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<![CDATA[Penerapan peta konsep sebagai strategi asesmen formatif dalam upaya meningkatkan hasil belajar siswa pada pembelajaran sistem koordinasi ]]>
<![CDATA[Ninda Eka Ratanasabilla]]>;
<![CDATA[Siti Sriyati]]>;
<![CDATA[Yanti Hamdiyati]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 4, No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v4i1.29999
<![CDATA[This study aimed to examine the application of concept maps as a formative assessment strategy in an effort to improve student learning outcomes in learning coordination systems. The method in this research is pre-experimental involved only one experimental class without a control class. The research design used is one group pretest-posttest design. A total of one class of students from class XI Science in one of the high schools in Bandung has been involved as a research subject. The research instruments used include the concept map assessment rubric used by students and teachers when learning activities take place, the concept map assessment sheet to confirm the results of the concept map, and student questionnaire responses, and the pretest and posttest instruments to analyze the effect of the application of concept maps to learning outcomes in the form of mastery of student concepts. Concept map making activities are carried out individually with online learning, each student's concept map results are assessed by the teacher and then given feedback on the concept map. The results showed that there was an increase in the average value of the concept map of students after being given feedback that is equal to 64.05 to 67.91. An increase also occurred in the results of the average pretest and posttest scores after the learning activities were carried out in the amount of 40.61 to 64.39. Student responses to the application of concept maps generally showed 75.80% positive responses. The results also showed that there was an effect of the application of the concept map to student learning in the form of increasing scores in the medium category (N-gain= 0.40).]]>
<![CDATA[Biology learning tasks variation during COVID-19 pandemic and its effect on students’ self-efficacy ]]>
<![CDATA[Dewi Utami Tuzzahra]]>;
<![CDATA[Adi Rahmat]]>;
<![CDATA[Yanti Hamdiyati]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v8i3.21880
<![CDATA[Changes in the learning process during the COVID-19 pandemic require quick adaptation from teachers and students to immediately achieve learning goals. However, it remains ineffective, resulting in a threat of learning loss. This condition can be overcome if students have confidence in their abilities or self-efficacy. It is important to do an analysis related to biology learning tasks taught by the teachers and students’ self-efficacy. This study aims to analyze biology learning tasks variation during the COVID-19 pandemic and its effect on students’ self-efficacy. This study used descriptive design with cross-sectional survey method. Samples were taken using the convenience sampling technique from five public schools. 446 students out of 465 total students and seven biology teachers participated in this study as respondents. The instruments used in this study were rubrics for quantifying learning tasks and self-efficacy questionnaires given to students after Biology Learning. The results show that all learning modes in Biology Learning during the COVID-19 pandemic have learning tasks that were more dominant in the low-level cognitive process. The dominant learning tasks include retrieval and comprehension, while learning tasks with a higher level of cognitive processing such as analysis, knowledge utilization, and metacognitive only cover a small part of the whole Biology learning process. There were no learning tasks that reached the highest level of cognitive process (self-system). The result of self-efficacy in all learning modes was high, but it was higher in learning modes that used hybrid learning. Biology learning tasks given by the teachers during the COVID-19 pandemic have an effect on students’ self-efficacy.]]>
<![CDATA[Analysis of high school student’s mental model on fungi: Representation of students' conceptions ]]>
<![CDATA[Yanti Hamdiyati]]>;
<![CDATA[Taufik Rahman]]>;
<![CDATA[Sanchia Azaria Sulaeman]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol 15 No 2 (2022): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.28195
<![CDATA[Learning biology requires complete knowledge in understanding it, as well as in fungi. Lack of understanding of a concept, difficulty in finding relationships between concepts, and lack of teachers’ understanding are the main causes of misconceptions which can be represented through mental models. This study aims to analyze students' mental models of fungi through drawing and writing tests (DW), concept maps, interviews, and questionnaires. Using descriptive analysis, researchers use qualitative analysis and interpretation to support the quantitative results. A total of 30 students of grade 10 were given a test. The results showed that the level of students' mental models on the fungi structure was at the level of D3 W3 (46.43%) or wrong/irrelevant answers and fungi reproductive was the level of D3 W2 (17.85%) or partially correct drawing and irrelevant writing. On concept maps, as many as 60.71% of students were at emergent level and the other students were at the transitional level. Most of the answers in the interviews showed agreement with the results shown in the quantitative tests, while the questionnaires indicated the learning experiences and difficulties that students encountered in learning the functions. The conclusion of this study shows that the mental model of students on fungi is still not close to the mental model of experts.]]>
<![CDATA[Pengembangan Asesmen Kinerja Inquiry Lesson Pada Topik Permasalahan Biologi Abad 21 Siswa SMA ]]>
<![CDATA[Nadia Zahra]]>;
<![CDATA[Ana Ratna Wulan]]>;
<![CDATA[Yanti Hamdiyati]]>
<![CDATA[ Jurnal Paedagogy Vol 10, No 1: Jurnal Paedagogy (January 2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jp.v10i1.5780
<![CDATA[This study aims to produce research products in the form of recommendations for 21st-century competency performance assessment instruments in inquiry lesson skills on 21st-century biological problems. Based on indicators of inquiry lesson Wenning (2012). The study used a mixed method with ten students in class XII as the subject of a high school in Serang. The instrument was analyzed by testing its validity and reliability with Aiken's formula. The result of the validity test with Aiken's formulation was 0.66, which showed that the instrument could be said to be valid. For reliability based on the ICC test, the result was 0.897, and it can be interpreted that the inquiry lesson performance instrument has high reliability. With these findings, teachers can use the inquiry assessment instrument to assess students' inquiry lesson skills.]]>
<![CDATA[The Effect of Argument-Driven Inquiry (ADI) on Argumentation Skills and Students' Concept Mastering of Human Excretory System Materials ]]>
<![CDATA[Vita Riyanti]]>;
<![CDATA[Yanti Hamdiyati]]>;
<![CDATA[Widi Purwianingsih]]>
<![CDATA[ Journal of Science Learning Vol 6, No 2 (2023): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v6i2.54634
<![CDATA[This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model on students' argumentation skills and mastery of concepts in human excretory system material, especially in the sub-material of kidney disorders. The research method used quasi-experimental with a group pretest-posttest design. The sample of this research was second-grade MIPA students in one of the high schools in Bandung, which consisted of 29 students in the experimental class and 25 students in the control class. The purposive sampling technique did the sampling. The study used some instruments, which consisted of a test of argumentation skills in the form of essay questions, an exam of mastery of concepts in the form of multiple choice, and a questionnaire on student responses to learning using the ADI learning model. The results showed that the ADI learning model had a more significant effect on argumentation skills in the experimental class than in the control class, with a significance value of 0.019. The quality of students' argumentation was at level 3. However, the ADI learning model did not significantly affect students' mastery of concepts in the excretory system material because a significant difference was not found between the pretest and posttest data in both research classes. Student response data shows students respond completely well to applying the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students' argumentation skills and concepts mastery in other biological materials.]]>
<![CDATA[Analysis of high school students’ mental model on bacteria concept: representation of students' conceptions ]]>
<![CDATA[Yanti Hamdiyati]]>;
<![CDATA[Taufik Rahman]]>;
<![CDATA[Ratna Dwi Rahmawati]]>
<![CDATA[ THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING Vol 6, No 1 (2023): THABIEA : JOURNAL OF NATURAL SCIENCE TEACHING ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Kudus ]]>
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DOI: 10.21043/thabiea.v6i1.16117
<![CDATA[Mental model is an internal representation formed by individuals in explaining a concept. Previous research on mental models of bacteria concept has been carried out on university students, but has not been carried out on high school students. The purpose of this study was to analyze the mental model of high school students about bacteria using drawing-writing tests and concept map. This study uses a descriptive method with 30 students of class X in one high school in Bandung as respondents. Students' answers are then compared with the expert's mental model as the targeted mental model. Students' mental models through the drawing-writing test are categorized into five levels (levels 1-5), namely no pictures/writing, pictures/writings are wrong or irrelevant, pictures/writings are partially correct, pictures/writings have some errors, pictures/writings correct and complete. Students' mental models through concept maps are categorized into four levels (levels 1-4), namely emergent, transitional, close to extended, extended. The results showed that it was easier for students to represent the structure and reproduction of bacteria through pictures than writing. The students' mental models through drawing (D) and writing (W) were highest at levels D5 and W5 for the concept of bacteria structure and reproduction. The most dominant mental model level is D4/W2 for the concept of bacteria structure and reproduction. The lowest studentss’ mental model is D2/W2 for the concept of bacterial structure and D1/W1 for the concept of bacterial reproduction. Students' mental models through concept maps show that the highest level is level 3 (close to extended). The most dominant and lowest level of mental model is level 1 (emergent). The conclusion of this study shows that the mental model of students on bacteria was still not close to the mental model of experts.]]>
<![CDATA[The correlation between critical thinking skills of junior high school students with decision-making on the use of plastic bags ]]>
<![CDATA[Sasha Elitzsar Latfia]]>;
<![CDATA[Mimin Nurjhani Kusumastuti]]>;
<![CDATA[Yanti Hamdiyati]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 5, No 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v5i1.44469
<![CDATA[This study was based on the urgency of critical thinking skills and decision making as part of Higher Order Thinking Skills which students need to master, in addition to the abundance of issues about the dangers resulting from the use of plastic bags related to the environmental pollution topic. The aims of this study were to describe the critical thinking skills and decision making; and to identify the correlation of critical thinking skills with decision making. The method of this study was correlational which involved 30 students of 7th grade of junior high school in SMPN 1 Lembang. The research data were collected by using critical thinking skills test and decision making skills test in the form of an essay. The correlation of both skills were analyzed by using Spearman’s rho Correlation Test using SPSS 16.0, as for interview as the complement. The findings of this study showed that the mean values of both skills are categorized as good. In critical thinking, question at issue, information, and assumptions indicators are categorized as “moderate”; indicator of concept, interpretation and inference, also the implication and consequences are categorized as “good”; while indicator of purpose and point of view is categorized as “excellent”. In decision making, defining problems and evaluation indicators are categorized as “good”, while indicators of generating alternatives, checking risks and consequences, and selecting alternatives are categorized as “excellent”. Critical thinking skills and decision making of students on the use of plastic bags were found to have a significant correlation, positive, and moderate correlation level with 0.458 correlation coefficient. Therefore, it can be concluded that critical thinking skills have a positive correlation with student’s decision making skills on the use of plastic bags.]]>
<![CDATA[Managing Academic Stress: Case Study of High School Students and Strategies in Biology Learning ]]>
<![CDATA[Qisthi, Naufalia]]>;
<![CDATA[Juniarti, Mia Angrianan]]>;
<![CDATA[Hamdiyati, Yanti]]>;
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Winarno, Nanang]]>
<![CDATA[ Jurnal Psikologi Teori dan Terapan Vol. 15 No. 01 (2024): Vol. 15 No. 1 (2024): Jurnal Psikologi Teori dan Terapan ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jptt.v15n01.p32-47
<![CDATA[Abstract Background: Stress is a phenomenon that is often ignored in society because it is related to mental health. Academic stress is a subjective response to high academic demands and changes in the school environment. Objectve: These findings highlight the need for educational institutions to consider lesson timing to manage students' academic stress. Method: The research method used is quantitative descriptive. In data analysis, 40 students from one class were taken as samples using purposive sampling technique. The sample determined by the researcher was public and private high school students without gender restrictions. Result: The variable biology lesson hours has a significant correlation with students' academic stress levels, while gender does not have a significant correlation. The Kruskal Wallis test showed little difference in stress levels between biology lessons held in the morning or afternoon. Conclusion: Using the SEL approach can help educational institutions create learning environments that are more adaptive and responsive to students' needs in dealing with academic stress. Abstrak Latar Belakang: Stres merupakan fenomena yang sering diabaikan dalam masyarakat karena terkait dengan kesehatan mental. Stres akademik merupakan respons subjektif terhadap tuntutan akademik yang tinggi dan perubahan lingkungan sekolah. Tujuan: Temuan ini menyoroti perlunya institusi pendidikan mempertimbangkan pengaturan waktu pelajaran untuk mengelola stres akademik siswa. Method: Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengeksplorasi tingkat stres akademik siswa Sekolah Menengah Atas pada pelajaran biologi. Metode penelitian yang digunakan yaitu deskriptif kuantitatif. Dalam analisis data, 40 siswa dari satu kelas diambil sebagai sampel menggunakan teknik purposive sampling. Sampel yang ditentukan oleh peneliti yaitu siswa SMA negeri dan swasta tanpa batasan jumlah gender. Hasil: Variabel jam pelajaran biologi memiliki korelasi signifikan dengan tingkat stres akademik siswa, sedangkan gender tidak memiliki korelasi signifikan. Uji Kruskal Wallis menunjukkan sedikit perbedaan dalam tingkat stres antara pelajaran biologi yang diadakan pada jam pagi atau siang. Simpulan: Penggunaan pendekatan SEL dapat membantu institusi pendidikan menciptakan lingkungan pembelajaran yang lebih adaptif dan responsif terhadap kebutuhan siswa dalam menghadapi stres akademik.]]>
<![CDATA[High school students’ cognitive load on biology learning: A case study ]]>
<![CDATA[Sunandar, Aris]]>;
<![CDATA[Karwatisari, Rina]]>;
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Winarno, Nanang]]>;
<![CDATA[Hamdiyati, Yanti]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 7, No 2 (2024): July 2024 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v7i2.67266
<![CDATA[This study aimed to analyze the cognitive load of high school students on biology learning. The method was used in this research is the survey method. The subjects of the study consisted of 179 students in grade X students consisting of 56 male students and 123 female students, 130 students in grade XI consisting of 37 male students and 93 female students, and 90 students in grade XII students consisting of 30 male students and 60 female students. The instrument in this study used a questionnaire cognitive load theory proposed by Meissner and Bogner about good learning design with a Likert scale. The results of research on high school students' cognitive load in biology revealed a medium average of 2.93, with GCL (3.29) ranking highest, followed by ICL (2.85) and ECL (2.66). The data processing results with the Kruskal Wallis test was showed that each factor has differences between ICL, ECL, and GCL. Thus, high school students still have a cognitive load when studying in class. The data processing results with the Mann U Whitney test to analyze the difference in cognitive load between male and female students was showed no significant difference between male and female students in cognitive load on biology learning.]]>
<![CDATA[Improvement of student’s argumentation skill through problem-based learning in the concept of nerveous and endocrine system disorders ]]>
<![CDATA[Lutfiani, Resti]]>;
<![CDATA[Hamdiyati, Yanti]]>;
<![CDATA[Suhaeni, Lilis]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 7, No 1 (2024): March 2024 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v7i1.58589
<![CDATA[21st-century education directs learners to develop the skills of argumentation. Argumentation skills are the intellectual abilities involved in solving problems, making judgments and decisions, and formulating ideas and beliefs. The purpose of this research was to improve students' argumentation skills through the implementation of the Problem-based learning model in the concept of nervous and endocrine system disorders. This study was Collaborative Classroom Action Research with two learning cycles in the concept of Nervous and Endocrine System disorders. This study reveals students' argumentation skills adapted from Dawson Venville (2009). The results of this research revealed that the level of students' argumentation skills in cycle I was only up to levels 1 and 2. As much as 59% of students were at level 2 argumentation skills and 41% of students were at level 1 argumentation skills. In cycle II, there are students with level 3 argumentation skills. The rest scattered on levels 1 (3% of students) and 2 (35% of students) argumentation skills. Through this research, we found that students' argumentation skills increased from cycle I to cycle II.]]>
