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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Prosiding Seminar Biologi Bioedukasi Jurnal Pengajaran MIPA EDUSAINS Jurnal Pendidikan IPA Indonesia Biogenesis: Jurnal Ilmiah Biologi Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Bioedukasi: Jurnal Pendidikan Biologi Journal of Indonesian Coral Reefs Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Studi Agama dan Masyarakat Scientiae Educatia: Jurnal Pendidikan Sains BIOMA Pedagogi Hayati Journal of Biology Education Biodidaktika : Jurnal Biologi dan Pembelajarannya Unnes Science Education Journal Indonesian Journal of Educational Research (IJER) DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Metodik Didaktik Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Visipena THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) Assimilation: Indonesian Journal of Biology Education Bio Educatio : The Journal of Science and Biology Education Jurnal Basicedu Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Jurnal Mangifera Edu JPPS (Jurnal Penelitian Pendidikan Sains) DIFFRACTION: Journal for Physics Education and Applied Physics BERNAS: Jurnal Pengabdian Kepada Masyarakat Proceeding Biology Education Conference BIOCHEPHY: Journal of Science Education Asean Journal of Science and Engineering (AJSE) JSEP (Journal of Science Education and Practice) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Jurnal Basicedu Journal on Biology and Instruction (JouBIns) Gunung Djati Conference Series Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Archipelago: Jurnal Pengabdian Kepada Masyarakat Iain Ternate JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Penelitian Pendidikan Indonesia U-Teach Jurnal Serambi Ilmu Journal of Research and Educational Research Evaluation IJIS Edu : Indonesian Journal of Integrated Science Education

Nuryani Rustaman

Universitas Pendidikan Indonesia

Author-ID : 366298

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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PENGEMBANGAN MODEL ASESMEN PADA KEGIATAN FIELD TRIP MATA KULIAH EKOLOGI UMUM BERBASIS INKUIRI UNTUK MENINGKATKAN KEMAMPUAN MAHASISWA CALON GURU BIOLOGI Amprasto Amprasto; Nuryani Y. Rustaman; Hertien K. Surtikanti; Saefudin Saefudin
Jurnal Pengajaran MIPA Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 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.v17i2.36078

ABSTRACTPenelitian pendahuluan menunjukkan bahwa kuliah lapangan Ekologi Umum belum memiliki model penilaian yang dapat secara optimal menilai semua kegiatan mahasiswa. Tujuan penelitian ini adalah untuk mengembangkan "model penilaian" dan untuk mengetahui efektivitas dengan mencoba model dalam kegiatan perjalanan ekologi bidang umum Metode penelitian untuk penelitian kami adalah metode penelitian campuran dengan desain eksploratif. Penilaian dilakukan dari tahap persiapan, selama perjalanan Ekologi Umum lapangan, dan pasca-field trip. kinerja siswa ditentukan oleh diri sendiri dan peer-assessment dengan skor kisaran 0-4. Setelah kunjungan lapangan selesai, pendapat siswa yang terjaring oleh kuesioner dan wawancara. mayoritas siswa ( 90%) menyatakan bahwa "model penilaian" yang berusaha optimal adalah untuk menilai kinerja siswa dan kemampuan kerja ilmiah, meningkatkan keterlibatan siswa dalam proses pembelajaran; mempengaruhi rasa tanggung jawab, interaksi sosial , kepercayaan siswa lain, dan komitmen untuk melakukan pekerjaan yang lebih baik siswa mengaku. memahami kriteria penilaian, tetapi ada beberapa siswa yang tidak suka dengan cara ini dan diasumsikan rekan-rekan mereka tidak cukup kompeten untuk menilai, selain masalah "keadilan ", kritik mengurangi rasa percaya diri, dan merasa buruk menilai teman sendiri. Singkatnya, model penilaian cukup efektif dalam menilai kinerja siswa dalam bidang ekologi umum berbasis inkuiri. Hal ini masih perlu dimodifikasi dalam rubrik penilaian dan strategi penilaian.ABSTRACTPreliminary research indicates that General Ecology field trip does not have a model of assessment that can be optimally assess all student activities. The purpose of this study was to develop a "model of assessment" and to try to determine the effectiveness of the models in ecology field trip activities common research method for our research is mixed research methods to the design of exploratory. Assessment was carried out from the preparation stage, during General Ecology field trip, and postfield trip. student's performance is determined by self-and peer-assessment with a score range of 0-4. After the site visit was completed, students' opinions were netted by questionnaires and interviews. majority of students ( 90%) stated that "assessment model" which seeks optimal is to assess student performance and scientific work ability, improve student engagement in the learning process; affect sense of responsibility, social interaction, trust other students, and a commitment to do the job the better students admitted. understand the assessment criteria, but there are some students who do not like this way and assumed their colleagues are not competent enough to judge, in addition to the problem of "fairness", criticism reduces confidence, and feel bad judge his own friends. In short, the assessment model is quite effective in assessing student performance in the areas of general ecology-based inquiry. It still needs to be modified in the assessment rubrics and assessment strategies.

Profile of Computational Thinking Skills in Environmental Chemistry Courses for Prospective Science Teacher Students Emilia Candrawati; Mellyta Uliyandari; Nuryani Y. Rustaman; Ida Kaniawati
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 11 No. 2 (2022)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v11n2.p152-165

Computational thinking skills are not only provided to students in computer-related courses, but also in all courses, including Environmental Chemistry courses. Environmental chemistry courses are considered important because they orient students to the achievement of scientific literacy and awareness. Therefore, optimization of learning in environmental chemistry courses also needs to be carried out to support the achievement of CPL which includes 21st-century life skills, including computational thinking skills. science teacher candidates. The research method follows 3 stages of field study, namely preparation, data collection, and data analysis. The results of the study show that the Science Education Study Program has poured CT skills into CPL, environmental chemistry lectures are still dominated by theoretical explanations by lecturers, lecturers do not understand the concept of CT, and CT skills are very important to provide students.

Inquiry skills for biology teacher candidates in plant anatomy practicum Setiono; Nuryani Y Rustaman; Adi Rahmat; Sri Anggraeni
Journal on Biology and Instruction Vol. 1 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.949 KB)

Inquiry skills are important basic skills that science teachers must possess. Inquiry skills underlie the standard implementation of the science learning process. This descriptive study aims to obtain an overview of the mastery of inquiry skills possessed by prospective biology teacher students in plant anatomy practicum. The research method used in this research is descriptive method. The research subjects in this study were prospective biology teacher students (n=42). The instruments used in this research are inquiry skills tests and interviews. The results showed that the average student inquiry skills was 43.36. This result is still below the indicator of completeness in mastering skills, which is 75. The acquisition of an inquiry skills score on the indicators of identifying problems (29.76), designing experiments and carrying out experiments (50.79), analyzing and interpreting data (54.76), constructing explanations (42.86), generate arguments from a number of evidences (43.33) and communicate information (38.69). The conclusion of this study is that the verification practicum learning experience that has been experienced by students has not been able to develop student inquiry skills optimally, so it is necessary to design lecture programs both in class and in laboratory to develop students' inquiry skills.

Citizen science project’s contributions to species literacy for pre-service biology teacher Ipin Aripin; Topik Hidayat; Nuryani Rustaman; Riandi Riandi
JURNAL BIOEDUKATIKA Vol 10, No 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i1.21646

This study aims to describe the contribution of the Citizen Science Project (CSP) program to the species literacy of pre-service biology teachers. Using a quasi-experimental method with a Citizen Science (CS) approach, this study involved 82 participants from two campuses who were recruited voluntarily in two different projects. A total of 68 participants were involved in Project I (monitoring of insect pollinators of mango (Mangifera indica) inflorescence) and 14 participants were involved in Project II (monitoring of butterflies in citrus (Citrus amblycarpa) plantations). Species literacy test and a questionnaire were used as data collection instruments. The species literacy test consists of 14 items of species identification questions for Project I and 12 items of species identification questions for Project II. The questionnaire was used to determine the perception and evaluate the learning outcome (LO) of the CSP program. The data were analyzed statistically and described according to the research findings. The results showed that species literacy in pre-service biology teachers improved in the moderate category. Most participants perceived that the CSP program could improve knowledge, attitudes, and skills about species. The LO evaluation of the CSP program showed that the indicator of participants' interest in science and environment increased higher than the others. The program can be used as an alternative in increasing species literacy in the public.

THE INFLUENCE OF INTEGRATED AND SEPARATE TRAINING ON STUDENTS’ META-AFFECTIVE DURING SCIENCE LEARNING Lilit Rusyati; Nuryani Y. Rustaman; Ari Widodo; Minsu Ha
Jurnal Pengajaran MIPA Vol 27, No 2 (2022): JPMIPA: Volume 27, Issue 2, 2022
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v27i2.50835

Affective dimension is one that must be assessed. Unfortunately, there is no learning that teaches students specifically how to recognize and control affective. Therefore, this study provides training to students on meta-affective strategies during science learning. The Static-group pretest-posttest design was chosen as the research method because it compares integrated training (facilitated by the teacher) and separate training (independent by students). MATS (Meta-Affective Trait Scale) questionnaire was adapted by adding 34 statements so that the total number is 51 statements. There were two experimental groups, each consisting of 50 students. Statistical tests show that there is no difference in students' meta-affective in integrated training and separate training. However, analysis per statement showed that separate training were better at recognizing and regulating meta-affective. In addition, in both integrated training and separate training, it is equally difficult to reduce negative emotions. This result implies that science learning should also focus on the affective and teacher should not give negative labels to students.

Monitoring Biodiversitas Kupu-Kupu di Perkebunan Jeruk Limau (Citrus amblycarpa) Berbasis Citizen Science Ipin Aripin; Topik Hidayat; Nuryani Rustaman; Riandi Riandi
Gunung Djati Conference Series Vol. 6 (2021): Seminar Nasional Biologi (SEMABIO) 6 Tahun 2021
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (582.824 KB)

Citizen Science (CS) activities are currently a new trend in science gathering and research. Butterflies have an essential role as pollinator insects whose existence is currently under threat of population decline. CS activities can be a means to identify butterfly species in an area and take conservation actions. This study monitors butterfly biodiversity in lime plantations in Sindanghaji Village, Palasah District, Majalengka Regency through CS activities. This study involved (n=14) students who contracted conservation biology courses at Majalengka University. A sampling of butterflies was carried out in two areas of the lime (Citrus amblycarpa) plantation. Butterfly biodiversity data collection uses the swiping method and the total count technique. Identification of butterflies using the key of determination involves citizen scientists and comparisons on databases available at http://ftp.funet.fi/ and https://www.discoverlife.org/. The data analysis technique used quantitative methods with the help of the PAST (Paleontological statistics) application. The results showed that in garden area 1, there were 5 families, 18 genera, and 32 species with a total of 92 individuals; dominance index 0.936; the species diversity index is 3.065, the species evenness index is 0.691, and the species richness index is 6.635. As for garden 2, there are 5 families, 22 genera, and 38 species with a total of 175 individuals; dominance index 0.949; the species diversity index is 3.294, the species evenness index is 0.709, and the species richness index is 7.164. Based on the research, it can be concluded that the diversity of butterfly species in both areas is high, but no butterfly species dominates, so that the distribution is evenly distributed for each species. CS activities can be a solution in collecting, analyzing, and publishing research data on butterfly biodiversity.

IMPROVING PRESERVICE BIOLOGY TEACHERS’ SPATIAL THINKING IN PLANT ANATOMY COURSE THROUGH FRAMING Ermayanti Ermayanti; Nuryani Y Rustaman; Adi Rahmat
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 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.v21i2.44271

In this study, we reported the implementation of framing in plant anatomy course and how framing improves preservice biology teachers' spatial thinking. Thirty-five preservice biology teachers served as subjects. Spatial thinking were evaluated based on four cognitive processes in spatial thinking: (1) producing representations, (2) maintaining and managing representations in working memory, (3) scanning the representation in working memory, and (4) transforming representations. Results indicated that framing improved preservice biology teachers’ spatial thinking in which all four spatial thinking parameters significantly improved after learning plant anatomy with framing. Framing in a plant anatomy course can improve preservice biology teachers’ spa-tial thinking because questions, guiding sentences, and worked examples aided them in overcoming cognitive stress when engaged in a difficult task.ABSTRAK Dalam studi ini, kami melaporkan implementasi framing dalam mata kuliah anatomi tumbuhan dan bagaimana framing dapat meningkatkan pemikiran spasial calon guru biologi. Tiga puluh lima calon guru biologi menjadi subjek penelitian ini. Keterampilan berpikir spasial dievaluasi berdasarkan empat proses kognitif dalam pemi-kiran spasial: (1) menghasilkan representasi, (2) mempertahankan dan mengelola representasi dalam working memory, (3) memindai representasi dalam working memory, dan (4) mentransformasikan representasi. Hasil penelitian menunjukkan bahwa framing meningkatkan pemikiran spasial calon guru biologi dengan keempat parameter berpikir spasial meningkat secara signifikan setelah pembelajaran anatomi tumbuhan dengan fra-ming. Framing dalam mata kuliah anatomi tumbuhan dapat meningkatkan pemikiran spasial calon guru bio-logi karena pertanyaan-pertanyaan, kalimat-kalimat panduan, serta worked examples membantu mereka dalam mengatasi stres kognitif saat terlibat dalam tugas yang sulit.How to cite: Ermayanti, Rustaman, N.Y., Rahmat, A. (2016). Improving Preservice Biology Teachers’ Spa-tial Thinking in Plant Anatomy Course through Framing. Jurnal Pengajaran MIPA, 21(2), 185-190.

Assessing Visual Spatial Intelligence on Biology Content Baiq Fatmawati*; Nuryani Y. Rustaman; Purwati Kuswarini Suprapto
Jurnal Pendidikan Sains Indonesia Vol 9, No 1 (2021): JANUARY 2021
Publisher : Universitas Syiah Kuala

One of the assessments in the learning processes is assessment of skills, the drawing is one of the competancy components standard of graduation in 2013 curriculum. However, teachers rarely do this assessment during the learning process instead microscopic practicum on abstract material including biology subjects. The research aim is to assess students' spatial visual intelligence on plant cell material and plant tissues, find out understanding concepts and student responses to apply spatial visual learning. The participants were 20 students SMA NW Pancor. Data collection used was students’ worksheets, and questionnaires. The data analysis was qualitative descriptive. The findings, spatial visual intelligence was seen when the teacher asked students to draw 2D cells and plant tissues before began to the core material, but did not appropriate with its’ original design. There are differences in the acquisition of scores on plant cell and tissue material, this proves that to help students' memory in making 2D images and understanding concepts, contextual media is needed such as by showing real objects and or it can also be done practicum. Therefore, the teacher can identify early about assessing the spatial visual competence, it was done by looking at the similarity of images made to the original, from the images made can be seen the students’ concepts mastery of the material being taught.

CONCEPTION OF ISLAMIC RELIGIOUS EDUCATION (PAI) ON EVOLUTION CONCEPT Susanti Wulandari; Nuryani Y. Rustaman; Ari Widodo; I Nyoman Pugeg Aryantha
Archipelago Vol 1, No 2 (2020): Edisi Desember 2020
Publisher : IAIN Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.4633/arc.v1i2.809

Evolution is one of the content that is considered controversial in science because many people do not agree with the theories of evolution. This study aims to investigate the perceptions of Islamic religious education students’ regarding the concepts of evolution. This descriptive research was conducted through a survey method to 288 first-level students’ at a private university in Tasikmalaya Regency, West Java. The findings show that most of the PAI students’ have a wrong understanding of the concept of evolution. Based on the results of the interview, the fact is that this is due to the knowledge obtained at the previous level. This research indicates that there are still many misconceptions that occur in students’, including science or biology teachers who teach evolutionary material at the secondary school level.Keywords: misconception, evolution concept, Islamic religious education

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.

Co-Authors Aa Juhanda Aay Susilawati Abd. Rasyid Syamsuri Achmad Munandar Achyani Achyani, Achyani Adi Pasah Kahar Adi Rahmat Adisenjadja, Yusuf Hilmi Adun Rusyana Agustiani, Eka Danti Aldri Frinaldi Alif Yanuar Zukmadini Ana Ratna Wulan Any Fitriani Ari Widodo Ari Widodo Asep Kadarohman Asmawi Zainul Baiq Fatmawati Bambang Supriatno Benny Suprapto Brotosiswoyo Chandra, Didi T. D Hendriwijaya D. Herdiwijaya Dadang Sudirno Dadi Rusdiana Dede Salim Nahdi Devi Nandita Choesin Devi Nandita Choesin Devi Nandita Choesin, Devi Nandita Diah - Kusumawaty Dian Amirulloh Diana Rochintaniawati Didik Priyandoko Didit T Chandra Dindin Nasrudin Djam'an Satori Dr. Saefudin DWI SURYANTO E. Ermayanti Efendi, Ridwan Eka Cahya Prima Emilia Candrawati Endang Susilawati Esther Sanda Manapa Evi Apriana Fadillah, Nuke Siti Fardhani, Indra Febrian Virijai Fenny Roshayanti Hazrati Ashel Hertien K Hertien K. Surtikanti Hidayat, Toni I Nyoman P Aryantha I Nyoman Pugeg Aryantha I. Ismail, I. Ida Hamidah Ida Kaniawati Ijang Rohman Imtiyaz, Nisrina Zakiyyah Ipin Aripin Ipin Aripin Iriawati Iriawati Irvani, Asep Irvan Iwan Kustiawan Khairul Amri Liliasari , Lilik Hasanah Lilit Rusyati Lilit Rusyati Luky Adrianto Mara Bangun Harahap Mellyta Uliyandari Uliyandari Mimin Nurjhani K Mimin Nurjhani K Minsu Ha Minsu Ha Mr Amprasto Mr Asmawi Zainul Mr Kusnadi Mr Riandi Mr Saefudin Mr Taufik Rachman Mr. Saefudin, Mr. Mrs Kantika Subekti Mrs Sariwulan Diana Mrs Siti Sriyati Mrs Sri Redjeki Muhammad Syaipul Hayat Natadiwijaya, Ismail Fikri Nia Nurdiani Nurhaliza Nurhaliza, Nurhaliza Nurhayati Nurhayati Oerip S Santoso Oerip S. Santoso Parlindungan Sinaga Purnamasari, Adetia Yeyen Purwati K. Suprapto Purwati Kuswarini Suprapto Putra, Apriza Hongko R. Riandi, R. Regina P. Octavianda, Regina P. Riandi Riandi Riandi Riandi Ridwan Ridwan Rini Solihat Rochman, Syaiful Russamsi Martomidjojo S. Saefudin SADIJAH ACHMAD Saefudin Saefudin Safira Permata Dewi Salahuddin Salahuddin Saputra, Winata Tegar Saputra, Winata Tegar Saputra Satori, Djam'an Setiono Sigit Saptono Siti Sriyati Siti Sriyati Situmorang, Sundy M. S. Sondang R Manurung Sri Anggraeni Sri Maryanti Sri Redjeki Sri Redjeki Sri Redjeki Subekti, Kantika Suroso Mukti Leksono Surtikanti Hertien Koosbandiah, Surtikanti Susanti Wulandari Susilawati, Aay TATI NURHAYATI Taufik Rachman Taufik Ramlan amalis Toni Hidayat Topik Hidayat Tri Wahyu Agustina Uus Toharudin Vitta Yaumul Hikmawati Vitta Yaumul Hikmawati Wawan Setiawan Wawan Setiawan Wawan Wahyu Weni Lestari, Weni Widi Purwianingsih Winny Liliawati Yanti Herlanti Yanti Herlanti Yenny Anwar Yusuf Hilmi A Yusuf Hilmi Adisendjaja Yuyun Maryuningsih

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