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EFEKTIVITAS BUKU AJAR PENDIDIKAN LINGKUNGAN HIDUP BERBASIS POTENSI LOKAL TARAKAN ilma, silfia
Pedagogi Hayati Vol 2 No 1 (2018): Pedagogi Hayati Jurnal ilmiah Pendidikan Biologi : Literasi dan kearifan Lokal d
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (197.623 KB)

This study aims to determine the effectiveness of Environmental Education Learning Book (PLH) based on Local Potential of Tarakan city. The research method used in this research is classroom action research. Subjects in this study is a class A1 Department of Biology education FKIP University of Borneo Tarakan. The instruments used in this research are test and observation sheet. Analysis of test result data is done descriptively quantitative with percentage technique. The results showed that the use of textbooks based on local potential of Tarakan can improve learning outcomes in the form of students understanding of biodiversity and natural resource management in the city of Tarakan. Student learning outcomes in cycle 1 of 33.33% and on the second cycle of 94.44%. So it can be concluded the use of local potency-based textbook effective in improving learning outcomes.This study aims to determine the effectiveness of Environmental Education Learning Book (PLH) based on Local Potential of Tarakan city. The research method used in this research is classroom action research. Subjects in this study is a class A1 Department of Biology education FKIP University of Borneo Tarakan. The instruments used in this research are test and observation sheet. Analysis of test result data is done descriptively quantitative with percentage technique. The results showed that the use of textbooks based on local potential of Tarakan can improve learning outcomes in the form of students understanding of biodiversity and natural resource management in the city of Tarakan. Student learning outcomes in cycle 1 of 33.33% and on the second cycle of 94.44%. So it can be concluded the use of local potency-based textbook effective in improving learning outcomes.

Developing poster based on diversity of Nepenthes in Padat Karya Forest Krayan, North Kalimantan Ilma, Silfia; Zulfadli, Zulfadli; Superli, Superli; Rupa, Darius
Jurnal Pendidikan Biologi Indonesia Vol 4, No 1 (2018): MARCH
Publisher : University of Muhammadiyah Malang

Nepenthes is a unique carnivores plant that can be found in Padat Karya forest, Krayan at the North Kalimantan. The existence of these plants can be used as a media of learning so that learning activities become more contextual. The aims of this study are 1) to know the diversity of Nepenthes in Padat Karya forest, 2) to determine the feasibility of learning media in the form of poster developed from the results of the Nepenthes diversity research. This research consisted of two stages. The first was research stage which involved inventory, identification, and diversity index determination of Nepenthes. The second stage was development research i.e developing the results gained from the first stage into poster form. The research and development model employed in this study was the modified-Borg and Gall (2006) model. There were five steps conducted, namely (1) need analysis, (2) planning, (3) develop the preliminary form of product, (4) preliminary field testing, and (5) main product revision. The results showed that the diversity index value of Nepenthes was categorized as âmediumâ. In addition, based on the validation and response obtained, the poster developed was feasible to be utilized as a learning media in senior high school.

Learning interest of pre-service biology teachers on contextual-based Plant Morphology course Yulinda, Ratna; Ilma, Silfia
Jurnal Pendidikan Biologi Indonesia Vol 4, No 2 (2018): JULY
Publisher : University of Muhammadiyah Malang

There was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (CTL) implementation is crucial to be done. This study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based Plant Morphology course. As the descriptive research, the instrument used to collect the data in this study was questionnaire. The subjects were biology pre-service teachers in University of Borneo Tarakan, North Kalimantan, Indonesia. The results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students interest in learning and learning process (71.33%), students attention in learning and learning process (63.67%), study preparation (75,22%), students opinions in the exam activity (61.89%), the impact teacherâs technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). The remain indicator (activity of recording material and making of summary in learning) was recognize as medium criteria (57.17%). It can be concluded that contextual-based Plant Morphology course learning must be the main choice in strengthen the understanding of biology pre-service teachers.

The analysis of teacher candidatesâ teaching skill in department of biology education, University of Borneo Tarakan, through pre-service teaching activities Wijarini, Fitri; Ilma, Silfia
Jurnal Pendidikan Biologi Indonesia Vol 3, No 2 (2017): JULY
Publisher : University of Muhammadiyah Malang

This study aimed to know pre-service student teaching skill on Biology education by PPL activities semester 2016/ 2017. This was descriptive research in which the subject were 27 students year 2013 in Biology education program. The research assessment instrument used was the rubric fulfilled by Pre-service teachers based on observational activity during three months. The data analysis technique were data presentation and conclusion of the study. The teaching skill components observed consist of 10 components. The results of 10 components including the skill in arranging learning scenario with the value of 86.79 (average), opening and closing learning skill of 86.41 (average), explaining skill of 85.67, question skill 86.6, providing reinforcement skill 87.11, using instructional media skill 87.03, held a variety skill of 84.9, discussion guiding skill of 85, assessment skill of 86.1, and classroom management skill 87.4. The overall average Biology Education student teaching skills are 83 which is categorized into good category.

Developing of environmental education textbook based on local potencies Ilma, Silfia; Wijarini, Fitri
Jurnal Pendidikan Biologi Indonesia Vol 3, No 3 (2017): NOVEMBER
Publisher : University of Muhammadiyah Malang

Environmental education subject aims to form students who have the character to maintain the environment. One effort to achieve the objectives of the Environmental education subject is the local Environmental Education Textbook Based on Local Potencies. This research was aimed to produce textbook of environment-based education subject Environmental education based on local potencies. This research and development using Borg & Gall model (1983). This study uses only five stages of the Borg & Gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. The results of the research and development that has been done is a textbook of environmental education based on local potencies that is suitable for use in semester 5 collage level.

PENDAMPINGAN PENYUSUNAN KARYA TULIS ILMIAH BAGI GURU IPA SMP DI KOTA TARAKAN Ilma, Silfia; Suciyati, Alfi; Yulinda, Ratna
Jurnal Pengabdian Masyarakat Borneo Vol 1, No 1 (2017)
Publisher : LPPM UBT

Abstrak: Pengembangan karir guru dan peningkatan kompetensi bagi guru dilakukan dalam rangka menjaga kompetensi keprofesiannya agar sesuai dengan perkembangan ilmu pengetahuan, teknologi, seni budaya dan olah raga sesuai PP No. 74 Tahun 2008.Pengembangan keprofesian guru ini dikembangkan dengan perolehan angka kredit baik melalui kegiatan pengembangan diri maupun menulis karya ilmiah.Hasil observasi disekolah mitra diketahui permasalahan yang mereka hadapi antara lainkurangnya pengetahuan dan keterampilan Guru IPA mengenai penyusunan karya tulis ilmiah yang menyebabkan guru kesulitan mengajukan kenaikan pangkatnya, maka dari itu perlu dilakukan pendampingan penyusunan karya tulis ilmiah bagi guru di sekolah mitra. Target dan Luaran dari kegiatan ini yakni meningkatnya pemahaman guru IPA sekolah mitra terhadap karya tulis ilmiah dan menghasilkan produk berupa karya tulis ilmiah dalam bentuk draf.Pelaksanaan kegiatan Pendampingan Penyusunan Karya Tulis Ilmiah ini dilaksanakan melalui tahapan 1) Pemberian informasi dan 2) Pendampingan penyusunan karya tulis ilmiah.Hasil evaluasi pelaksanaan pendampingan penyusunan karya tulis ilmiah dalam kategori baik.Hasil evaluasi terhadap pengetahuan guru dalam menyusun karya tulis ilmiah 2 (dua) orang tergolong kategori baik, 1 (satu) orang dalam kategori sedang, dan 2 (dua) orang dalam kategori kurang. Hasil evaluasi keterampilan guru dalam menyusun karya tulis ilmiah telah memenuhi kriteria karya tulis ilmiah dalam kategori baik.Abstrak: Teachers’ career need to be developed and improved in order to maintain their professionalism and competence that should be related to the development of science, technology, arts, and physical exercise based on PP No. 74 year of 2008. The development of teachers’ professionalism can be implemented using a credit point either through self development activities or writing a scientific paper. observation results on several schools show that the major problem that they face is science teachers are lack of knowledge and skills in writing a scientific paper that can result in the difficulties in submitting their preferment, therefore it is important to accompany those teachers in writing scientific paper through a short training. The target and output of this activity is that the science teachers can improve their writing skill in writing scientific paper and resulting a scientific paper draft.This activity consists of two stages (1) giving information and (2) accompaniment in writing scientific paper. The results show that the evaluation on accompaniment can be categorized as good. The evaluation on teachers’ knowledge in writing scientific paper can be categorized as good (two teachers), medium (one teacher), and not good (two teachers). The evaluation on teachers’ skill in writing scientific paper shows that they are able to write a scientific paper that can be categorized in good level.

THE CORRELATION BETWEEN SCIENCE PROCESS SKILLS AND BIOLOGY COGNITIVE LEARNING OUTCOME OF SENIOR HIGH SCHOOL STUDENTS Ilma, Silfia; Al-Muhdhar, Mimien Henie Irawati; Rohman, Fatchur; Saptasari, Murni
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 6, No 1 (2020): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v6i1.10794

Science Process Skills (SPS) are the essential abilities which need to be mastered in learning biology to strengthen students? learning outcomes. The aim of this study was to analyze the relationship between SPS and biology Cognitive Learning Outcome (CLO) of senior high school students. The sample was 100 tenth graders in Malang. The correlational study used two test types as the instrument (i.e. essay and multiple choice). The essay instrument consisted of 10 items which were developed from SPS aspects (basic and integrated skills). Meanwhile, the biology CLO was measured using multiple choice test which consisted of 30 items. The collected data were analyzed using simple linear regression analysis. The results showed that the highest students? SPS aspect was observing (78.84%), while the lowest was predicting aspect (27.30%). In addition, the highest achievement of students? biology CLO was C1 (94.23%), while the lowest was C6 (33.46%). The regression analysis showed that there was a significant correlation between students? SPS and biology CLO, where the equation was Y = 27.988 + 0.311X. Therefore, it is crucial to consider SPS to be integrated into a learning activity by using various learning models that empowering these skills to improve students? biology CLO.

Promoting students’ metacognitive awareness and cognitive learning outcomes in science education Silfia Ilma; Mimien Henie Irawati Al Muhdhar; Fatchur Rohman; Murni Sapta Sari
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i1.22083

This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p<0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning.

PENDAMPINGAN PENYUSUNAN KARYA TULIS ILMIAH BAGI GURU IPA SMP DI KOTA TARAKAN Ratna Yulinda; Silfia Ilma; Alfi Suciyati
Jurnal Pengabdian Masyarakat Borneo Vol 1, No 1 (2017)
Publisher : Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/jpmb.v1i1.236

Abstrak: Pengembangan karir guru dan peningkatan kompetensi bagi guru dilakukan dalam rangka menjaga kompetensi keprofesiannya agar sesuai dengan perkembangan ilmu pengetahuan, teknologi, seni budaya dan olah raga sesuai PP No. 74 Tahun 2008.Pengembangan keprofesian guru ini dikembangkan dengan perolehan angka kredit baik melalui kegiatan pengembangan diri maupun menulis karya ilmiah.Hasil observasi disekolah mitra diketahui permasalahan yang mereka hadapi antara lainkurangnya pengetahuan dan keterampilan Guru IPA mengenai penyusunan karya tulis ilmiah yang menyebabkan guru kesulitan mengajukan kenaikan pangkatnya, maka dari itu perlu dilakukan pendampingan penyusunan karya tulis ilmiah bagi guru di sekolah mitra. Target dan Luaran dari kegiatan ini yakni meningkatnya pemahaman guru IPA sekolah mitra terhadap karya tulis ilmiah dan menghasilkan produk berupa karya tulis ilmiah dalam bentuk draf.Pelaksanaan kegiatan Pendampingan Penyusunan Karya Tulis Ilmiah ini dilaksanakan melalui tahapan 1) Pemberian informasi dan 2) Pendampingan penyusunan karya tulis ilmiah.Hasil evaluasi pelaksanaan pendampingan penyusunan karya tulis ilmiah dalam kategori baik.Hasil evaluasi terhadap pengetahuan guru dalam menyusun karya tulis ilmiah 2 (dua) orang tergolong kategori baik, 1 (satu) orang dalam kategori sedang, dan 2 (dua) orang dalam kategori kurang. Hasil evaluasi keterampilan guru dalam menyusun karya tulis ilmiah telah memenuhi kriteria karya tulis ilmiah dalam kategori baik.Abstrak: Teachers’ career need to be developed and improved in order to maintain their professionalism and competence that should be related to the development of science, technology, arts, and physical exercise based on PP No. 74 year of 2008. The development of teachers’ professionalism can be implemented using a credit point either through self development activities or writing a scientific paper. observation results on several schools show that the major problem that they face is science teachers are lack of knowledge and skills in writing a scientific paper that can result in the difficulties in submitting their preferment, therefore it is important to accompany those teachers in writing scientific paper through a short training. The target and output of this activity is that the science teachers can improve their writing skill in writing scientific paper and resulting a scientific paper draft.This activity consists of two stages (1) giving information and (2) accompaniment in writing scientific paper. The results show that the evaluation on accompaniment can be categorized as good. The evaluation on teachers’ knowledge in writing scientific paper can be categorized as good (two teachers), medium (one teacher), and not good (two teachers). The evaluation on teachers’ skill in writing scientific paper shows that they are able to write a scientific paper that can be categorized in good level.

The analysis of teacher candidates’ teaching skill in department of biology education, University of Borneo Tarakan, through pre-service teaching activities Fitri Wijarini; Silfia Ilma
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 3 No. 2 (2017): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v3i2.4311

This study aimed to know pre-service student teaching skill on Biology education by PPL activities semester 2016/ 2017. This was descriptive research in which the subject were 27 students year 2013 in Biology education program. The research assessment instrument used was the rubric fulfilled by Pre-service teachers based on observational activity during three months. The data analysis technique were data presentation and conclusion of the study. The teaching skill components observed consist of 10 components. The results of 10 components including the skill in arranging learning scenario with the value of 86.79 (average), opening and closing learning skill of 86.41 (average), explaining skill of 85.67, question skill 86.6, providing reinforcement skill 87.11, using instructional media skill 87.03, held a variety skill of 84.9, discussion guiding skill of 85, assessment skill of 86.1, and classroom management skill 87.4. The overall average Biology Education student teaching skills are 83 which is categorized into good category.

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