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<![CDATA[PENINGKATAN SIKAP ILMIAH SISWA MELALUI PEMBELAJARAN BERBASIS PRAKTIKUM VIRTUAL INVERTEBRATA ]]>
<![CDATA[Peny Husna Handayani]]>;
<![CDATA[Fransisca Sudargo Tapilouw]]>;
<![CDATA[Ana Ratna Wulan]]>
<![CDATA[ Jurnal Pelita Pendidikan Vol 6, No 1 (2018): Jurnal Pelita Pendidikan ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpp.v6i1.9142
<![CDATA[This study aims to analyze the students' scientific attitude improvement through virtual lab on invertebrates. The method that used was weak experimental design, with two classes of samples (X-7 and X-8) which has a parallel position as class treatment. The instrument that used for data collection was the scientific attitudes scale form of Likert scale. The results showed that the scientific attitudes improved significantly after virtual lab-based learning on invertebrates (sig-2tailed value <α (0.025)). Increased scientific attitude is low (N-Gain X-7 = 0.10, = 0.16 X-8). Virtual lab program is not a substitute for a real lab, but as a complement for learning of the material that is hard to do in a real laboratory, such as the practicum invertebrates.Keywords: invertebrates, virtual lab, scientific attitudes]]>
<![CDATA[PENERAPAN MODEL DISCOVERY LEARNING TIPE SHARED DAN WEBBED UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KPS SISWA ]]>
<![CDATA[Muhammad Yusuf]]>;
<![CDATA[Ana Ratna Wulan]]>
<![CDATA[ EDUSAINS Vol 8, No 1 (2016): Edusains ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul ]]>
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DOI: 10.15408/es.v8i1.1730
<![CDATA[Abstract The research aimed to analyze the improvement of students’ concept mastery and science process skills through the implementation of discovery learning using integrated instruction of shared and webbed types on the topic of Global Warming. The method adopted was quasi experiment with the matching-only pretest-posttest control group design. The research instruments used were a test consisted of multiple choice questions on concept mastery and science process skills, an observation form of the implementation of instruction for teachers and students, an observation form for the implementation of science process skills for students, and a questionnaire on teachers and students’ response on the overall teaching and learning process. Research results showed that there was a significant difference between the use of integrated learning model of shared and webbed types in improving students’ concept mastery. Further results demonstrated that there was no significant difference in the use of integrated learning of shared-integrated and webbed-integrated types in improving students’ science process skills. In addition, results of teachers’ and students’ response questionnaires reveal good responses to the learning model. Abstrak Penelitian ini bertujuan untuk menganalisis peningkatan penguasaan konsep dan keterampilan proses sains (KPS) peserta didik melalui penerapan model pembelajaran discovery learning menggunakan pembelajaran keterpaduan tipe shared dan webbed pada materi Pemanasan Global. Metode penelitian yang digunakan adalah Quasi Experiment dengan The Matching-Only Pretest-Posttest Control Group Design. Instrumen penelitian yang digunakan adalah tes penguasaan konsep dan tes KPS berbentuk tes tertulis jenis pilihan ganda, lembar observasi keterlaksanaan pembelajaran bagi guru dan peserta didik, lembar keterlaksanaan KPS bagi peserta didik, serta angket tanggapan guru dan peserta didik. Hasil penelitian menunjukkan terdapat perbedaan yang signifikan antara penggunaan model pembelajaran discovery learning tipe keterpaduan shared dengan tipe keterpaduan webbed untuk meningkatkan penguasaan konsep peserta didik. Hasil lainnya menunjukkan tidak terdapat perbedaan yang signifikan antara penggunaan model pembelajaran discovery learning tipe keterpaduan shared dengan tipe keterpaduan webbed untuk meningkatkan keterampilan proses sains peserta didik. Hasil angket tanggapan guru dan peserta didik memberikan tanggapan baik terhadap model pembelajaran. Permalink/DOI: http://dx.doi.org/10.15408/es.v8i1.1730]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN BRAIN BASED LEARNING MENGGUNAKAN PEMBELAJARAN IPA TERPADU TIPE WEBBED DAN CONNECTED PADA MATERI PEMANASAN GLOBAL UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KPS ]]>
<![CDATA[Yesi Nofla Meri]]>;
<![CDATA[Ana Ratna Wulan]]>
<![CDATA[ EDUSAINS VOL 8, NO 2 (2016): EDUSAINS ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul ]]>
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DOI: 10.15408/es.v8i2.1811
<![CDATA[Abstract The aims of the research are analyze the improvement of students’ concept mastery and science process skills through the implementation of Brain based Learning using integrated instruction of webbed and connected types on the topic of Global Warming. The method adopted was quasi experiment with the pretest-posttest control group design. The research instruments employed consisted of written tests of concept mastery and science process skills in the forms of multiple choice questions, observation sheets of the implementation of instruction for teachers and students, and response questionnaires for teachers and students. Research results show that there was not significant difference between the use of Brain based Learning model of connected compare to webbed types in improving students’ science process skills and concept mastery, with mean N-Gain scores for students’ both of them in the webbed-integrated and connected-integrated classes were both categorized as moderate. In addition, results of teachers’ and students’ response questionnaires reveal good responses to the learning model. Keywords: discovery learning; concept mastery; science process skills; shared-integrated; webbedintegrated Abstrak Tujuan penelitian ini adalah menganalisis peningkatan penguasaan konsep dan keterampilan proses sains (KPS) peserta didik melalui penerapan Brain based Learning dengan menggunakan pembelajaran terpadu tipe webbed dan connected pada materi Pemanasan Global. Menggunakan metode penelitian Quasi Experiment dengan desain Pretest-Posttest Control Group Design. Instrumen penelitian menggunakan tes penguasaan konsep dan tes KPS berbentuk tes tertulis jenis pilihan ganda, lembar observasi keterlaksanaan pembelajaran bagi guru dan peserta didik, serta angket tanggapan guru dan peserta didik. Hasil penelitian menunjukkan tidak terdapat perbedaan yang signifikan antara penerapan Brain based Learning tipe keterpaduan webbed dibandingkan dengan tipe keterpaduan connected untuk meningkatkan keterampilan proses sains peserta didik dan penguasaan konsep dimana rerata N-Gain baik untuk KPS maupun penguasaan konsep pada kelas keterpaduan connected dan kelas keterpaduan webbed berada pada kriteria sedang. Hasil angket tanggapan guru dan peserta didik memberikan tanggapan baik terhadap model pembelajaran. Kata Kunci: brain based learning; penguasaan konsep; keterampilan proses sains; keterpaduan connected; keterpaduan webbed Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1811]]>
<![CDATA[STUDI SURVEI PELAKSANAAN ASESMEN PRAKTIKUM DAN KEMAMPUAN INKUIRI MAHASISWA CALON GURU BIOLOGI ]]>
<![CDATA[Aa Juhanda]]>;
<![CDATA[Nuryani Y Rustaman]]>;
<![CDATA[Topik Hidayat]]>;
<![CDATA[Ana Ratna Wulan]]>
<![CDATA[ BIO EDUCATIO : (The Journal of Science and Biology Education) Vol 6, No 2 (2021): Bio Educatio (The Journal of Science and Biology Education) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/be.v6i2.3419
<![CDATA[This survey research is to determine the profile of the implementation of the practicum assessment carried out and the ability of inquiry of prospective Biology teacher students. The subjects of this study were 19 biology education students class 2017/2018 in semester 3 at UMMI who contracted the Invertebrate Zoology practicum course. The instruments used include observation sheets, questionnaires and interviews. Data analysis was performed through descriptive analysis using percentage techniques. The results showed that the implementation of the practicum assessment included: 1) the assessment carried out in the form of performance appraisals and pre-lab quizzes, summative tests 2) practicum learning that was carried out tended to be subjective in nature, which was a cook book; 3) assignments given in the practicum in the form of making journals and practicum reports. In addition, almost all of the students' inquiry abilities could be accessed in the practical assessment but it was not optimal.]]>
<![CDATA[Elementary School Teachers' Scientific Competence and Their Teaching Experiences ]]>
<![CDATA[Eka Danti Agustiani]]>;
<![CDATA[Nuryani Rustaman]]>;
<![CDATA[Ana Ratna Wulan]]>
<![CDATA[ Jurnal Basicedu Vol 4, No 2 (2020): April, Pages 228-521 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v4i2.328
<![CDATA[Indikator-indikator kompetensi ilmiah dalam literasi sains yang digunakan oleh OECD dalam PISA sejak tahun 2015 adalah (1) menjelaskan fenomena secara ilmiah, (2) merancang dan mengevaluasi penyelidikan secara ilmiah, dan (3) menginterpretasi data dan bukti secara ilmiah. Dalam penerapan kurikulum terintegrasi, guru sekolah dasar juga terlibat dalam pembelajaran sains di tahap awal, yang berarti juga harus memiliki kompetensi ilmiah dan mampu membina para siswa untuk mencapainya. Kajian ini bertujuan untuk mencari tahu korelasi antara ketiga indikator kompetensi ilmiah tersebut dan pengaruh pengalaman mengajar terhadap kompetensi ilmiah guru sekolah dasar. Hasil yang diperoleh mengindikasikan pentingnya pembinaan kompetensi ilmiah pada guru secara periodik dengan memperhatikan semua indikator-indikator kompetensinya]]>
<![CDATA[PROFIL KARAKTERISTIK SOAL UJIAN NASIONAL IPA SD BERDASARKAN TAKSONOMI BLOOM REVISI ]]>
<![CDATA[Ridwan Jusuf]]>;
<![CDATA[Wahyudi]]>;
<![CDATA[Ana Ratnawulan]]>;
<![CDATA[Udin Syaefudin Sa’ud]]>
<![CDATA[ Jurnal Visipena Vol 9 No 1 (2018) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena ]]>
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DOI: 10.46244/visipena.v9i1.436
<![CDATA[This study aims to put the characteristics of the National Examination items in science at elementary school based on Bloom's taxonomy Bloom revision. Mapping it is based on the dimensions of the cognitive process and the level of thinking. This research uses survey method that is documentation study of UN (national examination) which is focus on the subject of science at elementary school. The results show that all items were made by central and local UN committe on the cognitive-process dimension with the mean of 1% recall (C1), understanding (C2) 13%, application (C3) 35%, analysis (C4) 41% , evaluation (C5) 9%, and create (C6) 2% whereas the average of basic thinking category is 48% and 52% high thinking category. Abstrak Penilaian dalam konteks pendidikan abad 21 diarahkan pada upaya membangun kompetensi yang meliputi kemampuan berpikir kritis, berpikir kreatif, kemampuan berkolaborasi dan berkomunikasi serta kemampuan menguasai media teknologi informasi dan komunikasi. Oleh karena itu penilaian yang digunakan harus penilaian yang mengoptimalkan kerja otak. Penelitian ini bertujuan untuk memetakkan karakteristik soal Ujian Nasional IPA SD berdasarkan taksonomi Bloom revisi. Pemetaan berdasarkan dimensi proses kognitif dan tingkat berpikir. Penelitian ini menggunakan metode survei yaitu studi dokumentasi naskah UN khusus mata pelajaran IPA SD. Hasil menunjukkan bahwa secara keseluruhan soal yang dibuat oleh penyelenggaran UN pusat dan daerah pada dimensi proses kognitif dengan rata-rata aspek mengingat (C1) 1%, memahami (C2) 13%, aplikasi (C3) 35%, analisis (C4) 41%, evaluasi (C5) 9%, dan mencipta (C6) 2% sedangkan rata-rata kategori berpikir dasar sebesar 48% dan kategori berpikir tingkat tinggi sebesar 52%. Kata Kunci: Soal Ujian Nasional IPA, Taksonomi Bloom Revisi]]>
<![CDATA[REPRESENTASI MENTAL MAHASISWA DALAM MEMBACA GAMBAR STRUKTUR MEMBRAN SEL SETELAH PERKULIAHAN BIOLOGI SEL DENGAN PENDEKATAN VARK ]]>
<![CDATA[nengsih juanengsih]]>;
<![CDATA[adi rahmat]]>;
<![CDATA[ana ratna wulan]]>;
<![CDATA[taufik rahman]]>
<![CDATA[ Jurnal Inovasi Pembelajaran Biologi Vol 2 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jipb.v2n1.p9-18
<![CDATA[Materi perkuliahan yang dipelajari dalam biologi sel meliputi struktur sel yang ultramikroskopis. Untuk mempermudah dalam mempelajarinya, maka banyak disajikan ilustrasi gambar. Kegiatan praktik seringkali mahasiswa mengalami kesulitan dalam memperoleh dan memproses informasi berupa gambar. Tujuan penelitian ini adalah mengumpulkan informasi mengenai representasi mental (RM) mahasiswa yang dihasilkan saat membaca diagram struktur membran plasma. RM mahasiswa diukur setelah mengikuti pembelajaran biologi sel yang dilaksanakan dengan pendekatan VARK. Analisis RM dilakukan pada 31 orang mahasiswa Pendidikan Biologi semester 3 pada tahun akademik 2018/2019 yang mengikuti perkuliahan biologi sel di salah satu perguruan tinggi di Jakarta. Intrumen penelitian berupa lembar kerja yang merupakan modifikasi model pengukuran RM dengan Protokol CNET untuk mengukur RM. Hasil penelitian menunjukkan pola dan kualitas RM yang berbeda untuk setiap siswa. Pola yang terbentuk didominasi oleh pola 2 kontrol umpan balik dengan satu pengukuran (38%). Adapun persentase skor RM untuk kategori sangat baik 29%, baik 19%, cukup 23%, kurang 10%, dan sangat kurang 19%.]]>
<![CDATA[Profile of Students Communication Skills on Global Warming and Pollution Subject Using Conference Assessment ]]>
<![CDATA[T. Gustiani]]>;
<![CDATA[W. Ana Ratna]]>;
<![CDATA[R. Solihat]]>
<![CDATA[ International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ijsascs.v2i1.16754
<![CDATA[This research purpose is to analyze the student’s communication skills using the conference assessment and student response of conference assessment implementation on global warming and pollution subject. The method used is descriptive. Participants included 34 students 11th grade in senior high school. Conference assessment applied through project based learning on global warming and pollution subject. Conference assessment consists of written conference using online access and oral conference in face-to-face classrooms. The conference was held in three sessions (project planning, project work, and project reflection). Students communication skills consist of five indicators based on 21st skills. The indicator was 1) articulate thoughts and ideas effectively; 2) listen effectively; 3) use communication for a range of purposes; 4) utilize multiple media and technologies; and 5) communicate effectively in diverse environments. The average score of communication skill skills categorized into three groups: high, medium and low. The data showed that three indicators in high categorized (83.09% in the second indicator during oral conference, 77.94% in the fourth indicator and 88.97% in the fifth indicator). And three indicators in medium categorized (64,71% in the first indicator, 56.62% in second indicator during written conference and 69.85% in the third indicator). Students showed a positive response to the implementation and results of conference assessment.]]>
<![CDATA[Profil pengalaman belajar siswa dalam menjelaskan fenomena ilmiah pada IPA/biologi selama penerapan pembelajaran daring di masa pandemi ]]>
<![CDATA[Dewi Wansantika Gunawan]]>;
<![CDATA[Tri Suwandi]]>;
<![CDATA[Ana Ratna Wulan]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 4, No 2 (2021): September 2021 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v4i2.41483
<![CDATA[This study aims to describe student's learning experiences in explaining scientific phenomena in online science/biology learning. This study uses a descriptive method, the data sources are questionnaires and Student Worksheets (LKS) from six schools in the city of Bandung which were selected by stratified random sampling with good, sufficient and poor categories based on the 2019 BSNP. There are 207 state junior high school students in Bandung City who filled out a 40-item questionnaire to answer this research. Questionnaire items for students have been adjusted to the skills to explain scientific phenomena based on the PISA 2018 framework. The results show that the student's learning experience in explaining scientific phenomena of Science/Biology when online learning has not been implemented optimally. The results show that the skill to explain scientific phenomena gets score 1,01. There are results of the worksheet’s analysis which show that the orders or questions on the worksheet that have been made by the teacher are 50% according to those obtained from schools in the good category. Through this research, the problem is that when doing practicum, the material is not understood because of the discrepancy of the material during the learning process.]]>
