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ANALISIS KUALITAS REPRESENTASI VISUAL BUKU BIOLOGI SMA KURIKULUM 2013 REVISI PADA MATERI SISTEM REPRODUKSI Sri Hertati; Ipin Aripin; Iim Halimatul Mu'minah
Mirabilis : Journal of Biology Education Vol. 1 No. 1 (2022): Mirabilis : Journal of Biology Education
Publisher : Publisher by: Papanda Publisher

Buku teks pelajaran merupakan salah satu alat bantu dan sekaligus sebagai sumber belajar yang dapat digunakan dalam proses pembelajaran agar tujuan pembelajaran tercapai dengan baik. Representasi visual di dalam buku teks sangat berperan penting, karena dengan tampilan representasi visual yang disajikan dalam buku dapat menambah pemahaman dan mengurangi miskonsepsi, selain itu juga dapat menambah nilai estetika ke indahan dalam buku teks. Tujuan dari penelitian ini adalah untuk mengetahui kualitas representasi visual buku biologi SMA kurikulum 2013 revisi pada materi sistem reproduksi, agar guru dan siswa lebih teliti dalam memilih buku teks yang akan dipelajari. Buku sampel yang dianalisis yaitu tiga sampel buku dengan penerbit yang berbeda. Penelitian ini dilakukan dengan instrument tabel ceklis atau checklist, kemudian data yang diperoleh dilakukan perhitungan dengan menggunakan rumus sederhana. Analisis yang digunakan dalam penelitian ini menggunakan teknik deskriptif, data yang sudah didapatkan di deskripsikan berdasarkan tipe, hubungan dengan materi, hubungan dengan realitas, dan fungsi. Hasil dari penelitian tersebut yaitu tipe representasi paling tinggi yaitu termasuk pada kategori gambar. Hubungan dengan materi, representasi visual yang disajikan bersifat bermakna menempati peringkat paling tinggi. Sedangkan hubungan dengan realitas, representasi visual yang paling tinggi disajikan bersifat metafora. Representasi visual yang disajikan ketiga buku sampel tersebut mayoritas bersifat pelengkap dan penjelas.

CITIZEN SCIENCE PROJECT'S CONTRIBUTION TO SCIENCE LEARNING OUTCOME: SYSTEMATIC LITERATURE REVIEW Ipin Aripin; Topik Hidayat; Nuryani Y. Rustaman; Riandi Riandi
EDUSAINS Vol 15, No 1 (2023): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v15i1.29003

The research on the contributions of Citizen Science (CS) at the school and university levels has primarily focused on the technical execution of projects undertaken by participants. Rarely has it measured the types of contributions these projects have on the science learning outcomes of the participants. This study aims to understand various types of Citizen Science Projects and their contributions to science learning achievements at the school and university levels. The study employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, consisting of five stages: identification, scanning, eligibility, dan inclusion. The research findings identify 19 types of CSPs that contribute to science learning achievements at the school and university levels. Six indicators of science learning outcomes are measured through the implementation of CSPs in science education, both in schools and universities. These indicators include interest in science and the environment, motivation for learning science, self-efficacy, knowledge of content and scientific processes, science inquiry skills, and environmental awareness. The contributions of CSPs to these measured indicators of science learning outcomes show positive and significant results. Based on the research findings, it can be concluded that CSPs contribute to science learning outcomes through input, output, and nurturant effects resulting from the implementation of CSPs. Educators can incorporate CSPs into science education to facilitate more optimal science learning.

Ecopreneurship Memanfaatkan Sumber Daya Lokal untuk Meningkatkan Minat Wirausaha dan Literasi Lingkungan Yeni Suryaningsih; Ipin Aripin
Pedagogi Hayati Vol 4 No 2 (2020): Pedagogi Hayati Volume 4 Nomor 2 2020
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v4i2.2551

Upaya guru untuk mengembangkan Life Skill dapat dilakukan melalui proses pembelajaran yang diintegrasikan dengan Entreprenial Skill. Pembelajaran biologi sebagai bagian integral dari pembelajaran yang berorientasi proses dan produk memungkinkan untuk mengintegrasikan nilai-nilai kewirausahaan pada pembelajarannnya melalui kegiatan praktikum. Penelitian ini bertujuan untuk mengimplementasikan pembelajaran biologi berbasis Ecopreneurship memanfaatkan sumber daya lokal. Penelitian ini menggunakan metode kuasi eksperimen dengan teknik pengambilan sampel secara purposive. Subjek penelitian adalah siswa kelas X SMA Prakarya sebanyak 30 siswa. Tahapan pembelajaran biologi berbasis Ecopreneurship dilakukan melalui lima tahapan, yaitu pendahuluan, pembentukan konsep, integrasi konsep, aplikasi konsep, dan pameran produk. Instrumen penelitian yang digunakan terdiri atas tes literasi lingkungan dan non tes berupa angket, observasi pembelajaran serta wawancara. Data penelitian dianalisis secara deskriptif dan kuantitatif dianalisis menggunakan aplikasi SPSS 24. Hasil penelitian menunjukkan bahwa minat wirausaha siswa pada tes awal dan tes akhir tetap pada kategori tinggi dengan kenaikan rata-rata 4 poin dengan skor literasi lingkungan siswa secara keseluruhan berada pada kategori sedang dan respon siswa terhadap pembelajaran biologi berbasis Ecopreneurship pada kategori baik. Dapat disimpulkan bahwa pembelajaran biologi berbasis Ecopreneurship memanfaatkan sumber daya lokal dapat meningkatkan minat wirausaha dan literasi lingkungan siswa.

CITIZEN SCIENCE PROJECT'S CONTRIBUTION TO SCIENCE LEARNING OUTCOME: SYSTEMATIC LITERATURE REVIEW Ipin Aripin; Topik Hidayat; Nuryani Y. Rustaman; Riandi Riandi
EDUSAINS Vol. 15 No. 1 (2023): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v15i1.29003

The research on the contributions of Citizen Science (CS) at the school and university levels has primarily focused on the technical execution of projects undertaken by participants. Rarely has it measured the types of contributions these projects have on the science learning outcomes of the participants. This study aims to understand various types of Citizen Science Projects and their contributions to science learning achievements at the school and university levels. The study employs the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, consisting of five stages: identification, scanning, eligibility, dan inclusion. The research findings identify 19 types of CSPs that contribute to science learning achievements at the school and university levels. Six indicators of science learning outcomes are measured through the implementation of CSPs in science education, both in schools and universities. These indicators include interest in science and the environment, motivation for learning science, self-efficacy, knowledge of content and scientific processes, science inquiry skills, and environmental awareness. The contributions of CSPs to these measured indicators of science learning outcomes show positive and significant results. Based on the research findings, it can be concluded that CSPs contribute to science learning outcomes through input, output, and nurturant effects resulting from the implementation of CSPs. Educators can incorporate CSPs into science education to facilitate more optimal science learning.

Praktikum Anatomi Tumbuhan Berbantuan Mikroskop Viewer Online untuk Meningkatkan Kecerdasan Jasmaniah Kinestetik Mahasiswa Sugianto; Ismail Fikri Natadiwijaya; Eva Yuliana; Ipin Aripin; Anilia Ratnasari; Gita Erlangga Kurniawan; Dwi Fauzi Rachman
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4487

Initial conditions of plant anatomy practical learning at Wiralodra University indicate a lack of training in students' kinesthetic bodily intelligence. This is evident as students do not feel proficient in operating microscopes and determining microscope magnification, indicating a lack of trained kinesthetic bodily intelligence. Based on this issue, a digital microscope is needed to train students' kinesthetic bodily intelligence in plant anatomy practicals. The innovation of digital microscope technology is necessary as a supporting tool for plant anatomy practicals. The objective of this study is to develop an Online Microscope Viewer to enhance students' multiple intelligences in plant anatomy practicals. Considering the nature of the study as the development of an Online Microscope Viewer, the research design used is Research and Development. The study subjects consist of 185 second-semester biology education students from the Biology Education program at Wiralodra University, divided into five classes. The sampling method used is cluster random sampling, with two classes, Bio B (experimental group) and Bio D (control group), selected under the condition that the populations are homogeneous. The results indicate that the developed Online Microscope Viewer used in plant anatomy practicals is highly valid. The developed Online Microscope Viewer can significantly enhance students' kinesthetic bodily intelligence in plant anatomy practicals, categorized as high. There is a significant difference in the improvement of students' kinesthetic bodily intelligence between the class using the Online Microscope Viewer and the class using binocular light microscopes.

The Implementation of Science Based STEM and ICT Learning for Improving The 21st Century Skill Iim Halimatul Mu’minah; Ipin Aripin
Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam Vol. 8 No. 2 (2019): Volume 8 Nomor 2 (September 2019)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar

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

This study aims to develop STEM-based learning with the help of ICT to improve 21st century skills. This research is a Pre-experiment research with research design used "one group Pretest-posttest design". The sample consisted of 6 classes and 32 students were selected as one class. On the improvement of students' critical thinking skills, the average score of the pretest was 69.03 and the average score of the posttest was 82.44 with an N-gain of 0.45 in the medium category. While the improvement of students' creative thinking skills obtained an average pretest score of 74.63 and an average posttest score of 87.97 with an N-Gain of 0.56 in the medium category. While the improvement of communication and collaboration skills obtained a percentage above 66%, communication skills gained 67.13% results and collaboration skills obtained by 74.75% and included in both categories. Student responses obtained results of more than 61%, amounting to 68.06%, including the good category as well. For the effectiveness of the learning outcomes obtained results above 61% which is 72.63%. So it can be concluded that Science, Technology, Engineering and Mathematic (STEM) Science-Based Learning (ICT) assisted with ICT can improve 21st Century skills and run well.

Pengembangan Media Pembelajaran Biologi Menggunakan Teknologi Augmented Reality (AR) Berbasis Android pada Konsep Sistem Saraf Ipin Aripin; Yeni Suryaningsih
Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam Vol. 8 No. 2 (2019): Volume 8 Nomor 2 (September 2019)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar

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

Augmented Reality (AR) is the latest technology that can be a solution for educators to present learning that is innovative, informative, interesting, and can present virtual 3D objects in real form and presented in real time, so as to be able to present abstract concepts become more real. This study aims to develop Biology learning applications using Android-based AR technology on the concept of a proper and effective nervous system used in Biology learning. The development research method used in this stu dy is the development model according to Akker with four stages, namely the preliminary research stage, the prototype stage, the summative evaluation stage and the systematic reflection and documentation. The research instrument used consisted of tests (ma stery of concepts) and non-tests (expert assessment sheets, questionnaires, and interviews). Data were then analyzed qualitatively and quantitatively. The results showed that AR-based Biology learning media developed according to expert judgment are considered valid with excellent categories for media aspects, good categories for content aspects, and very good categories for pedagogical aspects. Based on the results of implementation in learning the Biology of AR media developed is quite effective and can increase the achievement of students' mastery learning by 76%.

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