Articles
<![CDATA[THE EFFECT OF MULTIMEDIA-BASED TEACHING MATERIALS IN SCIENCE TOWARD STUDENTSâ COGNITIVE IMPROVEMENT ]]>
<![CDATA[Khoiriah, Khoiriah]]>;
<![CDATA[Jalmo, Tri]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>
<![CDATA[ Jurnal Pendidikan IPA Indonesia Vol 5, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpii.v5i1.5793
<![CDATA[This study is a meta-analysis study that aimed to determine the effect of multimedia-based teaching materials in science learning to students cognitive enhancement. This study integrated primary study results of several studies that had been published in national and international journals. The method used in this research was the analysis of the results of seven international journals and three national journals involving multimedia teaching materials based on science learning as the main study. Searches were done through the search engine Google, using Eric Journal and Google scholar with keyword multimedia-based teaching materials. Analysis of data was the description of the results of the average effect size of each study sampled then categorized based on Cohens interpretation. The results showed that multimedia-based teaching materials in science learning had a significant influence on students cognitive learning outcomes indicated by the average effect size of 0.78. Differences in cognitive enhancement were based on a group of countries, fields of study, education level and the variety of multimedia teaching materials. It was concluded that the multimedia-based teaching materials in science learning showed a significant effect on students cognitive enhancement.]]>
<![CDATA[Hubungan Pengetahuan Lingkungan Hidup Dengan Sikap Peduli Lingkungan Hidup ]]>
<![CDATA[Ahmadi, Rizal]]>;
<![CDATA[Surbakti, Arwin]]>;
<![CDATA[Jalmo, Tri]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 6, No 2 (2018): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Jurnal Bioterdidik: Wahana Ekspresi Ilmiah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study was aimed to find out the relationship between living environmental knowlege with living environmental care attitude. The design of this research was descriptive quantitative. The subjects of this study were students of VIII grade of SMP Negeri 3 Tumijajar that were obtaimed sample technique with the number of 112 students. Knowledge understanding was measured by tests and environmental care attitudes with a Likert scale questionnaire. The data of the research were analyzed by simple linear regression analysis. The results showed that students environmental knowledge is sufficient (49.6 15.2). Bisides that, the environmental care attitude of students was very well (83.9 8.6). The results also showed that there was a significant correlation between living environmental knowledge with environmental care attitude with the value of correlation 0.50 and there was a low contribution that was 25%. The results of these contributions showed that the formation of environmental attitude was not fully influenced by environmental knowledge.Penelitian ini bertujuan mengetahui hubungan antara pengetahuan lingkungan hidup dengan sikap peduli lingkungan hidup. Desain penelitian ini adalah deskriptif kuantitatif. Subjek dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Tumijajar yang diambil dengan teknik sampel jenuh dengan jumlah 112 siswa. Penguasaan pengetahuan diukur dengan tes dan sikap peduli lingkungan hidup diambil dengan kuesioner skala Likert. Data hasil penelitian dianalisis dengan analisis regresi linier sederhana. Hasil penelitian ini menunjukkan pengetahuan lingkungan hidup siswa berkategori cukup (49,6 15,2). Selain itu, sikap peduli lingkungan siswa berkategori sangat baik (83,9 8,6). Hasil penelitian ini juga menunjukkan adanya hubungan yang signifikan antara pengetahuan lingkungan hidup dengan sikap peduli lingkungan hidup dengan nilai hubungan 0,50 dan terdapat kontribusi yang rendah sebesar 25 %. Hasil kontribusi tersebut menunjukkan terbentuknya sikap peduli lingkungan tidak sepenuhnya dipengaruhi pengetahuan lingkungan.Kata kunci : hubungan, pengetahuan lingkungan, sikap peduli lingkungan]]>
<![CDATA[THE USE OF PROBLEM BASED INSTRUCTION MODEL TO MOTIVATED THE INDEPENDENT BIOLOGICAL LEARNING TOWARD THE STUDENT OF SMP 16 BANDAR LAMPUNG IN ACADEMIC YEAR OF 2004/2005 ]]>
<![CDATA[JALMO, TRI]]>;
<![CDATA[PURWADI, PURWADI]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 2, No 2 (2005): BIOEDUKASI: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/bioedukasi-uns.v2i2.3956
<![CDATA[This is a colaborative action research which carried out toward student of SMP Negeri 16 Bandar Lampung. The aim of this research was enhancing the self learning motivation by using Problem Based Instruction (PBI) model. The research conducted in 2 cycles, using the criteria of teacher 's performance and student ’s ability toward biological learning The data awas then analized and intepreted to show the improving teacher performance for each cycle.The result showed that the teacher was a good fascilitator (score 2,98 in cycle I and 2,93 in cycle), so it ’s able to enhace the self learning motivation of a student, indicated with the increasing point of the readiness of study, the higly motivated in answer and question interaction, ability in answering the questions, giving opinion, creative, and highly initiative to study. That self learning motivation then gives rise to the average class mark even its equitability thus showed the better teaching and learning proccesses.]]>
<![CDATA[Pengaruh Project Based Learning terhadap Self-efficacy dan Kemampuan Berpikir Kreatif ]]>
<![CDATA[Nurrohmah, Eka]]>;
<![CDATA[Jalmo, Tri]]>;
<![CDATA[Yolida, Berti]]>
<![CDATA[ Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 7, No 2 (2019): Jurnal Bioterdidik ]]>
Publisher : <![CDATA[Jurnal Bioterdidik: Wahana Ekspresi Ilmiah ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims were to determine the effect of project based learning toward self-efficacy and the significant effect of the project based learning toward creative thinking skills. The population of study were all students of grade VII of SMP Negeri 13 Bandar Lampung. The samples of study were students of grade VII.5 and VII.2 that were selected by cluster random sampling technique. The design of study was the pretest-posttest nonequivalent control group design. Data of self-efficacy and creative product were obtained by using the scale of self-efficacy and creative product assessment rubric which were analyzed descriptively while the data of creative thinking skills were obtained by using pretest and posttest scores were analyzed by the Independent Sample t-test at a significant level of 5%. The results showed that the project based learning had an effect toward self-efficacy with high criteria. The project based learning has a significant effect toward creative thinking skills and creative products with creative criteria.Penelitian ini bertujuan untuk menentukan pengaruh project based learning terhadap self-efficacy dan signifikasi pengaruh project based learning terhadap kemampuan berpikir kreatif. Populasi penelitian adalah seluruh peserta didik kelas VII SMP Negeri 13 Bandar Lampung. Sampel penelitian adalah peserta didik kelas VII.5 dan VII.2 yang dipilih dengan teknik cluster random sampling. Desain penelitian adalah pretest-posttest nonequivalent control group design. Data self-efficacy dan produk kreatif diperoleh menggunakan skala self-efficacy dan rubrik penilaian produk kreatif yang dianalisis secara deskriptif sedangkan data kemampuan berpikir kreatif diperoleh menggunakan nilai pretes dan postes yang dianalisis dengan uji Independent Sample t-tes pada taraf signifikasi 5%. Hasil penelitian menunjukkan bahwa project based learning berpengaruh terhadap self-efficacy dengan kriteria tinggi. Project based learning berpengaruh signifikan terhadap kemampuan berpikir kreatif dan produk kreatif dengan kriteria kreatif. Kata kunci: kemampuan berpikir kreatif, project based learning, self-efficacy]]>
<![CDATA[Pelatihan Penyusunan Lembar Kerja Peserta Didik Berdiferensiasi Bagi Guru IPA SMP Kabupaten Lampung Selatan ]]>
<![CDATA[Jalmo, Tri]]>;
<![CDATA[Lengkana, Dewi]]>;
<![CDATA[Diawati, Chansyanah]]>;
<![CDATA[Fadiawati, Noor]]>
<![CDATA[ Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Vol 3, No 2 (2023): RUANG PENGABDIAN ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[AbstrakPelatihan ini bertujuan untuk meningkatkan pemahaman peserta tentang kurikulum Merdeka dan keterampilan mengembangkan pembelajaran bediferensiasi, khususnya LKPD berbasis proyek. Pelatihan diikuti oleh 26 orang guru IPA SMP yang tergabung dalam MGMP IPA SMP Kabupaten Lampung Selatan. Pelatihan menggunakan strategi scaffolding. Langkah yang digunakan adalah the teacher does it dan the group does it. Sebelum pelatihan, peserta diminta melakukan self assessment tentang pemahaman pada kurikulum Merdeka dan kterampilannya mengembangkan LKPD berdiferensiasi. Selanjutnya peserta secara klasikal akan dibimbing pelatih (the teacher does it) dan berinteraksi dengan teman-teman dalam satu kelompok (the group does it). Hasil pelatihan menunjukkan bahwa pemahaman peserta tentang kurikulum Merdeka mengalami peningkatan. Setelah pelatihan jumlah peserta yang pemahamannya “sangat baik” meningkat 11,54 %, “baik” meningkat 19.23%. LKPD yang dihasilkanpun telah memenuhi kriteria “baik”, sehingga dapat disimpulkan bahwa pelatihan ini mampu meningkatkan pemahaman dan keterampilan peserta dalam mengem-bangkan keterampilan LKPD berdifrernsiasi. Kata Kunci: LKPD; pembelajaran berdiferensiasi; strategi scaffolding AbstractThis training aims to increase participants' understanding of the Merdeka curriculum and skills in developing differentiated learning, especially project-based LKPD. The training was attended by 26 middle school science teachers who are members of the South Lampung Regency Middle School Science MGMP. Training uses scaffolding strategies. The steps used are the teacher who does it and the group who does it. Before the training, participants were asked to carry out a self-assessment regarding their understanding of the Merdeka curriculum and their skills in developing differentiated LKPD. Next, participants will classically be guided by a trainer (the teacher Does it) and interact with friends in one group (the group Does it). The results of the training showed that participants' understanding of the Merdeka curriculum had increased. After the training the number of participants whose understanding was "very good" increased by 11.54%, "good" increased by 19.23%. The resulting LKPD has met the "good" criteria, so it can be concluded that this training is able to increase participants' understanding and skills in developing differentiated LKPD skills. Keywords: differentiated learning; LKPD; scaffolding strategy DOI: https://doi.org/10.23960/rp/v3i2.hal.83-91]]>
<![CDATA[Pelatihan Pengembangan LKPD Berdiferensiasi dalam Kurikulum Merdeka Sebagai Upaya Peningkatan Profesionalitas Pendidik IPA SMP/MTs Se-Kabupaten Pringsewu ]]>
<![CDATA[Hasnunidah, Neni]]>;
<![CDATA[Jalmo, Tri]]>;
<![CDATA[Lengkana, Dewi]]>;
<![CDATA[Herlina, Kartini]]>
<![CDATA[ Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2 (2024): RUANG PENGABDIAN ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[SMP/MTs science educators in Pringsewu Regency face significant obstacles in implementing Independent Curriculum-based learning. One of the obstacles is related to educators' understanding and skills in developing differentiated LKPD that is in accordance with the basic competencies and learning objectives to be achieved. The aim of this training is to increase knowledge and insight about government policies and the theoretical basis of the Independent Curriculum as well as improve educators' abilities in compiling differentiated LKPD based on the Independent Curriculum. The method used in this training consists of workshops, lectures, discussions and questions and answers. The training participants were 30 SMP/MTs science educators in Pringsewu Regency who were accommodated in the MGMP. The data collected is in the form of initial and final test results as well as an assessment of skills in compiling LKPD. The data analysis was carried out descriptively qualitatively. The results of service activities show an increase in educators' understanding of differentiated SMP/MTs science LKPD based on the Independent Curriculum with final test results with good criteria increasing by 59.48% from initial test results with poor criteria. Educators' skills have increased, especially in compiling differentiated science worksheet worksheets based on the Independent Curriculum. Only some of the differentiated LKPD products which are the work of training participants are of sufficient quality (46%) and good (31%). Meanwhile, only a small portion of the LKPD quality is very good, poor or very poor (8%).Keywords: differentiated learning; independent curriculum; professionalism AbstrakPendidik IPA SMP/MTs di Kabupaten Pringsewu menghadapi kendala yang signifikan dalam mengimplementasikan pembelajaran berbasis Kurikulum Merdeka. Salah satu kendala terkait dengan pemahaman dan keterampilan pendidik dalam mengembangkan LKPD berdiferensiasi yang sesuai dengan kompetensi dasar dan tujuan pembelajaran yang ingin dicapai. Tujuan pelatihan ini adalah untuk meningkatkan pengetahuan dan wawasan tentang kebijakan pemerintah dan landasan teori tentang Kurikulum Merdeka serta meningkatkan kemampuan pendidik dalam menyusun LKPD berdiferensiasi berbasis Kurikulum Merdeka. Metode yang digunakan dalam pelatihan ini terdiri dari workshop, ceramah, diskusi dan tanya jawab. Adapun peserta pelatihan adalah 30 pendidik IPA SMP/MTs di Kabupten Pringsewu yang diwadahi dalam MGMP. Data yang dikumpulkan berupa hasil tes awal dan tes akhir serta penilaian keterampilan dalam menyusun LKPD. Analisis data tersebut dilakukan secara deskriptif kualitatif. Hasil kegiatan pengabdian menunjukkan adanya peningkatan pemahaman pendidik tentang LKPD IPA SMP/MTs berdiferensiasi berbasis Kurikulum Merdeka dengan hasil tes akhir dengan kriteria baik meningkat sebesar 59,48% dari hasil tes awal yang berkriteria kurang. Keterampilan pendidik meningkat terutama dalam menyusun LKPD IPA berdiferensiasi berbasis Kurikulum Merdeka. Produk LKPD berdiferensiasi yang merupakan hasil karya peserta pelatihan hanya sebagian yang berkualitas cukup (46%) dan baik (31%). Sementara itu, LKPD yang berkualitas baik sekali, kurang, dan kurang sekali hanya sebagian kecil saja (8%).Kata Kunci: kurikulum merdeka; pembelajaran diferensiasi; profesionalitas DOI: https://doi.org/10.23960/rp/v4i2.hal.16-31]]>
<![CDATA[Pelatihan Penyusunan Modul Pembelajaran Digital Menggunakan Aplikasi Heyzine ]]>
<![CDATA[Sari, Dian Ratna]]>;
<![CDATA[Fathimah, Ismah]]>;
<![CDATA[Meriza, Nadya]]>;
<![CDATA[jalmo, Tri]]>
<![CDATA[ Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 2 (2024): RUANG PENGABDIAN ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Advances in technology and information in the world of education provide opportunities for the development of digital learning modules. Digital learning modules are used as an interesting and interactive learning media for students. Skills in compiling digital learning modules need to be trained for students, especially prospective educators in the future. On the other hand, access to the preparation of contextual digital learning modules is still very limited. In order to overcome these potentials and problems, training has been carried out in preparing digital learning modules using the Heyzine application through the Community Service program. This training is aimed to increase skills for prospective teacher students, especially biology education, in compiling digital learning modules. The method used consists of Planning, Organizing, Actuating, Controlling and Evaluating. The results of the training have helped prospective teacher students improve their skills in compiling digital modules and provided opportunities for students to be creative in designing other digital learning media.Keywords: digital learning modules; heyzine; training AbstrakKemajuan teknologi dan informasi di dunia pendidikan memberi peluang pada pengembangan modul pembelajaran digital. Modul pembelajaran digital dimanfaatkan sebagai media pembelajaran yang menarik dan interaktif bagi peserta didik. Keterampilan menyusun modul pembelajaran digital perlu dilatih untuk mahasiswa khususnya calon pendidik di masa mendatang. Di sisi lain, akses dalam penyusunan modul pembelajaran digital yang kontekstual masih sangat terbatas. Dalam rangka mengatasi potensi dan masalah tersebut, telah dilakukan pelatihan penyusunan modul pembelajaran digital menggunakan aplikasi Heyzine melalui program Pengabdian Kepada Masyarakat. Pelatihan ini ditujukan untuk meningkatkan keterampilan kepada mahasiswa calon guru khususnya pendidikan biologi dalam menyusun modul pembelajaran digital. Metode yang dilakukan terdiri dari Planning, Organizing, Actuating, Controlling dan Evaluating. Hasil dari pelatihan telah membantu mahasiswa calon guru dalam meningkatkan keterampilan menyusun modul digital serta memberikan peluang bagi mahasiswa untuk berkreativitas dalam merancang media pembelajaran digital lainnya.Kata Kunci: heyzine; modul pembelajaran digital; pelatihan DOI: https://doi.org/10.23960/rp/v4i2.hal.32-38]]>
<![CDATA[STEM-Based Instrument Integration: Enhancing Systems and Science Skills in Teaching ]]>
<![CDATA[Likita, Egy Razka]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Hasnunidah, Neni]]>;
<![CDATA[Jalmo, Tri]]>
<![CDATA[ International Journal of Education, Culture, and Society Vol 2 No 3 (2024): International Journal of Education, Culture, and Society ]]>
Publisher : <![CDATA[Darul Yasin Al Sys ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58578/ijecs.v2i3.3461
<![CDATA[This research aims to describe STEM-based practicum instrument componentinstrument to stimulate students' system thinking skills based on the views of teachers and students. This research involved 50 middle school science teachers in Lampung Province. The method used in this research is a mixed method with explanatory sequential design to obtain quantitative and qualitative data through questionnaires and interviews. The results of the research show that teachers and students have a positive perception towards the development of STEM-based practicum instrument component. This research found the fact that there are some difficulties experienced by teachers in the use of STEM-based practicum instrument component. Teachers believe that the use of STEM-based practicum instrument component can stimulate the system thinking ability and have an impact on the improvement of students science process skills.]]>
<![CDATA[The Effect of STEM-Based Worksheet on Students’ Science Literacy ]]>
<![CDATA[Sulistiyowati, Sulistiyowati]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Jalmo, Tri]]>
<![CDATA[ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 3 No 1 (2018): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/tadris.v3i1.2141
<![CDATA[This study aims to improve the students’ science literacy through the application of STEM-Based Worksheet (Science, Technology, Engineering, and Mathematics) on sound waves learning the material. The research used mixed-method with exploratory sequential design in the Nonequivalent Control Group Design. Samples were taken using purposive sampling technique. This study involved 25 eighth grade students of class F as the experimental class and 25 eighth grade students of class A as the control class in SMP Negeri 2 Pugung. The data collecting techniques were observation method, questionnaire, and test. The data were analyzed using independent sample t-test to see the effectiveness of the learning in both groups. The questionnaire results were analyzed descriptively. The results showed that the application of STEM-based worksheet could effectively increase the science literacy with N-gain of 0.43 (medium category). The highest increase was in the indicator of “explains the science phenomenon" and the lowest was on the "drawing conclusions" indicator. The results of the students’ questionnaire responses after using the developed worksheet was 92,73 (very high category). This means that the developed students’ worksheets effective in increasing science literacy.]]>
<![CDATA[STEM-Integrated Flipped Classroom in the Teacher’s Perspective: Could its Implementation in E-Module Improve System Thinking Ability? ]]>
<![CDATA[Aspridanel, Almira]]>;
<![CDATA[Abdurrahman, Abdurrahman]]>;
<![CDATA[Lengkana, Dewi]]>;
<![CDATA[Jalmo, Tri]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 5 No. 1 (2022): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ijsme.v5i1.10663
<![CDATA[This study aims to describe the teacher’s perception of flipped classroom learning strategy using STEM-integrated E-Modules in improving systems thinking ability. The research was conducted in Lampung Province, Indonesia, and was nvolving 50 junior high school science teachers. The method used in this research is mixed methods with Sequential Explanatory Design. Data was retrieved using Questionnaire, and were analyzed using descriptive analysis. The survey results show that teachers have a positive perception of the STEM approach. The results of the analysis also show that most teachers have not used the STEM approach in schools to provide an understanding of science. In addition, teachers also have not implemented STEM-integrated teaching materials.]]>
