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All Journal Jurnal Pendidikan Biologi Indonesia Jurnal Pendidikan Biologi Jurnal PAJAR (Pendidikan dan Pengajaran) JMM (Jurnal Masyarakat Mandiri) Biosaintifika: Journal of Biology & Biology Education Bioedukasi: Jurnal Pendidikan Biologi Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Journal of Community Service and Empowerment Proceeding Biology Education Conference Journal of Educational Sciences Research and Development in Education (RaDEn) International Journal of Educational Best Practices
Evi Suryawati
Biology Education Study Program, Faculty Of Teacher Training And Education, University Of Riau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Public Health Social Sciences Other

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Community assistance for mover teachers through the lesson study-based opening class movement Evi Suryawati; S. Syafrinal; Evfi Mahdiyah; H. Hermandra; Didi Muwardi; Tengku Firli Musfar
Journal of Community Service and Empowerment Vol. 4 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v4i1.23995

Abstract

The assistance for the Guru Penggerak (Mover Teachers) Community through the open class movement based on lesson study at SMPN 23 Pekanbaru was carried out from May to mid-September 2022, involving 32 teachers who acted as model teachers and observers. This assistance is carried out based on the Lesson Study (plan-do-see) stage. Implementation of the open class movement was conducted in four subjects: Science, Mathematics, English and Islam. In the Plan stage, the core team discusses lesson design, innovation, and agrees on a schedule and division of tasks. In the Do stage (open class), the model teacher carries out learning which is attended by observers and committee representatives. During learning activities, observers observe student learning activities. The See stage (reflection), the whole teams evaluate the implemented learning. The mentoring result show that students appear to be active and enthusiastic about learning. Teachers can work with colleagues to implement classroom learning by focusing on active, creative, effective, innovative, and fun learning. This Open Class Movement will be continued in five subjects so the entire community of subject teachers can work together in the learning community to improve the quality of learning in the Independent Curriculum Implementation, especially by the Mover Teachers.
THE IMPLEMENTATION OF 5E LEARNING CYCLE MODEL ON THE TOPIC ‘STRUCTURE AND FUNCTION OF PLANTS’ TO IMPROVE THE SCIENTIFIC LITERACY OF THE SECOND YEAR STUDENTS OF A JUNIOR HIGH SCHOOL IN PEKANBARU Evi Suryawati; Mariani Natalina; Nadia Nadia; Deswati Deswati
International Journal of Educational Best Practices Vol 2, No 2 (2018)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v2n2.p26-33

Abstract

Abstract: This study aims to improve student’s science literacy skills by using 5E Learning Cycle model. The treatment was conducted collaboratively for the topic ‘Structures and functions of plants’ involving Biology lectures, pre-service teachers, and the science school teachers of SMPN 21 Pekanbaru in August 2018. The focus of the observation was on science literacy and learning activities of students, both individually and in groups. Science literacy including scientific, procedural and epistemic knowledge was measured through worksheets. While the aspects of explaining scientific phenomena, evaluating and design scientific investigations, interpreting data, and the evidence were measured using an assessment sheet performance. Curiosity, scientific argumentation and environmental awareness were measured using the observation sheet. Learning activities carried out inside and outside the classroom had a positive impact on literacy skill science. The data showed the students individually or in groups could answer questions in the worksheet, more actively engaged, more enthusiastic and more curious when observing, identifying and grouping plants using real objects around school environment. Some questions arose from students when identifying corn and carrot plants about vegetative and generative structures. Overall, the implementation of 5E Learning Cycle model can improve students' scientific literacy in learning science at SMPN 21 Pekanbaru
PELATIHAN PENERAPAN MODEL PEMBELAJARAN UNTUK PENINGKATAN KOMPETENSI GURU SMA DALAM IMPLEMENTASI KURIKULUM MERDEKA Darmawati Darmawati; Evi Suryawati; Yustina Yustina; Irda Sayuti; Darmadi Darmadi; Arnentis Arnentis; Diah Anugrah Dipuja
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i1.20002

Abstract

Abstrak: Analisis situasi pada guru-guru biologi SMA yang bergabung di MGMP kota Dumai menunjukkan masih sulit menerapkan model pembelajaran pada kurikulum Merdeka. Kegiatan pengabdian ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru dalam penerapan model pembelajaran pada kurikulum merdeka. Mitra pengabdian ini yaitu MGMP biologi SMA di kota Dumai yang terdiri dari 11 orang guru. Kegiatan terdiri dari (1) Persiapan; (2) Pelaksanaan; dan (3) Evaluasi. Untuk mengukur ketercapaian tujuan kegiatan yang dilakukan digunakan instrumen soal pretest dan posttest masing-masing 10 soal. Berdasarkan hasil yang diperoleh terjadi peningkatan nilai rerata pretest yang awalnya 45.45 meningkat menjadi 83.64 dengan nilai N Gain 0.70 (tinggi). Pengabdian ini dapat disimpulkan bahwa kegiatan pelatihan dapat meningkatkan pengetahuan dan keterampilan guru-guru biologi SMA yang bergabung di MGMP kota Dumai dalam menerapkan model pembelajaran pada kurikulum merdeka.Abstract: An analysis of the situation for high school biology teachers who joined the Dumai City MGMP showed that it was still difficult to implement the learning model of Merdeka curriculum. This service activity aimed to increase teachers' knowledge and skills in implementing learning models in the Merdeka curriculum. This submission partner was the MGMP Biology High School in the Dumai city which consisted of 11 teachers. The activities consisted of (1) Preparation; (2) Implementation; and (3) Evaluation. To measure the objectives achievement of the activities carried out, pretest and post est question instruments were used. Based on the results obtained, there was an increase in the average pretest score, which was initially 45.45, increasing to 83.64 with an N Gain value of 0.70 (high). This submission could be concluded that training activities could improve the knowledge and skills of high school biology teachers who join the Dumai City MGMP in implementing the learning model in the Merdeka curriculum. 
Diagnostic assessment to identify learning styles and critical thinking in independent learning Enita Sari; Evi Suryawati; Imam Mahadi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36557

Abstract

Diagnostic assessment is a crucial step in the differentiated learning process as an implementation of the Merdeka curriculum. This study aimed to develop a diagnostic assessment instrument that can identify students' learning styles and critical thinking skills, especially in the Cell and Bioprocess material, in the context of implementing the Independent Curriculum. This study uses the Research and Development (R&D) method with the Borg and Gall development model. The subjects of the study were 35 grade X students of SMA Negeri 8 Pekanbaru who were selected randomly. Data analysis was carried out using the Rasch model with Winstep. The results of the study showed that the critical thinking diagnostic instrument had high validity and good reliability, while the learning style instrument had low reliability and needed further improvement. Several learning style assessment items were considered invalid and had to be adjusted or discarded. This diagnostic assessment instrument is expected to help teachers develop more effective learning strategies that are in accordance with the individual needs of students, so that it can improve the quality of learning, especially in understanding the Cell and Bioprocess material.
Development of SSIBL e-modules on ecology and biodiversity materials to improve critical thinking and motivation Anggi Kusumasari; Evi Suryawati; Lenny Anwar
Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i2.33775

Abstract

The development of SSIBL-based E-modules is motivated by the importance of critical thinking skills and learning motivation in science learning that must be possessed by students. It was found that the limited teaching materials used as well as critical thinking skills and student learning motivation were still in the low category in science learning. This study aims to test the effectiveness and feasibility of SSIBL-based E-modules on ecology and biodiversity material for Indonesian junior high school students, especially at SMPN 23 Pekanbaru. The type of research used is development research with the ADDIE method. The results of the validation of the SSIBL-based E-module assessment by material experts obtained an average score of 3.72 with a very feasible category. The results of the assessment validation by pedagogical experts amounted to 3.97 with a very feasible category. The results of the assessment validation by media experts amounted to 3.95 with a very feasible category. The effectiveness of the E-module with the MANOVA test obtained a sig value of 0.000. This means that there are differences in critical thinking skills and learning motivation between the experimental class using the SSIBL-based E-module and the control class that does not use the SSIBL-based E-module. Based on the results of this SSIBL-based E-module research, it is recommended that it can be used to improve students' critical thinking skills and learning motivation.
Co-Authors Anggi Kusumasari Arnentis Arnentis Arnentis Arnentis Arnentis Arnentis Astrid Riauda Putriana Darmadi Darmawati Darmawati Delis Lesnawati Deswati Deswati Diah Anugrah Dipuja Didi Muwardi Enita Sari Feniwati Feniwati Fitra Suzanti H. Hermandra Imam Mahadi Irda Sayuti Lenny Anwar Mahdiyah, Evfi Mariani Natalina Mariani Natalina Linggasari Mariani Natalina. L Nadia Nadia Pendrice Pendrice Putri Rahmadianti Rahmi, Fitri Olvia S. Syafrinal S. Syafrinal Siti Rahmi Afwa Suwondo Suwondo Syafrinal Syafrinal Tengku Firli Musfar Wulan Indri Safitri Yennita Y Yustina Yustina Yustina Yustina Zara Faraniza Zulfarina Zulfarina