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Cognitive Acceleration through Science Education (CASE) program: Accelerating students’ cognitive development Prabowo, Chandra Adi; Widodo, Wahyu
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 5, No 2 (2019): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i2.7024

As an intervention program developed to accelerate participant cognitive development, the effect of Cognitive Acceleration through Science Education (CASE) implementation in certain conditions needs to be clarified. This paper describes the effect of CASE program to the cognitive development of elementary students in Indonesia. The study used a mixed method sequential explanatory design with the quantitative data collection in the first phase by Scientific Reasoning Skill Tasks administered to all of participants both before and after intervention followed by collection of qualitative data in the second phase included interviews with the participants from both CASE and control groups. Participants of the study were 70 elementary school students (aged 10-12). After three months of intervention, students of CASE group showed higher mean gain (RGS mean= 4.4) compared to those of control group (mean RGS = 0.1). The qualitative data indicated that the CASE program also enhanced students’ motivation. Moreover, teachers who involved in the Teachers’ Professional Development (PD) Training Program developed more specific strategy to enhance student’ cognitive ability. In other words, the CASE program was a worthwhile intervention for elementary level students in Indonesian school.

Mengukur Tingkat Perkembangan Kognitif Siswa Sekolah Dasar dalam Bidang Sains menggunakan Tes Kemampuan Penalaran Ilmiah Prabowo, Chandra Adi; Widodo, Wahyu
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 15, No 1 (2018): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Studentsâ€™ scientific reasoning abilities are influenced by many factors. The aim of the study is to determine the relationship between elementary studentsâ€™ cognitive development with their gender, age, and academic achievement in science using Scientific Reasoning Skills Test. The subject of the study (N=140) were drawn from 5th and 6thgrade students of SDN Bareng 2 Malang. There were no significant relationship between studentsâ€™ cognitive developments and their age and genders, a relationship was found with academic achievement in science.

Students’ Concept Maps Profile on Environmental Pollution Material During the COVID-19 Pandemic Sunarni, Sunarni; Widoretno, Sri; Karyanto, Puguh; Sugiharto, Bowo; Dwiastuti, Sri; Prabowo, Chandra Adi
Jurnal Pendidikan Sains Vol 12, No 4: December 2024
Publisher : Sekolah Pascasarjana Universitas Negeri Malang (UM)

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The study investigates the performance of students in constructing Concept Maps (CM) related to environmental pollution material during the COVID-19 pandemic. The data reveals that the overall achievement in CM construction was suboptimal, with no component reaching more than half of its maximum potential. The highest achievement was recorded in the valid relationship component, which attained 9.75% of its maximum possible score. This was followed by the hierarchy component, achieving 7.34%, and the branching component at 3.42%. The pattern component ranked fourth with 1.31%, closely followed by the example component at 1.30%. The lowest performance was observed in the crosslink component, with an achievement of 0.00%. The analysis suggests that students struggled significantly with constructing comprehensive and complex CM, indicating a need for further instructional support. The low scores, particularly in critical components such as crosslinks and examples, highlight gaps in students’ ability to synthesize and analyze information, which are vital for developing more advanced CM. These findings point to the importance of enhancing students’ conceptual understanding and analytical skills to improve their learning outcomes, especially in the context of environmental pollution education during the challenges posed by the pandemic.DOI: 10.17977/jps.v12i42024p141

PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK DALAM PEMBELAJARAN IPA FASE D Asih, Chory; Prabowo, Chandra Adi; Ekowati, Evelyn
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v24i3.24304

21st century education emphasizes activities that actively involve students in their learning process. The result of observations that have been carried out show that the average indicator of student learning activeness in science learning is relatively low, which is 46,65%. The purpose of this research is to increase student activeness in science learning by implementing Project Based Learning (PjBL) model. This study is a classroom action research with 32 students of class VIIIE of SMPN 2 Jaten as a subjects. Data were obtained from observations, filling out questionnaires and documentation. The indicator of success in the research is increasing student learning activeness with a percentage of 80% or classified as active. The result of the research showed that student learning activeness increased from 65,28% (good) in cycle I to 85,38% (very good) in cycle II. The implementation of Project Based Learning (PjBL) model can increase student activity in phase D science learning by achieving a percentage of more than 80% in cycle II.

Peningkatan Pengetahuan dan Keterampilan STEM@Home bagi Guru-Guru Sains dan Biologi Ramli, Murni; Dwiastuti, Sri; Sugiharto, Bowo; Prayitno, Baskoro Adi; Mumpuni, Kistantia Elok; Prabowo, Chandra Adi; Putri, Dwika Sarnia; Majid, Alysa Nur Chasanah Alam; Rahayu, Ratna
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 7 No 2 (2023): Mei
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v7i2.10456

STEM (Science, Technology, Education, and Mathematics) adalah salah satu pendekatan pembelajaran sains terintegrasi yang bermanfaat untuk melatihkan problem solving skills dan keterampilan abad 21, serta menjadi salah satu model pembelajaran inovatif yang disarankan untuk diterapkan di kelas sains. Permasalahannya adalah kurangnya pengetahuan dan keterampilan guru tentang STEM, sehingga hampir tidak ada yang menerapkannya. Oleh karena itu tujuan dari kegiatan pengabdian ini adalah memberikan wawasan pengetahuan dan keterampilan kepada guru bagaimana mendesain dan menerapkan STEM, terutama pada masa pandemi. Mitra pada kegiatan pengabdian ini adalah guru-guru Biologi yang tergabung dalam Musyawarah Guru Mata Pelajaran Biologi Karanganyar, Jawa Tengah dan guru-guru Biologi anggota Persatuan Pendidik Biologi Indonesia Folia (PPBIF) cabang Jawa Tengah (N=53). Kegiatan ini berupa workshop yang dilaksanakan sebanyak 5 pertemuan secara online dengan tema: Pengantar STEM, Problem-based Learning dan Project-based Learning, STEM@Home, Desain STEM, dan Evaluasi STEM. Hasil pendampingan menunjukkan adanya peningkatan pengetahuan dan keterampilan guru dalam menyusun Desain STEM dan rencana pembelajarannya. Persepsi guru tentang STEM juga meningkat terkait dengan aspek-aspek yang perlu diperhatikan dalam penerapan STEM@Home pada masa pandemi. Diperlukan implementasi STEM lebih lanjut di kelas pembelajaran jarak jauh untuk melihat keefektifan pendampingan

PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK DALAM PEMBELAJARAN IPA FASE D Asih, Chory; Prabowo, Chandra Adi; Ekowati, Evelyn
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 24 No 3 (2024): Didaktis
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v24i3.24304

21st century education emphasizes activities that actively involve students in their learning process. The result of observations that have been carried out show that the average indicator of student learning activeness in science learning is relatively low, which is 46,65%. The purpose of this research is to increase student activeness in science learning by implementing Project Based Learning (PjBL) model. This study is a classroom action research with 32 students of class VIIIE of SMPN 2 Jaten as a subjects. Data were obtained from observations, filling out questionnaires and documentation. The indicator of success in the research is increasing student learning activeness with a percentage of 80% or classified as active. The result of the research showed that student learning activeness increased from 65,28% (good) in cycle I to 85,38% (very good) in cycle II. The implementation of Project Based Learning (PjBL) model can increase student activity in phase D science learning by achieving a percentage of more than 80% in cycle II.

Instructional Concept Map Techniques in the Planning Stage– Project Based Learning on Student Argumentation Skills Puspitasari, Rizki Putri; Widoretno, Sri; Sugiharto, Bowo; Dwiastuti, Sri; Prabowo, Chandra Adi
JURNAL BIOEDUKATIKA Vol. 10 No. 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i3.24719

Argumentation skill is one of the characteristics of HOTS (Higher Order Thinking Skill) that students need in learning. This study aims to identify the effect of applying the concept map instructional technique at the planning an investigation stage of PjBL on students’ argumentation skills. The study used a quasi-experimental research design with a posttest-only nonequivalent group design. The subject of the study is the tenth grade students of Senior High School (SHS). There were 72 students. The research instrument uses 11 numbered argumentative questions in the form of multiple-choice true-false reasoned questions that match the argumentation component. Data analysis used quantitative analysis based on posttest scores. The results showed that the significance value of the t-test on the argumentation skill score was 0.000, meaning that the significance value was <0.05, so it can be stated that there was an effect of applying the concept map instructional technique in the planning and investigation stage in the PjBL model on students’ argumentation skills.

Transformasi metode pembelajaran melalui pendampingan Active Learning bagi guru MTsN 3 Magetan Prayitno, Baskoro Adi; Widoretno, Sri; Sugiharto, Bowo; Prabowo, Chandra Adi; Dwiastuti, Sri
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.23911

Active Learning is an educational approach that encourages students to actively participate in the learning-teaching process, promoting deep understanding and increasing student engagement in the classroom. Facing challenges in student-centered learning, MTsN 3 Magetan implemented training and mentoring in active learning to enhance student engagement and teacher creativity. This training, attended by 44 teachers from March to October 2023, employed blended learning methods and covered aspects such as active learning theory, literacy, and numeracy. Evaluations through pre-tests and post-tests demonstrated significant improvements in teachers’ understanding and skills. The pre-test showed an average understanding of 65%, which increased to 87% in the post-test. This active learning approach encouraged students to actively engage in the learning process, enhancing their analytical and critical skills, while teachers became more effective in designing and managing actively involved learning activities. The training contributed to improved learning effectiveness at MTsN 3 Magetan by increasing student motivation and participation, as well as teacher creativity in designing interactive learning experiences.

Keterampilan Proses Sains Siswa SMA Negeri 4 Sidoarjo Prabowo, Chandra Adi; Ibrohim, I; Saptasari, Murni
Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2016: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.115 KB)

Pembelajaran abad 21 bertujuan mempersiapkan siswa agar mampu memecahkan berbagai permasalahan yang terjadi pada masa yang akan datang. Pembelajaran abad 21 menuntut siswa untuk menjadi pelajar aktif (active learners). Dalam konteks pembelajaran sains, pembelajaran berorientasi untuk mengembangkan keterampilan siswa dalam mendapatkan dan mengolah informasi melalui pola berpikir yang sistematis. Siswa dituntut untuk memiliki keterampilan terintegrasi dalam melakukan proses sains seperti mengidentifikasi variabel, menafsirkan data, merumuskan hipotesis, mendefinisikan secara operasional, dan melakukan percobaan. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains terintegrasi siswa kelas X SMA Negeri 4 Sidoarjo. Subjek penelitian ini adalah siswa jurusan MIA kelas X SMA Negeri 4 Sidoarjo yang berjumlah 229 siswa. Keterampilan proses sains diukur dengan menggunakan tes keterampilan proses sains terintegrasi yang meliputi lima aspek keterampilan proses sains terintegrasi. Hasil analisis keterampilan proses sains siswa menunjukkan pencapaian keterampilan proses sains siswa masih tergolong rendah dan perlu untuk ditingkatkan.

Teknik Instruksional Concept Map di Tahap Deciding - Project Based Learning terhadap Keterampilan Argumentasi Siswa Rakhmatdi, Rakhmatdi; Widoretno, Sri; Ariyanto, Joko; Sugiharto, Bowo; Dwiastuti, Sri; Prabowo, Chandra Adi
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3157

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage â€“ project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding â€“ project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations

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