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All Journal BIOEDUKASI Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA PEDAGOGIK : JURNAL PENDIDIKAN Jurnal Pembelajaran dan Biologi Nukleus Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Natural Sciences Jurnal Edukasi Biologi
Ema Aprilisa
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Empowering Metacognition with Mind Map to Optimize the Product Quality of Learning Outcome Ema Aprilisa
BIOEDUKASI Vol 17 No 2 (2019)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v17i2.15055

Abstract

Learning outcome can be one of the reference to rate the success of a learning process. Product, as a result of learning, become an important aspect that can reflect success of learning. This research will proving the importance of metacognition to optimize the quality of learning outcomes. Metacognition is facilitated using mind maps during the learning process. The data in this research were obtained the method of triangulation through the analysis of the results of questionnaires, interviews, and evaluating products as a learning outcome. These three data are then collaborated to show the conclusions about metacognition to optimize the quality of learning outcomes using mind map. This research proved that mind map are able to facilitate metacognition. Metacognition also give affects to learning outcomes, in this case is lesson plan or RPP. Not only proving mind map as a tool to facilitate metacognition, this research also proves if there is a relationship betwen metacognition and achievement of learning outcomes, especially for product as a learning outcome.
Pelatihan Google Classroom bagi Guru IPA SMP di Kabupaten Gunungkidul untuk Meningkatkan Kemampuan Guru dalam Mengelola Pembelajaran Online Slamet Suyanto; Kintan Limiansi; Ema Aprilisa; Suratsih Suratsih
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol 6, No 2 (2022): Vol 6, No 2 (2022)
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpmmp.v6i2.55492

Abstract

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan guru IPA SMP di Kabupaten Gunungkidul dalam memilih, merancang, melaksanakan, dan mengevaluasi pembelajaran online dengan menggunakan Google Classroom. Materi pelatihan meliputi gambaran umum pembelajaran online, pelatihan management pelajaran dengan Google Classroom, pelatihan video converence dengan Google Meet, serta pelatihan evaluasi dengan Google Form. Berdasarkan analisis pretest dan posttest terdapat peningkatan pengetahuan peserta terkait fitur utama Google Classroom, cara mengundang siswa, cara pembuatan tautan pertemuan daring, dan pengetahuan bahwa setiap kelas dapat dibimbing oleh lebih dari satu orang guru. Pelatihan ini dinilai cocok dengan kebutuhan peserta. Hal tersebut diketahui melalui kuisioner yang dibagikan pada akhir pelatihan. Sebanyak 65% peserta dapat mengetahui cara mengoperasikan Google Classroom, 20% peserta dapat mengetahui fitur Google Clasroom yang sesuai untuk mendukung proses pembelajaran secara daring, dan 15% peserta menyatakan ingin tahu lebih banyak mengenai Google Classroom untuk melaksanakan pembelajaran daring.
Memberdayakan Metakognisi dengan Mind Map untuk Optimalisasi Kualitas Produk Hasil Belajar Mahasiswa ema aprilisa
PEDAGOGIK : JURNAL PENDIDIKAN Vol 6, No 2 (2019)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.918 KB) | DOI: 10.33650/pjp.v6i2.805

Abstract

Hasil belajar dapat digunakan menjadi salah satu acuan untuk menilai keberhasilan suatu proses pembelajaran. Hasil belajar berupa produk menjadi salah satu aspek penting yang bisa mencerminkan keberhasilan pembelajaran. Penelitian ini akan membuktikan pentingnya pemberdayaan metakognisi untuk mengoptimalkan kualitas produk hasil belajar. Pemberdayaan metakognisi tersebut difasilitasi dengan penggunaan mind map selama proses pembelajaran. Data pada penelitian ini diperoleh dengan metode triangulasi melalui analisis hasil angket, hasil wawancara, serta nilai produk hasil belajar. Ketiga data tersebut kemudian dikolaborasikan untuk menarik kesimpulan tentang pemberdayaan metakognisi untuk mengoptimalkan kualitas produk hasil belajar melalui penggunaan mind map. Hasilnya, penelitian ini berhasil membuktikan bahwa mind map mampu memfasilitasi pemberdayaan metakognisi. Keberhasilan pemberdayaan metakognisi tersebut juga diiringi dengan tercapainya hasil belajar yang memuaskan, dalam hal ini penyusunan produk hasil belajar berupa RPP. Selain membuktikan keunggulan mind map sebagai alat untuk memberdayakan kemampuan metakognisi, penelitian ini juga membuktikan adanya hubungan keberhasilan menguasai metakognisi dengan keberhasilan pencapaian hasil belajar, khususnya pembuatan produk sebagai hasil belajar.
PEMAHAMAN GURU TENTANG PENILAIAN DALAM KURIKULUM MERDEKA: KASUS DI KABUPATEN BANTUL(TEACHER'S UNDERSTANDING OF ASSESSMENT IN THE MERDEKA CURRICULUM: A CASE IN BANTUL REGENCY) Sudrajat, Ahmad Kamal; Suyanto, Slamet; Limiansi, Kintan; Aprilisa, Ema; Suratsih, Suratsih; Subiantoro, Agung Wijaya; Nugroho, Ahmad Iskak
Jurnal Edukasi Biologi Vol 11, No 1 (2025): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v11i1.23163

Abstract

Changes in social and technological aspects demand curriculum changes in education. Curriculum changes were made to create capable human beings according to the era. The Indonesian Ministry of Education has responded to these changes by implementing the "Merdeka Curriculum". However, there are still some challenges in practice, especially in learning assessment. This study aims to determine teachers' understanding of assessments under the Merdeka Curriculum. This type of research is descriptive, using a qualitative approach. A total of ten biology teachers participated in this study. The results showed that the teacher understood the assessment concept and the steps for compiling assessments under the Merdeka Curriculum. However, from the results of the analysis of the assessment questions used by the teacher, there are still questions that are not following the objectives of the Merdeka Curriculum. The results of this study can be used as a consideration by stakeholders and universities where there is a teacher training program in the process of socialising the Merdeka Curriculum.
SDGs in Indonesian Biology Teacher Education: A PLO-Based Curriculum Analysis Aprilisa, Ema; Limiansi, Kintan; Febriyantiningrum, Kuntum
Journal of Natural Sciences Vol 7, No 1 (2026): Journal of Natural Sciences Maret
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jonas.v7i1.1116

Abstract

Teacher education plays a strategic role in preparing future educators to address global sustainability challenges articulated in the Sustainable Development Goals (SDGs). This study aims to examine how Biology Teacher Education curricula in Indonesia align with the SDGs through an analysis of Program Learning Outcomes (PLOs). A qualitative case study design was employed using document analysis of PLOs from Biology Education programs at three public universities ranked among the top 20 institutions in Indonesia according to the Scimago Institutions Rankings (SIR) 2025. A benchmarking framework was applied to assess the extent to which PLO indicators support the achievement of the 17 SDGs. The findings reveal varying degrees of alignment across institutions. Research competencies, scientific problem-solving skills, and technology integration demonstrate the strongest alignment with SDG targets, while environmental knowledge and laboratory skills particularly support goals related to quality education, innovation, and environmental sustainability. However, character- and religiosity-oriented outcomes do not explicitly correspond to specific SDG targets, and overall integration remains implicit rather than systematically embedded within the curriculum. These results indicate the need for more explicit curriculum mapping to ensure coherent and comprehensive integration of SDG dimensions in Biology Teacher Education programs.
Design Thinking in Action: How Pre-Service Biology Teachers Represent Abstract Concepts Through Learning Media Kintan Limiansi; Ema Aprilisa; Anggi Tias Pratama; Kintan Limiansih
JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS Vol 12, No 1: Jurnal Pembelajaran Dan Biologi Nukleus March 2026
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpbn.v12i1.8867

Abstract

Background: The development of biology learning media requires pedagogical skills, conceptual understanding, and representation skills. However, research examining how pre-service teachers integrate these three elements in the design thinking process to develop learning media is still very limited. This study aims to identify the types of biological concepts chosen by pre-service biology teachers in the development of learning media, investigate how they represent abstract biological concepts, and analyze their thinking process in designing learning media. Methodology: The study employed a concurrent mixed-methods design to examine pre-service biology teachers’ design thinking through analysis of blueprints and photos of learning media developed by seven groups; data were coded for concept types, representation types, and design thinking processes, with only concept types analyzed quantitatively using percentage calculations across groups. Findings: The results showed that the types of biological concepts selected were structure, system, and process. The consistency of all groups in using visual representations, symbols, and narratives for all types of concepts demonstrates the pedagogical awareness of pre-service biology teachers regarding the importance of integrating multiple representations to support meaningful concept understanding. From a design thinking perspective, students went through the stages of empathy, defining problems, generating ideas, and selecting the media to be developed. Contributions: This study shows that pre-service biology teachers have developed representational competence, but they still tend to prioritize visual appeal over conceptual support. These findings recommend strengthening pre-service biology teachers’ skills in designing learning media that promote deep conceptual understanding, not merely visual appeal
Penguatan TPACK-AI guru Biologi melalui pelatihan partisipatif dan pendampingan In-On-In di Kabupaten Sleman Suyanto, Slamet; Pamungkas, Rahmania; Aprilisa, Ema; Tarigan, Wenny Pinta Litna
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i3.6558

Abstract

Program pengabdian kepada masyarakat ini dilaksanakan untuk memperkuat kompetensi Technological Pedagogical and Content Knowledge berbantuan artificial intelligence (TPACK-AI) guru Biologi SMA di Kabupaten Sleman. Permasalahan yang ditemukan adalah pemanfaatan AI yang masih dominan untuk menghasilkan materi secara instan, belum terintegrasi secara utuh dengan tujuan pembelajaran, akurasi konten Biologi, asesmen autentik, serta etika penggunaan AI. Kegiatan melibatkan 25 guru dari 23 SMA anggota MGMP Biologi Kabupaten Sleman dan menggunakan Model Latihan Partisipatif melalui identifikasi kebutuhan, sosialisasi dan pelatihan, penerapan workflow TPACK-AI, pendampingan In-On-In, evaluasi, refleksi, dan pengimbasan. Instrumen evaluasi program telah divalidasi oleh ahli menggunakan validasi konten dan direvisi sesuai saran serta masukan validator sebelum digunakan. Hasil menunjukkan kepuasan peserta pada seluruh indikator berada pada rentang 81-95%, dengan nilai tertinggi pada komunikasi dan koordinasi tim (95%). Distribusi kategori TPACK-AI juga bergeser ke arah yang lebih baik: kategori tinggi meningkat dari 8 guru (32%) pada pre-test menjadi 18 guru (72%) pada post-test, sedangkan kategori rendah mengalami penurunan. Program pengabdian ini menunjukkan bahwa pelatihan berbasis praktik, verifikasi keluaran AI, pendampingan berkelanjutan, dan kolaborasi MGMP merupakan strategi yang relevan untuk penguatan TPACK-AI guru Biologi. Strengthening Biology teachers' AI-TPACK through participatory training and In-On-In mentoring in Sleman Regency Abstract This community engagement program aimed to strengthen senior high school Biology teachers' AI-integrated Technological Pedagogical and Content Knowledge (AI-TPACK) in Sleman Regency, Indonesia. The partner identified several challenges, including AI use that remained focused on instant content generation, limited alignment with learning objectives and Biology content accuracy, insufficient authentic assessment practices, and unclear ethical boundaries. The program involved 25 Biology teachers from 23 schools affiliated with the Sleman Biology Teacher Professional Association (MGMP). A Participatory Training Model was implemented through needs identification, training, AI-TPACK workflow practice, In-On-In mentoring, evaluation, reflection, and peer dissemination. The program evaluation instruments underwent expert content validation and were revised according to validators' feedback before use. Participant satisfaction ranged from 81% to 95%, with communication and team coordination receiving the highest rating (95%). Descriptive pre-test and post-test results also indicated a positive shift in AI-TPACK categories: teachers in the high category increased from 8 (32%) to 18 (72%), while the low category experienced a decline. These findings indicate that practice-oriented training, systematic verification of AI outputs, sustained mentoring, and MGMP-based professional collaboration are relevant strategies for supporting the continuous development of Biology teachers' AI-TPACK.
Co-Authors Agung Wijaya Subiantoro Kintan Limiansi Kintan Limiansi Kintan Limiansih Kuntum Febriyantiningrum Nugroho, Ahmad Iskak Pratama, Anggi Tias Rahmania Pamungkas, Rahmania Slamet Suyanto Suratsih Suratsih Suratsih Suratsih Tarigan, Wenny Pinta Litna