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All Journal Jurnal Pendidikan Fisika Indonesia Jurnal Pendidikan IPA Indonesia Journal of Science Education Research
A. Widodo
Indonesia University of Education
Education Physics Social Sciences

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MODEL INTEGRASI ATRIBUT ASESMEN FORMATIF (IAAF) DALAM PEMBELAJARAN BIOLOGI SEL UNTUK MENGEMBANGKAN KEMAMPUAN PENALARAN DAN BERPIKIR ANALITIK MAHASISWA CALON GURU Saptono, S.; Rustaman, N.Y.; -, Saefudin; Widodo, A.
Jurnal Pendidikan IPA Indonesia Vol 2, No 1 (2013): April 2013
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v2i1.2507

Abstract

Dalam studi ini dikembangkan model integrasi atribut asesmen formatif (IAAF) dalam pembelajaran Biologi Sel untuk mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa calon guru Biologi. Atribut asesmen formatif yang diintegrasikan adalah collaboration, self-assessment, peer-assessment, dan feedback & learning progression. Model yang dikembangkan mencakup pembelajaran interaktif, pembuatan bagan konsep, dan reviu artikel jurnal internasional. Dimensi yang diukur dalam studi ini adalah perkembangan kemampuan mahasiswa membuat bagan konsep, kemampuan mahasiswa melakukan reviu artikel, dan kemampuan penalaran dan berpikir analitik mahasiswa. Hasil studi mengindikasikan bahwa Model IAAF dapat mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa. In this study developed a model of integration of formative assessment attributes (IAAF) in Cell Biology learning to develop reasoning skills and analytical thinking Biology student teachers. Attributes of formative assessment that  integrated is collaboration, self-assessment, peer-assessment, and feedback & learning progression. The model developed includes interactive learning, graphing concepts, and review articles of international journal. Dimensions measured in this study is the development of students’ ability to make a chart of concept, the ability of student conduct review of articles, and the ability to reason and think analytically students. The study results indicate that the IAAF model can develop reasoning skills and analytic thinking students.
STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS Widodo, A.; Waldrip, B.; Herawati, D.
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i2.5949

Abstract

The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.
STUDENTS ARGUMENTATION IN SCIENCE LESSONS: A STORY OF TWO RESEARCH PROJECTS Widodo, A.; Waldrip, B.; Herawati, D.
Jurnal Pendidikan IPA Indonesia Vol 5, No 2 (2016): October 2016
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v5i2.5949

Abstract

The study analysed profiles of students’ argumentation and how lessons may develop students’ argumentation skills. The study was conducted at two Indonesian progressive private schools and a school located in Australian low socio-economic community. This study explored possibilities to draw together results from two different research approaches typical to each country. The Indonesian research project used paper and pencil tests and interviews to investigate students’ argumentation skills, while the Australian research project analysed videos of the lessons. The Indonesian study finds that there is no significant different between two types of schools and gender. The Australian classroom showed shifts in creative dispositions that include the argumentation processes but not a consistent pattern between classes. The Australian teachers actively required students to make claims, explore the robustness of these claims, transferred these claims to new settings and to think of alternative explanations that encouraged students to construct more coherent arguments. This study finds that interpreting and re-interpreting two different research approaches can produce insights that benefit both sides as it can account for the context and needs of each country. In addition, combining of two different methodologies provided perspectives often not collected through single methodologies.
MODEL INTEGRASI ATRIBUT ASESMEN FORMATIF (IAAF) DALAM PEMBELAJARAN BIOLOGI SEL UNTUK MENGEMBANGKAN KEMAMPUAN PENALARAN DAN BERPIKIR ANALITIK MAHASISWA CALON GURU Saptono, S.; Rustaman, N.Y.; -, Saefudin; Widodo, A.
Jurnal Pendidikan IPA Indonesia Vol 2, No 1 (2013): April 2013
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v2i1.2507

Abstract

Dalam studi ini dikembangkan model integrasi atribut asesmen formatif (IAAF) dalam pembelajaran Biologi Sel untuk mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa calon guru Biologi. Atribut asesmen formatif yang diintegrasikan adalah collaboration, self-assessment, peer-assessment, dan feedback & learning progression. Model yang dikembangkan mencakup pembelajaran interaktif, pembuatan bagan konsep, dan reviu artikel jurnal internasional. Dimensi yang diukur dalam studi ini adalah perkembangan kemampuan mahasiswa membuat bagan konsep, kemampuan mahasiswa melakukan reviu artikel, dan kemampuan penalaran dan berpikir analitik mahasiswa. Hasil studi mengindikasikan bahwa Model IAAF dapat mengembangkan kemampuan penalaran dan berpikir analitik mahasiswa. In this study developed a model of integration of formative assessment attributes (IAAF) in Cell Biology learning to develop reasoning skills and analytical thinking Biology student teachers. Attributes of formative assessment that  integrated is collaboration, self-assessment, peer-assessment, and feedback & learning progression. The model developed includes interactive learning, graphing concepts, and review articles of international journal. Dimensions measured in this study is the development of students’ ability to make a chart of concept, the ability of student conduct review of articles, and the ability to reason and think analytically students. The study results indicate that the IAAF model can develop reasoning skills and analytic thinking students.
Conceptual Change Texts to Improve Teachers’ Misconception at Verbal and Visual Representation on Heat Conduction Concept Anam, R. S.; Widodo, A.; Sopandi, W.
Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v16i2.20742

Abstract

Heat Conduction is a scientific concept that related to daily life. Learning about heat conduction is usually only discussed at the macroscopic level, whereas at the sub-microscopic level never be a concern from elementary students until to the teachers. This study aims to identify the effect of using Conceptual Change Text on the teacher's representation on the  heat conduction concept. A quasi-experimental method using a one-group pretest-posttest design was used in this study. The instrument was a diagnostic test, the data were analyzed from the comparison of participants' representations (5 elementary teachers) before and after treatment, the results showed that teacher representation was better after treatment. This research also reinforces that the representation of the sub-microscopic level is an important aspect of the learning process. Science learning needs to be developed and equipped up to the sub-microscopic level both verbal or visual to make science lessons more meaningful and easily understood by students.
Conceptual Change Texts to Improve Teachers’ Misconception at Verbal and Visual Representation on Heat Conduction Concept Anam, R. S.; Widodo, A.; Sopandi, W.
Jurnal Pendidikan Fisika Indonesia Vol 16, No 2 (2020)
Publisher : Department of Physics, Faculty of Mathematics and Natural Sciences

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v16i2.20742

Abstract

Heat Conduction is a scientific concept that related to daily life. Learning about heat conduction is usually only discussed at the macroscopic level, whereas at the sub-microscopic level never be a concern from elementary students until to the teachers. This study aims to identify the effect of using Conceptual Change Text on the teacher's representation on the  heat conduction concept. A quasi-experimental method using a one-group pretest-posttest design was used in this study. The instrument was a diagnostic test, the data were analyzed from the comparison of participants' representations (5 elementary teachers) before and after treatment, the results showed that teacher representation was better after treatment. This research also reinforces that the representation of the sub-microscopic level is an important aspect of the learning process. Science learning needs to be developed and equipped up to the sub-microscopic level both verbal or visual to make science lessons more meaningful and easily understood by students.
Promoting Students' Anticipatory Competency through the Rainwater Harvesting System Learning Project Lestari, N. A.; Widodo, A.; Eliyawati, E.
Journal of Science Education Research Vol. 8 No. 1 (2024): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v8i1.65787

Abstract

In response to the pressing global challenges of climate change and water scarcity, the education sector seeks innovative approaches to nurture students' anticipatory competency. This study aims to investigate the improvement of students' anticipatory competency through rainwater harvesting system learning project. The method used in this research was Quasi-Experimental with Non-Equivalent Control Group Design research design. The sample used was class VII students consisting of a control class and an experimental class of 20 students each. Data were collected both before and after learning to assess students' anticipatory competence. The results showed that there was the significant different on Anticipatory competency in the experimental class. This means that rainwater harvesting system learning project effect on students' anticipatory competency The study implies positive impacts of utilizing the rainwater harvesting system learning project on students' anticipatory abilities to shape a future generation ready to tackle clean water and proper sanitation issues.
Co-Authors Anam, R. S. B. Waldrip D. Herawati, D. Eliyawati, E. Lestari, N. A. N.Y. Rustaman S. Saptono Saefudin - W. Sopandi