anna Permanasari Ari Widodo Asep Kadarohman Asep Supriatna Chersa Polandos Dandan Luhur Saraswati Evi Suryanti Evi Suryanti Fauzi Akbar Anugrah Fitri Husni Fransisca Sudargo Hertien Surtikanti Ijang Rohman Jaka Afriana Kusnadi Kusnadi Kusnadi Lestari, Alvyn Karina Mr Amprasto Mrs Yanti Hamdiyati Nita Novianti Nuryani Rustaman Pariama Sihombing Peristiwati, Peristiwati Purnamaulida Pratiwi R. Riandi, R. Rahmi Zulva Resik Ajeng Maria, Resik Ajeng Ria Engriyani Ria Engriyani Riandi Riandi Rizki Maulana Ashidiq Sri Anggraeni Sri Redjeki Sri Redjeki Sugianto Sugianto Taj Rosyidah Topik Hidayat Wawan Setiawan Wawan Setiawan Yanti Herlanti Yanti Herlanti