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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Sri Wahyuni
Pendidikan Biologi, FKIP, Universitas Muhammadiyah Malang
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Enhancing Environmental Literacy Using EMKONTAN Learning for Biology Teacher Candidates N. Nurwidodo; Sri Wahyuni; Iin Hindun
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 11, No 1: January 2023
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v11i1.6976

Abstract

This study aims to analyze the effectiveness of the EMKONTAN learning model in improving environmental literacy for prospective biology teacher students. EMKONTAN is a student-centered learning model (students active learning), oriented to creative learning, problem-based learning, collaborative learning and provides opportunities for students to improve environmental literacy. This research was conducted in the event semester of the 2020/2021 academic year at IKIP Budi Utomo Malang (IBU) and FTTE Universitas Muhammadiyah Malang (UMM), involving 150 second semester students through total sampling. Data obtained through observation, questionnaires and tests. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from March to July 2021. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using SPSS software version 23. The ANCOVA analysis results showed that EMKONTAN, PBL affected students' creativity, collaboration skill and environmental literacy on biology teachers candidate students with a value of p<0.005. The LSD result was significantly different in improving students' environmental literacy. The EMKONTAN class gained the highest posttest score. Therefore, EMKONTAN could be applicable to improve environmental literacy outcomes in environmental learning.
TBLA: Implementation of PjBL and Student Collaborative Skills in Science Learning at MTs Muhammadiyah 1 Malang Sri Wahyuni; Iin Hindun; N. Nurwidodo; Ravena Puspitasari; M. Mashuri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 1: January 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i1.10615

Abstract

Teachers are required to develop professional learning that can produce qualified students. Consequently, a learning model is required that enables 21st-century abilities. Each individual is supposed to master skills in the form of 21st century skills, one of which is collaboration. The Project-Based Learning (PjBL) is chosen with the consideration that it has stages that are able to encourage students to collaborate with other group members, use various thinking abilities of students individually and in groups, and improve the quality of interaction between students. This study aims to describe the implementation of learning and student collaborative skills, to describe TBLA in science learning at MTs Muhammadiyah 1 Malang, particularly in Vertical Motion material. This research method was qualitative descriptive research. The objects of study were 25 teachers and 8th-grade students of MTs Muhammadiyah 1 Malang. The research stages included designing teaching modules by using PjBL learning, implementing learning, and reflecting on learning based on the lesson study stages that consisted of a Plan Do See. The results of the study indicate that the implementation of PjBL in science learning, consisting of 6 steps, namely drawing questions, compiling project plans, compiling schedules, monitoring, testing results, and evaluating experiences, have been well described, both narratively and visually in the learning. Student collaboration skills in science learning material Vertical motion are 73.4% (high category). TBLA shows that the teacher speeches are more dominant, namely 85.94% and the students are 14.05%. It can be concluded that the implementation of PjBL learning was carried out well and students' collaborative skills were in the high category.
Co-Authors Iin Hindun M. Mashuri N. Nurwidodo Ravena Puspitasari