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<![CDATA[PELATIHAN PENELITIAN TINDAKAN KELAS (PTK) DAN TEKNIK PENULISAN KARYA ILMIAH BAGI GURU DI MTs. NW MERTAKNAO ]]>
<![CDATA[Hunaepi, Hunaepi]]>;
<![CDATA[Prayogi, Saiful]]>;
<![CDATA[Samsuri, Taufik]]>;
<![CDATA[Firdaus, Laras]]>;
<![CDATA[Fitriani, Herdiyana]]>;
<![CDATA[Asy’ari, Muhammad]]>
<![CDATA[ Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol 1, No 1: October 2016 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/linov.v1i1.402
<![CDATA[Penelitian Tindakan Kelas (PTK) merupakan penelitian yang dapat diakukan guru daam ragka memperbaiki proses-proses pembelajaran untuk mencapai tujuan yang diinginkan.Pelaksanaan PTK sangat relevan dengan fungsi serang guru sebagai pendidik, pegajar,pembimbing, pelatih, dan evaluator ketercapaian hasil belajar siswa. Dalam konteks ini, PTK dipandang sebagai bentuk penelitian peningkatan kualitas pembelajaran yang paling tepat, karena selain sebagai peneliti guru juga bertindak sebagai pelaksana proses pembelajaran, sehingga tahu betul permasalahan yang dihadapi dan kondisi ideal yang ingin dicapai. Metode yang digunakan, yaitu melakukan serangkaian kegiatan In Service Training (IST) dan On Service Training (OST). Hasil kegiatan pengabdian secara umum, yaitu para guru peserta kegiatan telah paham dan terampil dalam melaksanakan penelitian tindakan kelas (PTK), serta para guru telah terampil dalam menyusun karya ilmiah (format artikel). Hal ini terlihat dari produk artikel yang telah dihasilkan guru peserta.]]>
<![CDATA[PELATIHAN PENULISAN KARYA TULIS ILMIAH PENELITIAN TINDAKAN KELAS (PTK) ]]>
<![CDATA[Sukarma, I Ketut]]>;
<![CDATA[Prayogi, Saiful]]>;
<![CDATA[Muliadi, Agus]]>;
<![CDATA[Firdaus, Laras]]>;
<![CDATA[Hunaepi, Hunaepi]]>;
<![CDATA[Asy’ari, Muhammad]]>;
<![CDATA[Samsuri, Taufik]]>;
<![CDATA[Mirawati, Baiq]]>;
<![CDATA[Prasetya, Dwi Sabda Budi]]>;
<![CDATA[Karmana, I Wayan]]>;
<![CDATA[Dharmawibawa, Iwan Dody]]>;
<![CDATA[Fitriani, Herdiyana]]>
<![CDATA[ Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol 2, No 1: October 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/linov.v2i1.417
<![CDATA[Telah dilaksanakan pelatihan penulisan karya tulis ilmiah penelitian tindakan kelas (PTK) bagi guru di SMA Negeri 1 Sukamulya. Metode pelaksanaan yang digunakan, yaitu pelatihan (in service training/IST) dan pendampingan (on service training/OST). Pada proses IST peserta mendapatkan materi yang berkaitan dengan penelitian tindakan kelas, sedangkan pada proses OST peserta didampingi dalam melakukan penulisan naskah PTK. Kegiatan pengabdian kepada masyarakat yang tujuan utamanya adalah memberikan pemahaman tentang penulisan karya ilmiah mendapat apresiasi yang baik dari pihak sekolah. Kehadiran guru dalam kegiatan mencapai 80% dari total semua guru yang direncanakan terlibat. Dalam pelaksanaan kegiatan peserta nampak bersemangat, hal ini dapat dilihat dari antusiasnya para guru dalam mengikuti seluruh kegiatan pelatihan, baik dalam pemberian materi maupun pada proses diskusi atau tanya jawab.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN PENGUASAAN KONSEP MAHASISWA CALON GURU BIOLOGI ]]>
<![CDATA[Taufik Samsuri]]>;
<![CDATA[Herdiyana Fitriani]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 4, No 1 (2016): June ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bjib.v4i1.216
<![CDATA[Abstract: A research has been conducted to improve the mastery of students of biology teacher candidates through the application of inquiry learning model. This type of research is a classroom action research. This research applied to FPMIPA biology education student of IKIP Mataram, on the subject matter of plant structure and development. The results showed that 91% of students declared complete study on cycles II and 65% of students declared complete in sikus I. Thus the increase in mastery of the concept is in the high category. Based on the results of data analysis can be concluded that biology learning on the subject matter of structure and development of plants with inquiry model can improve the mastery of the concept of biology teacher candidates.]]>
<![CDATA[PENGARUH INTEGRASI MODELPEMBELAJARAN KOOPERATIF TIPE STAD DENGAN TALKING STICK TERHADAP MOTIVASI DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIIISMPN 1 JANAPRIA TAHUN PELAJARAN 2016/2017 ]]>
<![CDATA[Novi Susilawati]]>;
<![CDATA[Agus Muliadi]]>;
<![CDATA[Herdiyana Fitriani]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 5, No 1 (2017): June ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bjib.v5i1.175
<![CDATA[Abstract: This study aims to determine the effect of the integration of cooperative learning model type STAD with the talking stick toward motivation and cognitive learning outcomes of VIII grade student of SMPN 1 Janapria in the academic year 2016/2017. This research is a quasi-experimental with nonequivalent control group design. The population in this study the whole class of VIII grade in SMPN 1 Janapria. The sampling technique in this research is purposive sampling. The instrument used to motivate using a questionnaire sheet, and learning outcomes using multiple-choice tests. Data were analyzed descriptively motivated by the results of the data motivation experimental class with an average score of 63.5 with a very high category and grade control with an average score of 58.5 with the high category. Cognitive learning outcomes were analyzed by t-test using SPSS for Windows 16 with the results of Ha 0.04 ≤ 0.05 at significance level of 5%. It was concluded that the integration of cooperative learning model type STAD with the talking stick significantly affect the cognitive learning outcomes of VIII grade student of SMPN 1 Janapria in academic year 2016/2017. It was concluded that the motivation to learn at SMPN 1 Janapria the experimental class has an average of 63.5 in the category of very high motivation to learn, higher than the control class with an average of 58.5 in the high category.]]>
<![CDATA[PEMBUATAN TEH DARI DAUN GAHARU JENIS Gyrinops versteegii ]]>
<![CDATA[Taufik Samsuri]]>;
<![CDATA[Herdiyana Fitriani]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 1, No 2 (2013): December ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bjib.v1i2.793
<![CDATA[Gaharu is a product of Non Timber Forest which is very potential and high economic value in West Nusa Tenggara Province. Lombok Island is one of the gaharu producing areas in Indonesia and is a growing place of endemic gaharu commercial species such as Gyrinops versteegii. Local people call it "Cucumber". So far, gaharu farmers only use gaharu trees only to be sold to gaharu exporters. However, in fact gaharu leaves can be processed into a product that has a good economic value, which is made into tea. Gaharu leaf tea is believed to have efficacy for the drinker. Gaharu leaf tea is usually made from leaves or young shoots of gaharu trees that have not been inoculated. While the gaharu leaves tea production from inoculated trees has not been done. Thus the purpose of this research is to optimize the utilization of agarwood leaf that has been inoculated as a tea-making material, so it can produce gaharu leaf tea with good quality without loss of taste, aroma, and its benefits. Types This research is experimental through laboratory test including water content test and extract level with gravimetric method. The material used as the assessment is Gaharu alpha leaves of Gyrinops versteegii taken directly from the gaharu farmer's garden on Lombok island.]]>
<![CDATA[KARAKTRISTIK PERANGKAT PEMBELAJARAN BLENDED COMMUNITY OF INQUIRY YANG VALID UNTUK MELATIH KETERAMPILAN BERPIKIR KRITIS MAHASISWA CALON GURU BIOLOGI ]]>
<![CDATA[Herdiyana Fitriani]]>;
<![CDATA[Muhamad Ikhsan]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 5, No 2 (2017): December ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bjib.v5i2.182
<![CDATA[Abstract: Critical thinking skills are very important to learn because they emphasize how to invite learners to find and build their own knowledge so that learners can develop life skill and be ready to solve problems faced in everyday life. Critical thinking can be trained by applying active learning oriented to learners. Today the development of science and technology (Science and Technology) affect almost all human life in various fields. These developments make it easier for people to access all information. In the world of technology utilization education really helps educators in developing learning so that educators can package and present the material becomes more qualified and varied. Blended Community of Inquiry learning tool developed in this research is a device that mix and match the principles of face-to-face teaching and Internet-based teaching that is packaged in the process of inquiry learning to train critical thinking skills. The purpose of this research is to produce a product of Blended Community of Inquiry learning tool to practice critical thinking skill of biology teacher candidate students that is valid, practical and effective. This research is a development research by adapting 4D development model which includes 4 stages namely: Define, Design, Development and Dessiminate (spreading) stages. The outline of this research is a valid, practical and effective Blended Community of Inquiry instructional product including SAP, LKM, module, test instrument and rubric of critical thinking skill of biology teacher candidate and articles published in accredited national journal. Results]]>
<![CDATA[PENGEMBANGAN MODUL ELEKTRONIK BERBASIS SMARTPHONE BERPLATFORM ANDROID PADA MATAKULIAH TAKSONOMI TUMBUHAN TINGGI ]]>
<![CDATA[Herdiyana Fitriani]]>;
<![CDATA[Hunaepi Hunaepi]]>
<![CDATA[ Bioscientist : Jurnal Ilmiah Biologi Vol 4, No 2 (2016): December ]]>
Publisher : <![CDATA[Department of Biology Education, FSTT, Mandalika University of Education, Indonesia. ]]>
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DOI: 10.33394/bjib.v4i2.224
<![CDATA[ABSTRACT: Module is a tool that is intended for self-study. In this era of technological advances, modules or learning aids are needed in the learning process. These technological advances provide great opportunities for lecturers to be able to present the learning media in mobile version format such as electronic module. This study aims to: (1) produce electronic module products based on smartphone platform android on high taxonomic taxonomy; (2) find out the feasibility of electronic module based on smartphone platform android as a learning material in high taxonomic taxonomy; (3) to know the effectiveness of electronic module availability of smartphones based on android platform as a learning material in high plant taxonomy course. The research design used refers to the modified development research design of the 4D development model of Thiagarajan. The procedures include 4 stages: (1) defining (define), (2) design, (3) development, (4) disseminate the testing phase and product revision. Expert Validation results on electronic modules android platform developed analyzed descriptively quantitative-qualitative with the overall result of 3.5 with good category. Peritem validation results: (1) Validity of electronic module with android plates on the material aspect of 3.4 with good category; (2) Validity of electronic module with android plates on the presentation aspect of 3.6 with good category; and (3) The validity of electronic module with android plates on the language aspect of 3.6 with good category. The student response result shows that, electronic platform android platform is a new teaching material for students and can help or facilitate the students to understand the taught material, and train student self-reliance. The effectiveness of the module is seen from the level of understanding of student concepts that can be stated that the average understanding of student concepts is at the relational level, with the percentage of 45.67%, and the average score change in student concept understanding before and after learning of 0.57 (categorized medium). Based on these data can be seen that the electronic module android platform that has been applied can be declared effective or have an impact or influence on understanding the concept of students. The conclusions of this study are electronic modules android platforms declared eligible for use in the course of Taxonomy of High Level Plants.]]>
<![CDATA[PELATIHAN PENELITIAN TINDAKAN KELAS (PTK) DAN TEKNIK PENULISAN KARYA ILMIAH BAGI GURU DI MTs. NW MERTAKNAO ]]>
<![CDATA[Hunaepi Hunaepi]]>;
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Taufik Samsuri]]>;
<![CDATA[Laras Firdaus]]>;
<![CDATA[Herdiyana Fitriani]]>;
<![CDATA[Muhammad Asy’ari]]>
<![CDATA[ Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 1: October 2016 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/linov.v1i1.402
<![CDATA[Penelitian Tindakan Kelas (PTK) merupakan penelitian yang dapat diakukan guru daam ragka memperbaiki proses-proses pembelajaran untuk mencapai tujuan yang diinginkan.Pelaksanaan PTK sangat relevan dengan fungsi serang guru sebagai pendidik, pegajar,pembimbing, pelatih, dan evaluator ketercapaian hasil belajar siswa. Dalam konteks ini, PTK dipandang sebagai bentuk penelitian peningkatan kualitas pembelajaran yang paling tepat, karena selain sebagai peneliti guru juga bertindak sebagai pelaksana proses pembelajaran, sehingga tahu betul permasalahan yang dihadapi dan kondisi ideal yang ingin dicapai. Metode yang digunakan, yaitu melakukan serangkaian kegiatan In Service Training (IST) dan On Service Training (OST). Hasil kegiatan pengabdian secara umum, yaitu para guru peserta kegiatan telah paham dan terampil dalam melaksanakan penelitian tindakan kelas (PTK), serta para guru telah terampil dalam menyusun karya ilmiah (format artikel). Hal ini terlihat dari produk artikel yang telah dihasilkan guru peserta.]]>
<![CDATA[PELATIHAN PENULISAN KARYA TULIS ILMIAH PENELITIAN TINDAKAN KELAS (PTK) ]]>
<![CDATA[I Ketut Sukarma]]>;
<![CDATA[Saiful Prayogi]]>;
<![CDATA[Agus Muliadi]]>;
<![CDATA[Laras Firdaus]]>;
<![CDATA[Hunaepi Hunaepi]]>;
<![CDATA[Muhammad Asy’ari]]>;
<![CDATA[Taufik Samsuri]]>;
<![CDATA[Baiq Mirawati]]>;
<![CDATA[Dwi Sabda Budi Prasetya]]>;
<![CDATA[I Wayan Karmana]]>;
<![CDATA[Iwan Dody Dharmawibawa]]>;
<![CDATA[Herdiyana Fitriani]]>
<![CDATA[ Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1: October 2017 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) ]]>
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DOI: 10.36312/linov.v2i1.417
<![CDATA[Telah dilaksanakan pelatihan penulisan karya tulis ilmiah penelitian tindakan kelas (PTK) bagi guru di SMA Negeri 1 Sukamulya. Metode pelaksanaan yang digunakan, yaitu pelatihan (in service training/IST) dan pendampingan (on service training/OST). Pada proses IST peserta mendapatkan materi yang berkaitan dengan penelitian tindakan kelas, sedangkan pada proses OST peserta didampingi dalam melakukan penulisan naskah PTK. Kegiatan pengabdian kepada masyarakat yang tujuan utamanya adalah memberikan pemahaman tentang penulisan karya ilmiah mendapat apresiasi yang baik dari pihak sekolah. Kehadiran guru dalam kegiatan mencapai 80% dari total semua guru yang direncanakan terlibat. Dalam pelaksanaan kegiatan peserta nampak bersemangat, hal ini dapat dilihat dari antusiasnya para guru dalam mengikuti seluruh kegiatan pelatihan, baik dalam pemberian materi maupun pada proses diskusi atau tanya jawab.]]>
<![CDATA[Characteristics of Evaluation-Process Biology Learning Tools Based on Conceptual Problem-Based Learning Models to Train Critical Thinking Skills ]]>
<![CDATA[Herdiyana Fitriani]]>;
<![CDATA[Taufik Samsuri]]>;
<![CDATA[Fida Rachmadiarti]]>;
<![CDATA[Raharjo Raharjo]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol. 8 No. 1 (2022): January ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v8i1.1168
<![CDATA[Critical thinking skills are very important to learn because it emphasizes how to invite students to find and build their own knowledge so that students can develop life skills and are ready to solve problems faced in everyday life. Critical thinking can be trained by applying learner-oriented active learning. Today the development of science and technology affects almost all human life in various fields. These developments make it easier for humans to access all information. In the world of education, the use of technology is very helpful for educators in developing learning so that educators can package and present material to be more quality and varied. The evaluative-process biology learning tool based on the conceptual-problem-based learning model that was developed is a directed, planned, and systematic effort to control the level of success of the learning process and can be integrated into a learning model syntax that can facilitate critical thinking learning. The purpose of this research is to produce a product in the form of an evaluative-process biology learning device based on a conceptual problem-based learning model to train students' critical thinking skills. This research is development research with specific targets to be achieved in this research, namely to produce evaluative-process biology learning tools based on valid conceptual-problem-based learning models to train students' critical thinking skills with components; Semester Program Plans (SPP), textbooks, Student Worksheets (SW), textbooks, and Critical Thinking Ability Test (CTAT) instruments to measure students' critical thinking skills. The results showed that all the elements that make up the device have been declared valid. The conclusion from the results of this further research can be the foundation for its implementation in the classroom, which is empirically expected to be effective in training students' critical thinking]]>
