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All Journal BIOEDUKASI Universal Education Journal of Teaching and Learning
Iqbal Bilgrami Biruni
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Library & Information Science Other

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RICOSRE FOR THE EMPOWERMENT OF STUDENTS’ SCIENTIFIC LITERACY IN A ISLAMIC BOARDING SCHOOL Mohammad Taufik Aji Fahruli; Iqbal Bilgrami Biruni; Nindiana Choirunnisa’; Dewi Karomika; Mohammad Ali Sofyan; Aninda Yulianti Rahmana
BIOEDUKASI Vol 21 No 1 (2023)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v21i1.32399

Abstract

Scientific literacy skills are very important in the learning process and daily life. Scientific literacy does not arise suddenly but requires a facilitator who enables it. One of these is the application of learning models that have the potential to improve scientific literacy. A learning model that has the potential to improve science literacy skills is Problem-Based Learning one of which is RICOSRE. This study aims to investigate the effect of RICOSRE on the science literacy skills of grade X students compared to PBL and conventional models. This study involved 94 students from SMA Progresif Bumi Shalawat Sidoarjo, East Java, Indonesia, and employed a pretest-posttest design with a non-equivalent controls group. The pretest and posttest consisted of 8 essay questions each. ANCOVA and LSD tests to analyze student scores. The results indicated a significant effect of RICOSRE on the students’ scientific literacy skills. The student’s average score on scientific literacy skills increased considerably (45,23%) on RICOSRE and PBL (15.73%) and decreased in conventional learning by 4.57%. RICOSRE can be implemented to empower students' scientific literacy skills. These results indicate that RICOSRE is proven to be more effective in improving students' scientific literacy skills compared to PBL and conventional learning models.
Profile of Concept Understanding and Scientific Argumentation Skills on Genetic Material of Grade XII MIPA Students of SMA Laboratorium UM Biruni, Iqbal Bilgrami; Suwono, Hadi; Muntholib, Muntholib
BIOEDUKASI Vol 22 No. 3 (2024)
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v22i3.52064

Abstract

Scientific argumentation skills as an intellectual practice can involve students in constructing and criticizing scientific ideas related to science literacy. The purpose of this study is to find out the scientific argumentation ability of high school students with different conceptual understandings. This study was designed as a survey involving students in grade XII of MIPA SMA Laboratorium UM. The results show that the highest average value of understanding the concept of genetic material was 87,22 and the lowest average value was 69,00. Indicator of scientific argumentation "claims and warrants" have an average value of 67.33; the "counterargument" indicator is 84.89; the "supportive arguments" indicator is 63.75; the "evidence" indicator is 83.19. The most appropriate solution to improve students' scientific argumentation skills is to apply an innovative learning model that involves argumentative dialogue in the classroom. Argumentation Driven Inquiry (ADI) is an argumentation and inquiry-based learning model that can be used as an alternative to empower students' scientific argumentation skills. On the other hand, students with low conceptual understanding scores managed to achieve the category of excellent scientific argumentation: good, enough, less, very little. This condition shows the importance of implementing innovative and argument-inquiry-based learning.
Are Feedback and Reinforcement Questions in The Recitation Program Able to Improve Students' Conceptual Mastery? Rahim, Handy Faishal; Biruni, Iqbal Bilgrami; Romansyah, Teddy Amin; Hidayat, Arif Hidayat; Sutopo, Sutopo
Universal Education Jurnal Teaching and Learning Vol 1 No 4 (2024): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v1i4.72

Abstract

One of the primary goals of physics education is to achieve a solid conceptual understanding among learners. This conceptual understanding, which enables students to address the challenges they encounter effectively, is conceptual mastery. A higher level of conceptual mastery correlates with an increased capacity for students to tackle everyday problems successfully. This study aims to identify the improvement of students' conceptual mastery through a multi-representation-based recitation program accompanied by feedback and reinforcement questions. The method used in this research is descriptive quantitative, carried out on 36 students of the Physics Undergraduate Study Program. The recitation program is multi-representational and multi-context-based, which contains reinforcement questions and feedback used by students outside of lecture hours to help master the concepts obtained in class. The results showed the mastery of concepts of momentum and impulse students increased, indicated by the transition of student's answers and the average of students from 30.8 to 52.8. The increase in students' mastery of concepts is shown in questions in the context of determining impulses in related problems and the conservation of momentum in related problems. The multi-representation and multi-context presented in the recitation program and pretest and posttest questions affect students' mastery of concepts in solving problems.
Co-Authors Aninda Yulianti Rahmana Arif Hidayat Hidayat, Arif Hidayat Dewi Karomika Hadi Suwono Mohammad Ali Sofyan Mohammad Taufik Aji Fahruli Muntholib Nindiana Choirunnisa’ Rahim, Handy Faishal Romansyah, Teddy Amin Sutopo Sutopo