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<![CDATA[PEMULIAAN TANAMAN CEPAT DAN TEPAT MELALUI PENDEKATAN MARKA MOLEKULER ]]>
<![CDATA[Nuraida, Dede]]>
<![CDATA[ El-Hayah : Jurnal Biologi Vol 2, No 2 (2012): EL-Hayah (Vol 2, No 2, Maret 2012) ]]>
Publisher : <![CDATA[Department of Biology Science and Technology Faculty UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/elha.v2i2.2210
<![CDATA[Pemuliaan  tanaman  merupakan  suatu  kegiatan  yang  dilakukan  untuk memperbaiki karakter tanaman secara baka. Pemuliaan secara konvensional biasanya dilakukan melalui seleksi terhadap karakter-karakter yang menjadi target  atas dasar ciri- ciri fenotip/morfologi, namun penggunaan penanda morfologi ini kurang akurat dan tidak stabil karena karakter yang tampak bukan semata-mata menggambarkan informasi genetic tanaman tetapi sudah dipengaruhi oleh lingkungan. Seleksi yang akurat terhadap suatu karakter yang diinginkan dari tanaman      adalah  denga   berdasarkan  pada  gen  yang mengendalikan karakter tersebut. Untuk  itu maka identifikasi genetic dengan pendekatan molekuler sangat dibutuhkan dalam kegiatan pemuliaan ini agar memperoleh hasil yang tepat dalam waktu yang singkat.  ]]>
<![CDATA[PERLUNYA REFORMASI PENDIDIKAN, PEMBELAJARAN, DAN TEKNOLOGI DI ERA PENGETAHUAN ]]>
<![CDATA[Nuraida, Dede]]>
<![CDATA[ El-Hayah : Jurnal Biologi Vol 1, No 2 (2010): EL-HAYAH (VOL 1, NO 2, Maret 2010) ]]>
Publisher : <![CDATA[Department of Biology Science and Technology Faculty UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/elha.v1i2.1688
<![CDATA[Saat ini kita sudah memasuki abad 21 yang juga disebut sebagai era pengetahuan, era ini ditandai dengan berkembangnya ilmu pengetahuan dan teknologi yang sedemikian pesatnya. Perkembangan yang terjadi di era ini membawa konsekuensi kepada tuntutan Sumber Daya Manusia yang berkualitas, untuk itu maka reformasi pendidikan nampaknya tidak bisa ditawar lagi, karena hanya pendidkanlah yang bisa mempersiapkan manusia untuk kehidupan di masa depan. Reformasi pendidikan yang dikehendaki untuk menyiapkan manusia di era pengetahuan ini meliputi reformasi dalam aspek-aspek: Tujuan, jenis-jenis keterampilan cara mendapatkannya, proses pembelajaran dan teknologinya, serta strategi reformasi yang efektif. Dengan adanya reformasi pendidikan ini diharapkan dihasilkannya generasi-generasi muda yang siap menghadapi tantangan jaman.Kata Kunci: Reformasi pendidikan, era pengetahuan, strategi reformasi]]>
<![CDATA[PERAN GURU DALAM MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS SISWA DALAM PROSES PEMBELAJARAN ]]>
<![CDATA[DEDE NURAIDA]]>
<![CDATA[ Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Vol 4 No 1 (2019): Jurnal Teladan Vol.4 No.1 Mei 2019 ]]>
Publisher : <![CDATA[FKIP Unirow Tuban ]]>
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<![CDATA[Berpikir kritis merupakan keterampilan yang akhir- akhir ini banyak diperbincangkan dalam dunia pendidikan. Asosiasi Sekolah Tinggi di Amerika, bahkan telah memilih berpikir kritis sebagai salah satu dari 6 keterampilan yang harus diperoleh mahasiswa selama menempuh pendidkan sarjana. Berpikir kritis adalah berpikir secara rasional dalam menilai sesuatu sebagai dasar dalam pengambilan keputusan atau tindakan. Keterampilan Berpikir kritis tidak datang dengan sendirinya atau secara kebetulan sebagai hasil belajar, tetapi perlu adanya kesengajaan dengan memberi latihan atau menciptakan kondisi yang dapat mengembangkan keterampilan tersebut dalam proses pembelajaran. Beberapa strategi yang dapat dilakukan guru di antaranya adalah 1) menciptakan suasana yang menantang selama proses pembelajaran, hal ini dapat dilakukan ddengan menggunakan metode pembelajaran seperti diskusi, pembelajaran berbasis masalah, pembelajaran berbasis projek dan metode pembelajaran inovatif lainnya. 2) Menciptakan dan mendorong terjadinya interaksi diantara siswa selama proses pembelajaran, hal ini berarti bahwa berpikir kritis melibatkan proses sosial. Kondisi ini dapat dilakukan dengan menggunakan pendekatan kolaboratif selama proses pembelajaran. 3)Melatih siswa untuk menulis, membuat tulisan dapat dijadikan sarana untuk mengembangkan proses berpikir. Membuat tulisan misalnya dilakukan dengan melatih siswa membuat rangkuman atau membuat peta konsep. Implementasi Kurukulum 13 (K13) yang terdiri dari 5M sangat mendukung untuk berkembangnya kemampuan berpikir kritis siswa,]]>
<![CDATA[Analisis dan Desain Pengembangan Media Pembelajaran Power Point Berbasis Literasi Sains untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa ]]>
<![CDATA[Sulistyaningrum, Heny]]>;
<![CDATA[Nuraida, Dede]]>;
<![CDATA[Wardhono, Agus]]>;
<![CDATA[Andik, Mochamad]]>
<![CDATA[ Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Vol 8 No 2 (2023): Jurnal Teladan Vol.8. No.2 November 2023 ]]>
Publisher : <![CDATA[FKIP Unirow Tuban ]]>
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DOI: 10.55719/jt.v8i2.948
<![CDATA[Life in the 21st century demands various skills that a person must master in order to become a competent, competitive and successful person in life. known as 21st century skills. One of the 21st century skills that is very important for students is critical thinking skills. The aim of this research is to develop iSpring Suite 8 interactive power point learning media based on scientific literacy to improve students' critical thinking skills. The development of iSpring Suite 8 interactive learning media based on scientific literacy to improve students' critical thinking skills is research and development (R & D) by applying the ADDIE development model which consists of 5 stages, namely analyze, design, develop, implement, and evaluate . The ADDIE model was chosen because of its systematic and interactive structure where the evaluation results of each stage can lead development to the next stage. The results of stage 1 analysis are used as a reference in stage 2 (design). This article examines the results of the learning media development process at stage 1 (analyze) and stage 2 (design).]]>
<![CDATA[Validitas E-Petunjuk Praktikum Berbasis Problem Based Learning Materi Pencemaran Lingkungan untuk Meningkatkan Kemampuan Berpikir Kritis ]]>
<![CDATA[Muthohharoh, Siti]]>;
<![CDATA[Nuraida, Dede]]>
<![CDATA[ Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Vol 9 No 2 (2024): Jurnal Teladan Vol.9. No.2 November 2024 ]]>
Publisher : <![CDATA[FKIP Unirow Tuban ]]>
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DOI: 10.55719/jt.v9i2.1509
<![CDATA[The aim of this research is to develop practical instructions based on problem based learning, on the topic of environmental pollution. This type of research is development research or Research and Development (R&D) with the ADDIE development model, namely analysis, design, development, implementation and evaluation. This research was only carried out until the development stage. The instrument to measure validation is in the form of a questionnaire which will be validated by the validator. The validation questionnaire is filled in by three validators. Validation results were analyzed using validity techniques. The results of the research show that the validity of practical instructions based on Problem Based Learning from the material aspect obtained an average score of 84.75% with a valid category, from the language aspect obtained an average score of 82.85% with a valid category, and from the graphic aspect obtained a score of 80. 32% with valid category. The overall validity score of the practical instructions developed was 82.64% in the valid category. Based on the results of this research, it can be concluded that the biology practicum guide based on problem based learning on environmental pollution material that was developed has met the validity criteria.]]>
<![CDATA[Pelatihan dan Pendampingan Implementasi Pembelajaran Berdiferensiasi Bagi Guru-Guru SDN Banyubang Grabagan ]]>
<![CDATA[Fadiana, Mu'jizatin]]>;
<![CDATA[Sulistyaningrum, Heny]]>;
<![CDATA[Apriono, Djoko]]>;
<![CDATA[Mu'minin, Moh]]>;
<![CDATA[Nuraida, Dede]]>
<![CDATA[ RENATA: Jurnal Pengabdian Masyarakat Kita Semua Vol. 3 No. 1 (2025): Renata - April 2025 ]]>
Publisher : <![CDATA[PT Berkah Tematik Mandiri ]]>
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DOI: 10.61124/1.renata.130
<![CDATA[Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk memberikan pendampingan dan bimbingan kepada guru, khususnya guru-guru di SDN Banyubang Kecamatan Garabagan agar dapat mengembangkan pembelajaran berdiferensiasi dan penerapannya di kelas, sehingga aktivitas pembelajaran yang berpusat pada peserta didik bisa terlaksana dengan baik. Metode pelaksanaan kegiatan pengabdian kepada masyarakat dilakukan dengan cara: 1) melakukan sosialisasi teoretis terkait dengan pembelajaran berdiferensiasi bagi guru-guru, 2) pelatihan/workshop dan pendampingan penerapan pembelajaran berdiferensiasi di kelas berbasis pada Kurikulum Merdeka Belajar, 3) mengevaluasi keterlaksanaan pembelajaran berdiferensiasi oleh guru melalui supervisi akademik yang dilakukan oleh kepala sekolah. Hasil dari kegiatan PkM ini yakni: 1) peningkatan pengetahuan dan pemahaman guru-guru tentang pembelajaran berdiferensiasi; 2) peningkatan kemampuan guru dalam menyusun modul ajar pembelajaran berdiferensiasi; serta 3) guru-guru mampu dalam melaksanakan pembelajaran berdiferensiasi]]>
<![CDATA[Digital Transformation: Implementation of the “Gesit Media” Program through Interactive Socialization for Students of SDN Sidomulyo 1 Tuban ]]>
<![CDATA[Pramesty, Meydiana Dyah]]>;
<![CDATA[Susanto, Rika Yuli]]>;
<![CDATA[Komania, Nasyiatul]]>;
<![CDATA[Afifah, Rina Mei Zul]]>;
<![CDATA[Arrohmaany, Sholahuddin Zulfan]]>;
<![CDATA[Nuraida, Dede]]>
<![CDATA[ Dimar : Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2025): August 2024-January 2025 ]]>
Publisher : <![CDATA[CV. Srikandi Kreatif Nusantara in collaboration with Institut Teknologi Mojosari Nganjuk ]]>
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DOI: 10.63709/dimar.v1i2.34
<![CDATA[Digital transformation in the world of education is an urgent need to equip students with 21st century skills. Community service through the "Gesit Media" program (Generasi Sidomulyo 1 Melek Digitalisasi Teknologi Global) at UPT SD Negeri Sidomulyo 1 Tuban aims to improve students' digital literacy, especially in the use of technology devices and applications. This program targets 6th grade students as preparation for higher education. The method used is interactive socialization involving direct demonstrations of the use of belajar.id accounts, introduction to artificial intelligence (AI), use of Google Drive for online storage and collaboration, and graphic design training using Canva. The results of the activity showed high enthusiasm from students in understanding and applying digital technology in learning. In addition, collaboration with teachers and school operators played an important role in the smooth running of the program. This program succeeded in increasing students' awareness and skills in using digital technology ethically and productively, so that it is expected to be a provision for them in facing the challenges of digital-based education in the future.]]>
<![CDATA[Validitas E-Modul Berbasis Website pada Submateri Klasifikasi Makhluk Hidup untuk Meningkatkan Kemampuan Berpikir Kritis ]]>
<![CDATA[Noviani, Sulis]]>;
<![CDATA[Nuraida, Dede]]>
<![CDATA[ Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July ]]>
Publisher : <![CDATA[Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu ]]>
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DOI: 10.36312/panthera.v5i3.595
<![CDATA[Suboptimal science learning results in low learning outcomes. This is caused by several factors, such as less interesting teaching materials, and not being able to improve students' critical thinking skills. This study aims to develop a website-based E-Module product on the sub-material of classification of living things to improve students' critical thinking skills. The research method used is development research with a 4D model. The research instrument in the form of an expert validation sheet is used to measure the feasibility of the E-Module. The types of data collected include qualitative data (comments and suggestions) and quantitative data (validation assessment scores). The data analysis technique is descriptive qualitative. The results of the study show the percentage of feasibility in various aspects, namely the feasibility of content/material of 89.5%, depth of material 90%, breadth of material 90.3%, language 89.375%, systematic presentation 90.714%, and graphics 90.384%. The average percentage of all aspects assessed by the validator is 90.1%. Thus, it can be concluded that the website-based e-module on the classification of living things subtopic is highly valid and suitable for improving students' critical thinking skills.]]>
<![CDATA[PENGGUNAAN MODEL PEMBELAJARAN VAK (VISUALIZATION AUDITORY AND KINESTETIC) DENGAN METODE PENGULANGAN DAPAT MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM TENTANG ISTILAH-ISTILAH DALAM MUAMALAH EKONOMI SYARIAH PADA SISWA KELAS XI KULINER 2 SMKN1 KOTA TASIKMALAYA ]]>
<![CDATA[Nuraida, Dede]]>
<![CDATA[ Jurnal Inovasi dan Teknologi Pendidikan Vol. 2 No. 3 (2024): Jurnal Inovasi dan Teknologi Pendidikan ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jurinotep.v2i3.75
<![CDATA[PAI learning at school is very important for students, which is a systematic and pragmatic effort to help students so that they live according to Islamic teachings. This research aims to: determine whether there is an increase in Islamic Religious Education learning outcomes after using the VAK learning model which involves learning modalities and repetition methods. Apart from that, this research aims to determine students' motivation and activeness in PAI learning after using the VAK learning model which involves learning modalities and repetition methods. To find out the responses or attitudes that emerge in Islamic Religious Education learning using the VAK learning model which involves learning modalities and repetition methods. This research uses Classroom Action Research (PTK) which is carried out in 2 cycles. The research instrument uses Observation and Observation Tests. Student data was obtained from 37 student research subjects, 4 men and 33 women. Based on the research results, it was concluded that PAI learning about Muamalah terms in Sharia Economics uses the VAK (Visualization, Auditory, Kinesthetic) learning model with the repetition/repetitive method starting from proper planning, implementation in accordance with research procedures, as well as observations of the resulting activities. and student learning outcomes have improved very well. The average student activity score in cycle I was 44 or around 58.67% who reached the KKM, increasing in cycle II to 84 or around 100% of students who reached the KKM. Likewise with student learning outcomes, student learning outcomes in cycle I were 44 or around 58.67% who reached the KKM, increasing in cycle II to 84 or 100% of students who reached the KKM]]>
<![CDATA[Pelatihan Bertanam Sayuran dengan Teknik Vertikultur pada Paguyuban Wali Murid Raudhotul Athfal Thoriqul Falah ]]>
<![CDATA[Nuraida, Dede]]>;
<![CDATA[Hartati Wulandari, Tabitha Sri]]>;
<![CDATA[Nurtjahyani, Supiana Dian]]>;
<![CDATA[Sulistiono]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 8 No 1 (2023): Mei ]]>
Publisher : <![CDATA[Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM) ]]>
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DOI: 10.21067/jpm.v8i1.7509
<![CDATA[Raudhotul Athfal (RA) Thoriqul Falah is located in Talang Kembar Village. Mothers in Talang Kembar Village are generally unproductive housewives, so there needs to be empowerment to be more productive. The purpose of this training is to provide skills for the parents of the RA Thoriqul Falah Student, in making gardening places using vertical culture, making media, as well as selecting and planting seeds. This training activity is carried out in 2 methods, namely socialization about verticulture, and practice. The socialization method was carried out in the RA meeting room, while the practice was carried out in the school yard. The vertical planting is made from used mineral water bottles and paralon. The vegetables used were lettuce, pokcoy, and celery grown in a mixture of soil, husk and manure in a ratio of 2:1:1. Questionnaire given to all participants to find out the participants' interest in applying this technique. The results of this training showed that all participants were able to make vertical planting. All participants were able to make a composition of planting media, and were able to select and plant seeds. The results of the questionnaire showed that 90% of the participants were interested in applying this technique.]]>
