Garuda - Garba Rujukan Digital

Evi Suryawati '

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Author-ID : 3386776

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Other

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ANALISIS KETERAMPILAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPCK) GURU BIOLOGI SMA NEGERI KOTA PEKANBARU Evi Suryawati '; Firdaus L.N. '; Yosua Hernandez '
Biogenesis Vol 11, No 1 (2014)
Publisher : Program Studi Pendidikan Biologi

The aim of this study was to describe biology teachers’ Technological PedagogicalContent Knowledge (TPCK) at Public Senior High School in Pekanbaru. This studyheld on November 2013 until March 2014. The sample of this study was 33 biologyteachers at Public Senior High School in Pekanbaru that selected by random samplingtechnique. This study conducted with closed-ended and open-ended questionnaire.The closed-ended questionnaire consists of 35 items and is 7 subdomains. Thesubdomains are Technological Knowledge (TK), Pedagogical Knowledge (PK),Content Knowledge (CK), Technological Pedagogical Knowledge (TPK),Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK)and Technological Pedagogical Content Knowledge (TPCK). The closed-endedquestionnaire items is valid and reliable. Descriptive study was implemented in thisstudy. The result showed that biology teachers’ TK at Public Senior High School inPekanbaru was good enough (M=3,38), PK was good (M=4,05), CK was good(M=3,92), TPK was good (M=3,70), TCK was good (M=3,70), PCK was very good(M=4,26) and TPCK was good (M=3,94). An overall, biology teachers’ TPCK wasgood (M=3,72). That result indicated that biology teacher at Public Senior HighSchool in Pekanbaru could implement their technology knowledge in biologylearning.Keywords: Technological Pedagogical Content Knowledge, Senior High School,Biology Teacher

PENGEMBANGAN PERANGKAT PENILAIAN BERBASIS KELAS PADA MATA PELAJARAN BIOLOGI SMA KELAS XI Mariani Natalina '; Evi Suryawati '; Siti Rukmana '
Biogenesis Vol 11, No 2 (2015)
Publisher : Program Studi Pendidikan Biologi

The purpose of this research is to develop the classroom-based assessment on biology subjects for XI grade Senior high school. Assessment consists of seven graderoom-based assessment techniques. There are paper and pencil test, attitude, performance, product, project, self-assessment and portofolio. The development Class-based software is based on ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The development was conducted at Biology Education University of Riau and the limiting test was conducted at SMAN 8 Pekanbaru. The research held on January until April 2014. Used research and Development (R & D) design with ADDIE model. Subjects consisted of four Basic Competencies (KD) in the XI grade Senior high school. Data were collected by filling the validity of the assessment sheet by each validator which consists of internal and external validators. Collected datas were analyzed by descriptive statistics. Average results of the validity of class-based assessment are: 3.6 for the paper and pencil test, 3.7 for attitude assessment, 3.7 for performance assessment, 3.6 for product assessment, 3.6 for project assessment, 3.8 for self-assessment and 3.7 for portofolio assessment. On the last stage of the research, a limiting test on the XI grade senior high school. The results from validation, we can conclude that the class-based assessment in high school biology subjects class XI obtain the category of very valid and can be implemented in the learning process.Keywords : Biology Subject, Classroom-Based Assessment, Development

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