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<![CDATA[Pembelajaran Biologi Berpendekatan Saintifik Model Sains Teknologi Masyarakat Untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Asikin, Nurul]]>;
<![CDATA[Irawati, Mimien Henie]]>;
<![CDATA[Syamsuri, Istamar]]>
<![CDATA[ Pedagogi Hayati Vol 1 No 1 (2016): Jurnal Pedagogi Hayati ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji ]]>
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<![CDATA[Abstrak: Kurikulum 2013 menggunakan pendekatan saintifik (scientific approach) dalam prosespembelajaran pada semua mata pelajaran termasuk mata pelajaran Biologi. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan pembelajaran berpendekatan saintifik menggunakan model Sains Tekonoogi Masyarakat (STM). Penelitian ini merupakan penelitian tindakan kelas yang dilakukan pada kelas X SMA Negeri 1 Pemangkat. Penelitian dilaksanakan dalam 2 siklus, siklus I materi pencemaran lingkungan, sedangkan siklus II materi limbah. Hasil penelitian menunjukkan terjadi peningkatan hasil belajar siswa kelas X SMA Negeri 1 Pemangkat pada ranah sikap, pengetahuan, dan keterampilan. Hasil belajar sikap peduli lingkungan berdasarkan nilai rata-rata tes siklus I sebesar 73,4 dan siklus II sebesar 84,6, hasil belajar kognitif berdasarkan nilai rata-rata tes siklus I sebesar 67,7 dan siklus II sebesar 83,3, serta hasil tes keterampilan proses sains berdasarkan nilai rata-rata tes siklus I sebesar 80,0 dan siklus II sebesar 82,2.]]>
<![CDATA[MEDIA PEMBELAJARAN BERBASIS WEB PADA MATA KULIAH BIOLOGI SEL: KAJIAN DARI ASPEK VALIDITAS ]]>
<![CDATA[Asikin, Nurul]]>
<![CDATA[ Pedagogi Hayati Vol 2 No 1 (2018): Pedagogi Hayati Jurnal ilmiah Pendidikan Biologi : Literasi dan kearifan Lokal d ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji ]]>
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<![CDATA[Studentsâ Perceptions of Web-based Media Practicality on Cell Biology Course ]]>
<![CDATA[Amelia, Trisna]]>;
<![CDATA[Asikin, Nurul]]>
<![CDATA[ Proceedings of the 1st UR International Conference on Educational Sciences Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Proceedings of the 1st UR International Conference on Educational Sciences ]]>
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<![CDATA[Cell Biology is one of the difficult subjects because of its microscopic and abstract study. It requires lecturers ability to present concepts of cell biology concretely so that students can achieve learning outcomes. Web-based media is considered appropriate to the course. This media may provide visualization of study objects through video streaming, micrograph images, or links to relevant articles. It has been conducted a descriptive researchto describedstudents perceptions of web-based media practicality on Cell Biology course. The data obtained from questionnaires and unstructured interviews to students. Based on the research, it was known that students agreed the web-based media is practically used and able to streamline the learning time. Students believed that web-based media provides the motivational and cognitive function in learning. On the other hand, students argued that slow internet connections make it difficult for them to access video learning on the media. It can be concluded that students had positive perceptions of web-based media practicality. ]]>
<![CDATA[Scientific Literacy-Based Chemical Teaching Materials Design of Chemical Solution Materials on Sea Pollution Context ]]>
<![CDATA[Nurul Asikin]]>;
<![CDATA[Inelda Yulita]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol. 5 No. 2 (2019): July ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v5i2.249
<![CDATA[Abstract: The science teaching materials needed today are teaching materials that can make students literate in science. One way is to develop teaching materials based on scientific literacy. To produce good teaching materials, certain designs are needed to achieve learning goals and can improve students' scientific literacy. Students who have studied chemistry should be able to analyze natural phenomena in scientific chemistry, one of which is marine pollution. This research was conducted to design high school chemistry teaching materials in connecting the context of sea pollution with chemical solution material. The method of this research is descriptive qualitative which refers to the Model of Educational Reconstruction (MER). The instruments used were standard competencevalidation sheets, text analysis sheets, and teaching material validation sheets. The results showed: a) The results of the indicator standard competencevalidation and learning objectives cognitive and attitude aspects, the results of text analysis and the results of the validation of teaching materials, all obtained valid categories, with the average value of each CVI was 0.91; 0.93; 0.94; and 0.95, b) The design of teaching materials include the contact stage, the curriculum stage, the elaboration stage, the decision-making stage, and the Nexus stage. Keywords:Design of teaching materials; scientific literacy; sea pollution; chemical solution]]>
<![CDATA[Pelatihan Pemanfaatan Media Pembelajaran Berbasis Virtual Reality untuk Guru-Guru IPA Kota Tanjungpinang ]]>
<![CDATA[Nurul Asikin]]>;
<![CDATA[Nevrita Nevrita]]>;
<![CDATA[Okta Alpindo]]>
<![CDATA[ Jurnal Anugerah Vol 1 No 2 (2019): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji ]]>
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DOI: 10.31629/anugerah.v1i2.1606
<![CDATA[Kegiatan pengabdian kepada masyarakat (PkM) ini bertujuan untuk: (1) memberikan pengenalan kepada guru-guru IPA SMP Kota Tanjungpinang mengenai media pembelajaran Virtual Reality sebagai alternative media pembelajaran berbasis IT, dan (2) melatih guru-guru IPA SMP Kota Tanjungpinang untuk mampu memanfaatkan media pembelajaran berbasis Virtual Reality. Kegiatan dilakukan dengan metode pelatihan yang dilakukan selama 3 tahap, tahap pertama pelatihan terkait pengenalan macam-macam media pembelajaran yang digunakan sesuai dengan perkembangan Revolusi Industri 4.0 salah satu media yang digunakan adalah media pembelajaran berbasis Virtual Reality. Pelatihan tahap 2 dengan materi tentang pelatihan penggunaan media pembelajaran berbasis Virtual Reality dalam pembelajaran serta tahap ketiga melakukan evaluasi dan pemantapan. Kegiatan pelatihan yang dilakukan mendapat respon positif dari guru-guru ditunjukkan dengan antusiasme peserta selama kegiatan serta sikap positif untuk mengaplikasikan media pembelajaran berbasis Virtual Reality dalam kegiatan pembelajaran sesuai dengan perkembangan teknologi informasi di era Revolusi Industri 4.0.]]>
<![CDATA[Penanaman Mangrove dengan Tema “Protect the Mangroves that Help Protect Our Island†]]>
<![CDATA[Bony Irawan]]>;
<![CDATA[Nurul Asikin]]>;
<![CDATA[Adam Fernando]]>
<![CDATA[ Jurnal Anugerah Vol 2 No 1 (2020): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji ]]>
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DOI: 10.31629/anugerah.v2i1.2160
<![CDATA[Kota Tanjungpinang merupakan daerah pesisir yang menjadi dampak meningkatnya jumlah penduduk di kota Tanjungpinang seperti alih fungsi lahan sebagai lahan pemukiman, industri, pertambangan serta kegiatan lainnya. Beberapa kawasan mangrove di kota Tanjungpinang perlu diberikan perhatian yang lebih. Salah satunya melalui konservasi ekosistem mangrove. Kurangnya kesadaran masyarakat akan dampak rusaknya ekosistem mangrove di daerah pesisir menyebabkan permasalahan tersebut terus berlangsung. Oleh karena itu, dilakukan suatu tindakan seperti penanaman bibit mangrove di kawasan tersebut, sehingga kelangsungan hidup di kawasan ekosistem mangrove ini dapat terjaga kelestariannya. Berdasarkan permasalahan tersebut maka perlu dilakukan kegiatan pengabdian kepada masyarakat yaitu penanaman mangrove sebagai upaya meningkatkan kesadaran masyarakat dalam menjaga kawasan ekosistem mangrove dan menjaga kelestariannya.]]>
<![CDATA[INTERACTIVE MULTIMEDIA ON BASIS ARTICULATE STORYLINE AND MARITIME ORIENTED FOR PLANTAE TOPIC IN SENIOR HIGH SCHOOL ]]>
<![CDATA[Laras Wadah Warahmah]]>;
<![CDATA[Azza Nuzullah Putri]]>;
<![CDATA[Nurul Asikin]]>
<![CDATA[ ATRIUM PENDIDIKAN BIOLOGI Vol 7, No 2 (2022): Atrium Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/apb.v7i2.12862
<![CDATA[Raising of science and technology in education often used in learning process, one of which is the use of interactive multimedia. The development of maritime-oriented interactive multimedia is carried out to improve student understanding and increase learning outcomes, and also to increase number of existing instructional media. This study aims to develop interactive multimedia based on Articulate Storyline on Plantae topic maritime oriented for class X students in Senior High School. Development model uses Plomp (2013). This model has three stages; 1) preliminary research, 2) development or prototyping phase, and 3) assessment phase. The data collection technique were a questionnaire, test instrument, and interview. Based on research result, the overall validation results are 87.65% with a very valid category. The level of practicality in interactive multimedia based on teacher and student assessments obtained an overall score of 91.15%, very practical. The product is proven to improve student learning outcomes, seen from the results of the pre-test and post-test through N-gain test, which obtained a value of 0.77 with an increase in the effectiveness of the high category. The results of the N-gain score showed an increase from before to after learning with. It can be concluded that interactive multimedia based on Articulate Storyline on Plantae topic maritime oriented can be used in the learning of biology.]]>
<![CDATA[Aplikasi blood smart: Media pembelajaran biologi berbasis android di era revolusi industri 4.0 ]]>
<![CDATA[Nurul Asikin]]>;
<![CDATA[Nevrita Nevrita]]>;
<![CDATA[Wihelmina Noni]]>
<![CDATA[ Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol 5 No 02 (2020): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Pendidikan Ilmu Eksakta dan Keolahragaan, IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/ebio.v5i02.826
<![CDATA[The learning media based on android for biology have not been used optimally in the era of the industrial revolution 4.0. The research objective was to determine the feasibility of blood smart applications as a learning media based on android for biology in the era of the industrial revolution 4.0. The type of research used is research and development with the Thiagarajan Four-D model which includes define, design, and develop. The research instrument used a material expert questionnaire, media expert, teacher practicality questionnaire, and student practicality questionnaire given to 30 students. The research data is qualitative in the form of suggestions and comments from experts and teachers which are analyzed descriptively, while quantitative data is processed into interval data using a Likert scale. The results showed that the blood smart application was declared valid in the media aspect (95.2%), the material aspect (87.5%). The practicality of the blood smart application by the teacher was 95% (very practical criteria), and the practicality by students was 91.8% (very practical criteria). Thus, the blood smart application is suitable for use as a learning media based on android for biology in the era of the industrial revolution 4.0.]]>
<![CDATA[Analisis Kompetensi TPACK pada Media Pembelajaran Guru Biologi SMA ]]>
<![CDATA[Nevrita Nevrita]]>;
<![CDATA[Nurul Asikin]]>;
<![CDATA[Trisna Amelia]]>
<![CDATA[ Jurnal Pendidikan Sains Indonesia Vol 8, No 2 (2020): OKTOBER 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jpsi.v8i2.16709
<![CDATA[Abstrak. Tecnnology pedagogycal and content knowledge (TPACK) merupakan kompetensi abad 21 yang harus dikuasai oleh guru. Telah banyak penelitian yang dilakukan tentang TPACK namun menghubungkan TPACK dengan media pembelajaran masih terbatas. Penelitian ini bertujuan untuk menganalisis kompetensi TPACK pada media pembelajaran guru Biologi SMA. Penelitian dilaksanakan pada seluruh SMA negeri yang ada di Kota Tanjungpinang sebanyak 7 SMA Negeri dengan sampel sejumlah 22 guru biologi. Prosedur penelitian diawali koordinasi awal dengan pihak sekolah dan kesepakatan jadwal penelitian, dilanjutkan dengan penyusunan instrumen dan pelaksanaan penelitian. Teknik pengumpulan data dengan menggunakan angket terbuka yang berisi sesuai dengan aspek TPACK terdiri atas Tecnologycal Knowledge dan Pedagogycal Content Knowledge. Hasil dari penelitian ini menunjukkan bahwa guru biologi sebagian besar telah memanfaatkan media dalam pembelajarannya dan juga memiliki kemampuan yang sederhana dalam mendesain media pembelajaran. Media pembelajaran yang dimanfaatkan dan didesain sebagian besar baru berupa powerpoint. Kompetensi TPACK untuk aspek TK berada pada kategori sangat baik, begitu juga untuk aspek PCK guru biologi SMA kota Tanjungpinang berada pada kategori sangat baik. Kompetensi TPACK pada media pembelajaran guru biologi SMA kota Tanjungpinang baru sebatas memanfaatkan media pembelajaran berbasis teknologi yang sederhana dan mudah untuk digunakan serta mudah dalam pengembangan dan mendesain. Kata kunci: guru biologi SMA, media pembelajaran, TK, PCK, kompetensi TPACK Abstrack. Pedagogycal technology and content knowledge (TPACK) is a 21st century competence that must be mastered by the teacher. There have many studies conducted on TPACK but connecting TPACK with learning media is still limited. This study aims to analyze TPACK competence at learning media Biology high school teachers in Tanjung Pinang City. It was conducted in 7 senior high schools in Tanjungpinang City with 22 biology teachers as a samples. Procedure started by coordination with the school and an agreement of tstudy schedule, followed by preparation of instrument and implementation of the study. This study used open questionnaires in accordance with aspects of TPACK such as Tecnologycal Knowledge and Pedagogycal Content Knowledge. The results of this study indicate that most biology teachers have used the media in their learning and also have a simple ability to design instructional media. The learning media that are utilized and designed are mostly new in the form of powerpoints. TPACK of biology teachers is in the excellent category for TK, as well as for PCK category Tanjungpinang city high school biology teacher is in the very good category. TPACK competence in the learning media of biology teachers in Tanjung Pinang City is only limited for utilizing simple technology-based learning media easy to use ,easy to develop and design.Keywords: High school biology teacher; Learning media; TK; PCK; TPACK competency]]>
<![CDATA[Pembelajaran Biologi Berpendekatan Saintifik Model Sains Teknologi Masyarakat Untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Nurul Asikin]]>;
<![CDATA[Mimien Henie Irawati]]>;
<![CDATA[Istamar Syamsuri]]>
<![CDATA[ Pedagogi Hayati Vol 1 No 1 (2017): Jurnal Pedagogi Hayati ]]>
Publisher : <![CDATA[Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji ]]>
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DOI: 10.31629/ph.v1i1.32
<![CDATA[Abstrak: Kurikulum 2013 menggunakan pendekatan saintifik (scientific approach) dalam prosespembelajaran pada semua mata pelajaran termasuk mata pelajaran Biologi. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan pembelajaran berpendekatan saintifik menggunakan model Sains Tekonoogi Masyarakat (STM). Penelitian ini merupakan penelitian tindakan kelas yang dilakukan pada kelas X SMA Negeri 1 Pemangkat. Penelitian dilaksanakan dalam 2 siklus, siklus I materi pencemaran lingkungan, sedangkan siklus II materi limbah. Hasil penelitian menunjukkan terjadi peningkatan hasil belajar siswa kelas X SMA Negeri 1 Pemangkat pada ranah sikap, pengetahuan, dan keterampilan. Hasil belajar sikap peduli lingkungan berdasarkan nilai rata-rata tes siklus I sebesar 73,4 dan siklus II sebesar 84,6, hasil belajar kognitif berdasarkan nilai rata-rata tes siklus I sebesar 67,7 dan siklus II sebesar 83,3, serta hasil tes keterampilan proses sains berdasarkan nilai rata-rata tes siklus I sebesar 80,0 dan siklus II sebesar 82,2.]]>
