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<![CDATA[Penerapan Model Jigsaw Terhadap Keterampilan Menjelaskan Konsep Dan Kemampuan Pemecahan Masalah ]]>
<![CDATA[Sri Tuti Widiarsari]]>;
<![CDATA[Adun Rusyana]]>;
<![CDATA[Anna Fitri Hindriana]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i1.2391
<![CDATA[Penelitian bertujuan untuk untuk menggambarkan keterlaksanaan pembelajaran dengan penerapan model jigsaw pada materi ekosistem di kelas VII SMP Negeri 1 Banjaran, untuk memperoleh data pengaruh penerapan model jigsaw terhadap keterampilan menjelaskan dan kemampuan pemecahan masalah siswa pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Metode yang digunakan dalam penelitian ini adalah metode eksperimen. Populasi yang diambil dalam penelitian ini adalah seluruh siswa kelas VII disalah satu SMP Negeri di Banjaran Kabupaten Majalengka yang berjumlah 136 siswa. Teknik pengambilan sampel dengan purposive sampling, sehingga sampel yang digunakan adalah siswa kelas VII F yang berjumlah 22 siswa sebagai kelas eksperimen menerapkan model jigsaw. Instrumen penelitian yang digunakan adalah task dan rubric, tes essay dan lembar observasi. Teknik pengolahan data yang digunakan adalah uji normalitas, uji t perlakuan dan uji N-Gain. Berdasarkan hasil analisis data uji t satu perlakuan diperoleh nilai statistik uji hipotesis memperoleh nilai t = 63,997 dengan Sig. 0,000 < 0,05 artinya terdapat pengaruh penerapan model problem based learning terhadap keterampilan menjelaskan pada materi ekosistem di kelas VII SMP Negeri 1 Banjaran. Berdasarkan hasil analisis data uji t satu perlakuan pada keterampilan menjelaskan dengan perolehan rata-rata nilai 81,00 diperoleh nilai statistik uji hipotesis yang menunjukan bahwa penerapan model jigsaw dapat meningkatkan keterampilan menjelaskan konsep pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Hasil analisis uji hipotesis keterampilan pemecahan masalah dengan nilai rata-rata post test 79,91 menunjukkan bahwa penerapan model jigsaw dapat meningkatkan kemampuan pemecahan masalah pada materi ekosistem di kelas VII salah satu SMP Negeri di Banjaran. Rerata N-Gain kemampuan pemecahan masalah siswa dengan penerapan model jigsaw 0,43 termasuk kriteria sedang. Kesimpulan dalam penelitian ini adalah penerapan model jigsaw dapat meningkatkan keterampilan menjelaskan dan kemampuan pemecahan masalah pada materi ekosistem di kelas VII salah satu SMP Negeri di BanjaranKeywords: Model jigsaw; Keterampilan menjelaskan konsep; Kemampuan pemecahan masalah]]>
<![CDATA[Implementasi Self Assessment Untuk Meningkatkan Keterampilan Proses Sains Dan Kemampuan Kognitif Tingkat Tinggi Melalui Pembelajaran Berbasis Riset ]]>
<![CDATA[Linawati Kuswanda]]>;
<![CDATA[Sulistyono Sulistyono]]>;
<![CDATA[Anna Fitri Hindriana]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i1.2393
<![CDATA[This study aims to improve the KPS and students' high cognitive abilities after the implementation of self assessment through research-based learning. The research method used is mixed methods with Sequential Exploratory design. The population of this research is the students of class XI one of the vocational competence of nursing skills in Cirebon Regency. The research sample consisted of two classes determined by purposive random sampling technique, namely control class amounted to 27 people and 27 experimental class. The results showed that the average of self-assessment of the experimental class students is 81% with the superior category. The result of observation of experimental class KPS based on teacher observation is 88% with superior category and observation result of control class KPS is 77% with competent category. Thus, KPS increases after the implementation of self assessment. The data of research result of high level cognitive ability obtained by giving cognitive test at cognitive level of C3 until C6 growth and plant growth material in the form of pre test and post test. The collected data were analyzed by using descriptive statistics and comparative inferential statistics 2 paired sample groups. The result of descriptive analysis shows that the average value of pre test result of experiment class is 45,74 and post test result is 82,96, N-gain 0,70 with high category. The mean value of pre test result of control class 54,72 and post test result is 67,22, N-gain 0,30 with low category. KKM Biology lesson in class XI is 70, this shows the average post test experimental grade above KKM and control class is still below KKM. The result of t test dependent on pre test score and post test of high cognitive ability obtained by significance value 0,00 (sig <0,05) hence Ho refused and Ha accepted. This proves that Self Assessment can improve students' high cognitive abilities. Thus it can be concluded that the implementation of Self Assessment can improve the KPS and students' high cognitive abilities on the material growth and development of plants through research-based learningKeywords: Self assessment; Science process skills; High cognitive abilities; Research-based learning]]>
<![CDATA[Implementasi Problem Based Learning (PBL) Menggunakan Exelearning Untuk Meningkatkan Kemampuan Kognitif Dan Kemampuan Berfikir Kritis Siswa ]]>
<![CDATA[Rohmat Rohmat]]>;
<![CDATA[Sulistyono Sulistyono]]>;
<![CDATA[Anna Fitri Hindriana]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i1.2395
<![CDATA[The low understanding of the students on the biology materials in the learning process of science causes the students' repetition value to be low. With by this background the aim of this research was to know the cognitive ability and critical thinking ability of students who in their learning process apply Problem Based Learning (PBL) learning model by using exelearning. The sample in this research is 40 students of class VIII in MTs Negeri 2 Cirebon. The sampling technique used in determining the sample was Purposive random sampling. This research uses experimental method with one class given treatment and other class not given treatment that acts as control. From the result of data analysis, it can be concluded that the cognitive ability and critical thinking ability of students using PBL (Problem Based Learning) model with exelearning assistance was superior compared to using the lecture model on the concept of human excretion system. The improvement of students' cognitive ability in the experimental class seen from the N-Gain value reached 0.73 (high) compared to the control class which only reached 0.13 (low). As for the increase gain N-Gain value of 0.71 (height) and control class reaches the value of 0.25 (low)Keywords: Problem Based Learning Model (PBL); Exelearning; Cognitive Ability; Critical Thinking Skill]]>
<![CDATA[Peningkatan Keterampilan Proses Sains Dan Kreativitas Siswa Melalui Model Inkuiri Terbimbing ]]>
<![CDATA[Wiwin Trisnawati]]>;
<![CDATA[Sulistyono Sulistyono]]>;
<![CDATA[Anna Fitri Hindriana]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i1.2397
<![CDATA[One of alternative way to improve science process skills and student creativity is by using guided inquiry learning model. Improvement science process skills research and student creativity in the excretion system material concept was carried out in SMP Negeri 1 Cigandamekar. This research was carried out by quasi-experimental method. The research was conducted on the eighth grade students of junior high school. The research used two classes, there are class VIIIA as control and VIIIB as experimental classes. In control class the learning process is carried out by conventional methods namely lectures and information discussions. While in the learning experimental class using guided inquiry models with discussion learning methods.The result shows that studied with guided inquiry models is increasing value of 96 % from learning I to learning II. The students who studied using guided inquiry learning models have higher values of science process skills than the control classes that using conventional learning models. This is proved by the average value of N-Gain in the assessment of science process skills in the experimental class which is 0.35 while in the control class the value of N-Gain is 0.23. The average value of science process skills in the control class was 53,48 and in the experimental class the value was 64,33. There is increasing value of students' science process skills after learning with a guided inquiry model of 10.22% The average value of creativity in the control class was 62.96 and in the experimental class the value was 83.28. And there is increasing in the value of students' creativity with indicators of fluency, flexibility, elaboration and originality with a cumulative value of 24.39%. Student responses toward learning with guided inquiry models value was 32,06 and students was agreeKeywords: Science Process Skill; Creativity; Excretion; Guided Inquiry]]>
<![CDATA[Penerapan Pembelajaran Berbasis Praktikum Untuk Meningkatkan Keterampilan Proses Sains Dan Sikap Ilmiah Siswa ]]>
<![CDATA[Yuli Arnita Sari]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[Sri Redjeki]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 1 (2019): Juni ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i1.2398
<![CDATA[The purpose of this research is to improve the science process skills and students' scientific attitude through the use of practicum-based learning. The method used is quasy experiment. The research design used is Nonequivalent Control-Group Design. Sampling technique of this research using purposive random sampling. Data collection techniques are: test, observation and questionnaire techniques. The research was conducted at one of Vocational High School in Cirebon City, SMK RISE Kedawung Cirebon. The implementation of this practicum-based learning can be fully (100%) implemented. Practicum-based learning is able to improve students' science process skills before the learning (pretest) the average student score is 38.13, while after learning is 85.27. N-Gain obtained in each indicator of science process skill are observation, prediction, and use a tool or material or source are 1 (one); apply the concept, communicate, interpretation are 0.90; to plan an experiment is 0,74; The hypothesized is 0.62. The value of improvement students' science process skill indicator based on the highest observation is the indicator of using the tool or the material or the source 47, and the lowest is indicator 28. Improvement scientific attitudes of students based on the highest is prioritizes the proof indicator 48, and the lowest is the indicator of a positive attitude to failure 28. Practicum-based learning is very good and appropriate to be implemented in the learning process because it can be provide experience and skills in working in laboratory environment carefully and according to the procedureKeywords: Practicum-based learning; Science process skills; Scientific attitude]]>
<![CDATA[Implementasi Pembelajaran Model Inquiry Berbantuan Android Terhadap Kemampuan Berpikir Kritis dan Sikap Ilmiah Siswa Pada Konsep Klasifikasi ]]>
<![CDATA[Eli Herliyawati]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[Sofyan Hasanudin Nur]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 2 (2019): Desember ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i2.2995
<![CDATA[This study aimed to improve the critical thinking ability and scientific attitude of junior high school students’ using implementation of inquiry learning with android at plant classification.This research method use quasy experiment with research design pre-test post-test control group design. The Population in this study were all seventh grade students of SMP Negeri 1 Garawangi 2019/2020 academic years. The sample in the research using the purporsive samples. The experiment class was treated using an inquiry learning with android model consisting of 29 students and the control class was treated with conventional method consisting of 28 students’. Data collection use a description test for critical thinking skills, a scientific attitude rubic for scientific attitudes and a questionnaire for student responses. Research hypothesis testing uses paired two-sample T-test with the help of SPSS 17 software. The results of the research showed that: (1) the implementation of learning inquiry model with android is well implemented, marked by an average percentage of 100 % with a very upward category. (2) There is an increased in students’ critical thinking ability with moderate N-gain criteria (0,55) and the calculated value of 10,136 at the sig level 0,05. (3) Scientific attitudes get an average total value (80) including both categories. (4) There is a corretation between students’ critical thinking ability with students’ scientific attitudes with a probability coefficient of 0,001 < 0,025 and a pearson correlation value of 0,442**.(5) The majority of student (88%) gave positive responses to the application of the inquiry model with android. Thus, students’ critical thinking ability and scientific attitudes increase through the model inquiry with android]]>
<![CDATA[Analisis Hakikat Sains Siswa Melalui Praktikum Uji Potensi Bakteri Penghasil Hormon Iaa Berbantu Lks Berbasis Diagram Vee ]]>
<![CDATA[Emay Rahmayani]]>;
<![CDATA[Anna Fitri Hindriana]]>;
<![CDATA[Asep Ginanjar Arip]]>
<![CDATA[ Edubiologica: Jurnal Penelitian Ilmu dan Pendidikan Biologi Vol 7 No 2 (2019): Desember ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Sekolah Pascasarjana Universitas Kuningan ]]>
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DOI: 10.25134/edubiologica.v7i2.2996
<![CDATA[Penemuan Bakteri penghasil hormon IAA (Indole-3-Acetic Acid) merupakan bukti bahwa ilmu pengetahuan terus berkembang sehingga pengintegrasian aspek–aspek hakikat sains dalam pembelajaran perlu dilakukan supaya sistem pembelajaran tidak kaku dan hanya mengacu pada informasi dari buku teks. Tujuan penelitian ini adalah menganalisis hakikat sains siswa melalui praktikum uji potensi bakteri penghasil Hormon IAA berbantu LKS berbasis diagram vee. Metode yang digunakan dalam penelitian ini adalah rancangan deskriptif. Desain penelitian yang digunakan adalah the posttest only control group design. Penelitian ini dilakukan di MA Darul ‘Ulum kelas XII tahun ajaran 2019/2020, dengan sampel sebanyak satu kelas yang diambil dengan tehnik purposive random sampling. Hasil penelitian menunjukkan bahwa : (1) Terdapat tiga aspek hakikat sains yang difahami siswa secara baik yaitu pada aspek kreativitas dan imajinasi dalam sains (64,17%), pengetahhuan ilmiah terikat dengan aspek sosial budaya (61.15%) dan perbedaan antara teori ilmiah dan hukum ilmiah (56,77%). Sementara untuk empat aspek hakikat sains yang lain dapat difahami siswa dengan kategori cukup seperti aspek pengetahuan ilmiah bersifat tentatif (46,15%), pengetahuan ilmiah bersifat empiris (47,73%), teori-laden / subjektivitas dan objektivitas (44,64%) dan metode ilmiah beragam (42,36%). (2) Adapun perolehan persentase nilai rata-rata tertinggi berada pada aspek kreativitas dan imajinasi dalam sains sebesar (64,17%) dan perolehan persentase terendah yaitu pada aspek metode ilmiah beragam sebesar (42,36%)]]>
<![CDATA[MARZANO'S INSTRUCTIONAL STRATEGIES: FOSTERING INFORMATION ANALYSIS AND PROCESSING SKILLS OF PLANT ANATOMY IN TEACHER EDUCATION ]]>
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Gello, Behailu Merdekios]]>;
<![CDATA[Setiawati, Ina]]>;
<![CDATA[Handayani, Handayani]]>;
<![CDATA[Pratami, Alin Rizki]]>
<![CDATA[ EDUSAINS Vol 17, No 1 (2025): EDUSAINS ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul ]]>
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DOI: 10.15408/es.v17i1.45268
<![CDATA[AbstractThis study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.Abstrakkerangka pembelajaran Marzano guna mengembangkan keterampilan analisis dan pemrosesan informasi mahasiswa. Fokus pada mata kuliah Anatomi Tumbuhan dipilih karena materi ini memerlukan pemrosesan kognitif yang kompleks untuk mengintegrasikan pengetahuan tentang struktur jaringan tumbuhan dengan perubahan struktur tumbuhan berdasarkan strategi adaptasi di habitatnya. Penelitian ini menggunakan metode kuantitatif, dan instrumen yang digunakan adalah tes kemampuan analisis informasi dan tes keterampilan proses. Data dianalisis secara deskriptif menggunakan rubrik penilaian. Desain ini kemudian diuji pada 106 mahasiswa program sarjana Pendidikan Biologi yang mengambil mata kuliah Anatomi Tumbuhan selama pengumpulan data di sebuah universitas di Jawa Barat, Indonesia. Hasil penelitian menunjukkan bahwa desain pembelajaran Anatomi Tumbuhan berbasis Marzano dapat memfasilitasi keterampilan analisis dan pemrosesan informasi mahasiswa melalui lingkungan belajar yang kondusif, pemanfaatan pengetahuan awal, pengembangan potensi berpikir, penyampaian informasi yang bermakna, pembelajaran kontekstual, dan pembelajaran kooperatif. Penelitian ini lebih lanjut mengusulkan agar desain ini digunakan dalam mempelajari materi yang memiliki keterkaitan konsep yang tinggi.]]>
<![CDATA[Pengembangan Kompetensi Guru dalam Menghadapi Program Merdeka Belajar ]]>
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Setiawati, Ina]]>;
<![CDATA[Solihin, Nana]]>;
<![CDATA[Sholikah, Maratus]]>
<![CDATA[ Empowerment Vol. 4 No. 03 (2021): empowerment ]]>
Publisher : <![CDATA[Program Studi Ilmu Hukum Fakultas Hukum Universitas Kuningan ]]>
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DOI: 10.25134/empowerment.v4i03.4955
<![CDATA[Teachers, as the primary educators, determine the effectiveness of the educational system in developing students' competencies in meeting the competitive demands of the twenty-first century. However, when conducting learning activities, teachers should be supported by the ability to develop learning tools that aid in the achievement of learning objectives. Teachers are required to develop lesson plans that are aligned with the assessment process in relation to the merdeka belajar (freedom of learning) program. Accordingly, this community service program aims to socialize the principles of merdeka belajar as well as the significance of aligning lesson plans with assessment instruments. In doing so, this program will train science teachers in the principle of merdeka belajar in classroom learning and assesment process and assist teacher in assisting teachers in designing lessson plan and assessment instrument in acordance with merdeka belajar. As a result, teachers will gain a better understanding of the merdeka belajar priciples as well as the ability to apply the merdeka belajar principle in the classroom by developing high-quality lesson plans and assessment tools. Guru merupakan pendidik utama dalam mengembangkan keterampilan siswa menghadapi abad 21, serta berperan dalam mengimplementasikan program merdeka belajar untuk mempersiapkan peserta didik memiliki keterampilan yang dibutuhkan di abad 21. Keberhasilan pendidikan di sekolah tergantung pada kesiapan dalam mengembangkan perangkat pembelajaran agar tercapai tujuan pembelajaran. Dengan digulirkannya program “merdeka belajar” diperlukan penyesuaian perangkat pembelajaran terutama dalam mempersiapakn rencana pembelajaran dan instrumen penilaian yang selaras. Tujuan dari pengabdian masyarakat ini untuk memberikan pengetahuan tentang merdeka belajar dan prinsip-prinsip pelaksanaannya serta pemahaman pentingnya keselarasan antara rencana pembelajaran instrumen penilaian untuk mendukung program merdeka belajar. Metode yang digunakan dalam kegiatan ini; 1) pelatihan kepada guru IPA tentang prinsip-prinsip program merdeka belajar dalam proses pembelajaran dan asesmen di kelas, 2) pendampingan pembuatan rancangan pembelajaran dan alat instrumen penilaian sesuai dengan program merdeka belajar bagi guru-guru IPA. Hasil yang dicapai adalah peningkatan pemahaman guru-guru IPA tentang program merdeka belajar dan implementasi dalam proses pembelajaran serta peningkatan kualitas rancangan pembelajaran dan instrumen penilaian berbasis program merdeka belajar. ]]>
<![CDATA[Pembelajaran Mata Pelajaran Biologi Bioteknologi dan Virtual Laboratory di SMAN 2 Tasikmalaya ]]>
<![CDATA[Arip, Asep Ginanjar]]>;
<![CDATA[Hindriana, Anna Fitri]]>;
<![CDATA[Abidin, Zaenal]]>
<![CDATA[ Empowerment Vol. 6 No. 01 (2023): Empowerment ]]>
Publisher : <![CDATA[Program Studi Ilmu Hukum Fakultas Hukum Universitas Kuningan ]]>
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DOI: 10.25134/empowerment.v6i01.5439
<![CDATA[The aim this activity is to inform teacher about new technic in Biotechnology and the using of Virtual Laboratory. The knowledge of teacher about biotechnology very limited to the new technic using in Biotechnology. They did not know about PCR, Gel elechtroporesis, and gene sequencing. In this program the teacher informed about those method. Now they knew about the aims this method and understood how this method be done. The Biotechnology methode to be done is very expensive. The equipment in the laboratory is too expensive.The other way to make it as like at laboratory is virtual laboratory. In Virtual laboratory all step like the real in laboratory. All to do is per click mouse to do step by step of the laboratory activity from the beginning to the end of the activity. So student can work in the labor but with virtual laboratory. Tujuan kegiatan ini adalah untuk menginformasikan kepada guru tentang teknik baru di bidang Bioteknologi dan penggunaan Virtual Laboratory. Pengetahuan guru tentang bioteknologi sangat terbatas pada teknik-teknik baru yang digunakan dalam Bioteknologi. Mereka tidak tahu tentang PCR, gel elechtroporesis, dan sequencing gen. Dalam program ini guru menginformasikan tentang metode tersebut. Sekarang mereka tahu tentang tujuan metode ini dan mengerti bagaimana metode ini dilakukan. Metode Bioteknologi yang akan dilakukan sangat mahal. Peralatan di laboratorium terlalu mahal. Cara lain untuk membuatnya seperti di laboratorium adalah laboratorium virtual. Di laboratorium Virtual semua langkah seperti nyata di laboratorium. Yang harus dilakukan adalah per klik mouse untuk melakukan langkah demi langkah kegiatan laboratorium dari awal hingga akhir kegiatan. Jadi mahasiswa dapat bekerja di dunia kerja tetapi dengan laboratorium virtual]]>
