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All Journal Jurnal Pengajaran MIPA Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Inovasi Pendidikan IPA Daya Saing : Jurnal Ilmu Manajemen Pedagogi Hayati Al Ishlah Jurnal Pendidikan Jurnal Psikologi Teori dan Terapan Journal of Natural Science and Integration Biosfer: Jurnal Pendidikan Biologi BIOEDUSCIENCE Journal of Science Education Research Assimilation: Indonesian Journal of Biology Education Bioedukasi: Jurnal Pendidikan Biologi Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Ensiklopedia of Journal Pedagonal : Jurnal Ilmiah Pendidikan JPBIO (Jurnal Pendidikan Biologi) Jurnal Mangifera Edu Jurnal Akuntansi Kompetif Diklat Review : Jurnal manajemen pendidikan dan pelatihan Jurnal Ilmu Komputer dan Bisnis JPPS (Jurnal Penelitian Pendidikan Sains) Spizaetus: Jurnal Biologi dan Pendidikan Biologi Bioscientist : Jurnal Ilmiah Biologi STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Indonesian Journal of Teaching in Science International Archives of Medical Sciences and Public Health International Archives of Medical Sciences and Public Health Jurnal Bisnis Kompetitif Jurnal Indonesia Sosial Sains Sains Organisasi JURNAL KOMUNITAS SAINS MANAJEMEN Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Luxury: Landscape of Business Administration Neraca: Jurnal Ekonomi, Manajemen dan Akuntansi JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Environment and Sustainability Education Bhinneka Multidisiplin Journal Unnes Science Education Journal Journal of BioSustainability
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PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow Rahmat, Adi; M.Si., Amprasto; Riandi, Dr.; Saefudin, Dr.; Sutarno, Nono
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 16, No 1 (2011): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v16i1.276

Abstract

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program
KAJIAN TERHADAP METODE DAN PENDEKATAN PEMBELAJARAN BIOLOGI DI SMA: KESENJANGAN DALAM PEMBELAJARAN DI KELAS (Study on teaching methods and teaching approaches in Biology Class of Senior High School: The gap in classroom teaching and learning) Rahmat, Adi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 15, No 1 (2010): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v15i1.292

Abstract

The study on teaching and learning of biology class of senior high school was aimed to identify teaching methods and teaching approaches used by teachers in their lesson plans and its implementation in the classroom. The study was conducted in nine senior high schools including three categories of school based on the passing grade of school entrance. Data was collected by documentation study, classroom observation, questioner and interview. Result showed that most of teachers planed their class with four teaching approaches and six teaching methods. The four teaching approaches were conceptual approach, process skill approach, inquiry, and environmental approach where as the six teaching methods were speech, discussion, question and answer, demonstration, experiment, and assignment. In the reality there was a gap between lesson plan and the teaching practice in the classroom. Although teacher planed their lesson using several teaching approaches the instructional systems delivered by teachers in the classroom were more conceptual and were conducted to give the students more subject matter. This type of teaching and learning was categorized by students as a common teaching and was disliked by some students. The comfort of the biology class sensing by student was due to the content of the subject matter which is very close to the human life rather than by the instructional systems delivered by teacher. Key words: teaching methods, teaching approaches, instructional system, biology class, senior high school
IMPLEMENTASI MODEL PEMBELAJARAN VISUOSPATIAL (3D) UNTUK MENGEMBANGKAN KEMAMPUAN KOGNITIF CALON GURU BIOLOGI PADA KONSEP ANATOMI TUMBUHAN Suprapto, Purwati K.; Rustaman, Nuryani Y.; Redjeki, Sri; Rahmat, Adi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 17, No 1 (2012): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.235

Abstract

Penelitian  tentang penggunaan model visuospatial (VS) untuk meningkatkan kemampuan kognitif pada mahasiswa calon guru biologi pada mata kuliah Anatomi Tumbuhan telah dilakukan secara diskriptif. Model-VS adalah model pembelajaran yang melibatkan kemampuan tiga dimensi (3D). Penelitian dilakukan  untuk mengetahui efektifitas model-VS dalam meningkatkan kemampuan kognitif mahasiswa melalui matakuliah anatomi tumbuhan. Penelitian ini dilaksanakan pada mahasiswa semester empat, tahun 2011 di Universitas Siliwangi  di Tasikmalaya, Jawa Barat. Jumlah  sampel pada penelitian ini adalah 108 orang yang dibagi dalam tiga kelompok, masing-masing dengan tipe Model-VS berbeda, yaitu Induktif Play doh (IP), Induktif-Gambar (IG) dan Deduktif-Gambar (DG). Pengukuran kemampuan kognitif C1, C2 dan C3 dilakukan secara tertulis dengan menggunakan 32 item soal, sedangkan kemampuan menganalisis (C4) dan kemampuan berkreasi diukur dengan menggunakan item test berupa gambar 2D dan 3D secara terpisah. Kemampuan mengevaluasi (C5) diukur melalui pengamatan pada saat presentasi mahasiswa. Hasil penelitian menunjukkan bahwa Model-VS dapat mengembangkan kemampuan kognitif mahasiswa. Model-VS dengan perlakuan Induktif-Gambar (IG) dapat mengembangkan pemahaman (C2) mahasiswa pada materi jaringan tumbuhan, sedangkan perlakuan Deduktif-Gambar (DG) mampu mengembangkan kemampuan mengaplikasinya (C3). Ketiga tipe Model-VS tidak dapat mengembangkan kemampuan analisis (C4) dengan baik melalui pengamatan mikroskopis. Akan tetapi, dalam Induktif-Play doh kemampuan mengingat (C1), mengevaluasi (C5) dan kreasi (C6) gambar 3D berkembang sangat baik. Kata kunci: model pembelajaran visuospasial, kemampuan kognitif mahasiswa, anatomi tumbuhan.
PETA KOMPETENSI GURU BIOLOGI DI SMA KOTA BANDUNG BERDASARKAN ANALISIS KESESUAIAN PROSES PEMBELAJARAN DI KELAS DENGAN TUNTUTAN KOMPETENSI DASAR Rahmat, Adi; Riandi, Riandi; Solihat, Rini; WB, Waris Wuyung; Zaputra, Riki; Ferazona, Sepita
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 19, No 2 (2014): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.459

Abstract

Penelitian ini bertujuan untuk mendapatkan peta kompetensi Guru Biologi SMA berdasarkan analisis kesesuaian pembelajaran di kelas dengan tuntutan Kompetensi Dasar (KD). Penelitian dilaksanakan di tujuh SMA Negeri di Kota Bandung yang termasuk cluster 1 sampai 3, masing-masing diwakili oleh 2-3 SMA yang ditentukan secara random. Setiap SMA melibatkan 1-2 guru biologi. Observasi proses pembelajaran di kelas dilakukan dengan menggunakan teknik video. Observasi pembelajaran difokuskan pada dua materi ajar, yaitu Plantae dan Sistem Ekskresi. Data dikumpulkan melalui instrumen yang dikembangkan berdasarkan judgment pakar terhadap hasil analisis KD yang meliputi tiga aspek, yaitu materi ajar, strategi pembelajaran (metode dan media pembelajaran), dan strategi evaluasi. Data diolah dengan menghitung persentase (%) kesesuaian, kemudian merata-ratakannya untuk setiap aspek pembelajaran yang diamati. Angka rata-rata yang diperoleh dianalogikan sebagai besaran kompetensi (kemampuan) guru pada setiap aspek pengamatan. Hasil pemetaan kompetensi menunjukkan bahwa guru telah mampu mengembangkan materi ajar hingga 68-83% kesesuaian, merancang dan melaksanakan strategi pembelajaran di kelas hingga 50-57% kesesuaian, dan mengembangkan instrumen evaluasi hingga 33-73% kesesuaian. Kemampuan terendah berada pada pengembangan instrumen evaluasi sesuai jenjang kognitif yang dituntut KD, yaitu sebesar 33% kesesuaian. Hasil penelitian juga menunjukkan bahwa keberfungsian perencanaan Rencana Pelaksanaan Pembelajaran (RPP) dalam pelaksananaan pembelajaran masih rendah, yaitu di bawah 49% kesesuaian.Kata kunci: kompetensi dasar, pembelajaran biologi, peta kompetensi guru biologi
SPATIAL THINKING MAHASISWA DALAM PEMBELAJARAN ANATOMI TUMBUHAN BERBASIS FRAMING Ermayanti, Ermayanti; Rustaman, Nuryani Y; Rahmat, Adi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.829

Abstract

A study to investigate the role of framing in plant anatomy course was conducted to facilitate spatial thinking of prospective teachers. A number of Biology Education students in one state university in South Sumatra was involved in this study (n=35). Data on spatial thinking ability was collected through the usage of test developed based on Kosslyn framework and observation sheet been validated by expert judgment. Pre-test and post-test results were analyzed by using percentage and N-Gain for each spatial thinking indicator (generating representation, maintaining and managing representation in working memory, scanning the representation and transforming the representation). The study resulted in that there is improvement of students’ spatial thinking with N-gain 46.1 (moderate category) after having experience through framing based learning instruction. The highest percentage of students’ spatial thinking is generating representation (86.4) and the lowest is transforming representation (50.0). Research finding shows that framing had not fully framed students’ maintaining and managing representation, as well as transforming representation. In order to increase students’ spatial thinking, it is needed revision on framing dynamics.
Pengaruh Pelayanan terhadap Kepuasan Pelanggan Kartu Halo pada Grapari Kios Telkomsel di Kota Pekanbaru Putri, Dwika Lodia; Rahmat, Adi; ., Aznuriyandi
Jurnal Ilmu Komputer dan Bisnis Vol 10 No 1 (2019)
Publisher : STMIK Dharmapala Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian  ini bertujuan untuk mengetahui pengaruh Pelayanan Grapari Kios Telkomsel Terhadap Kepuasan Pelanggan Kartu Halo di Kota Pekanbaru. Model analisis yang digunakan adalah analisis regresi linier sederhana. Jumlah responden dalam penelitian ini sebanyak 98  responden. Metode pengambilan sampel menggunakan teknik Accidental Sampling. Hasil dari penelitian ini untuk melihat bahwa variabel Pelayanan Grapari Kios Telkomsel berpengaruh secara signifikan terhadap kepuasan pelanggan kartu Halo di Kota Pekanbaru. Variabel kualitas pelayanan dan kepuasan terhadap hubungan kuat positif dan kontribusi kualitas pelayanan terhadap kepuasan juga cukup tinggi, yaitu sebesar 63,80% dan sisanya 36,20% kepuasan di tentukan oleh faktor lain selain kualitas pelayanan.
MENINGKATKAN KETERAMPILAN BERPIKIR MAHASISWA DENGAN MENURUNKAN BEBAN KOGNITIF MELALUI INTEGRASI STRUKTUR PADA FUNGSI TUMBUHAN MENGGUNAKAN MODEL NESTED Hindriana, Anna Fitri; Rahmat, Adi; Redjeki, Sri; Riandi, Riandi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 2, No 1 (2012)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v2n1.p158-163

Abstract

Integration of teaching subject of plant structure into plant function using nested model aimed to improve student thinking skills when they are receiving information with high interconnection causing cognitive load. To facilitate the thinking skills especially on either inductive or deductive are  required a learning model that can decrease cognitive load  when the students receiving information caused by the teaching method  (extranous load). This research using pre-experimental method with One Group Pre test ? Post Test design. Participants of this study were 22 students have took Plant Anatomy Course in previous semester. There are two main data collected in this study, qualitative and quantitative data. Qualitative data were gathered using documents collected from student tasks. Quantitative data were collected using paper and pencil test containing 30 items test measuring students? reasoning skills about plant physiology comprehensively. The result shows that after learning using nested type student  thinking  skills  were  increased  especially in inductive  reasoning.  Most  students  had  thinking  skill  and analysis information skill categorized by good criteria. The reasoning skills of 68 % students had categorized by good criteria and only 32% of students had reasoning skills belong to sufficient criteria.  The experiment design skills of 65% students were be affiliated with good criteria. We found that no more than 35% students should be guided during they do the tasts covering experimental design skills.Integrasi Struktur pada Fungsi Tumbuhan  menggunakan model  nested  bertujuan untuk  meningkatkan keterampilan berpikir  mahasiswa. Model  ini  diperlukan  pada  saat  mahasiswa  menerima informasi dengan interkoneksi tinggi,  yang  dapat menimbulkan    beban  kognitif. Untuk  memfasilitasi keterampilan berpikir  terutama penalaran baik  induktif maupun  deduktif diperlukan  adanya  model  pembelajaran  yang  dapat  menurunkan  beban  kognitif  pada  saat  mahasiswa  menerima  informasi. Penelitian ini menggunakan metode pre-eksperimen dengan desain One Group Pre test ? Post Test. Subjek dalam penelitian ini terdiri dari 22 mahasiswa yang telah mengikuti mata kuliah Anatomi Tumbuhan. Pengumpulan data dilakukan secara kualitatif dan  kuantitatif. Data kualitatif dikumpulkan dari tugas mahasiswa pada saat melakukan  analisis informasi dan angket untuk mengetahui beban kognitif  mahasiswa pada saat menerima informasi ketika implementasi pembelajaran. Data kuantitatif dikumpulkan dari hasil tes penalaran yang terdiri dari 30 soal pilihan berganda beralasan. Hasil penelitian menunjukan adanya peningkatan yang signifikan pada keterampilan berpikir terutama penalaran induktif  setelah diterapkan pembelajaran model nested. Sebagian besar mahasiswa memiliki keterampilan berpikir dan menganalisis informasi dengan kategori baik. Kemampuan penalaran  mahasiswa  sebesar  68  %  termasuk  dalam  kriteria  baik  dan  32%  termasuk   dalam   kriteria   cukup. Kemampuan merancang  eksperimen  mahasiswa sebesar 65% termasuk dalam kriteria baik. Hanya 35% mahasiswa yang masih memerlukan bimbingan dalam mengerjakan tugas-tugas yang terkait dengan keterampilan merancang penelitian.
MENINGKATKAN KETERAMPILAN BERPIKIR MAHASISWA DENGAN MENURUNKAN BEBAN KOGNITIF MELALUI INTEGRASI STRUKTUR PADA FUNGSI TUMBUHAN MENGGUNAKAN MODEL NESTED Hindriana, Anna Fitri; Rahmat, Adi; Redjeki, Sri; Riandi, Riandi
JPPS (Jurnal Penelitian Pendidikan Sains) Vol 2, No 1 (2012)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v2n1.p158-163

Abstract

Integration of teaching subject of plant structure into plant function using nested model aimed to improve student thinking skills when they are receiving information with high interconnection causing cognitive load. To facilitate the thinking skills especially on either inductive or deductive are  required a learning model that can decrease cognitive load  when the students receiving information caused by the teaching method  (extranous load). This research using pre-experimental method with One Group Pre test – Post Test design. Participants of this study were 22 students have took Plant Anatomy Course in previous semester. There are two main data collected in this study, qualitative and quantitative data. Qualitative data were gathered using documents collected from student tasks. Quantitative data were collected using paper and pencil test containing 30 items test measuring students’ reasoning skills about plant physiology comprehensively. The result shows that after learning using nested type student  thinking  skills  were  increased  especially in inductive  reasoning.  Most  students  had  thinking  skill  and analysis information skill categorized by good criteria. The reasoning skills of 68 % students had categorized by good criteria and only 32% of students had reasoning skills belong to sufficient criteria.  The experiment design skills of 65% students were be affiliated with good criteria. We found that no more than 35% students should be guided during they do the tasts covering experimental design skills.Integrasi Struktur pada Fungsi Tumbuhan  menggunakan model  nested  bertujuan untuk  meningkatkan keterampilan berpikir  mahasiswa. Model  ini  diperlukan  pada  saat  mahasiswa  menerima informasi dengan interkoneksi tinggi,  yang  dapat menimbulkan    beban  kognitif. Untuk  memfasilitasi keterampilan berpikir  terutama penalaran baik  induktif maupun  deduktif diperlukan  adanya  model  pembelajaran  yang  dapat  menurunkan  beban  kognitif  pada  saat  mahasiswa  menerima  informasi. Penelitian ini menggunakan metode pre-eksperimen dengan desain One Group Pre test – Post Test. Subjek dalam penelitian ini terdiri dari 22 mahasiswa yang telah mengikuti mata kuliah Anatomi Tumbuhan. Pengumpulan data dilakukan secara kualitatif dan  kuantitatif. Data kualitatif dikumpulkan dari tugas mahasiswa pada saat melakukan  analisis informasi dan angket untuk mengetahui beban kognitif  mahasiswa pada saat menerima informasi ketika implementasi pembelajaran. Data kuantitatif dikumpulkan dari hasil tes penalaran yang terdiri dari 30 soal pilihan berganda beralasan. Hasil penelitian menunjukan adanya peningkatan yang signifikan pada keterampilan berpikir terutama penalaran induktif  setelah diterapkan pembelajaran model nested. Sebagian besar mahasiswa memiliki keterampilan berpikir dan menganalisis informasi dengan kategori baik. Kemampuan penalaran  mahasiswa  sebesar  68  %  termasuk  dalam  kriteria  baik  dan  32%  termasuk   dalam   kriteria   cukup. Kemampuan merancang  eksperimen  mahasiswa sebesar 65% termasuk dalam kriteria baik. Hanya 35% mahasiswa yang masih memerlukan bimbingan dalam mengerjakan tugas-tugas yang terkait dengan keterampilan merancang penelitian.
PETA KOMPETENSI GURU BIOLOGI DI SMA KOTA BANDUNG BERDASARKAN ANALISIS KESESUAIAN PROSES PEMBELAJARAN DI KELAS DENGAN TUNTUTAN KOMPETENSI DASAR Rahmat, Adi; Riandi, Riandi; Solihat, Rini; WB, Wasis Wuyung; Zaputra, Riki; Ferazona, Sepita
Jurnal Pengajaran MIPA Vol 19, No 2 (2014): JPMIPA: Volume 19, Issue 2, 2014
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v19i2.36178

Abstract

ABSTRAKPenelitian ini bertujuan untuk mendapatkan peta kompetensi Guru Biologi SMA berdasarkan analisis kesesuaian pembelajaran di kelas dengan tuntutan Kompetensi Dasar (KD). Penelitian dilaksanakan di tujuh SMA Negeri di Kota Bandung yang termasuk cluster 1 sampai 3, masing-masing diwakili oleh 2-3 SMA yang ditentukan secara random. Setiap SMA melibatkan 1-2 guru biologi. Observasi proses pembelajaran di kelas dilakukan dengan menggunakan teknik video. Observasi pembelajaran difokuskan pada dua materi ajar, yaitu Plantae dan Sistem Ekskresi. Data dikumpulkan melalui instrumen yang dikembangkan berdasarkan judgment pakar terhadap hasil analisis KD yang meliputi tiga aspek, yaitu materi ajar, strategi pembelajaran (metode dan media pembelajaran), dan strategi evaluasi. Data diolah dengan menghitung persentase (%) kesesuaian, kemudian merata-ratakannya untuk setiap aspek pembelajaran yang diamati. Angka rata-rata yang diperoleh dianalogikan sebagai besaran kompetensi (kemampuan) guru pada setiap aspek pengamatan. Hasil pemetaan kompetensi menunjukkan bahwa guru telah mampu mengembangkan materi ajar hingga 68-83% kesesuaian, merancang dan melaksanakan strategi pembelajaran di kelas hingga 50-57% kesesuaian, dan mengembangkan instrumen evaluasi hingga 33-73% kesesuaian. Kemampuan terendah berada pada pengembangan instrumen evaluasi sesuai jenjang kognitif yang dituntut KD, yaitu sebesar 33% kesesuaian. Hasil penelitian juga menunjukkan bahwa keberfungsian perencanaan Rencana Pelaksanaan Pembelajaran (RPP) dalam pelaksananaan pembelajaran masih rendah, yaitu di bawah 49% kesesuaian.ABSTRACTThe study aimed to develop biology teachers’ competency map based on appropriateness analysis of classroom teaching processes with the demand of the basic competency. This study was conducted in seven public senior high schools belong to 1–3 school clusters in Bandung district. Each school cluster was randomly represented by 2 or 3 schools and each school involved 1 or 2 teachers. Classroom teaching processes were observed thoroughly via video technique. Observation was focused on two subjects, Plantae and Excretion System. Data was gathered using instruments developed based on expert judgment on the output analysis of basic competency (KD) for three aspects: teaching subject, teaching strategy (method and media), and evaluation strategy. Data was then analyzed through percentile calculation on each teaching aspect, in which it was subsequently converted to a percentage of appropriateness average. The average of those percentages was analogized as a value of teacher competency. Results suggested that the teachers were able to develop teaching subject until 68-83% of appropriateness, able to design and to implement teaching strategy until 50-57% of appropriateness, and able to develop evaluation instruments until 33-73% of appropriateness. The lowest ability of the teacher was to develop evaluation instrument which in line with cognitive level demanded by KD. The study also showed that the functional value of the teaching planning in the implementation of teaching in the classroom was lower than 49% of appropriateness.
IMPLEMENTASI MODEL PEMBELAJARAN VISUOSPATIAL (3D) UNTUK MENGEMBANGKAN KEMAMPUAN KOGNITIF CALON GURU BIOLOGI PADA KONSEP ANATOMI TUMBUHAN Suprapto, Purwati K.; Rustaman, Nuryani Y.; Redjeki, Sri; Rahmat, Adi
Jurnal Pengajaran MIPA Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.36051

Abstract

ABSTRAKPenelitian tentang penggunaan model visuospatial (VS) untuk meningkatkan kemampuan kognitif pada mahasiswa calon guru biologi pada mata kuliah Anatomi Tumbuhan telah dilakukan secara diskriptif. Model-VS adalah model pembelajaran yang melibatkan kemampuan tiga dimensi (3D). Penelitian dilakukan untuk mengetahui efektifitas model-VS dalam meningkatkan kemampuan kognitif mahasiswa melalui matakuliah anatomi tumbuhan. Penelitian ini dilaksanakan pada mahasiswa semester empat, tahun 2011 di Universitas Siliwangi di Tasikmalaya, Jawa Barat. Jumlah sampel pada penelitian ini adalah 108 orang yang dibagi dalam tiga kelompok, masing-masing dengan tipe Model-VS berbeda, yaitu Induktif Play doh (IP), Induktif-Gambar (IG) dan Deduktif-Gambar (DG). Pengukuran kemampuan kognitif C1, C2 dan C3 dilakukan secara tertulis dengan menggunakan 32 item soal, sedangkan kemampuan menganalisis (C4) dan kemampuan berkreasi diukur dengan menggunakan item test berupa gambar 2D dan 3D secara terpisah. Kemampuan mengevaluasi (C5) diukur melalui pengamatan pada saat presentasi mahasiswa. Hasil penelitian menunjukkan bahwa Model-VS dapat mengembangkan kemampuan kognitif mahasiswa. Model-VS dengan perlakuan Induktif-Gambar (IG) dapat mengembangkan pemahaman (C2) mahasiswa pada materi jaringan tumbuhan, sedangkan perlakuan Deduktif-Gambar (DG) mampu mengembangkan kemampuan mengaplikasinya (C3). Ketiga tipe Model-VS tidak dapat mengembangkan kemampuan analisis (C4) dengan baik melalui pengamatan mikroskopis. Akan tetapi, dalam Induktif-Play doh kemampuan mengingat (C1), mengevaluasi (C5) dan kreasi (C6) gambar 3D berkembang sangat baik.ABSTRACTThe study on the implementation of visuospatial teaching models (VS-Model) for the enhancement of cognitive ability of prospective teacher on plant anatomy concept has been done descriptively. VSmodel is a model of learning to involve the ability of three-dimensional (3D). The study aimed to determine the effectiveness of VS-Model on improving cognitive ability of prospective biology teacher on plant anatomy concept. Participants of the study were 108 fourth semester biology education students attending Plant Anatomy Course in academic year of 2011 of Siliwangi University of Tasikmalaya, West Java. All participants were divided into three different class. Each class implemented three different type of VS-Model, e.g. Inductive Play doh (IP), Inductive Images (IG), and Deductive Images (DG). Cognitive abilities of C1, C2 and C3 were measured by a written test consisted of 32 item tests and the analyzing ability (C4) and creating ability (C6) were measured using 2D images and 3D images item tests respectively. To measure the evaluating ability (C5) of student it was conducted using observation method through student presentation. The results showed that the VS-Model can improve the cognitive abilities of students. VS-Model with Inductive-Images (IG) could improve student understanding (C2) on plant anatomy, whereas Deductive-Images (DG) was able to develop student ability to apply (C3) the concept of plant anatomy in a new learning object. All the three types of VS-Models could not well develop the analyzing (C4) ability of student through microscopic observation. In Inductive-Play doh (IP), however the ability of student to remember (C1), to evaluate (C5) and to create (C6) 3D images was very well developed.
Co-Authors Abdillah , Rasyid Adolf Bastian afred suci, afred Agusta, Muhammad Adrian Ahmad, Nur Jahan Aldri Frinaldi Amri, Muhammad Fahriza Anna Fitri Hindriana Aprilia, Yasinta Arif Sura, Sunarto Arif, Sunarto arizal N, arizal Ashidiq, Rizki Maulana Aznuriyandi, Aznuriyandi Bachtiar, Ahmad Arif Bariroh, Ghurrotul Brata, Wasis Wuyung Wisnu Damayanti, Anggia Fitri Dewi Susanti Dharma Satria, Hengky Didik Priyandoko Dr. Riandi Dr. Saefudin Dwika Listihana, Wita Dwika Lodia Putri Eka Cahya Prima Euis Erlin Fadillah*, Rofi Wafa Fatkhurahman Fiandini, Meli Fitriani, Salma Gunawan, Eryk Gunawan, Syahreza Andika Hadibroto, Tiara Sri Annisa Hadiyati Hadiyati, Hadiyati Hamby, Suhardiman Handayanie, Yunni Hanif, Norfazrin Mohd Hartini, Venty Sugih Heri, Helwen Indrawan, Fery Jannah, Novi Dewi Khadikatul jeki Jeni Wardi Jumarno Juniarti, Mia Angrianan Karimi, Amir Karwatisari, Rina Kasmadi Kasmadi Kurniawan, Luthfiyah Azzahra Kusdianti Kusdianti Kusnadi Kusnadi, Erik Witular Lala Septem Riza Lepir, Yenika Rambu Luthfia, Ihda Siti Maftuha, Mahda Rizqina Mr Amprasto Mrs Yanti Hamdiyati Mubiar Agustin Muhammad Rasyid Abdillah Munthe, Richa Afriana Muslihah, Fitriyyatul Muzzamir Nabila, Afini Zulafa Najira, Najira Nanang Winarno Nasution, Imran Al Ucok Nono Sutarno Nur Rahman, Nur Nurhayati Nurhayati Nuryani Rustaman Oemar, Fahmi Purwati K. Suprapto Putra, Berry Arta Putri, Iffa Ichwani Putri, Meirin Dwiningtyas Qisthi, Naufalia Raffila Irawan, Raja Rahmawati, Dini Nurani Rahmi, Annisa Salsyabila Riandi Riandi Riandi Riki Zaputra Rinaldy, Febri Rini Solihat Ririn Handayani Risma Munandar, Rifki Rizal, Ayong Rizqa Anita Rizqi, Liza Rohimah, Tina Rizqiyati Rosinta Septiana, Rosinta Saefudin Saefudin Safarini, Melly Salsabila, Azura Sapriyanda Saputra, Winata Tegar Saputri, Nova Vivi Clara Sepita Ferazona seswandi, agus Sihombing, Rizky Agassy Siti Sriyati Sri Bulan Nasution Sri Redjeki Sunandar, Aris Suwandi, Tri Syaakir, Ibnu Syahirah, St Syahirah Syahirah, St. Syahsudarmi, Siti Syamsiar, Syamsiar Sylva Sagita Tengku Idris, Tengku Topik Hidayat Tri Nanda, Satria Umar, Mohammad Farhan Venty, Venty Sugih Hartini Wahidin, Naufal Rabah Waris Wuyung WB Widi Purwianingsih Winarno*, Nanang YAYAN SANJAYA Yogi Yunefri, Yogi Yuliana, Dewi Rafna Yulianty, Nurfitri Yusnidar Yusnidar Yusuf Ibrahim Zakiya, Umi Sayidatus Zulhendra, Zulhendra