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<![CDATA[PENYULUHAN DAN PELATIHAN GURU IPA SMP MUHAMMADIYAH SE-KOTA YOGYAKARTA TERKAIT SOAL-SOAL UJIAN NASIONAL BERBASIS HIGH ORDER THINKING SKILL (HOTS) ]]>
<![CDATA[Susilo, Muhammad Joko]]>;
<![CDATA[Puspitasari, Etika Dyah]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v1i2.310
<![CDATA[Guru merupakan mata tombak utama pendidikan nasional karena guru merupakan pihak yanglangsung berhadapan dan berinteraksi dengan siswa. Guru berpengaruh besar terhadap kualitasproses pembelajaran dan hasil pembelajaran di sekolah. Oleh karena itu, peningkatan kompetensiguru menjadi hal yang penting dalam usaha memajukan pendidikan di Indonesia. Salah satu langkahyang dapat dilakukan pihak perguruan tinggi, khususnya bagi para dosen, untuk turut meningkatkankompetensi guru adalah dengan memberikan pendalaman materi dan pembimbingan penyusunanbutir soal Ujian Nasional. Berdasarkan nilai hasil Ujian Nasional 2016 diketahui bahwa untukbeberapa indikator SKL yang diujikan, rata-rata siswa SMP kota Yogyakarta mendapatkan nilairendah. Oleh karena itu, dirasa perlu untuk memberikan pendalaman materi pada topik-topik tertentubagi para guru, sekaligus meningkatkan pemahaman guru terhadap soal-soal berbasis High OrderThinking Skill (HOTs) yang memiliki porsi tersendiri dalam soal Ujian Nasional tingkat SMP.Metode yang digunakan dalam kegiatan ini adalah berupa penyuluhan dan pelatihan.Penyuluhan yang dilakukan yaitu terkait bedah SKL IPA Biologi dan pendalaman materi.Sedangkan pelatihan yang dilakukan difokuskan pada pelatihan penyusunan butir soal UjianNasional IPA SMP berbasis HOTs.Setelah melakukan bedah SKL sekaligus melihat data hasil Ujian Nasional 2016 didapatkanfakta bahwa rata-rata siswa SMP di Kota Yogyakarta mendapatkan nilai yang rendah untuk topikmateri fotosintesis dan bagian-bagian mikroskop. Dengan demikian dilakukan pendalaman materiuntuk kedua topik tersebut. Selanjutnya berdasarkan analisis terhadap indikator SKL diketahuiterdapat 4 materi pokok yang memungkinkan keluar sebagai soal berbasis HOTs pada UjianNasional 2017. Keempat materi pokok tersebut meliputi materi ekosistem, kepadatan populasi,pencemaran lingkungan dan fotosintesis. Oleh karena itu, selanjutnya dilakukan pembimbinganpenyusunan soal Ujian Nasional berbasis HOTs untuk keempat materi pokok tersebut. Dari hasilpembimbingan tersebut dihasilkan 20 butir soal prediksi Ujian Nasional berbasis HOTs.Dari kegiatan yang telah dilaksanakan dapat disimpulkan bahwa terdapat beberapa topikmateri dimana rata-rata siswa SMP kota Yogyakarta mendapatkan nilai rendah saat Ujian Nasionalsehingga dilakukan pendalaman materi untuk para guru IPA SMP Muhammadiyah se-KotaYogyakarta. Selain itu, terdapat empat topik materi yang memungkinkan akan disajikan dalambentuk soal berbasis HOTs pada Ujian Nasional sehingga dilakukan penyusunan butir soal berbasisHOTs untuk keempat topik materi tersebut.]]>
<![CDATA[Identification of the Need for the Development of Teaching Materials for Animalia Class X High School ]]>
<![CDATA[Purwati Purwati]]>;
<![CDATA[Etika Dyah Puspitasari]]>
<![CDATA[ Bioeducation Journal Vol 5 No 2 (2021): Bioeducation Journal ]]>
Publisher : <![CDATA[Universitas Negeri Padang Address: Biology Education Study Program Faculty Mathematics and Natural Science (FMIPA) Jl. Prof. Dr. Hamka Air Tawar Barat, Padang-West Sumatera-Indonesia Telp. +62751-7057420 - Fax.+62751-7058772 - Ph. +6281363229286 ]]>
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DOI: 10.24036/bioedu.v5i2.329
<![CDATA[Animalia is a biology subject that includes in Grade X Senior High School. This material has a comprehensive scope so that in classroom learning, teaching and learning activities are not sufficient to cover all the material. Identification of teaching materials is necessary so that the teaching materials developed are under the needs of teachers and students. The purpose of this research, to analyze the developing teaching materials needs on Animalia material at SMA Negeri 1 Srandakan. This type of research is a survey with a descriptive analysis method. The research population is the teachers and students of class XI. The sample was chosen by one biology teacher and students randomly as many as 30 people. This research used interviews and online questionnaires distributed through the WhatsApp application in collecting the data. The data analysis technique used is descriptive quantitative. The results showed that the problems faced by students in studying Animalia material included material that was too broad, memorized a lot, and was full of the use of Latin names. Students do not have textbooks or other handbooks in understanding Animalia material. The material presented on the internet is not fully understood. The teaching materials provided by the teacher have shortcomings, namely: the explanation is difficult to understand, the pictures served are incomplete, and less attractive. Meanwhile, the obstacles faced by the teacher were difficulties in completing the Animalia material due to limited time with too much material coverage. The teaching materials that need to be developed are handouts. Handout teaching materials can facilitate students as learning support for Animalia material which has a comprehensive scope and helps teachers deliver the material. This research is part of the research on developing digital handouts on Animalia material at SMA Negeri 1 Srandakan.]]>
<![CDATA[PENYULUHAN DAN PELATIHAN GURU IPA SMP MUHAMMADIYAH SE-KOTA YOGYAKARTA TERKAIT SOAL-SOAL UJIAN NASIONAL BERBASIS HIGH ORDER THINKING SKILL (HOTS) ]]>
<![CDATA[Muhammad Joko Susilo]]>;
<![CDATA[Etika Dyah Puspitasari]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2017) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v1i2.310
<![CDATA[Guru merupakan mata tombak utama pendidikan nasional karena guru merupakan pihak yanglangsung berhadapan dan berinteraksi dengan siswa. Guru berpengaruh besar terhadap kualitasproses pembelajaran dan hasil pembelajaran di sekolah. Oleh karena itu, peningkatan kompetensiguru menjadi hal yang penting dalam usaha memajukan pendidikan di Indonesia. Salah satu langkahyang dapat dilakukan pihak perguruan tinggi, khususnya bagi para dosen, untuk turut meningkatkankompetensi guru adalah dengan memberikan pendalaman materi dan pembimbingan penyusunanbutir soal Ujian Nasional. Berdasarkan nilai hasil Ujian Nasional 2016 diketahui bahwa untukbeberapa indikator SKL yang diujikan, rata-rata siswa SMP kota Yogyakarta mendapatkan nilairendah. Oleh karena itu, dirasa perlu untuk memberikan pendalaman materi pada topik-topik tertentubagi para guru, sekaligus meningkatkan pemahaman guru terhadap soal-soal berbasis High OrderThinking Skill (HOTs) yang memiliki porsi tersendiri dalam soal Ujian Nasional tingkat SMP.Metode yang digunakan dalam kegiatan ini adalah berupa penyuluhan dan pelatihan.Penyuluhan yang dilakukan yaitu terkait bedah SKL IPA Biologi dan pendalaman materi.Sedangkan pelatihan yang dilakukan difokuskan pada pelatihan penyusunan butir soal UjianNasional IPA SMP berbasis HOTs.Setelah melakukan bedah SKL sekaligus melihat data hasil Ujian Nasional 2016 didapatkanfakta bahwa rata-rata siswa SMP di Kota Yogyakarta mendapatkan nilai yang rendah untuk topikmateri fotosintesis dan bagian-bagian mikroskop. Dengan demikian dilakukan pendalaman materiuntuk kedua topik tersebut. Selanjutnya berdasarkan analisis terhadap indikator SKL diketahuiterdapat 4 materi pokok yang memungkinkan keluar sebagai soal berbasis HOTs pada UjianNasional 2017. Keempat materi pokok tersebut meliputi materi ekosistem, kepadatan populasi,pencemaran lingkungan dan fotosintesis. Oleh karena itu, selanjutnya dilakukan pembimbinganpenyusunan soal Ujian Nasional berbasis HOTs untuk keempat materi pokok tersebut. Dari hasilpembimbingan tersebut dihasilkan 20 butir soal prediksi Ujian Nasional berbasis HOTs.Dari kegiatan yang telah dilaksanakan dapat disimpulkan bahwa terdapat beberapa topikmateri dimana rata-rata siswa SMP kota Yogyakarta mendapatkan nilai rendah saat Ujian Nasionalsehingga dilakukan pendalaman materi untuk para guru IPA SMP Muhammadiyah se-KotaYogyakarta. Selain itu, terdapat empat topik materi yang memungkinkan akan disajikan dalambentuk soal berbasis HOTs pada Ujian Nasional sehingga dilakukan penyusunan butir soal berbasisHOTs untuk keempat topik materi tersebut.]]>
<![CDATA[Developing psychomotor evaluation instrument of biochemistry practicum for university students of biology education ]]>
<![CDATA[Etika Dyah Puspitasari]]>;
<![CDATA[Mohamad Joko Susilo]]>;
<![CDATA[Novi Febrianti]]>
<![CDATA[ REID (Research and Evaluation in Education) Vol 5, No 1 (2019): June ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Negeri Yogyakarta & HEPI ]]>
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DOI: 10.21831/reid.v5i1.22126
<![CDATA[Practicum is one of the important aspects of the learning of biology. There is no psychomotor evaluation instrument that is valid and reliable. This study is aimed at developing a valid and reliable psychomotor evaluation instrument for biochemistry practicum. The study is developmental research using the 4-D model of ‘define, design, develop, and disseminate’. Instrument validation was carried out through construct validation. The findings show that the developed instrument is characterized by a high level of construct validity although the reliability measure is not very well-estimated. The instrument is constructed of four factors of perception, set, guided response, and mechanism developed into 80 statement items.]]>
<![CDATA[Analisis Keterampilan Psikomotorik Mahasiswa Pada Praktikum Biokimia dan Korelasinya dengan Hasil Belajar Kognitif ]]>
<![CDATA[Etika Dyah Puspitasari]]>;
<![CDATA[Novi Febrianti]]>
<![CDATA[ Jurnal Pendidikan Biologi Vol 8, No 1 (2018): Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Magister Pendidikan Biologi, Universitas Negeri Medan ]]>
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DOI: 10.24114/jpb.v8i1.11664
<![CDATA[Biochemistry practice is a basic practicum that must be mastered by biology education students. Skills in biochemistry practicums are the basis used in practicum physiology, genetics, microbiology, and other materials in biology. This study aims to analyze psychomotor skills achieved by students in biochemical practicums and examine the relationship between cognitive learning outcomes and psychomotor learning outcomes of biology education students in biochemical practicums, especially in the experimental material for making solutions and measuring pH. This research is a quantitative descriptive study with a sample of 40 biology education students. Learning outcomes data were analyzed using quantitative and qualitative analysis, and the correlation between psychomotor and cognitive learning outcomes was analyzed using Pearson Correlation analysis at α = 0.01. The results showed that psychomotor skills that were mastered by students in biochemistry practicum (making solutions and pH measurements) included levels 1-4, with an achievement percentage of 89.19% at level perception; 97.30% at the level set; 51.62% at the guided response level and 72.97% at the mechanism level, with psychomotor learning outcomes averaging 58 (sufficient category). The cognitive value of students in the experimental for making solutions and pH measurements was 63.32 (good category). There is a positive correlation between psychomotor and cognitive learning outcomes of students in biochemistry practicum (r = 0.67) with a strong correlation category.]]>
<![CDATA[The characteristics teaching materials of biology laboratory management ]]>
<![CDATA[Much Fuad Saifuddin]]>;
<![CDATA[Etika Dyah Puspitasari]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 6 No 02 (2021): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Biology Education Department, IKIP Budi Utomo, Malang, Indonesia ]]>
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DOI: 10.33503/ebio.v6i02.1298
<![CDATA[The suitable teaching materials will make it easier for students to learn in the classroom. To present suitable teaching materials, a needs analysis is needed. This study aimed to determine the types and characteristics of teaching materials needed in learning biology laboratory management. The survey method was carried out to students who were randomly selected. The instrument is arranged in the form of a questionnaire by paying attention to each characteristic indicator of various teaching materials. The validity of the instrument used a combination of expert judgment. The questionnaire is distributed via google form to students who have taken laboratory management courses with a filling period of 2 weeks obtained 123 respondents. The data were analyzed descriptively of quantitatively and qualitatively. The results showed that the percentage of students who needed teaching materials for biology laboratory management lectures was 98%; the characteristics of teaching materials wanted by students included: containing learning objectives, using simple language, sequenced materials according to lecture sessions, containing summaries, and providing feedback. Teaching materials based on existing characteristics can be in the form of modules that are adapted to the Semester Learning Plan.]]>
<![CDATA[MAINTENANCE - EQUIPMENT ANALYSIS OF BIOLOGICAL LABORATORY FACILITIES AND INFRASTRUCTURE AT SENIOR HIGH SCHOOL IN YOGYAKARTA ]]>
<![CDATA[Yoan Dea Irawati]]>;
<![CDATA[Zulfa Nabila Putri]]>;
<![CDATA[Shafira Hanum Febriana]]>;
<![CDATA[Ikhda Niami Fauziyatunnisa]]>;
<![CDATA[Much. Fuad Saifuddin]]>;
<![CDATA[Etika Dyah Puspitasari]]>
<![CDATA[ ATRIUM PENDIDIKAN BIOLOGI Vol 7, No 3 (2022): Atrium Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/apb.v7i3.13325
<![CDATA[Practicum activities can be carried out properly if laboratory facilities and infrastructure are available. The completeness of laboratory infrastructure can support achieving optimal activities. This study aim to determine completeness and maintenance of biology laboratory facilities and infrastructure in Yogyakarta. The type of research descriptive quantitative. This research was conducted at Senior High School in Yogyakarta, consisting 3 schools. Those schools were selected by random sampling. Respondents in this study included both head of the laboratory and laboratory assistant, data collection through observation and interview. The data were analyzed descriptively. The results show that School A 78% (very complete), School B 60% (complete) and School C 66% (complete). Maintenance of facilities and infrastructure in the laboratory of School A is well-maintained. In contrast, maintenance of laboratory biology facilities and infrastructure in School B and C are unkempt.]]>
<![CDATA[KESULITAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN DARING SELAMA MASA PANDEMI DI SMAN 1 TEMPURAN ]]>
<![CDATA[Rahmawati Susanti]]>;
<![CDATA[Etika Dyah Puspitasari]]>
<![CDATA[ EduNaturalia: Jurnal Biologi dan Kependidikan Biologi Vol 3, No 2 (2022) ]]>
Publisher : <![CDATA[FKIP Universitas Tanjungpura ]]>
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DOI: 10.26418/edunaturalia.v3i2.57912
<![CDATA[Online learning is a big challenge for teachers and students, this is because teachers cannot see the learning process directly and students have learning difficulties. In addition, students cannot understand the material that has been delivered by the teacher online. This study aims to determine the causes of student learning difficulties in online learning and to determine efforts to overcome student learning difficulties in biology subjects.This research is a descriptive research. The subjects of this study were students who had learning difficulties and the biology teacher of class XI IPA SMAN 1 Tempuran with the object of this research being students who had learning difficulties during online learning. The sample used is class XI IPA with a population of 176 students. Data collection techniques using a questionnaire through the google form platform and interviews. Data analysis was carried out quantitatively and qualitatively.The results of data analysis showed that internal motivation indicators caused students' learning difficulties in understanding biology subjects during online learning, which was 75%. On external factors, social indicators cause students' learning difficulties in understanding biology subjects during online learning, which is 65%. Efforts to overcome students' learning difficulties do group study and independent study.]]>
