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All Journal International Journal of Evaluation and Research in Education (IJERE) Berkala Ilmiah Pendidikan Biologi (BioEdu) Biotropika JIPB (Jurnal Inovasi Pembelajaran Biologi) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Edukasi Biologi Journal of Educational and Learning Studies
Wisanti Wisanti
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pedoman Penulisan Artikel E-Journal Unesa Pengembangan LKPD Paku Berbasis Learning Cycle 5E untuk Melatihkan Keterampilan Berpikir Kritis Peserta Didik Kelas X SMA Fajrin Mediana Putri; Wisanti Wisanti
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 12 No 2 (2023)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v12n2.p365-379

Abstract

Keterampilan berpikir kritis merupakan salah satu tuntutan yang harus dimiliki peserta didik pada abad ke-21. Keterampilan berpikir kritis dapat dilatihkan melalui cara pengajaran dan pemilihan sumber belajar yang sesuai dengan model belajar berbasis LC 5E (Engagement, exploration, explanation, elaboration, dan evaluation) menggunakan Lembar Kegiatan Peserta Didik. Penelitian ini bertujuan untuk mengembangkan LKPD “Paku” berbasis LC 5E untuk melatihkan keterampilan berpikir kritis dengan menggunakan model pengembangan 4-D (define, design, develop, dan disseminate), tanpa tahap disseminate. Parameter yang diukur mencakup hasil validitas dan respons guru terhadap LKPD. Validitas LKPD diperoleh dari hasil validasi dosen ahli botani dan dosen ahli sumber belajar menggunakan instrumen penilaian validasi. Aspek validasi yang dinilai mencakup aspek penyajian sejumlah sembilan (9) komponen, aspek isi sejumlah sembilan (9) komponen dan aspek bahasa sejumlah satu (1) komponen. Respons guru diperoleh dari 15 responden guru Biologi berbeda sekolah melalui angket yang terdiri atas 25 butir pernyataan. Teknik analisis data dilakukan secara deskriptif kuantitatif. Keterampilan berpikir kritis yang dilatihkan mencakup analisis dan evaluasi. Keterampilan berpikir kritis analisis dilatihkan pada tahap engagement dan elaboration, sedangkan keterampilan kritis evaluasi dilatihkan pada tahap explanation. Hasil analisis menunjukkan LKPD memperoleh skor penilaian validitas 3,68 dengan kategori sangat valid dan respons positif guru sebesar 98,02% dengan kategori sangat kuat. Berdasarkan penelitian tersebut, LKPD “Paku” berbasis LC 5E layak digunakan dalam pembelajaran untuk melatihkan keterampilan berpikir kritis dalam pembelajaran kelas X SMA. Kata Kunci: keterampilan berpikir kritis, learning cycle 5E, LKPD, paku.
Pengembangan Video Blog (Vlog) Berbantuan E-LKPD Lumut dan Paku-Pakuan Sebagai Sumber Belajar untuk Melatihkan Keterampilan Proses Sains Siswa Ilfi Choiru Rohmatin; Wisanti Wisanti
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 12 No 2 (2023)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v12n2.p539-553

Abstract

Keterampilan proses sains sangat diperlukan peserta didik untuk membangun pengetahuan sehingga mampu memecahkan masalah dan berpikir reflektif. Keterampilan proses sains dapat dilatih melalui sumber belajar digital berupa video blog (vlog). Penelitian ini memiliki tujuan untuk menghasilkan video blog (vlog) lumut dan paku-pakuan sebagai sumber belajar guna melatihkan keterampilan proses sains yang valid dan praktis. Penelitian ini memakai model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Uji coba terbatas dilaksanakan kepada 15 peserta didik SMA Negeri 1 Giri Taruna Bangsa. Validitas didapat dari hasil validasi ahli media, ahli materi, dan praktisi. Kepraktisan diperoleh melalui angket keterlaksanaan dan hasil angket motivasi belajar peserta didik. Parameter yang diukur mencakup hasil validitas, keterlaksanaan dan tanggapan motivasi belajar peserta didik. Analisis data dalam penelitian ini memakai model deskriptif kuantitatif. Hasil validasi vlog lumut dan paku-pakuan secara berturut-turut memperoleh skor 3,96 (sangat valid) dan 4 (sangat valid) dan hasil validasi E-LKPD pendamping lumut dan paku-pakuan secara berturut-turut memperoleh skor 3,99 (sangat valid) dan 4 (sangat valid). Hasil uji kepraktisan vlog dan E-LKPD pendamping sebesar 97% (sangat praktis) pada topik lumut dan 98,5% (sangat praktis) pada topik paku-pakuan. Hasil angket motivasi belajar siswa menggunakan model ARCS diperoleh skor rata-rata 3,58 (sangat kuat). Vlog lumut dan paku-pakuan serta E-LKPD pendamping dinyatakan layak digunakan berdasarkan aspek validitas dan kepraktisan untuk diterapkan dalam pembelajaran Biologi kelas X. Kata Kunci: Vlog, E-LKPD, Lumut, Paku-pakuan, Keterampilan Proses Sains
Pengembangan E-Lkpd Pertumbuhan dan Perkembangan Tumbuhan Berbasis Guided Discovery untuk Melatihkan Keterampilan Proses Sains Terintegrasi Ira Hasanah; Wisanti Wisanti
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 12 No 3 (2023)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v12n3.p706-717

Abstract

Abstract Integrated science process skills are one of the demands of the 21st century. The guided discovery model can be applied in learning to train integrated science process skills. The research aims to produce an E-LKPD based on guided discovery for plant growth and development to train integrated science process skills that are theoretically and empirically feasible. This research is development research using the 4D mode, which consists of defining, designing, developing, and disseminating. This research only reached the development stage. Theoretical feasibility based on the validation results includes presentation, content, and language aspects. Empirical feasibility is obtained from the integrated science process skills test-score and students’ responses. E-LKPD is categorized as theoretically feasible if it scores ≥ 2.51. E-LKPD was classified as empirically feasible if the percentage of students on the achievement of integrated science process skills indicators ≥ 76% and strong criteria student responses ≥ 61%. The results of theoretical feasibility in the validation test obtained a score of 3.86 (very valid). The empirical feasibility of E-LKPD is shown by the test results showing the achievement of integrated science process skills indicators obtaining good to very good criteria, namely formulating problems, formulating hypotheses, identifying variables, carrying out experiments, presenting data, analyzing data, formulating conclusions successively by 96.7%; 91.7%; 86.6%; 91%; 96%; 78.3%; 91.7%, and the results of students' responses 97.25% (very strong). E-LKPD is declared theoretically and empirically feasible to use in learning. Key words: E-LKPD, guided discovery, growth, development, integrated process skills.
Penerapan Model Pembelajaran Kooperatif Tipe Two-Stay Two-Stray (TSTS) untuk Melatih Kemampuan Berpikir Kritis Siswa Kelas X pada Materi Ekosistem Dede Alisa Putri; Wisanti Wisanti
Jurnal Inovasi Pembelajaran Biologi Vol 4 No 2 (2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jipb.v4n2.p125-136

Abstract

Kemampuan berpikir kritis dan pemecahan masalah merupakan salah satu tuntutan keterampilan 4c. Kemampuan kognitif berpikir kritis diperlukan untuk membuat penilaian dan menarik kesimpulan berdasarkan argumen yang logis dan faktual. Materi ekosistem memiliki cakupan yang sangat luas sehingga diperlukan suatu metode pembelajaran yang berpusat pada siswa. Model pembelajaraan kooperatif tipe two-stay two-stray membuat siswa bekerja sama dan berkontribusi menyelesaikan permasalahan, sehingga melatih kemampuan berpikir kritisnya. Tujuan penelitian adalah untuk mendeskripsikan korelasi antara kegiatan pembelajaran kooperatif TSTS dengan kemampuan berpikir kritis siswa, mendeskripsikan aktivitas siswa selama pembelajaran, dan mendeskripsikan respons siswa setelah melakukan kegiatan pembelajaran. Jenis penelitian yang digunakan adalah deskriptif kuantitatif dengan one group pre-test and post-test design. Sampel pada penelitian ini 72 siswa SMAN 1 Driyorejo yang dilaksanakan pada bulan Maret – April 2023. Hasil penelitian menunjukkan rata-rata gain-score sebesar 0,78 dengan kategori tinggi. Pembelajaran TSTS dengan kemampuan berpikir kritis siswa pada materi ekosistem berkorelasi secara positif sebesar 0,251. Hasil keterlaksanaan pembelajaran adalah 96% dengan kategori sangat baik, serta respons siswa menunjukan kategori sangat positif sebesar 93,18%.
Scientific digital poster assignments: strengthen concepts, train creativity, and communication skills Wisanti Wisanti; Novita Kartika Indah; Eva Kristinawati Putri
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25909

Abstract

Student-centered learning promotes the development of students’ knowledge and skills with poster assignments used to ensure their active participation in academics. Therefore, this research aims to explore student competencies in concept strengthening, creativity, and communication skills from working on digital poster project assignments. Research using observation method with a quantitative approach. Data were collected from 86 participants learning plant systematics in their first semester based on the criteria for strengthening the concept, creativity, communication, and student responses. The instruments used for data collection were a poster scoring rubric and a closed questionnaire. Data were analyzed descriptively with simple statistics in the form of average, standard deviation, and percentage. The hypothesis about the correlation of concept strengthening, creativity, and communication was tested with Spearman’s coefficient. The result showed that students made 29 posters with concept strengthening, creativity and communication skills in the very good (3.42±0.49), very good (3.57±0.26), and very good (3.41±0.25) categories, respectively. Student competency shows a positive correlation between communication skills and concept reinforcement and between communication skills and creativity. Students give a positive response to the application of posters in learning in terms of learning experiences, concept strengthening, creativity and communication. Hence, using posters as project assignments in learning helps develop students’ knowledge and skills by acquiring varied experiences.
Development and Expert Validation of Augmented Reality-Integrated Innovative Learning Materials on Plant Cells and Tissues for Problem-Based Learning: An Approach Using Aiken’s V A Bashri; R P Puspitawati; Wisanti Wisanti; S Indana; P Yakub; R Rukmana; J Shodiq
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.2148

Abstract

Augmented Reality (AR) has the potential to improve Problem-Based Learning (PBL) in higher education by easing the visualisation of difficult biological ideas and encouraging active participation. The purpose of this study was to assess the viability and content validity of AR-integrated teaching resources created for PBL. The study concentrated on the validation stage using the ADDIE development paradigm and included three expert validators in instructional design, educational technology, and biology education. Aiken's V was used to evaluate content validity in terms of language appropriateness, presentation viability, and topic feasibility. To enhance the teaching materials, qualitative input from validators was also examined. The findings showed strong validity across all dimensions, with Aiken's V values more than 0.85. The display of AR elements, the clarity of instructions, and the alignment of learning exercises with problem-solving objectives were the main areas of expert recommendation. The quality and usability of the updated materials were improved by incorporating these suggestions. All things considered, the AR-integrated teaching resources showed excellent content validity and viability for postsecondary education. According to the results, the products are appropriate for use in classrooms and can help students grasp difficult biological ideas through interactive, technologically enhanced learning opportunities.
Assertive Discipline dalam Pembelajaran Biologi: Strategi Membangun Karakter Disiplin dan Fokus Siswa dengan Bijak Menggunakan Gawai Afifatur Rohmah; Wisanti Wisanti
Jurnal Inovasi Pembelajaran Biologi Vol 7 No 1 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jipb.v7n1.p64-75

Abstract

Tingginya penggunaan gawai yang mengakibatkan menurunnya karakter disiplin dan fokus belajar siswa Padahal gawai sebenarnya dapat menjadi alat pendukung pembelajaran jika digunakan secara bijaksana. Oleh karena itu, perlunya menciptakan lingkungan belajar yang kondusif dan humanis dengan strategi Assertive Discipline yang sesuai dalam pembelajaran di era revolusi industri 5.0. Tujuan penelitian ini adalah untuk menguji efektivitas strategi Assertive Discipline dalam meningkatkan disiplin dan fokus belajar siswa dengan bijaksana menggunakan gawai pada pembelajaran Biologi di SMA Negeri Jogoroto. Metode yang digunakan adalah deskriptif kuantitatif melalui penyebaran angket respons siswa kepada 60 peserta didik kelas XII yang telah mengikuti pembelajaran dengan penerapan strategi tersebut. Hasil penelitian menunjukkan respons sangat positif dengan skor rata-rata 4,61 dengan kategori sangat positif. Sebanyak 96,7% siswa menjadi lebih disiplin dengan kategori sangat positif, 96,7% lebih mudah focus dengan kategori sangat positif, dan terciptanya lingkungan belajar kondusif bagi 96,7% siswa dengan kategori sangat positif. Simpulan penelitian ini adalah Assertive Discipline efektif meningkatkan kedisiplinan dan fokus siswa serta direkomendasikan untuk mengatasi tantangan pembelajaran di era digital..
Identification of misconceptions in plant morphology using a four-tier diagnostic test Zahwa Fibrianita; Wisanti Wisanti; Siti Zubaidah
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/03282

Abstract

This study aims to identify and map the highest levels of misconceptions regarding plant morphology among Grade 11 high school students in Surabaya. A descriptive survey involved 114 11th-grade students from nine high schools in Surabaya, selected through random sampling. Based on answer accuracy, reasoning accuracy, and confidence levels, students’ responses were classified into conceptual understanding, partial understanding, lack of conceptual understanding, and misconception categories. Data were collected using the Four-Tier Diagnostic Test on Plant Morphology (MorforTest), consisting of 10 items. The instrument was validated by four biology experts and obtained a validity score of 90% (highly valid) and Cronbach alpha reliability  score  of  0.75  (reliable). Data were analyzed descriptively using percentages. The findings indicated that students exhibited misconceptions in the low (55%), moderate (40%), and high (5%) categories. The highest misconception rates were found in the concepts of Asteraceae inflorescences (45%) and the lamina and stamens of Canna indica (44%), whereas the lowest misconception rate was observed for moss rhizoids (14%). Thus, MorforTest can be recommended as a diagnostic tool to help teachers design learning strategies that minimize misconceptions in plant morphology.
Development of an e-worksheet circulation system based on an in-depth learning approach to train higher-order thinking skills of grade XI high school students Rizal Ihza Mahendra; Wisanti Wisanti
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.29897

Abstract

Higher Order Thinking Skills (HOTS) is a crucial competency in the 21st century, but students' HOTS abilities in Indonesia have not shown optimal results. In addition, the complex and abstract material of the circulatory system requires teaching materials that can support meaningful learning while training students' HOTS. The need for learning that can train HOTS can be accommodated through the Deep Learning Approach that emphasizes the principles of mindful, meaningful, and joyful learning. This research aims to produce a valid, practical, and effective Circulation System E-Worksheet based on the Deep Learning approach to train HOTS for Grade XI high school students. This research method applies a 4-D model that includes the stages of define, design, develop, and disseminate. The research instruments include a validation sheet, an observation sheet for implementing learning activities, a student response questionnaire, and HOTS test questions. The resulting E-Worksheet then underwent a limited trial on 20 grade XI IPA students of SMAN 16 Surabaya. The parameters of this study include validity based on expert assessment, practicality based on the implementation of learning activities and student responses to using the E-Worksheet, and effectiveness based on students' HOTS achievement. Data were analyzed descriptively and quantitatively using simple statistics, including averages and percentages. The results of the study show that the resulting E-WORKSHEET obtained a validity score of 3.67 (very valid), practicality reviewed from the implementation of learning activities of 100% (very practical) and positive student responses of 99.33% (very practical), and effectiveness based on the achievement of HOTS indicators including analysis, evaluation, and creation respectively of 75%, 80%, and 90%. Thus, the resulting E-Worksheet Circulation System based on the Deep Learning approach is considered valid, practical, and effective for practicing HOTS.
Co-Authors A Bashri Afifah Al Faizah Afifatur Rohmah Afifatur Rohmah Ahmad Bashri Anisah Anisah Dede Alisa Putri Dwi Susilowati Eva Kristinawati Putri Fajrin Mediana Putri Ilfi Choiru Rohmatin Ira Hasanah J Shodiq Latifatul Ummah Nada Tsaniya Salsabila Novia Putri Diana Novita Kartika Indah P Yakub R P Puspitawati R Rukmana Refiska Audhiya Mardaningrum Rizal Ihza Mahendra S Indana Sintha Eka Ashari Siti Zubaidah Zahwa Fibrianita