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DESKRIPSI PEMBELAJARAN BIOLOGI DI KELAS VII SMPN 2 KUBUNG KABUPATEN SOLOK Ferwati, Wita; Anhar, Azwir; F, Farida
Kolaboratif Vol 2, No 1 (2014): Jurnal Pendidikan Biologi Kolaboratif
Publisher : Kolaboratif

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One of the problem faced in education is the ineffective learning process yet learning included lesson plan design, teaching and learning process and assessment done by teachers is not effective yet. The purpose of this research is to know the biology learning process in SMPN 2 Kubung Kabupaten Solok that covers planning, implementation and evaluation .Based on finding of the research, it is known that biology learning process in SMPN 2 Kubung Kabupaten Solok: (a) lesson plan designed by teacher in term of content the format of the leaning purpose was not arranged based on ABCD format. The teaching material and time allocation ware not elaborated completely; (b) teaching and learning process was seen from both teacher and students aspect. The teaching process done by teacher was not based on Permendiknas No. 41. year 2007, paedogogic and profesional competence did not implement well teaching skill was not good and the teacher less motivated the students; (c) the assessment done by the teacher was only in cognitive domain while affective and physycomotor were not done by teacher in all meetings.

Comparison of student’s learning outcomes using mind map with Concet Mapping in Cooperative Learning Type Of Think Pair Share (TPS) For Animalia Material wita ferwati
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

This research was conducted to find solutions in biology learning which tend to have quite dense and rotematerial and contain Latin that students must understand, one of which is the Animalia subject in class X.So that students can be actively involved and help students take notes. to make it easier to rememberinformation. So the solution offered is to use a Think Pair Share (TPS) cooperative learning model usinga Mind Map (mind map) and Concept Mapping (concept map). The purpose of this study was todetermine the difference in student learning outcomes using Mind Map with students using ConceptMapping in Think Pair Share (TPS) cooperative learning with Animalia material at SMA Negeri 1 RantauUtara.This research includes experimental research. The population in this study were students of class XSMA N 1 Rantau Utara, who were enrolled in the 2021/2022 school year. The sample in this study wasclass X3 as the experimental class I with 37 students and class X5 as the experimental class II with 36students. The data analysis technique was using the t-test, based on the results of the final test dataanalysis, the results of this study were the average learning outcomes of Biology Experiment Class Iwhich were treated in the form of implementing a Think Pair Share (TPS) cooperative learning modelusing a Mind map (mind map). good compared to the Experiment II class which was treated in the formof applying the TPS type cooperative learning model using Concept Mapping (Concept Map).

Learning models and media used by lecturers at labuhanbatu al washliyah university and al bukhary school of tarbiyah science (stita) labuhanbatu north sumatra during the covid-19 pandemic and new normal wita ferwati; Fitri Endang Srimulat; Shabrina Rasyid Munthe; Dwina Putri
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 2 (2022): November: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v13i2.3341

The research aims to describe and analyze the learning media used at two universities located in Rantauprapat City during the pandemic and New Normal, namely at Al Washliyah Labuhanbatu University and Tarbiyah Al Bukhary School of Science (STITA) Labuhanbatu, North Sumatra. This research method is a qualitative descriptive method for respondents in this study, lecturers at Al Washliyah Labuhanbatu University, and lecturers who teach at the Tarbiyah Al Bukhary College of Science (STITA) Labuhanbatu, North Sumatra. Data collection techniques in this study were carried out using questionnaires and interviews with lecturers who teach at two universities in the city of Rantauprapat. Based on data processing, it was concluded that the results of the study showed that the learning model used was Online during Covid-19 and the Blended Learning learning model, a Learning project, during the New Normal period. Teaching lecturers use learning media and remote communication media using Google Meet, Google Classroom, zoom, and WhatsApp. Based on the results of interviews with lecturers at Al Washliyah Labuhanbatu University and lecturers who teach at the Tarbiyah Al Bukhary College of Science (STITA) stated that the difficulties experienced during the pandemic and the New Normal in the learning process were internet access, lecturer skills in using media and creating media e-learning based.

Pengaruh Model Talking Stick Terhadap Hasil Belajar Biologi Wita Ferwati
Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Vol. 3 No. 2: Vol III. Edisi II
Publisher : Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains

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Penelitian ini bertujuan untuk mengetahui pengaruh hasil belajar biologi dengan menggunakan modelpembelajaran talking stick. Jenis Penelitian ini adalah quasi eksperimen. Populasi dalam penelitian ini adalah seluruhsiswa kelas XI SMA Negeri 1 Bilah Barat. Sampel dalam penelitian terdiri dua kelas yaitu kelas XI MIA-1 dan XI MIA-2ditentukan dengan teknik cluster random sampling. Kelas eksperimen adalah kelas XI MIA-1 diajarkan dengan modelpembelajaran talking stick dan kelas kontrol yaitu XI MIA-2 dengan pembelajaran konvensional. Data yang digunakandalam penelitian ini berupa pilihan berganda yang telah divalidkan oleh validator. Hasil penelitian ini menunjukkanbahwa terjadi peningkatan hasil belajar yang dilihat dari nilai rata-rata ulangan harian (UH). Rata-rata Hasil ulanganharian biologi pada kelas Eksperimen yaitu 83,67. Sedangkan di kelas kontrol Rata-rata Hasil ulangan harian biologiyakni 55,67. Sehingga dapat disimpulkan model pembelajaran talking stick dapat meningkatkan hasil belajar biologi.

The influence of blended learning-based learning model in invertebrate animal taxonomy course on learning outcomes wita ferwati; Shabrina Rasyid Munthe
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 6 (2023): July: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v13i6.3886

Blended Learning brings a paradigm shift in education, both for students and educators. This research will help identify the challenges and opportunities associated with implementing Blended Learning, so that it can be better adopted and adapted to enhance learning in the future. This study aims to determine the effect of the blended learning-based learning model on learning outcomes in the Invertebrate Animal Taxonomy course in semester 2 students of the biology education study program for the 2022/2023 academic year. The research method in this study was a quasi-experimental method, taking samples using a simple random sampling technique. The sample of this research was students in semester 2 of class A as an experimental class who were treated with a learning model based on blended learning and students in semester 2 of class B were given a conventional approach. The results of the research in this study are the learning outcomes of the Experiment class of 84 and the Control class of 70. The results of the t-test in this study obtained a tcount of 2.99 and table at a significant level of 5% of 2.00, then tcount > ttable based on this shows that the Blended Learning-Based Learning model influences student learning outcomes in the Invertebrate Animal Taxonomy course.

Systematic review of literature: Advantages and challenges in implementing the Project-Based Learning (PjBL) Wita Ferwati; Agus Junaidi; Efendi Napitupulu; Abdul Hamid
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 14 No 2 (2023): November: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v14i2.4453

This research aims to explore the advantages and challenges of the Project Based Learning (PJBL) learning model in developing higher-order thinking skills among students. This research uses the Systematic Literature Review (SLR) method. This research analyzes search results originating from the Scopus, Erics, and Google Scholar databases, spanning the last 10 years. The limitation of this research is that the articles used consist of a period of 10 years. It is hoped that in future research the data can be further improved. Based on the article data that was searched, 10 articles were taken which were used as study material. The results of the analysis of the review of this article can draw conclusions and findings that the learning model (PjBL) has the following advantages: 1) can increase student motivation and involvement in the learning process, 2) develop real skills, 3) increase learning outcomes and collaboration and communication skills, critical thinking, and creative thinking; 4) active and student-centered learning. Meanwhile, the weaknesses of the Project Learning Model (PJBL) are: 1) implementing PjBL the teacher must prepare a project that will be used in learning so it requires a lot of time; 2) This PjBL requires complete facilities to be implemented well so several schools have limited resources; 3) in implementing PjBL, it is difficult to involve all students in group work because not all students are active; 4) the costs of implementing PjBL require a lot of money so the use of this PjBL learning model needs to be considered.

DESKRIPSI PENGGUNAAN MIND MAP PADA MATA KULIAH ILMU GIZI Wita Ferwati
REKOGNISI : Jurnal Pendidikan dan Kependidikan Vol 3 No 2 (2018)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Nahdlatul Ulama Sumatera Utara

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The purpose of this research is to now: (1) describing the use of mind map in nutritional science courses (2) describing the activities in learning process. Research methods used is descriptive method. The populations is student were taking courses in nutritional science of July to December 2018. The sample is the entire population totaling 15 people. data collection technique is interviews, observation and documentation. Data processed deskriptif. The results showed that the mind map can be increase student learning activities including: a) increased student activity in expressing opinions from 49% increased to 64%, b) increased ability in explaining from 51% to 72%, c) presenting discussion results from 53% to 69%, d) commenting and responding in discussions the group increased from 49% to 72%, e) corrected errors / shortcomings in the discussion process increased from 53% to 75%, f) concluded the subject matter with his own opinion increased from 48% to 76%, and from the results of interviews with

PANDANGAN MAHASISWA BIOLOGI TERHADAP PENGGUNAAN METODE FIELD TRIP DALAM MATA KULIAH ENTOMOLOGI Wita Ferwati
REKOGNISI : Jurnal Pendidikan dan Kependidikan Vol 4 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Nahdlatul Ulama Sumatera Utara

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Entomology is a subject that studies about insects, so that students better understand the lecture material properly so we need to use the field trip method. The purpose of this research is to know the views of students biology for the use of the field trip method in the Entomology course. The research method used is descriptive. The population in this study were students who took the Entomology subject in even Semester 2018/2019 academic year totaling 14 students. Field trip was carried out in Kampung Sawah of Sampuran, Labuhan Batu, Rantau Prapat, North Sumatra, a forest area with rivers and waterfalls. The data collection technique was interviewed, and the data questionnaire was processed descriptively. The research results of students state that; a) strongly agree that learning activities using the field trip can increase knowledge and more understandable material as much as 86%; b) strongly agree that learning activities can increase interest by 71%; c) strongly agree that learning activities are more attractive by 79%; d) strongly agree that learning activities are not boring by 100%; e) strongly agree that learning activities are more fun as much as 100%; f) strongly agree that learning activities can foster a sense of concern for the environment by 79%; g) strongly agree that learning activities increase motivation by 80%.

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