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Implementation of ecopreneurship-oriented project-based learning (pbl) to improve the entrepreneurial spirit and student learning outcomes Ana Rokhmawati; Puji Savvy Dian Faizati
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 6 No 02 (2021): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, IKIP Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v6i02.894

The Environmental Knowledge course is a compulsory subject for STKIP PGRI Lumajang students. The value of student learning outcomes in this subject is low. In addition, based on the results of the questionnaire, it is known that the entrepreneurial spirit of students is low. The objective of this research is to improve the entrepreneurial spirit and student learning outcomes through ecopreneurship-oriented project-based learning. This type of research is classroom action research. The subjects in this research were students of Mathematics Education STKIP PGRI Lumajang class 2019. The research instrument used was an entrepreneurial spirit observation sheet with a rating scale and cognitive learning outcomes test questions. There are 13 test questions in this research. Data collection techniques using observation and tests. Based on the results of the research showed that the entrepreneurial spirit of students in the first cycle was 77.24 and in the second cycle was 83.90. Student learning outcomes in the first cycle of 73.96 and the second cycle of 80.54. This shows that the implementation of ecopreneurship-oriented project-based learning improves the entrepreneurial spirit and student learning outcomes of STKIP PGRI Lumajang in the Environmental Knowledge course.

Pengembangan E-LKM Metodologi Penelitian Pendidikan Berbasis Team Based Project Di STKIP PGRI Lumajang Ana Rokhmawati
Jurnal Pendidikan dan Konseling (JPDK) Vol. 5 No. 1 (2023): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v5i1.13090

Model pembelajaran Team Based Project merupakan model pembelajaran yang dapat mengembangkan keterampilan mahasiswa dalam menghadapi tantangan dalam abad 21 yaitu keterampilan berpikir kritis dan menyelesaikan masalah, keterampilan berpikir kreatif, keterampilan berkomunikasi, keterampilan bekerja sama. Berdasarkan hasil observasi pada matakuliah Metodologi Penelitian Pendidikan di STKIP PGRI Lumajang diketahui bahwa belum ada Lembar Kerja Mahasiswa (LKM) yang dapat memfasilitasi mahasiswa untuk mengembangkan keterampilan dalam menghadapi abad 21. Tujuan penelitian ini yaitu menghasilkan produk berupa LKM elektronik (e-LKM) berbasis Team Based Project. Metode penelitian ini adalah penelitian pengembangan dengan model pengembangan 4-D yang terdiri dari empat tahap pengembangan yaitu define, design, develop, dan disseminate. Pada penelitian ini dilakukan sampai tahap develop. Teknik pengumpulan data menggunakan lembar validasi dari penilaian ahli, dan tes hasil belajar kognitif mahasiswa (pretest dan posttest). Hasil penelitian ini menunjukkan e-LKM berbasis Team Based Project yang dikembangkan valid dan cukup efektif. Hal ini terlihat berdasarkan analisis hasil validasi para ahli yaitu persentase skor perolehan rata-rata validasi ahli sebesar 88,27% dengan kategori layak dan tidak perlu revisi. Setelah validasi oleh para ahli dilakukan uji coba pengembangan dengan hasil N-gain score sebesar 0,57 dengan kategori sedang atau dalam bentuk persentase sebesar 57,66% dengan kategori cukup efektif.

Commognitive Kesalahan Mahasiswa Melalui Aktivitas Diskusi dalam Menyelesaikan Soal Cerita Agustin, Devi Rahayu; Rokhmawati, Ana
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2023): Jurnal Derivat (Desember 2023)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jderivat.v10i3.5061

Describing students’ cognitive errors in solving binomial problems using calculations and minitab. This type of research uses descriptive qualitative with the research subjects, which were 17 Mathematics Education Class 2020A students at one of the Private Universities (PTS) in Lumajang Regency. The results obtained are the ability of students with research instruments in the form of math ability test sheets, group assignment sheets, recording tools. The results of cognitive errors obtained from the high category in the form of word usage errors such as incomplete in writing known. Narrative errors such as not writing concepts in calculations. Visual mediator errors caused by low understanding of binomial concepts. Next, the errors made by the medium and low categories are the same. The errors are in the form of word usage errors such as errors in translating language in story problems and incomplete in writing known. Narrative errors such as not writing the concept of binomial in the calculation. Routine errors such as errors in calculations caused by incorrect previous steps and not writing conclusions. Keywords: Comognitive Error; Discussion Activity; Story Problem; Binomial

Pelatihan dan Pendampingan Lesson Study Melalui Model Pembelajaran Project-Based Learning Pada Guru SMP Gucialit Ana Rokhmawati; Devi Rahayu Agustin; Naily Rizqi Amaliyah
Jurnal Pengabdian Masyarakat Waradin Vol. 5 No. 1 (2025): Jurnal Pengabdian Masyarakat Waradin
Publisher : Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/wrd.v5i1.474

At SMP Negeri 2 Gucialit, teachers have difficulty designing and implementing learning models that can develop students to have skills in critical thinking and problem solving, creative thinking skills, communication skills, and collaboration skills. The aim of this community service is to expand understanding of concepts and improve the skills of Junior High School teachers in designing project-based learning through lesson study. The method used in community service consists of three stages, namely preparation, implementation and evaluation. In the preparation stage, field survey activities and coordination with service partners were carried out. At the implementation stage, material is provided, practice is carried out in developing project-based learning teaching modules through lesson study and discussion. At the evaluation stage, an assessment of the results of the activities was carried out using a questionnaire distributed to participants by the community service team. Based on the results of the questionnaire, it shows that the percentage of answers achieved was 59.3% strongly agree with the benefits of this activity, 37% agree, 3.7% neutral, and there were no answers strongly disagree or disagree. This shows that this service activity increases the understanding of the concepts and skills of Junior High School teachers in designing project-based learning through lesson study. Apart from that, this community service activity produces project-based learning teaching module products and aquascape learning media.

Pelatihan dan Pendampingan Pembelajaran STEM-PjBL dengan Media Pembelajaran Edukit Ana Rokhmawati; Lukman Jakfar Shodiq; Naily Rizqi Amaliyah
SEWAGATI: Jurnal Pengabdian Masyarakat Indonesia Vol. 4 No. 4 (2025): Desember: Jurnal Pengabdian Masyarakat Indonesia
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/sewagati.v4i4.3325

STEM learning is highly engaging, but many high school biology teachers in Lumajang Regency are still confused about how to implement it in biology lessons. The goal of this community service project is to expand the understanding of concepts and enhance the skills of high school biology teachers in designing STEM-PjBL (Project-based Learning) lessons. The project consists of three stages: preparation, implementation, and evaluation. In the preparation stage, field surveys and coordination with partners were conducted. In the implementation stage, materials on STEM-PjBL were provided, followed by hands-on practice in developing teaching tools and interactive discussions. In the evaluation stage, pre-tests and post-tests were used to assess participants' knowledge. The analysis of pre-test and post-test results showed a 2.29% increase in the knowledge of biology teachers in Lumajang Regency about STEM-PjBL learning. While the teachers' knowledge was quite good, they still need a deeper understanding of the application of STEM-PjBL. Additionally, this community service resulted in the development of educational media, such as a biocomposter edukit and aquaponic edukit, which can be sustainably used for school-based learning activities.

Commognitive Kesalahan Mahasiswa Melalui Aktivitas Diskusi dalam Menyelesaikan Soal Cerita Agustin, Devi Rahayu; Rokhmawati, Ana
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2023): Jurnal Derivat (Desember 2023)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jderivat.v10i3.5061

Describing students’ cognitive errors in solving binomial problems using calculations and minitab. This type of research uses descriptive qualitative with the research subjects, which were 17 Mathematics Education Class 2020A students at one of the Private Universities (PTS) in Lumajang Regency. The results obtained are the ability of students with research instruments in the form of math ability test sheets, group assignment sheets, recording tools. The results of cognitive errors obtained from the high category in the form of word usage errors such as incomplete in writing known. Narrative errors such as not writing concepts in calculations. Visual mediator errors caused by low understanding of binomial concepts. Next, the errors made by the medium and low categories are the same. The errors are in the form of word usage errors such as errors in translating language in story problems and incomplete in writing known. Narrative errors such as not writing the concept of binomial in the calculation. Routine errors such as errors in calculations caused by incorrect previous steps and not writing conclusions. Keywords: Comognitive Error; Discussion Activity; Story Problem; Binomial

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