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All Journal JINOP (Jurnal Inovasi Pembelajaran) Bioma : Jurnal Biologi dan Pembelajaran Biologi Al-Ta'lim ACADEMIA: Jurnal Inovasi Riset Akademik Jurnal Pendidikan Terapan
Roro Eko Susetyorini
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Education Social Sciences Other

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Peningkatan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Biologi UMM Melalui Lesson Study Wahyuni, Sri; Susetyorini, Roro Eko; Latifa, Roimil
JINoP (Jurnal Inovasi Pembelajaran) Vol 1, No 2 (2015): November 2015
Publisher : Lecturer at the Faculty of Education, University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (70.7 KB) | DOI: 10.22219/jinop.v1i2.2571

Abstract

ABSTRAKPenelitian ini bertujuan mendiskripsikan peningkatan kemampuan berpikir kritis mahasiswa melalui kegiatan lesson study  serta menemukan Best Practices pembelajaran melalui pelaksanaan lesson study. Metode penelitian ini adalah diskriptif dengan menerapkan  lesson study dengan langkah Plan-Do-See (4 Siklus). Lesson Study dilakukan oleh kelompok dosen Prodi Pendidikan Biologi UMM, pada matakuliah Mikrotehnik dan Embriologi dengan menerapkan pembelajaran proyek dan Two Stay Three Stray pada mahasiswa Semester VI Angkatan 2011. Subyek penelitian mahasiswa program studi pendidikan biologi sem  VI yang berjumlah 30 orang pada tahun ajaran 2013-2014 yang menempuh matakuliah mikroteknik dan embriologi. Parameter kemampuan berfikir kritis meliputi:kejelasan (clarity), tingkat akurasi (accuracy) presisi (precision), relevansi (relevance), logika berpikir yang digunakan (logic), keluasan sudut pandang (breadth) kedalaman berpikir (depth), kejujuran (honesty)tetap, kelengkapan informasi information) dan bagaimana implikasi dari solusi yang dikemukakan (implication).Kesimpulan penelitian ini adalah penerapan pembelajaran proyek pada matakuliah Mikroteknik dapat meningkatkan kemampuan berfikir kritis sebesar 18,5%. Sedangkan penerapan pembelajaran Two Stay Three Stray pada matakuliah Embriologi dapat meningkatkan berfikir kritis sebesar 15%. Best practices Kegiatan Lesson Study di Prodi Pendidikan Biologi Universitas Muhammadiyah Malang adalah adanya kekompakan dan semangat kerja tim dosen dan mahasiswa dalam pemecahan masalah pada matakuliah Mikroteknik dan Embriologi, serta adanya perubahan paradigma pada diri dosen dari teaching menjadi learning. Kata kunci: Lesson study, Kemampuan berfikir kritis, Pembelajaran inovatif  (Pembelajaran Proyek, Two Stay-Two Stray)
Peningkatan Kemampuan Berpikir Kritis Mahasiswa Pendidikan Biologi UMM Melalui Lesson Study Sri Wahyuni; Roro Eko Susetyorini; Roimil Latifa
JINoP (Jurnal Inovasi Pembelajaran) Vol. 1 No. 2 (2015): November 2015
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v1i2.2571

Abstract

ABSTRAKPenelitian ini bertujuan mendiskripsikan peningkatan kemampuan berpikir kritis mahasiswa melalui kegiatan lesson study  serta menemukan Best Practices pembelajaran melalui pelaksanaan lesson study. Metode penelitian ini adalah diskriptif dengan menerapkan  lesson study dengan langkah Plan-Do-See (4 Siklus). Lesson Study dilakukan oleh kelompok dosen Prodi Pendidikan Biologi UMM, pada matakuliah Mikrotehnik dan Embriologi dengan menerapkan pembelajaran proyek dan Two Stay Three Stray pada mahasiswa Semester VI Angkatan 2011. Subyek penelitian mahasiswa program studi pendidikan biologi sem  VI yang berjumlah 30 orang pada tahun ajaran 2013-2014 yang menempuh matakuliah mikroteknik dan embriologi. Parameter kemampuan berfikir kritis meliputi:kejelasan (clarity), tingkat akurasi (accuracy) presisi (precision), relevansi (relevance), logika berpikir yang digunakan (logic), keluasan sudut pandang (breadth) kedalaman berpikir (depth), kejujuran (honesty)tetap, kelengkapan informasi information) dan bagaimana implikasi dari solusi yang dikemukakan (implication).Kesimpulan penelitian ini adalah penerapan pembelajaran proyek pada matakuliah Mikroteknik dapat meningkatkan kemampuan berfikir kritis sebesar 18,5%. Sedangkan penerapan pembelajaran Two Stay Three Stray pada matakuliah Embriologi dapat meningkatkan berfikir kritis sebesar 15%. Best practices Kegiatan Lesson Study di Prodi Pendidikan Biologi Universitas Muhammadiyah Malang adalah adanya kekompakan dan semangat kerja tim dosen dan mahasiswa dalam pemecahan masalah pada matakuliah Mikroteknik dan Embriologi, serta adanya perubahan paradigma pada diri dosen dari teaching menjadi learning. Kata kunci: Lesson study, Kemampuan berfikir kritis, Pembelajaran inovatif  (Pembelajaran Proyek, Two Stay-Two Stray)
Pengaruh Berbagai Konsentrasi Ekstrak Daun Jasminum sambac L. terhadap Diameter Zona Hambat Propionibacterium acnes Indah Ulfatur Rohimah; Rr. Eko Susetyorini; Husamah Husamah
BIOMA Vol 6, No 2 (2021): BIOMA: JURNAL BIOLOGI DAN PEMBELAJARAN BIOLOGI
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/bioma.v6i2.4305

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh berbagai konsentrasi ekstrak daun melati putih (Jasminum sambac L.) terhadap diameter zona hambat Propionibacterium acnes penyebab jerawat dan untuk mengetahui hasil kajian teoritis. Metode penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian True Experimental Research dengan desain penelitian the post test only control group. Hasil penelitian didapatkan yaitu konsentrasi 25µg/ml diameter zona hambat (M) = 10,34 mm, konsentrasi diameter zona hambat 50µg/ml (M) = 2,36 mm, konsentrasi 100µg/ml diameter zona hambat (M) = 9,75 mm, konsentrasi 250µg/ml diameter zona hambat (M) =  8,14 mm, konsentrasi 500µg/ml diameter zona hambat (M) = 10,95 mm, klindamisin diameter zona hambat (M) =  28,55 mm, dan perlakuan kontrol negatif aquades tidak terbentuk zona bening
Implementation School Quality Management Based School Culture and Student Quality Assurance in Primary Education Ali Efendi; Rr. Eko Susetyorini; Yus Cholily; M. Syaifuddin
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1131

Abstract

Improving the quality of basic education requires not only effective management practices but also the integration of cultural and spiritual dimensions that support holistic student development. However, previous studies have generally examined school quality management, school culture, and quality assurance separately, with limited attention to their integration within Islamic basic education. This study aimed to analyze the implementation of school quality management based on school culture and student quality assurance at Al Falah Darussalam Primary and Secondary Schools, Indonesia, and to propose a conceptual model integrating these dimensions. A qualitative case study approach was employed, involving two principals, four teachers, two students, one parent representative, and administrative staff selected purposively. Data were collected through in-depth interviews, participant observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that quality management was implemented through four interconnected dimensions: Intention, Effort, Evaluation, and Trust. These dimensions integrate Islamic values with contemporary quality management principles and emphasize continuous improvement, shared responsibility, reflective evaluation, and trust among educational stakeholders. The model is grounded in the Islamic concepts of tarbiyah, ta'dib, and muhasabah, which emphasize holistic development, character formation, discipline, and continuous self-evaluation. The proposed Intention, Effort, Evaluation, and Trust Quality Assurance Model contributes theoretically to Islamic educational management by integrating school culture, quality management, and student quality assurance into a unified framework. Practically, the model provides schools with a culturally and spiritually responsive approach to strengthening educational quality, student character, stakeholder engagement, and sustainable quality improvement within Islamic basic education.
INTEGRATING OIDDE-BASED CONTEXTUAL MODULES INTO VIRUS INSTRUCTION: EFFECTS ON CONCEPTUAL UNDERSTANDING AND STUDENT ENGAGEMENT IN SECONDARY BIOLOGY EDUCATION Eka Bintarawati; Rr. Eko Susetyorini; Abdulkadir Rahardjanto; Atok Miftachul Hudha; Husamah Husamah
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.12770

Abstract

This research is motivated by the high demands for student-centered learning in the 21st century, while the teaching of viruses at the secondary school level is still dominated by conventional memorization-oriented methods without linking abstract concepts to contextual scientific problems. The focus of this research problem is directed at testing the effectiveness of a contextual teaching module based on the OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) model on improving students' conceptual understanding. Using a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group design, the research's key stages were carried out in a structured manner through purposive sampling involving 70 10th-grade students at SMAN 2 Sampit. The experimental group received instruction using the OIDDE-based module, while the control group received conventional instruction. Quantitative data were collected using a multiple-choice test and analyzed inferentially through ANCOVA, N-Gain scores, and Cohen's d. The research findings showed that the experimental group achieved an average post-test score of 87.00, significantly exceeding the control group, which scored 73.86 based on the ANCOVA analysis (p < 0.05). The learning improvement was categorized as moderate, with an N-Gain value of 0.6466 and a Cohen's d effect size of 2.916, which is considered very strong. The main conclusion confirms that the integration of OIDDE-based contextual modules has proven effective and significantly improves students' conceptual understanding in teaching viruses. ABSTRAK Penelitian ini dilatarbelakangi oleh tingginya tuntutan pembelajaran berpusat pada siswa di era abad ke-21, sementara pengajaran materi virus di tingkat sekolah menengah masih didominasi metode konvensional berorientasi hafalan tanpa mengaitkan konsep abstrak dengan masalah ilmiah kontekstual. Fokus masalah riset ini diarahkan pada pengujian efektivitas modul ajar kontekstual berbasis model OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) terhadap peningkatan pemahaman konseptual para siswa. Menggunakan pendekatan kuantitatif dengan desain eksperimen semu berbentuk pretest-posttest control group design, tahapan penting penelitian dijalankan secara terstruktur melalui purposive sampling yang melibatkan 70 siswa kelas X di SMAN 2 Sampit. Kelompok eksperimen mendapatkan pengajaran memanfaatkan modul berbasis OIDDE, sedangkan kelompok kontrol menerima instruksi konvensional. Data kuantitatif dihimpun menggunakan tes pilihan ganda yang dianalisis secara inferensial melalui uji ANCOVA, skor N-Gain, dan Cohen’s d. Temuan penelitian menunjukkan bahwa kelompok eksperimen meraih skor rata-rata pascatest sebesar 87,00, secara signifikan melampaui kelompok kontrol yang memperoleh skor 73,86 berdasarkan hasil analisis ANCOVA (p < 0,05). Peningkatan pembelajaran berada pada kategori sedang dengan nilai N-Gain sebesar 0,6466 serta ukuran efek Cohen’s d sebesar 2,916 yang tergolong sangat kuat. Simpulan utama menegaskan bahwa integrasi modul kontekstual berbasis OIDDE terbukti efektif dan signifikan meningkatkan pemahaman konseptual peserta didik pada pengajaran materi virus.    
Implementation of STEAM-Based Educational Games and Changes in Elementary School Students’ Learning Interest in South Central Timor Beti Istanti Suwandayani; Rr. Eko Susetyorini; Yus Mohammad Cholily; Baiduri Baiduri; Arina Restian; Kuncahyono Kuncahyono; Roimil Latifah
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1490

Abstract

Purpose: This study examined changes in elementary school students’ interest in learning Mathematics and Science following the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based educational games in South Central Timor. Methods: This study employed a quantitative pre-experimental one-group pretest–posttest design. The participants comprised 90 students from grades I–VI at SD Inpres Besaloka, selected through total sampling. The intervention was implemented during two learning sessions. Data were collected using a five-point Likert-scale questionnaire measuring attention, interest, enjoyment, involvement, and willingness to participate in learning. Content validity was assessed through expert judgment, while instrument reliability was examined using Cronbach’s alpha. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test at a significance level of .05. Findings: Students’ mean learning-interest score increased from 65.42 (SD = 8.12) before the intervention to 84.78 (SD = 6.45) after the intervention, representing a mean difference of 19.36 points. The paired-samples t-test indicated a statistically significant difference between the pretest and posttest scores, t(89) = 18.74, p < .001. The magnitude of the difference was large, Cohen’s dz = 1.98. These findings indicate that students demonstrated higher learning-interest scores following the implementation of STEAM-based educational games. Research Implications: STEAM-based educational games may provide a relevant instructional alternative for supporting students’ interest in learning Mathematics and Science, particularly in resource-limited elementary school contexts. However, because this study employed a one-group pretest–posttest design without a control group, the observed changes cannot be attributed exclusively to the intervention. Further research should employ controlled experimental designs, longer intervention periods, and systematic observational measures. Originality: This study provides context-specific evidence regarding the implementation of STEAM-based educational games among elementary school students in a resource-limited region of Indonesia.
Co-Authors Abdulkadir Rahardjanto Ali Efendi Arina Restian Atok Miftachul Hudha Baiduri Baiduri Eka Bintarawati Husamah Husamah Indah Ulfatur Rohimah Kuncahyono Kuncahyono M. Syaifuddin Roimil Latifa Roimil Latifah Sri Wahyuni Sri Wahyuni Suwandayani, Beti Istanti Yus Cholily Yus Mohammad Cholily