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KETERAMPILAN ESENSIAL DAN KOMPETENSI MOTORIK LABORATORIUM MAHASISWA CALON GURU BIOLOGI DALAM KEGIATAN PRAKTIKUM EKOLOGI Maknun, Djohar; Hertien K Surtikanti, R. R.; Munandar, Achmad; Subahar, S.
Jurnal Pendidikan IPA Indonesia Vol 1, No 2 (2012): October 2012
Publisher : 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.v1i2.2131

Tujuan penelitian ini adalah untuk mengkaji profil keterampilan esensial dan kompetensi motorik lab mahasiswa calon guru biologi. Kenyataan data penelitian menunjukkan bahwa kompetensi keterampilan esensial lab mahasiswa masih rendah. Keterampilan esensial lab juga belum sepenuhnya diajarkan secara optimal dalam praktikum ekologi. Rata-rata tingkat penguasaan keterampilan esensial lab mahasiswa 35,50%, sedangkan kompetensi motorik lab-nya sebesar 59,6%. Ã‚Â The purpose of this study was to examine the profile of skills and competencies essential motor prospective teachers of biology lab students. Simple random sample is taken. The fact the data showed that the essential skills lab competency of students is still low. Essential skills lab is also not fully taught in the lab optimally ecology. The average level of student mastery of essential skills lab 35.50%, while the motor competence of his lab at 59.6%.

EVALUASI KETERAMPILAN LABORATORIUM MAHASISWA MENGGUNAKAN ASESMEN KEGIATAN LABORATORIUM BERBASIS KOMPETENSI PADA PELAKSANAAN PRAKTEK PENGALAMAN LAPANGAN (PPL) Djohar Maknun
Holistik Vol 13, No 2 (2012)
Publisher : LP2M IAIN Syekh Nurjati Cirebon

This research is evaluative, aims to measure students’ skills in conducting credible form of science labs in science learning experiences at the practice field (PPL). This research is the development of a quasi-experimental approach to science majors Tadris Biology IAIN Shekh Nurjati Cirebon. The method used is a preliminary survey and assessment of competency-based laboratory credible form. The results of this study are: first, the lab’s skills for the competence of calibration, maintain, record and process data are lacking. Second, the factors supporting the development of student’s skills in operating lab such as the lab, instrument, materials lab and lab guides, and currently inhibiting factor is the lack of practice time, limited equipment and damage to equipment.

PERSEPSI REWARD TERHADAP MOTIVASI BELAJAR MAHASISWA PENDIDIKAN BIOLOGI Genisa, Marlina Ummas; Rizal, Haryanti Putri; Hasri, Hasri; Agussalim, Andi; Maknun, Djohar
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol 6, No 2 (2022): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/dikbio.v6i2.5462

Reward mempunyai peran penting dalam mempertahankan ataupun membangun motivasi belajar mahasiswa karena dianggap salah satu penentu keberhasilan selama mengikuti perkuliahan. Penelitian ini bertujuan untuk menganalisis motivasi belajar mahasiswa pendidikan biologi dari strata satu (S1) dan strata dua (S2) ditinjau dari pemberian reward selama perkuliahan. Data dikumpulkan menggunakan kuesioner online tentang persepsi mahasiswa secara umum dan khusus terhadap reward yang diadaptasi dari Lloyd (2007). Selanjutnya, data dianalisis secara kuantitatif untuk menjelaskan persepsi dari 190 mahasiswa pendidikan biologi yang terdiri dari 177 mahasiswa strata satu (S1) dan 13 mahasiswa strata dua (S2). Hasil menunjukkan bahwa seluruh mahasiswa pendidikan biologi setuju dan termotivasi untuk belajar ketika diberikan reward saat perkuliahan. Meskipun persentase tipe reward yang diharapkan berbeda, seperti reward nilai sebesar 50%, pemberian semangat/pujian 23%, lalu 20 % berupa hadiah, sedangkan bentuk lain 7%. Selain itu mahasiswa umumnya lebih memilih diberitahu jika ada reward dibanding diberikan secara spontan. Perbedaan spesifik antara mahasiswa S1 dengan S2 terlihat saat pemilihan khusus jenis reward, dimana mahasiswa S1 lebih memilih nilai sedangkan mahasiswa S2 lebih mengharapkan adanya pengayaan materi, pembimbingan, serta pemberian sumber literatur yang dapat membantu tugas mereka. Penerapan reward yang disesuaikan dengan tingkat pendidikan mahasiswa dapat menjadi acuan dalam mendorong semangat belajar mahasiswa selama perkuliahan. Reward plays an essential role in supporting or increasing student learning motivation because it is believed as one of contributing factors to students' performance in lectures. This study intended to analyze how rewarding students in classes influences undergraduate (S1) and postgraduate (S2) degrees in biology education students' motivation to learn. The data was gathered utilizing a Lloyd-adapted online survey (2007) regarding students' perceptions of rewards in general and particular. Furthermore, 190 biology education students, consisting of 177 undergraduate students (S1) and 13 postgraduates (S2), had their perceptions addressed through quantitative analysis. The results indicated that all biology education students believed that rewards during lectures motivate them to learn. Although the percentage of the type of reward intended varies, such as a reward in the form of a score was 50%, encouragement or praise was 23%, then 20% was in the form of a gift, while other forms were 7%. In addition, students generally prefered to be informed if there was a reward compared to being given it spontaneously. When deciding on a specific reward, it was evident that postgraduate students differed significantly in their choices. Whereas undergraduate students prioritized grades or scores, postgraduate students expected more material enrichment, mentoring, and the provision of literature resources to assist with their assignments. Implementing rewards that are relevant to the educational level of the students can be a reference for enhancing their interest in lectures.

Application of e-Leaflet-Assisted Jigsaw-Type Cooperative Learning Model to Improve Communication Skills of Class X Students on Ecosystem Materials Ramadhanti, Ramadhanti; Maknun, Djohar; Ekanara, Bambang; Subagyo, Subagyo
Jurnal Edusci Vol 2 No 6 (2025): Vol 2 No 6 July 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i6.790

Background. To maximize both, a learning model is needed that can combine them, such as the Jigsaw learning model. Aims. The objectives of this research are to: (1) identify the application of Jigsaw learning model assisted by e-Leaflet to communication skills; (2) analyze the differences in communication skills in students who use e-leaflet assisted learning model and those who use Leaflet assisted learning model; (3) analyze student responses during the implementation of Jigsaw learning model assisted by e-Leaflet. Methods. This study used a quasi-experimental method with a Nonrandomized Control Group Pretest-Posttest Design involving two classes at SMAN 1 Dukupuntang. The sample was selected through purposive sampling. Data collection was done through observation, e-Leaflet product assessment, communication skills test, questionnaire, and interview. Result. The results showed that: (1) the activity of students in the experimental class was excellent, and their communication skills were higher than those in the control class; (2) based on the analysis of test scores, there was a significant difference in students' communication skills; and (3) students' responses to the Jigsaw learning model assisted by e-Leaflet were high in terms of the effectiveness of e-Leaflet, involvement in the Jigsaw model and communication skills. Conclusion. This study confirms that the Jigsaw learning model, assisted by e-Leaflet, can improve students' activity and communication skills, although its application still presents obstacles. Implementation. The application of the Jigsaw model requires more attention to student characteristics and the provision of adequate facilities and technology to ensure the learning process runs optimally

The Relationship between Self Efficacy and Environmental Literacy in Pollution and Environmental Changes Learning Material Rosdiana, Rani; Maknun, Djohar; Roviati, Evi
Biosfer: Jurnal Tadris Biologi Vol 11 No 2 (2020): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v11i2.7337

The purposes of this research were examining students' self-efficacy in pollution and environmental change learning; assessing the level of students' environmental literacy in pollution and environmental change learning, and analyzing the relationship between self-efficacy and environmental literacy in pollution and environmental change learning. The sample was determined using the purposive sampling technique. This research was a descriptive quantitative research with a single paradigm correlation design. The data collection techniques used were tests, questionnaires, and documentation. The results showed that students’ self-efficacy was in the strong category with an average score of 73; students’ environmental literacy was in the moderate category with an average score of 60. 2. The correlational value between self-efficacy and environmental literacy was 0.572 in the moderate category. The correlational value of the two variables was in a positive direction. Good self-efficacy tends to produce good environmental literacy.

The Application of Excretion System E-Module to Improve Science Literacy Skills Chairunnisa, Friska; Maryuningsih, Yuyun; Maknun, Djohar
Biosfer: Jurnal Tadris Biologi Vol 12 No 1 (2021): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v12i1.8855

The research aims to analyze the application of e-modules in improving scientific literacy skills. This research employed the quasi-experimental with pretest-posttest control design group. The population of this study was eleventh-grade students of SMA Negeri 1 Anjatan which consisted of 15 classes, specifically seven science classes and eight social studies classes. The research sample was taken using random sampling. The researchers collected the research data using observations and tests. Furthermore, the data was analyzed using ANES software and SPSS v.25. The analyzed data were the prerequisite tests data and the t-test data. The results obtained from students' learning activities show the highest learning activities occurred at the data collection stage. There science literacy skills improvement between the control class and the experimental class was different. The experimental class' N-gain value was 0.30 and the control class' N-gain value was 0.2. Furthermore, the result of the sig statistical tests was 0.000, which was lower than 0.655. Therefore, Ho was rejected and Ha was accepted. It can be concluded that there was an improvement difference between the experimental class and the control class regarding scientific literacy skills.

The effectiveness of the TPASK-C approach practicum model in improving self-efficacy and research skills of prospective biology teachers Maknun, Djohar; Muzakki, Jajang Aisyul; Aripin, Ipin
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.135

This study aims to investigate the effectiveness of implementing the Technological Pedagogical and Science Knowledge-Contextual (TPASK-C) practicum model in improving the self-efficacy and research skills of prospective biology teachers. This study employs a quasi-experimental design with a pretest-posttest control group. Research data were collected using tests and non-tests. Test data were used to collect research skills data. Self-efficacy data were collected using questionnaires. Research data were analyzed using qualitative and quantitative techniques, as well as effect-size analysis, to analyze the effectiveness of the treatment given to the tested variables. The results of the study found that the TPASK-C practicum model made a significant contribution to the formation of self-efficacy and research skills in prospective biology teacher students. The results of the t-test on the achievement of self-efficacy and research skills showed a sig. α <0.005, which indicated a significant difference between the two classes tested. Effect size testing showed Cohen's d values (1.338 and 1.469), indicating that TPASK-C is effective in equipping students with self-efficacy and research skills. The results of this study are expected to be an alternative practicum model that can be widely applied in teacher training institutions (LPTK) to facilitate efforts to improve self-efficacy and research skills in prospective biology teacher students in Indonesia.

The effectiveness of the TPASK-C approach practicum model in improving self-efficacy and research skills of prospective biology teachers Maknun, Djohar; Muzakki, Jajang Aisyul; Aripin, Ipin
Journal of Environment and Sustainability Education Vol. 3 No. 3 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i3.135

This study aims to investigate the effectiveness of implementing the Technological Pedagogical and Science Knowledge-Contextual (TPASK-C) practicum model in improving the self-efficacy and research skills of prospective biology teachers. This study employs a quasi-experimental design with a pretest-posttest control group. Research data were collected using tests and non-tests. Test data were used to collect research skills data. Self-efficacy data were collected using questionnaires. Research data were analyzed using qualitative and quantitative techniques, as well as effect-size analysis, to analyze the effectiveness of the treatment given to the tested variables. The results of the study found that the TPASK-C practicum model made a significant contribution to the formation of self-efficacy and research skills in prospective biology teacher students. The results of the t-test on the achievement of self-efficacy and research skills showed a sig. Î± <0.005, which indicated a significant difference between the two classes tested. Effect size testing showed Cohen's d values â€‹â€‹(1.338 and 1.469), indicating that TPASK-C is effective in equipping students with self-efficacy and research skills. The results of this study are expected to be an alternative practicum model that can be widely applied in teacher training institutions (LPTK) to facilitate efforts to improve self-efficacy and research skills in prospective biology teacher students in Indonesia.

Conservation education with religious values: A literature review Maknun, Djohar; Muzzaki, Jajang Aisyul; Aripin, Ipin; Darmawan, Wawan
Jurnal Mangifera Edu Vol 8 No 2 (2024): Jurnal Mangifera Edu
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mangiferaedu.v8i2.187

Environmental education and conservation education play crucial roles in cultivating an environmentally subject and conservation society. The purpose of this research was to describe the implementation of religiously charged conservation education and various learning methods that can be used in conservation education. This study focused on the implementation of religiously charged conservation education and exploring diverse learning methods applicable to conservation education. The literature study method is used to analyze various reference sources and synthesize them into an idea that is contextual to the relevant issue. The results of the literature review found that integrating religious value-charged conservation education can be one of the solutions to build awareness and concern for environmental sustainability. Religious values can be the individual spirit in instilling a positive attitude toward the environment so that it will build the spirit of religious conservationists. The planning of a conservation education program can generally be divided into three stages: the preparation, implementation, and evaluation stages of the program. For a Formal education setting, learning methods such as mini research, JAS, PjBL, and Field trips can be chosen as learning methods for conservation education effectively. In a non-formal education context, alternatives like extension, socialization, integration of local culture, and the like can be chosen as options for promoting conservation education.

Improving Environmental Knowledge and Awareness Through Conservation Education Containing Religious Values in Prospective Biology Teacher Maknun, Djohar; Muzakki, Jajang Aisyul; Aripin, Ipin
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.11657

The purpose of this study is to describe efforts to improve environmental knowledge and awareness in prospective biology teacher students through a conservation education program containing religious values. This study uses a qualitative approach with a quasi-experimental method. Research data were collected through tests (quantitative data), questionnaires (qualitative). Qualitative data was analyzed using descriptive analytical techniques, while quantitative data was analyzed using inferential statistical techniques, specifically t-tests and N-gain analysis. Research interventions were carried out through the integration of religious values in conservation education through the ayatization/labelling approach, namely by quoting verses of the Qur'an that are relevant to the concept of conservation. The results of the study found that the implementation of conservation education containing religious values can improve environmental knowledge and awareness in prospective biology teacher students. The integration of religious values in conservation education builds a comprehensive understanding and provides a more binding moral encouragement so as to foster awareness and responsibility for the environment that is better than other approaches. The results of this study can be an alternative to an effective conservation education program so that it becomes a solution in the development of conservation education in Indonesia.

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