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All Journal PROSIDING SEMINAR NASIONAL Jurnal Pendidikan Biologi Indonesia Jurnal Penelitian Pendidikan UNEJ e-Proceeding Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi JURNAL TARBIYAH SAP (Susunan Artikel Pendidikan) Applied Technology and Computing Science Journal Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Jurnal Penelitian Pendidikan Matematika dan Sains Journal of Community Service and Empowerment Al Ibtida: Jurnal Pendidikan Guru MI
Ahmad Kamal Sudrajat
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Improving critical thinking and problem-solving skills through POGIL combined with digital mind map Mafazatud Diniyyah; Herawati Susilo; B. Balqis; Ahmad Kamal Sudrajat
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.18992

Abstract

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning.  This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.
HUBUNGAN FAKTOR DEMOGRAFI DENGAN MOTIVASI MENJADI GURU SEBAGAI PILIHAN KARIR : SELF-REPORTED SURVEY Ahmad Kamal Sudrajat; Risma Wiharyanti; Fera Aulia; Dita Purwinda Anggrella
JURNAL TARBIYAH Vol 29, No 2 (2022)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v29i2.1863

Abstract

Motivation to become a teacher is important information to be used in preservice teacher education programs. The purpose of this study was to determine the relationship between demographic factors and motivation to choose teachers as career choices in teacher education students. The type of research used in this research is survey. The research subjects were students of the second year at the Department of Biology Education, Universitas Negeri Yogyakarta. The results showed that hometown of students had a relationship with motivation to become a teacher, students from city areas had higher scores. The results of the analysis on each aspect indicate that hometown of students has a relationship with the aspect of job security (Sig = 0.036) and gender has a relationship with the aspect of work with children and adolescents (Sig = 0.042). In addition, gender and hometown of students have a relationship with aspects of enhancing social equality (Sig = 0.015; Sig = 0.021). The conclusion in this study is that the student's hometown has a relationship with their motivation to become a teacher as a career choice, while gender and family background have no relationship.
IMPLEMENTATION OF THE POGIL LEARNING MODEL INTEGRATED MIND MAP BASED ON ONLINE LEARNING TO IMPROVE COMMUNICATION AND COLLABORATION SKILLS OF AL MAARIF SINGOSARI ISLAMIC SMA STUDENTS Binazir T Tuza Qiyah Ma’rufah; Herawati Susilo; - Balqis; Ahmad Kamal Sudrajat
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2021: Proceeding The 12th International Conference On Lesson Study (ICLS-XII)
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Abstract—Communication and collaboration skills must be possessed in the 2013 curriculum learning to face the fierce job competition in the 21st Century. The results of observations and interviews of biology teachers at SMAI Al Maarif, students' communication and collaboration skills are still relatively low. This study aims to improve the communication and collaboration skills of Al Maarif Singosari Islamic High School students through the implementation of the POGIL learning model combined with online learning-based mind maps. This type of research is classroom action research. According to Kemmis and McTaggart, the CAR procedure consists of 4 stages, namely planning, implementing actions, observing, and reflecting, followed by the next spiral cycle. The research subjects were 35 students of class XI MIPA 3, totaling 35 people. The data in this study were oral communication and collaboration skills measured using observation sheets and written communication skills using students' worksheets. The results showed that implementing the POGIL learning model combined with online learning-based mindmaps could improve students' communication and collaboration skills. The highest increase in communication skills occurred in oral communication, which was 20,3%. Meanwhile, collaboration skills experienced the highest increase in the compromise indicator, which was 29.03%.Keywords­—Collaboration; Communication; Mind map; Online Learning; POGIL
Improving the quality of learning through lesson plan preparation workshops for an independent learning model Dita Purwinda Anggrella; Lihar Raudina Izzati; Ahmad Kamal Sudrajat
Journal of Community Service and Empowerment Vol. 4 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v4i1.24581

Abstract

Making lesson plans is still difficult for some teachers. The lesson plan has too many components, so it takes a long time to design one learning activity. Lesson plan one sheet is the solution to this problem. However, there are still teachers who do not understand how to make a one-sheet lesson plan that suits the needs of students.  The purpose of this service activity is to increase the teacher's understanding of the one-sheet lesson plan, so that the teacher can increase the effectiveness of his learning. Therefore, a workshop on making lesson plans was held for Islamic Elementary School teachers in Baki District, Sukoharjo, at Islamic Elementary School 4 Sukoharjo. Previously, a needs analysis was carried out for Islamic Elementary School teachers in Baki District, Sukoharjo. The survey results show that teachers have not consistently made lesson plans. Teachers also have not adapted them to student needs and are only used as administrative requirements in the learning process, so that lesson plans do not have much impact on helping teachers. However, the teacher knows that making lesson plans is the teacher's obligation and feels not burdened. After attending the workshop, the teacher began understanding the independent learning curriculum and designing a one-sheet lesson plan based on student needs. Islamic Elementary School teachers in Baki District, Sukoharjo, feel that a one-sheet lesson plan is more efficient than a regular lesson plan. Through the one-sheet Lesson plan, it is hoped that teachers will be more effective in preparing student learning activities and focus more on the learning process and evaluation to improve the quality of their learning.
Scientific writing skills activity: A strategy for empowering botanical literacy Murni Sapta Sari; Ahmad Kamal Sudrajat; Zainudin bin Hassan
Biosfer: Jurnal Pendidikan Biologi Vol 16 No 2 (2023): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.28282

Abstract

Botanical literacy makes students more familiar with the potential of botany in their area, especially plants that are beneficial to their lives. Science Writing Task has been proven to be able to increase students' scientific literacy. However, there has been no study discussing the effect of Science Writing Skills on botanical literacy. This study aimed to determine the effect of the Science Writing Task in improving students' botanical literacy. This research uses a mix-methods design strategy with an embedded model. The research using a cluster random sampling technique. The research subjects were 84 students of the Department of Biology in the 2018/2019 academic year. The research conducted at the Plant Structure and Development course. Quantitative data analysis used the ANCOVA test. Qualitative data analysis used data reduction. The results showed differences in the botanical literacy scores of students who were taught learning without the Science Writing Task and learning with the Science Writing Task, where learning with the Science Writing Task had higher botanical literacy. Based on qualitative data, students' understanding of botanical literacy is getting better, this can be seen from students' answers during learning. This study concludes that the Science Writing Task affects improving student botanical literacy.
Hubungan antara Faktor Eksternal dan Internal selama Pembelajaran Daring pada Siswa Sekolah Menengah Ahmad Kamal Sudrajat; Dwi Arianita Wulan Sari; Dita Purwinda Anggrella
SAP (Susunan Artikel Pendidikan) Vol 8, No 1 (2023)
Publisher : Universitas Indraprasta PGRI Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v8i1.17089

Abstract

External factors are thought to have a relationship with internal factors in the learning process of secondary students. However, there is still little research conducted to determine the relationship between the two factors. This research was conducted to determine the relationship between external factors and internal factors in online learning for high school students. Data were obtained by distributing questionnaires to high school students using the snowball technique. Data was collected from June 2021 to July 2021, and 513 responses were obtained. The data obtained was analyzed using descriptive and inferential statistics. The results of this study indicate that gender has a relationship with independent learning, environmental management, and student task strategies. The student's school level is related to learning readiness, learning control, and student learning motivation. Gadget ownership status is correlated with students' self-directed learning. While the type of internet access has nothing to do with any factor. This research will help determine the conditions and development of students during online learning. In addition, various parties can use it to improve the quality of online learning among children.
Perceptions of prospective biology teachers about collaboration in the prospective teacher training program Ahmad Kamal Sudrajat; Ibrohim; Susilo Herawati; Anggrella Dita Purwinda
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 3 (2023): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i3.29097

Abstract

Collaboration is an important skill for a teacher. Prospective teachers' perceptions about collaboration must be explored to discover their collaboration skills before becoming a teacher. This research aims to determine prospective biology teachers' perceptions regarding collaboration in their teacher preparation program. The study uses a mixed-method approach with an explanatory design. This research uses a survey instrument to obtain quantitative data and semi-structured interviews to obtain qualitative data. A total of 73 prospective biology teacher students were involved in this research. Data were analyzed using a mixed-method approach with explanatory design. The research results show that students have an expert level of collaboration. The gender factor does not significantly influence collaboration, but females have a higher overall score than males. Prospective biology teacher students have been able to define collaboration well, but their definition is not yet in-depth. Prospective biology teacher students have realized the importance of having collaboration skills to support their careers. The recommendation in this research is to develop an appropriate training model to train the collaboration skills of prospective biology teacher students.
What dominates most? The opinion of preservice biology teachers about factors associated with motivation to conduct innovative learning Ahmad Kamal Sudrajat; Dita Purwinda Anggrella; Ahmad Iskak Nugroho
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 6, No 3 (2024): October 2024
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v6i3.19379

Abstract

This article discusses the views of preservice biology teachers regarding the factors that dominate their motivation for innovative learning. A total of 152 preservice biology teachers were involved in this study. A correlation test was conducted to determine the relationship between curriculum design, school design, and class design with motivation to implement innovative learning. Data was collected using a questionnaire. The study results show that curriculum, school, and class design are collectively related to the motivation of preservice biology teachers to carry out innovative learning. Based on further analysis, the curriculum design factors significantly contributed to this relationship, while school and classroom design did not contribute significantly to this relationship. These results show that good curriculum design will support implementing innovative learning in the classroom. We recommend some things related to curriculum, school, and class design, the essence of which is the need to seek advice from students and teachers when renovating or building a school. Technology integration is also an important thing to include in the design plan. The government and related parties can use the results of this study in designing their schools or classrooms.Abstrak. Artikel ini membahas pandangan calon guru biologi mengenai faktor-faktor yang mendominasi motivasi mereka untuk pembelajaran inovatif. Sebanyak 152 calon guru biologi terlibat dalam penelitian ini. Data dikumpulkan menggunakan questionairre. Uji korelasi dilakukan untuk mengetahui hubungan antara curriculum design, school design, dan classroom design dengan motivasi untuk melaksanaan pembelajaran inovatif. Hasil penelitian menunjukkan bahwa desain kurikulum, sekolah, dan kelas secara kolektif berkaitan dengan motivasi guru biologi prajabatan untuk melaksanakan pembelajaran inovatif. Berdasarkan analisis lebih lanjut, faktor desain kurikulum berkontribusi signifikan terhadap hubungan ini, sementara desain sekolah dan kelas tidak berkontribusi signifikan terhadap hubungan ini. Hal ini menunjukkan bahwa desain kurikulum yang baik akan menunjang implementasi pembelajaran inovatif di kelas. Kami merekomendasikan beberapa hal yang berkaitan dengan kurikulum, sekolah, dan desain kelas, yang intinya adalah perlunya meminta saran dari siswa dan guru ketika merenovasi atau membangun sekolah. Integrasi teknologi juga merupakan hal yang penting untuk dimasukkan dalam rencana desain. Pemerintah dan pihak terkait dapat menggunakan hasil penelitian ini dalam merancang sekolah atau ruang kelasnya.
Biology teachers’ preferences and key factors in adopting learning technology Ahmad Kamal Sudrajat; Agung Wijaya Subiantoro; M. Ikhsan Al Ghazi
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 1 (2025): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i1.39636

Abstract

Technology development has changed students' characteristics and learning needs. As facilitators of student learning, teachers should be able to use learning technology effectively in their classrooms. This study aimed to examine teacher preferences in using learning technology and explore key factors for using learning technology. This study used a survey design conducted on biology teachers in Yogyakarta, Indonesia. A total of 47 biology teachers participated in this study. The survey was conducted to gather information regarding demographic data, the frequency of technology usage, and teachers' preferences in utilizing technology. The preferences for technology use encompass two main aspects: teachers' experiences with technology and their future expectations. The results indicate that teachers are more interested in using learning technology on conceptual materials. Teachers suggest the development of application-based biology learning media on cell phones or laptops. The main factor for teachers to use technology is that they have sufficient basic knowledge of the learning technology they will use. Teaching experience and frequency of using technology do not affect the teacher’s factor in choosing technology. The government and universities can use the results of this study as a basis for further development of learning technology. Shifts in learning patterns and technological advances need to get attention from the government so that teacher training programs, especially those related to learning technology, can be carried out appropriately and effectively.
The effect of scaffolding inquiry-based STEM on problem-solving skills and creativity of prospective biology teacher students Dita Purwinda Anggrella; Ahmad Kamal Sudrajat; Rahmania Pamungkas; Muhammad Kashif Majeed; Mohsin Rafique
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.43817

Abstract

Background: Inquiry-based Biology learning requires adequate pedagogical support to foster the development of problem-solving skills and creativity among pre-service teachers. However, in the absence of structured guidance, students often experience difficulties in carrying out scientific inquiry processes. Integrating scaffolding within a STEM framework offers a promising approach to support more systematic and interdisciplinary learning. Objectives: This study aimed to examine the implementation of Scaffolding Inquiry-Based STEM and its association with students’ problem-solving skills and creativity in a Microbiology course. Methods: A mixed-methods approach with an embedded design was employed. The quantitative component used a one-group pretest–posttest design involving 15 students (n = 15), while qualitative data were collected through observations, interviews, and documentation to enrich the interpretation of the findings. Results: The results indicate improvements in problem-solving skills, particularly in problem identification, strategy application, reasoning, and evaluation. In addition, students’ creativity showed enhancement across multiple dimensions, including curiosity, fluency, originality, flexibility, elaboration, and risk-taking. Conclusion: These findings suggest that Scaffolding Inquiry-Based STEM is associated with the development of key 21st-century competencies among pre-service biology teachers. However, the absence of a control group limits the extent to which causal inferences can be drawn. Despite this limitation, the approach demonstrates potential for fostering more structured and meaningful Biology learning in higher education contexts.
Co-Authors - Balqis Agung Wijaya Subiantoro Ahmad Iskak Nugroho Balqis Balqis Binazir T Tuza Qiyah Ma’rufah Daning Nindya Fitri Arianti Dewi Nur Arasy Dita Purwinda Anggrella Dwi Arianita Wulan Sari Eko Sri Sulasmi Evy Yulianti Fatchur Rahman Fera Aulia Hairiyah Herawati Susilo Hosniyah Husamah Husamah Ibrohim Kundariati, Maisuna Lihar Raudina Izzati Luluk Nurjanah M. Ikhsan Al Ghazi Mafazatud Diniyyah Maisuna Kundariati Mohsin Rafique Muhammad Kashif Majeed Murni Sapta Sari Nurjanah, Luluk Rahman, Fatchur Rahmania Pamungkas, Rahmania Rido Sigit Wicaksono Risma Wiharyanti Rosi Cahyaning Wulan Siti Zubaidah Siti Zubaidah Sueb Sunarmi Wicaksono, Rido Sigit Wulan, Rosi Cahyaning Zainudin bin Hassan