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All Journal Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Indonesian Journal of Science and Mathematics Education Bioedukasi: Jurnal Pendidikan Biologi Masyarakat Berdaya dan Inovasi Teaching, Learning, and Development
Riezky Maya Probosari
1Program Studi S3 Pendidikan IPA FKIP Universitas Sebelas Maret, Jl. Ir. Sutami 36-A Surakarta, Indonesia 2Program Studi Pendidikan Biologi FKIP Universitas Sebelas Maret, Jl. Ir. Sutami 36-A Surakarta, Indonesia
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DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU Probosari, Riezky Maya; Ramli, Murni; Sajidan, Mr.
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 20, No 2 (2015): Jurnal Pengajaran MIPA - Oktober 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.579

Abstract

The purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning.  The participants of this  action research are the 4th semester students of  Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University  who took the course of Plant Embryology.  Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry.  Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that   Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted  argumentative writing skill. ABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat  setelah mereka mendapatkan pembelajaran inkuiri berjenjang.  Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan.  Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio.  Kemampuan menulis  diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims.   Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya  di semua tingkatan jenjang inkuiri.  Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa  pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri  dan  meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif
Profil Keterampilan Argumentasi Ilmiah Mahasiswa Pendidikan Biologi FKIP UNS pada Mata Kuliah Anatomi Tumbuhan PROBOSARI, RIEZKY MAYA; RAMLI, MURNI; HARLITA, HARLITA; INDROWATI, METI; SAJIDAN, SAJIDAN
Bioedukasi: Jurnal Pendidikan Biologi Vol 9, No 1 (2016): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v9i1.3880

Abstract

Lemahnya argumentasi ilmiah mahasiswa dalam pembelajaran telah banyak menjadi perhatian,  terutama   dalam hal mengevaluasi dan mengkonstrak permasalahan dan solusinya.   Penelitian ini bertujuan untuk mengetahui bagaimana profil keterampilan argumentasi ilmiah mahasiswa pada mata kuliah Anatomi Tumbuhan. Penelitian ini merupakan penelitian deskriptif untuk mendapatkan gambaran keterampilan argumentasi mahasiswa semester 3 di Prodi Pendidikan Biologi FKIP UNS melalui tugas tertulis yang diberikan.  Penilaian argumentasi mahasiswa mengacu pada Toulmin’s Argumentation Pattern (TAP) yang memuat komponen claim, evidence, reasoning dan rebuttal.  Hasil penelitian menunjukkan bahwa kemampuan argumentasi ilmiah mahasiswa Pendidikan Biologi FKIP UNS masih tergolong rendah, dibuktikan dengan skor rerata claim sebesar 52%, evidence sebesar 42%, reasoning sebesar 15% dan rebuttal sebesar 10%.  Temuan ini akan dijadikan dasar bagi penelitian lanjutan mengenai model dan strategi pembelajaran inovatif yang dapat meningkatkan kemampuan argumentasi dan penalaran ilmiah terutama bagi calon guru biologi.
DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU Probosari, Riezky Maya; Ramli, Murni; Sajidan, Sajidan
Jurnal Pengajaran MIPA Vol 20, No 2 (2015): JPMIPA: Volume 20, Issue 2, 2015
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v20i2.36238

Abstract

ABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat setelah mereka mendapatkan pembelajaran inkuiri berjenjang. Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan. Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio. Kemampuan menulis diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims. Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya di semua tingkatan jenjang inkuiri. Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri dan meningkatkan kemampuan menulis argumentatif. ABSTRACTThe purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning. The participants of this action research are the 4th semester students of Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University who took the course of Plant Embryology. Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry. Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted argumentative writing skill.
Empowering Teachers in Implementing the Project to Strengthen Students' Pancasila Profile Using STEAM-based Learning for Optimizing Sustainable Development Goals (SDGs) in Junior High School Utami, Budi; Indriyanti, Nurma Yunita; Probosari, Riezky Maya; Supurwoko, Supurwoko; Fakhrudin, Isma Aziz; Khasanah, Annisa Nur; Hudha, Muhammad Nur
Masyarakat Berdaya dan Inovasi Vol. 5 No. 2 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/mayadani.v5i2.190

Abstract

Teachers play a crucial role in preparing quality human resources. One Junior High School in Sragen has implemented the Kurikulum Merdeka (Merdeka Curriculum). Based on interviews, teachers are still experiencing challenges in developing learning instruments and implementing the Science, Technology, Engineering, Art, and Mathematics (STEAM) model and the Project to Strengthen Students' Pancasila Profile. This community service team, Research Group Innovation in Science Classroom (ISC) provided training for teachers on the implementation of STEAM in the Merdeka Curriculum. The training included planning, implementation, mentoring, evaluation, and reporting. This Community Service Program has improved teachers' skills in implementing the Merdeka Curriculum and supporting the Sustainable Development Goals.
Pemberdayaan Guru Melalui Backward Design Lesson Plan Sebagai Implementasi Kurikulum Merdeka Probosari, Riezky Maya; Indriyanti, Nurma Yunita; Utami, Budi; Fakhrudin, Isma Aziz; Khasanah, Annisa Nur
Masyarakat Berdaya dan Inovasi Vol. 5 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/mayadani.v5i1.196

Abstract

Kurikulum Merdeka telah diimplementasikan pada semua jenjang pendidikan dasar sampai menengah di Indonesia sejak tahun ajaran 2022/2023, namun demikian, masih banyak guru mata pelajaran yang menyampaikan kendala dalam pelaksanaannya, terutama untuk memastikan apakah mereka sudah mengambil langkah yang tepat dalam implementasinya. Sebagai pengajar, perangkat pembelajaran menjadi dasar pelaksanaan pembelajaran di kelas, sehingga alur tujuan yang ingin dicapai dan dievaluasi harus diidentifikasi dengan jelas. Hasil observasi menunjukkan masih banyak miskonsepsi mengenai modul ajar berbasis Kurikulum Merdeka sehingga pengabdian kepada masyarakat ini dilakukan untuk memberdayakan keterampilan guru melalui backward design lesson plan sebagai implementasi Kurikulum Merdeka. Backward design merupakan suatu metode perencanaan pelajaran yang berakar dari tujuan pembelajaran yang berpusat pada peserta didik dan tidak sekedar berfokus pada standar nasional.   Kegiatan pengabdian dilaksanakan di SMPN 3 Cepogo Satu Atap, Boyolali, Jawa Tengah.  Jumlah peserta pengabdian adalah 21 guru.  Hasil dari kegiatan pendampingan ini adalah guru membuat perangkat pembelajaran sesuai alur backward design dan mengimplementasikannya di mata pelajarannya sesuai dengan semangat kurikulum Merdeka.
Teacher Empowerment in the Implementation of Low Carbon Education to Increase Students' Environmental Awareness Probosari, Riezky Maya; Hudha, Muhammad Nur; Wati, Icha Kurnia; Khasanah, Annisa Nur; Supurwoko, Supurwoko
Teaching, Learning, and Development Vol. 3 No. 2 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v3i2.97

Abstract

Environmental problems due to excessive carbon emissions are increasing, while student awareness of this issue is still low. Science learning has great potential in instilling sustainability values. Therefore, this service aims to empower teachers in one of the junior high schools in Central Java in designing and implementing Low Carbon Education (LCE) based learning. The short-term goal of this activity is to improve teachers' understanding of the concept of low carbon and its application in learning. In the long term, teachers are expected to be able to develop learning innovations that are more contextualized and can apply students' low carbon lifestyle in their daily lives. The methods used include socialization of the LCE concept, development of low carbon-based learning tools, implementation in the form of simple experiments and environmental projects, and program evaluation. The results show an increase in teachers' understanding of LCE and the emergence of applicable environment-based learning projects. The main contribution of this program is the availability of a model for teacher capacity building in implementing LCE that can be replicated in other education units, while contributing to climate change mitigation efforts through education.
Enhancing science computational thinking skills through STEM-problem-based learning with the OLabs virtual laboratory Rahmaningsih, Adiar; Probosari, Riezky Maya; Khasanah, Annisa Nur; Supurwoko, Supurwoko; Hudha, Muhammad Nur
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i3.29422

Abstract

This study aims to investigate the impact of the STEM–Problem–Based Learning (PBL) model, combined with the OLabs virtual laboratory, on the computational thinking skills of eighth-grade students in science education. The research used a quasi-experimental pretest–posttest control group design with a population of all eighth-grade students at SMP Negeri 1 Sukoharjo in the 2024/2025 academic year. Cluster random sampling was applied, resulting in class VIII C as the experimental class and VIII B as the control class. Data were collected using a computational thinking skills test, and hypothesis testing was conducted through the Independent Sample T-Test at a 0.05 significance level. The results showed a significant effect of the STEM–PBL model, as indicated by a significance value of 0.001 < 0.05 and a higher score improvement in the experimental class. These findings confirm that integrating STEM–PBL with the OLabs virtual laboratory effectively improves students’ computational thinking skills. This study implies the importance of implementing STEM-based problem-solving and virtual experimentation to enhance students’ computational thinking in science learning.
Perbedaan Keterampilan Berpikir Kritis melalui Model Pembelajaran Group Discovery Learning (GDL) Ditinjau dari Kemampuan Akademik Siswa Perdana, Williamsyah Putra; Santosa, Slamet; Probosari, Riezky Maya
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 2 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i2.61560

Abstract

Critical thinking skills include the ability to reason, analyze, make decisions, assess, explain, and self-regulate. This study was to determine the effect of Group Discovery Learning (GDL) on students' critical thinking skills in terms of academic abilities. This was a quasi-experimental research design using a post-test only with a non-equivalent control group design. The population was students of class X MIPA SMA Negeri 1 Sukoharjo. The subjects were taken using simple random sampling which met the normality and homogeneity tests. The sample was class X MIPA 5 as the control class and X MIPA 2 as the experimental class. Data were collected using essay tests, documentation, and observation. The hypothesis was tested with two-way ANOVA followed by the LSD test. The results show that: (1). Students' critical thinking skills were affected by the group discovery learning model. (2). There is a significant difference between students' academic abilities on critical thinking skills between control and experiment classes. These results can be used for further research in building active and innovative learning models and strategies
Meningkatkan Kualitas dan Kuantitas Pertanyaan dan Pernyataan Peserta Didik Melalui Problem Based Learning pada Pelajaran Biologi Tami, Luh Putu; Probosari, Riezky Maya; Widoretno, Sri
Bioedukasi: Jurnal Pendidikan Biologi Vol 12, No 2 (2019): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (272.192 KB) | DOI: 10.20961/bioedukasi-uns.v12i2.25454

Abstract

This research aims to increase the quality and quantity of student’s question and statement through the application of Problem-Based Learning model on the biology subject. The research is conducted into 3 cycles with the research object of the students grade XI MIA 3 State High School 2 of Surakarta in the school year of 2015/2016. The result of observation at pre-cycle shows the question and statement is that appears 1 question and 16 statements. The quality of question and statement is in the knowledge dimension of factual C1. Based on the result of observation, shows the low quality and quantity of the student’s question and statement, thus it needs to increase by applying the Problem-Based Learning model.This research is included as a Classroom Action Research (CAR) which consists of 3 activity cycles. The collecting data are conducted by observing, interviewing, and documenting. To validate the data is used the techniques of triangulation and descriptive qualitative analysis. The data analysis of the quality of the question and statement is used the revised Taxonomy Bloom. The quantitative data analysis of the question and statement is based on the appeared amounts. The result of the research shows the quality of the question at cycles of I,II, and III sequentially detected FC1, FC3, FC4, KC1, KC2; FC1, FC2, KC1, KC2, KC3, PC2; KC2, PC2, MC2. And, in the statement sequentially FC1, FC2, KC1, KC2, KC4, PC2; FC1, FC2, KC1, KC2; FC1, FC2, FC3, KC2, KC4, PC2. The quantity of the question at cycles of I,II, and III sequentially as much as 27, 28, dan 17. Meanwhile in the statement sequentially 71, 81, 90. The conclusion of this research is that the quality and quantity of student’s question and statement through the application of Problem-Based Learning model which varies in each cycle is increased.
Pengaruh Project Based Learning disertai Know Want Learn Chart terhadap Keterampilan Berpikir Fluency, Flexibility, dan Originality Peserta Didik Biologi SMA Kelas X Laksmi, Gardena Smoro; Probosari, Riezky Maya; Saputra, Alanindra; Widowati, Dewi
Bioedukasi: Jurnal Pendidikan Biologi Vol 11, No 2 (2018): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (208.456 KB) | DOI: 10.20961/bioedukasi-uns.v11i2.25348

Abstract

ABSTRACT One of the goals of 21st century education is  forming creative students. Based on a survey of Global Creativity Index in 2015, creative thinking level of Indonesian students is low, which is ranked 86th out of 93 countries. Project Based Learning (PjBL) is learning model that is proven to be able to improve students' creative thinking skills but often requires a long duration. KWL Chart function is controling the learning process to be systematic and effective because the tasks performed by students become focus so that it can cover the shortcomings of PjBL. The distribution of values in the PjBL class with the KWL chart (experiment 1) and the PjBL class only (experiment 2) are more diffuse than the control class, it can be seen that the pretest as a covariate has less significance than the significance level of 0.05 which is equal to 0,000. It is stated that the pretest value and the posttest value are linear. There are other aspects outside of research that influence students' creative thinking skills. The obtained Squared R value is 0.560, it means that the difference in model and media integration given in the control class, experiment 1, and experiment 2 only affects 56% of students' creative thinking skills. Other factors outside of research that affect students' creative thinking skills are as much as 44%, even though the time needed for the experiment 1 class is shorter than the experimental class 2.
Co-Authors Abrari Nur Aan Ilmi Afrisa Mustika Habsari Alanindra Saputra Alvi Rosyidi Annisa, Kansa Nur Aprillia Diah Rahmawati Arifah Purnamaningrum Baskoro Adi P Baskoro Adi Prayitno Bowo Sugiharto Budi Utami desy wulandari Dewi Puspitasari Dewi Widowati Dwi Listiawan Dwi Teguh Rahardjo Eko Budiono Ferry Dwi Cahyadi Harlita Harlita I Gusti Agung Komang Diafari Djuni Hartawan Indradewa, Rhian Isma Aziz Fakhrudin Khasanah, Annisa Nur KOMARIYAH KOMARIYAH Laksmi, Gardena Smoro Maridi Maridi Meti Indrowati Mr. Sajidan, Mr. Muhammad Nur Hudha Murni Ramli Muzayyinah Muzayyinah Nurhuda, Haris Nurma Yunita Indriyanti Nurmiyati Nurmiyati Perdana, Williamsyah Putra PUGUH KARYANTO Purwo Adi Nugroho Putri Sartika Agustin Rahmania Pamungkas, Rahmania Rahmaningsih, Adiar Rinawati Rinawati Sajidan Samuel Agus Triyanto, Samuel Agus Sintaria Praptinasari Slamet Santosa Sri Dwiastuti Sri Widoretno Sri Wulanningsih Suciati - - Suciati Suciati Supurwoko Tami, Luh Putu Taufik Widhiyantoro Dwi Saputro Try Nesia Nurhemy UMI FATMAWATI VA Vellariani Dewi Palupi Wardani, Putri Kusuma Wati, Icha Kurnia Yamtinah, Sri Yekti Nur Utami Yuliana Indah Wulansari