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All Journal Jurnal Pendidikan Bahasa Jepang Undiksha Journal of Education and Learning (EduLearn) IZUMI Jurnal Terapan Abdimas Jurnal Penelitian Pendidikan IPA (JPPIPA) JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Jurnal SOLMA Japanese Research on Linguistics, Literature, and Culture Journal of Innovative Science Education JURNAL BIOEDUCATION Jurnal Mangifera Edu Gema Wiralodra Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Jurnal Biogenerasi Spizaetus: Jurnal Biologi dan Pendidikan Biologi Report of Biological Education ENGAGEMENT: Jurnal Pengabdian Masyarakat Jurnal Daruma : Linguistik, Sastra dan Budaya Jepang The International Journal of Mathematics and Sciences Education
Idah Hamidah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Gema Wiralodra

 1 
Analisis Pertanyaan Uji Kompetensi pada Buku Biologi SMA/MA Kelas XII Penerbit Erlangga Zehlia, Agustina; Luzyawati, Lesy; Hamidah, Idah
Gema Wiralodra Vol 10 No 2 (2019): Gema Wiralodra
Publisher : unwir press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.381 KB) | DOI: 10.31943/gemawiralodra.v10i2.74

Abstract

Peserta didik belum menguasai soal-soal materi pembelahan sel dan pola-pola hereditas pada penilaian tengah semester dan penilaian akhir semester. Soal-soal latihan pada buku teks yang digunakan siswa belum diketahui kualitasnya. Penelitian ini bertujuan untuk mengetahui hasil analisis pertanyaan uji kompetensi pada buku biologi SMA/MA penerbit Erlangga. Jenis penelitian yang digunakan adalah kualitatif. Objek penelitian ini adalah pertanyaan uji kompetensi materi pembelahan sel dan pola-pola hereditas sebanyak 95 pertanyaan. hasil penelitian menunjukkan bahwa pertanyaan materi pembelahan sel didominasi oleh tingkat C1 konseptual denga persentase 30%, sesuai konten kompetensi dasar 3.6 sebesar 88% dan 16% tidak sesuai konten KD, komponen evaluasi terkait pengetahuan termasuk dalam kategori baik, sedangkan pertanyaan pada materi pola-pola hereditas didominasi oleh tingkat C3 prosedural dengan persentase 60%. Seluruh pertanyaan materi pola-pola hereditas sesuai dengan konten KD 3.5, 3.6, 4.5, dan 4.6 dengan persentase terbanyak pada KD 3.6 sebesar 71%, dan komponen evaluasi terkait pengetahuan termasuk dalam kategori sangat baik. Pertanyaan uji kompetensi pada buku biologi SMA/MA pnerbit Erlangga secara umum masih berada pada level lower order thingking skills, proporsi tiap konten kompetensi dasar belum merata dan penilaian komponen evaluasi terkait pengetahuan termasuk ?baik
Improving Student Learning Outcomes Of Class X MAN 1 Indramayu Through The Application Of Differentiated PjBL Learning Model Hamidah, Idah; Subkhi, Nur; Nais, Jesicha; Ratnasari, Anilia
Gema Wiralodra Vol. 16 No. 1 (2025): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v16i1.784

Abstract

The differentiated Project Based Learning model offers an interesting solution. The PJBL model itself is a model that exposes X-2 MAN 1 Indramayu students to relevant learning, which positively influences the development of student's creative thinking, allowing students to actively explore knowledge, ask questions, find problems, design, and implement projects. This study aims to improve the learning outcomes of X-2 MAN 1 Indramayu students by applying the differentiated PJBL learning model. Using a quantitative percentage method. The subjects in this study were 26 students of class X-2 MAN 1 Indramayu in the 2024/2025 academic year. Based on the study's results, the differentiated PJBL learning model was successfully applied to see student learning outcomes. As many as 55.6% of students got high learning outcomes, 30.8% of students were in the middle, and 13,6% of students were in the middle criteria. Overall, it can be concluded that the average student learning outcomes achieve high criteria in the visual learning style (45.6%), meaning that student learning outcomes are considered good after learning using the differentiated PJBL model.
Co-Authors Amalia, Firna Amanda, Citra Anilia Ratnasari, Anilia Antika, Rindi Asanuri, Nurul bayu pamungkas Citra, Laras Wibawati Dian Adiarti, Dian Dyah Rini Indriyanti EVA YULIANA Fauzan, Aditya Fauziyah, Lilik Hanny Hafiar HARTATI Hartati Hartati Hartati, Tri Hartati Husamah Husamah Istni Mutiara Wardhani Ainur Rofiq Hidayat, Bunga Ita Fitriana, Ita Lesy Luzyawati Lissa, Lissa Listiani Listiani Lutfiat, Nina Munfarijah, Munfarijah Nais, Jesicha Ni Putu Sri Harta Mimba Nisfalaila, Alya Nur Subkhi Nurazizah, Eva Nursubkhi, Nursubkhi Putri, Isnaeni Raden Mohamad Herdian Bhakti Rani Suryani Rizqiah, Keke Mewah Subkhi, Nur Sugianto Sugianto Sunarti Suparto Suparto Tri Ratna Dewi Usyriyah, Laelatut W.H, Nugrahaningsih Wiyati, Erti Yasashi, Sanaz Yusrina Nafilah Zehlia, Agustina Zuliyanti, Dera