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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA EDUSAINS TARBIYA : Journal Education in Muslim Society Jurnal Inovasi Pendidikan IPA JPBIO (Jurnal Pendidikan Biologi) Jurnal Penelitian Kebijakan Pendidikan Journal for Lesson and Learning Studies Jurnal Penelitian Kebijakan Pendidikan Journal of Educational Sciences Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Progresif Jurnal Tarbiyatuna Jurnal Penelitian Kebijakan Pendidikan
Yanti Herlanti
Pendidikan Biologi, UIN Syarif Hidayatullah Jalan Ir. H. Djuanda 95 Jakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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ANALYSIS OF SCIENCE LITERACY IN SCIENCE TEXTBOOKS FOR JUNIOR HIGH SCHOOL BASED ON THE REVISED 2013 CURRICULUM IN WEST JAKARTA Fakhri, Fakhri; Herlanti, Yanti
Jurnal Pendidikan Matematika dan IPA Vol 16, No 2 (2025): May 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i2.90976

Abstract

Textbooks play an important role in the learning process, curriculum, and instructional methods, especially in developing countries. Text to translate: Textbooks are used as the main source to improve students' abilities in terms of science literacy. Students' science literacy skills are still below the PISA (Programme for International Student Assessment) standards. This study aims to analyze the scope of science literacy contained in the revised 2013 Curriculum Junior High School Science textbooks. The sample used is the SMP science textbooks from junior high schools in West Jakarta. The sampling technique in this study is purposive sampling, while the method used is descriptive, specifically document analysis in the form of textbooks. The instrument used to analyze the science textbooks is an observation sheet containing categories of science literacy. The results of the analysis on the Grade VIII SMP Science textbook of the 2013 Revised Curriculum show the proportion of science literacy with a percentage of 72.58% Knowledge of Science, 21.04% Investigative Nature of Science, 4.02% Science as a Way of Thinking, and 2.36% Interaction of Science, Technology, and Society.
The Relationship between Scientific Literacy Skills and Argumentation Skills Through Discussion of Socioscientific Issues on the Virus Concept Azizah, Nadia Nur; Herlanti, Yanti; Muliyah, Evi
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2699-2718

Abstract

Scientific literacy skills are important in science learning, but the scientific literacy skills of students in Indonesia are still relatively low based on the results of PISA 2022. Scientific literacy skills can be improved through the integration of socio-scientific issues in learning and scientific literacy knowledge can be measured through student argumentation. Therefore, a study was conducted to determine the relationship between scientific literacy skills and students' argumentation through discussions of socio-scientific issues on the concept of viruses. The research method used was the pre-experimental designs method using one-shot case study and correlational techniques. The total sample used was 53 students with a purposive sampling technique. Data collection in this study used tests in the form of scientific literacy questions and argumentation skills questions. The results of the study showed a relationship between scientific literacy skills and argumentation through discussions of socio-scientific issues on the concept of viruses with a significance value of 0.017 which indicates a significant relationship and a correlation coefficient of 0.327 which means the strength of the correlation is in the sufficient category. The average scientific literacy ability of students is 66.65 which is included in the moderate category and argumentation skills are at level 3.
The Integration Of Islamic Values And Biology Education Using Pedagogical Content Islamic Knowledge (PCIK) Herlanti, Yanti; Noor, Meiry Fadilah; Zein, Nadya
Jurnal Tarbiyatuna Vol 13 No 1 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/tarbiyatuna.v13i1.6103

Abstract

The integration of values is the mission of all Islamic Religious Colleges (IRC) in Indonesia, but many non-Islamic lecturers have not obtained the required model. Therefore, this study aims to create a model for integrating Islamic values with biology learning. The Define, Design, Develop and Disseminate method was used to review the developed documents. Furthermore, a Shared Integration Model known as Pedagogical Content Islamic Knowledge (PCIK) was developed. The result was assessed by two Islamic science experts, resulting in a Cohen’s Cappa coefficient of 0.61. A Senior High School Biology teacher and a lecturer assessed the feasibility of integrating materials and pedagogy, resulting in Cohen’s Cappa coefficient of 0.67. Furthermore, the results were uploaded on a website, tested, and disseminated. The insight into the spiritual value of students who used the PCIK development product is more varied. The dissemination results during the Covid-19 Pandemic showed improvements in the knowledge and competencies in integrating Islamic values and Biology as well as in Biology and pedagogy.
ANALISIS PEMBELAJARAN BIOLOGI SMA/MA DI JABODETABEK DITINJAU DARI STANDAR PROSES Fadlilah, Dina Rahma; Herlanti, Yanti
Jurnal Penelitian Kebijakan Pendidikan Vol 15 No 2 (2022)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v15i1.527

Abstract

A good implementation of Process Standard is a part of the effort to improve the quality of learning process. In Permendikbudristek No. 16 of 2022 regarding Process Standard, it is stated that learning is done in an interactive, inspiring, enjoyable, challenging and motivating environment for students. This type of learning had actually been initiated in the 2013 Curriculum through a scientific approach which proposes several learning models, namely discovery/inquiry learning and problem-based learning; such as problem-based learning (PBL) and project-based learning (PjBL). Therefore, this study aims to analyze the scientific approach in Biology learning as an implementation of Process Standard in Jakartan High Schools. Furthermore, this study used quantitative and qualitative methods as its approach. It found that teachers had implemented the scientific approach in their classrooms. However, results from students' perceptions showed the opposite. They stated that teachers did not effectively do “hands-on” activities through discovery/inquiry and PjBL. Moreover, this study suggests that the implementation of the Process Standard that have been effectively applied since the 2013 Curriculum needs to be maintained in Kurikulum Merdeka (in English: Emancipated Curriculum) because it is still relevant with the goals of Emancipated Curriculum. Finally, the findings of this study should be addressed so it can improve the implementation of Process Standard in the Emancipated Curriculum. 
AN ANALYSIS ON PEDAGOGY CONTENT ISLAMIC KNOWLEDGE OF INDONESIAN QUALIFICATION FRAMEWORK IN BIOLOGY ISLAMIC EDUCATION PROGRAM Herlanti, Yanti
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.6751

Abstract

Abstract This study aims to analyze Pedagogy Content Islamic Knowledge (PCIK) on the Indonesian Qualification Framework (IQF) in Biology Islamic Education Study Program. The competence in Pedagogy Content Knowledge (PCK) is the achievement of Biology Education Program. The challenge faced by Biology Islamic Education program which lies under Islamic colleges and universities is to combine the program with the knowledge of Islam. The graduates of Biology Islamic Education program are required to master the Pedagogy Content Islamic Knowledge (PCIK). PCIK analysis was conducted qualitatively on Biology Islamic Education curriculum document at three state Islamic universities in Indonesia. The subjects of the study were three heads of study program, fourteen lecturers, and sixteen students. In-depth interviews, questionnaires, and discussions were conducted on the subjects. The results showed that PCIK is conceptually and textually seen in three subjects, namely capita selecta, microteaching practice, and school field practice. PCIK appeared in the scientific process, i.e. critical reflective activity on the significance of natural phenomena created by God. Abstrak Penelitian ini bertujuan untuk menganalisis Pedagogy Content Islamic Knowledge (PCIK) pada Kerangka Kualifikasi Nasional Indonesia (KKNI) Program Studi Tadris Biologi.  Kemampuan Pedagogy Content Knowledge (PCK) merupakan capaian Program Studi Pendidikan Biologi.  Bagi program studi Tadris Biologi di bawah naungan PTKI (Perguruan Tinggi Keagamaan Islam) memiliki tantangan satu tantangan lagi yaitu memadukan dengan pengetahuan islam.  Keluaran dari Tadris Biologi dituntut kemampuan Pedagogy Content Islamic Knowledge (PCIK).  Analisis PCIK dilakukan secara kualitatif terhadap dokumen kurikulum Tadris Biologi pada tiga UIN di Indonesia.  Selain itu dilakukan wawancara mendalam, pengisian angket, dan diskusi terpumpun bersama narasumber yaitu tiga orang ketua program studi,  empat belas dosen, dan enam belas mahasiswa.  Hasil penelitian menunjukkan PCIK secara tekstual konseptual terlihat pada tiga matakuliah yaitu kapita selekta, praktik pengajaran mikro, dan praktik lapangan madrasah.  PCIK muncul pada proses sains berupa kegiatan reflektif kritis terhadap hakekat fenomena alam yang diciptakan oleh Alloh swt.  How to Cite : Herlanti, Y. (2017).  An Analysis on Pedagogy Content Islamic Knowledge of Indonesian Qualification Framework in Biology Islamic Education Program. TARBIYA: Journal of Education in Muslim Society, 4(2), 176-183. doi:10.15408/tjems.v4i2.6751. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6751 
Correlation between Science Process Skills and Student-Tool Interactions in Surgical Practice and Microscope Observations Al-Farisi, Fadli Robby; Herlanti, Yanti; Husna, Nida; Hidayat, Dinnisa Haura Zhafira
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Correlation between Science Process Skills and Students’ Interaction With Practicum Tools in Surgical Practice and Microscope Observations. Objective: This study aimed to determine whether there was a significant correlation between Science Process Skills (SPS) and Student Interaction with Practicum Tools (SIPT) when the students were conducting Surgical Practice and Microscope Observations in their practicum session.  Methods: The design used for this study was descriptive correlational study with 11th grade high school students with a total of 58 students as the samples. Findings: The data were collected by using test and questionnaire as the instruments then were tested and analyzed using Spearman correlation test and Z test where the results were 0.16 (Spearman) and 1.21 (Z Test), which meant that there was no significant correlation between SPS and SIPT. Conclusion: As the conclusion, between SIPT and SPS, even though there was a mutual connection, it was not significant. One of the reasons was that the learning conditions at the time the research was carried out, the students must learn from home due to Covid-19 Pandemic that lessen the opportunities to learn directly at school. Keywords: student scientific skills, science process skills, motoric skills, practicum, students’ interaction, natural science.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202209
Environmental Education Lesson Study: A Practical Analysis in Science Learning and Its Impact on Students’ Environmental Attitudes Herlanti, Yanti; Fadlillah, Dina Rahma; Fadilah, Eva; Qumilaila, Qumilaila; Nobira, Shinji
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Environmental Education Lesson Study: A Practical Analysis of Science Learning and Its Impact on Students' Environmental Attitudes. Objective: This study aimed to examine the implementation of an environmental education (EE) lesson study conducted by science teachers and to analyse its influence on students' environmental attitudes. Method: The methodology of research utilised a comprehensive approach that combined qualitative and quantitative from direct observations of the lesson study implementation in schools in the Serpong District from August 2023 to February 2024, a focused discussion group with six teachers, and environmental attitude online questionnaires with 406 students voluntarily participating in this survey.  Finding: The findings indicate that the environmental education lesson study employs a framework of independent practice and open participation. While the planning and doing phases are managed independently by teachers from model schools, the observation and discussion phases actively involve educators from various schools, facilitating participation in hybrid formats. The students' environmental attitudes are not influenced by the activities of teachers within the lesson study. Instead, the type of school attended plays a critical role in shaping environmental attitudes. Students from eco-schools and those who prioritise environmental education as a distinct subject demonstrate considerably more positive environmental attitudes than those from institutions integrating environmental issues within their science learning. Conclusion: The environmental education lesson study has enhanced students' environmental attitudes. However, there is a need for a specific and holistic approach to environmental education to foster positive environmental attitudes among students effectively. Keywords: attitude, environmental, education, lesson study, science learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024134
Utilizing social media in socioscientific issues discussion to improve argumentative skills and microbial literacy herlanti, yanti; Rustaman, Nuryani; Fitriani, Any; Rohman, Ijang
Jurnal Inovasi Pendidikan IPA Vol. 9 No. 1: April 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v8i1.57910

Abstract

Microbial literacy plays an essential role in understanding microbiology issues. Discussion of socioscientific issues is one way to improve microbial literacy and argumentative skills. Socioscientific issues discussion takes a long time if applied in an inadequate classroom. Thus, social media is used as a tool to discuss socioscientific issues. This study aims to utilize social media Facebook' in discussing socioscientific issues. The research method used is quasi-experimental. The pre-post one group design was used to know the effect of socioscientific discussion on argumentation skills, and the pre and post-control group design was used to know the differences in microbiological literacy of students who discuss socioscientific issues and did not discuss socioscientific issues. Discussion of socioscientific issues is carried out through four steps: polemic, exploration, conclusion, and action. The results showed increased individual argumentation skills before and after discussing socioscientific issues via Facebook. Before the discussion there are 34.38% of students reached argumentation levels 4 to 5, after which 56.25% reached argumentation levels 4-5. Discussion of socioscientific issues through social media has made group argumentation skills reach higher performance (level 5). Microbiological literacy between groups discussing socioscientific issues and not discussing socioscientific issues showed no significant difference except for questions directly related to the topic of discussion, namely changes in perceptions of microbes. Online discussions of socioscientific issues with pro and con arguments were very effective through social media "Facebook."
Enhancing high-order thinking abilities through disc socio-scientific issues discussion on the virus concept Apriliani, Adelia Siti Nur; Herlanti, Yanti
JPBIO (Jurnal Pendidikan Biologi) Vol 10, No 2 (2025): November 2025
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v10i2.4700

Abstract

Based on national and international assessments, Indonesian students' higher-order thinking is inadequate, highlighting the need for effective learning. This study aimed to explore the impact of discussion of a socio-scientific issue on the development of higher-order thinking related to the concept of viruses. A quasi-experimental design used a nonequivalent pretest and posttest control group framework. The experimental group engaged in a socioscientific issue discussion model comprising the stages of Polemic, Exploration, Action, and Conclusion (PEAK). In contrast, the control group was instructed with a constructivist learning approach with discussion, students' presentations, and teacher explanations. The experimental group included 26 males and 46 females, while the control group had 30 males and 41 females. The findings showed that the experimental group's average pretest score was 55.1, while the control group's was 60,1. After the intervention, the experimental group achieved a posttest average of 73,3, compared to 69 for the control group. The N-gain test results demonstrated higher average gain in the experimental group (x-gain 0,5) than the control group (x-gain 0,2). Additionally, the Mann-Whitney U test indicated a significant effect of the socioscientific issue discussion learning model on students' HOTS. This model offers a promising alternative to enhance students' high-level thinking.
Co-Authors agnah, siti mulya Al-Farisi, Fadli Robby Any Fitriani Apriliani, Adelia Siti Nur Azizah, Nadia Nur endah, endah Fachry Abda El Rahman Fadilah, Eva Fadlilah, Dina Rahma Fadlillah, Dina Rahma Fakhri, Fakhri Hidayat, Dinnisa Haura Zhafira Ijang Rohman Meiry Fadilah Noor Muliyah, Evi Nida Husna Nobira, Shinji Nurlaela, Ai Nuryani Rustaman Qumilaila, Qumilaila Rahmawati, Rahmawati Rusdi Rusdi Tri Ade Mustakim Usawatun Amalia Zein, Nadya Zulfiani Zulfiani