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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Seminar Nasional Pengabdian Kepada Masyarakat SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam International Journal of Educational Practice and Policy
Nurhayati B.
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Materials Science & Nanotechnology Physics Social Sciences

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Pembuatan Tempat Sampah Multi Fungsi dalam Pengelolaan Sampah Rumah Tangga Andi Faridah Arsal; Nurhayati B.; Syamsiah Syamsiah
Seminar Nasional Pengabdian Kepada Masyarakat PROSIDING EDISI 2: SEMNAS 2020
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1040.557 KB)

Abstract

Kebersihan dan Keasrian lingkungan sangat dipengaruhi oleh sampah. Sampah yang tidak dikelola dengan baik akan mempengaruhi kualitas lingkungan.  Ada dua hal yang penting dalam konsep pengelolaan sampah yaitu partisipasi masyarakat dan pengelolaan sampah rumah tangga (organik). Masalahnya adalah: (1) masyarakat tak berdaya mengelola sampah, karena kurangmya pengetahuan pentingnya menjaga dan menciptakan lingkungan sehat, (2) masyarakat acuh dan tak merasa turut berperan serta dalam upaya menciptakan lingkungan bersih dan asri, (3) Kurangnya pengetahuan mengenai pengelolaan sampah rumah tangga, (4) masyarakat menganggap bahwa pengolahan sampah basah atau sampah rumah tangga berkaitan dengan masalah yang menjijikkan. Solusi yang ditawarkan adalah memberikan pelatihan mendasar secara bertahap dan praktis dengan metode penyampaian materi, demonstrasi dan praktek. Sebelum penyampaian materi diberikan motivasi dalam hal Pencerahan masalah kesabaran dan ketekunan dalam peran dan manfaat yang dapat diberikan bagi alam dan sesama. Hasil yang dicapai adalah Masyarakat berdaya mewujudkan lingkungan bersih dan asri di lingkungannya melalui kemampuan-kemampuan yang dimiliki: (1) Memiliki kesadaran peduli lingkungan, (2) Mampu mengelola sampah rumah tangga secara praktis, (3) Mampu membuat perangkat   pengolahan sampah organik secara praktis berupa tempat sampah multi fungsi, (4) Mampu menerapkan, menggunakan dan mengembangkan hasil pelatihan secara maksimal.
Peningkatan Aktivitas, Hasil Belajar Afektif dan Kognitif pada Mata Pelajaran Biologi melalui Penerapan Model Brain Based Learning Peserta Didik Kelas VII-A SMP Negeri 4 Sungguminasa Kabupaten Gowa Hamsinar Hamid; Nurhayati B.; Alimuddin Ali
Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam Vol 3, No 1 (2014): Maret
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/sainsmat3110122014

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas, hasil belajar afektif dan kognitif biologi peserta didik melalui penerapan model pembelajaran Brain Based Learning (BBL) pada materi “Keseimbangan Ekosistem dan Pengelolaan Lingkungan” di kelas VIIA SMP Negeri 4 Sungguminasa Kabupaten Gowa. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research). Penelitian dilaksanakan pada Semester Genap Tahun Pelajaran 2013/2014, pada bulan Desember 2014 yang bertempat di SMP Negeri 4 Sungguminasa Jl. Lapangan Syekh Yusuf No 03 Kabupaten Gowa. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi aktivitas peserta didik, tes hasil belajar kognitif dan lembar hasil kegiatan afektif. Teknik pengumpulan data meliputi lembar observasi aktivitas peserta didik dan tes hasil belajar kognitif yang dianalisis secara kuantitatif dengan persentase. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Brain Based Learning dapat meningkatkan aktivitas belajar peserta didik dengan nilai rata-rata siklus I sebesar 48,74% dan pada siklus II meningkat menjadi 75,89%, meningkatkan hasil belajar kognitif peserta didik dengan presentase ketuntasan pada siklus I sebesar 52,78%, pada siklus II meningkat menjadi 94,44%. Demikian juga dengan hasil belajar afektif yang setiap indikatornya mengalami peningkatan dari siklus I ke siklus II.Kesimpulan dari hasil penelitian ini adalah penerapan model pembelajaran Brain Based Learning meningkatkan aktivitas, dan hasil belajar pada materi “Keseimbangan Ekosistem dan Pengelolaan Lingkungan, peserta didik kelas VIIA SMP Negeri 4 Sungguminasa Kabupaten Gowa.Kata kunci: Model Brain Based Learning, Aktivitas Belajar, Hasil Belajar Afektif dan Kognitif.
Differences in Students’ Creative Thinking Skills Between Those Taught Using Wordwall and Educaplay in Science Subjects Elli; Nurhayati B.; Muhiddin Palennari; A. Mushawwir Taiyeb; Firdaus Daud
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11935

Abstract

This study aimed to examine the differences in creative thinking skills among seventh-grade students taught using Wordwall and Educaplay in science learning at SMP Negeri 16 Mandai. A quasi-experimental method with a pretest-posttest non-equivalent group design was used. The sample consisted of two experimental classes: Wordwall (n = 32) and Educaplay (n = 31). Data were obtained through a creative thinking skills test and analyzed using ANCOVA. The results showed no significant difference in students’ creative thinking skills between the Wordwall and Educaplay groups (p = 0.788). This indicates that both quiz-based media had a comparable effect on students’ creative thinking performance. Although descriptive data showed improvements in posttest scores in both groups, the statistical analysis confirmed that the difference between the two media was not significant. It can be concluded that Wordwall and Educaplay are equally effective in supporting the development of students’ creative thinking skills in science learning, though neither showed superiority over the other.
The Impact of a Deep Learning Approach on Students’ Science Process Skills and Learning Outcomes in Biology Alexander Lado Wungubelen; Nurhayati B.; Ismail; Firdaus Daud; Alimuddin Ali
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.881

Abstract

Despite the growing emphasis on student-centered learning in science education, many biology classrooms continue to rely on teacher-centered instruction, resulting in limited development of students’ science process skills and learning outcomes. This study aimed to investigate the effect of the Deep Learning approach on science process skills and biology learning outcomes among Grade XI students at SMA Negeri 1 Adonara Barat. A quasi-experimental study employing a nonequivalent control group design was conducted with 70 students selected through purposive sampling. Thirty-five students were assigned to the experimental group and 35 students to the control group. Data were collected using a science process skills essay test and a biology achievement multiple-choice test and were analyzed using descriptive and inferential statistics. The results showed that students taught through the Deep Learning approach achieved higher science process skills than those receiving conventional instruction, as reflected by a high N-gain score (0.70), 89% classical mastery, and a significant difference between groups (p = 0.001). The experimental group also demonstrated superior biology learning outcomes with an N-gain score of 0.65, 83% classical mastery, and a significant difference compared with the control group (p = 0.000). These findings suggest that meaningful, mindful, and joyful learning experiences enhance scientific inquiry skills and conceptual understanding. Furthermore, improvements in science process skills were accompanied by better academic achievement, indicating a close relationship between scientific practices and learning outcomes. Therefore, the Deep Learning approach is an effective pedagogical strategy for improving both science process skills and biology learning outcomes in secondary education.
Co-Authors A. Mushawwir Taiyeb Alexander Lado Wungubelen Alimuddin Ali Andi Faridah Arsal Elli Firdaus Daud Hamsinar Hamid Ismail Ismail Muhiddin Palennari Syamsiah, Syamsiah