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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Pendidikan Biologi Indonesia SUSTINERE: Journal of Environment and Sustainability SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi KACANEGARA Jurnal Pengabdian pada Masyarakat JURNAL EDUCATION AND DEVELOPMENT SAP (Susunan Artikel Pendidikan) Jenius: Journal Education Policy and Elementary Education Issues Indonesian journal of teaching and learning Jurnal Edukasi Biologi
Amining Rahmasiwi
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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LITERASI INFORMASI MAHASISWA CALON GURU ANAK USIA DINI TAHUN KEEMPAT DI UNIVERSITAS ISLAM NEGERI RADEN MAS SAID SURAKARTA Rahmasiwi, Amining
Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 12, No 1 (2023): Januari 2023
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jppk.v12i1.61483

Abstract

The explosion of information in the information and digital era requires every human being to have mastery of information literacy to select and use the information correctly and wisely. This study aims to determine the information literacy of prospective early childhood teacher students in the fourth year. The research design used a longitudinal survey with a sample size of 90 students from different academic years. The analysis results were carried out descriptively to determine the average value of student information literacy to be further categorized according to the level of information literacy. The results showed that the average information literacy score of PIAUD students in the fourth year was still not optimal, which was still in the range of 49 to 62 out of 100. Regarding the achievement of indicators, students had good abilities in evaluating information and sources critically and combining data.  
Pelatihan penggunaan digital learning dalam pembelajaran biologi melalui Virtual Laboratory (VLAB) bagi guru biologi se-kabupaten Sukoharjo Dita Purwinda Anggrella; Amining Rahmasiwi; Triana Atika Zulfa; Nurul Hidayah
SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 8, No 3 (2024): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jpmb.v8i3.25447

Abstract

Abstrak Penggunaan teknologi dalam pendidikan, termasuk penggunaan Virtual Laboratory (VLab), telah menjadi topik yang semakin penting dalam upaya meningkatkan efektivitas pembelajaran, sehingga perlu dilakukan pelatihan untuk menerapkannya. Pengabdian ini bertujuan untuk memberikan pelatihan guru menggunakan VLab pada pembelajaran biologi. Penelitian ini menggunakan model latihan partisipatif (Participatory Training Model) yang terdiri dari 5 tahapan, yaitu: 1) analisis kebutuhan; 2) membuat rencana pelatihan; 3) pelaksanaan pelatihan; 4) diskusi dan refleksi; 5) evaluasi dan rencana tindak lanjut. Partisipan dalam pelatihan ini adalah 33 guru biologi se-Kabupaten Sukoharjo yang telah menggunakan atau memiliki potensi untuk menggunakan VLab dalam pembelajaran mereka. Hasil analisis kebutuhan menunjukkan bahwa sebagian besar guru masih belum mengaplikasikan VLab dalam pembelajaran biologi. Guru juga mengalami hambatan dalam mengaplikasikan VLab dikarenakan faktor usia, kurangnya motivasi, kurangnya pelatihan, keterbatasan teknologi, ketersediaan konten yang terbatas, tantangan manajemen kelas, dukungan administrasi, koneksi internet, dan cara evaluasi penilaian dalam VLab. Hasil analisis kebutuhan ini dijadikan dasar untuk melakukan pelatihan terhadap guru MGMP biologi SMA di Kabupaten Sukoharjo selama 1 minggu untuk mengoptimalkan pemahaman dan keterampilan guru dalam mengaplikasikan VLab dalam pembelajaran biologi. Hasil dari pelatihan menunjukkan bahwa pelatihan memenuhi harapan guru untuk meningkatkan kemampuan pedagogiknya mengaplikasikan VLab. Implikasi dari penelitian ini adalah pentingnya pelatihan untuk mendukung pengaplikasian VLab dalam meningkatkan kualitas pembelajaran biologi di SMA. Kata kunci: digital learning; laboratorium virtual; pembelajaran biologi Abstract Technology in education, including Virtual Laboratory (VLab), has become an increasingly important topic in efforts to increase learning effectiveness, so training is needed to implement it. This service aims to provide teacher training using VLab in biology learning. This research uses a participatory training model, which consists of 5 stages, namely: 1) needs analysis; 2) create a training plan; 3) implementation of training; 4) discussion and reflection; 5) evaluation and follow-up plan. Participants in this training were 33 biology teachers throughout Sukoharjo Regency who have used or had the potential to use VLab in their learning. The needs analysis results show that most teachers have not applied VLab in biology learning. Teachers also experience obstacles in applying VLab due to age, lack of motivation, lack of training, technological limitations, limited content availability, class management challenges, administrative support, internet connection, and how to evaluate assessments in VLab. The results of this needs analysis were used to conduct training for high school biology MGMP teachers in Sukoharjo Regency for 1 week to optimize teachers' understanding and skills in applying VLab in biology learning. The training results show that it meets teachers' expectations to improve their pedagogical abilities in applying VLab. The implication of this research is the importance of training to support the application of VLab in improving the quality of biology learning in high school. Keywords: biology learning; digital learning; virtual laboratory
A Digital Learning Environment (DLE) with STEM and Game-Based Learning (GBL) approaches for fostering scientific literacy among future biology teachers Amining Rahmasiwi; Dita Purwinda Anggerlla; Triana Atika Zulfa; Muhammad Ali
Jurnal Biolokus : Jurnal Penelitian Pendidikan Biologi dan Biologi Vol 8, No 2 (2025): December
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/biolokus.v8i2.4356

Abstract

Scientific literacy is a crucial competency for biology graduates to address 21st-century scientific and educational challenges, as it enables the understanding, evaluation, and application of scientific information in academic and real-world contexts. However, prior studies indicate that prospective biology teachers often exhibit low scientific literacy, particularly in conceptual understanding, problem-solving, and interpretation of experimental data. To address this issue, this study aimed to develop and examine the effectiveness of a Digital Learning Environment (DLE) integrating STEM and Game-Based Learning (GBL) approaches to enhance scientific literacy among prospective biology teachers. The study was conducted at Raden Mas Said State Islamic University Surakarta during the even semester of the 2023–2024 academic year, employing the ADDIE instructional design model. A pre-experimental posttest-only control group design was used during the implementation phase, involving 19 students from the Tadris Biology Program. The developed web-based DLE consisted of mission-based learning modules designed to strengthen general biology concepts, incorporating sequential missions, guiding clues, datasets, conceptual explanations, and Virtual Laboratory tools for online experimentation. Expert validation results indicated that the DLE was feasible, user-friendly, and effective in improving students’ scientific literacy. Nevertheless, the study identified several limitations, including technical challenges, students’ adaptation to digital learning, a short implementation duration, and a limited sample size, which restricts generalizability. Future studies are recommended to involve larger and more diverse samples, extend the implementation period, apply qualitative methods, and integrate adaptive learning analytics and AI-based feedback to support personalized learning and higher order scientific thinking.
Analysis of the relationship between environmental literacy and pro-environmental attitudes of prospective biology teacher students at UIN Raden Mas Said Surakarta Amining Rahmasiwi; Rahdatu Cahya Puranita; Salma Azzahro Rahayu
Jurnal Edukasi Biologi Vol 12, No 2 (2026): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v12i2.29436

Abstract

Every biology teacher should have a pro-environmental attitude to integrate sustainability values into their teaching, but in reality, students do not consistently demonstrate this attitude. The purpose of this study was to determine the levels of environmental literacy and pro-environmental attitudes, and the relationship between these two variables, among biology teacher students at UIN Raden Mas Said Surakarta, class of 2024. A quantitative approach with a correlational method was used to analyze the relationship between the two variables. This study involved 36 participants, biology teacher students at UIN Raden Mas Said Surakarta, class of 2024. Data were obtained via a questionnaire on environmental literacy and pro-environmental attitudes and analyzed using descriptive statistics and inferential correlation tests. The results showed that students’ levels of environmental literacy and pro-environmental attitudes were generally positive. The correlation test showed a very strong and significant positive relationship between environmental literacy and pro-environmental attitudes (r = 0.828; p 0.05). This finding indicates that the higher students’ environmental literacy, the more pro-environmental attitudes they showed. Thus, environmental literacy is an important factor in fostering pro-environmental attitudes among prospective biology teacher students, so its strengthening needs to be integrated continuously into the prospective teacher education process.
Co-Authors Adi, Widi Cahya Ahmad Muhamad Mustain Nasoha Ahmad Saifulloh Dearda Yulia Mayona Dewi Puspita Sari Dewi Setyo Rini Dian Tauhidah Dita Purwinda Anggerlla Dita Purwinda Anggrella Dwi Purbowati Erlinda Rahma Dewi Hadi Suwono Halimah Herawati Susilo Hidayati Maghfiroh M. Eval Setiawan Miza Nina Adlini Muhammad Ali Muhammad Saefi Nurul Hidayah Rahdatu Cahya Puranita Rahmania Pamungkas, Rahmania Retno Wahyuningsih Salma Azzahro Rahayu Septin Puji Astuti Slamet Santosa Suyatman Suyatman Syarif Rizalia Triana Atika Zulfa Triana Atika Zulfa Ummi Nur Afinni Dwi Jayanti Yessy Sulistyowati