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All Journal Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Bioedukasi: Jurnal Pendidikan Biologi Phenomenon : Jurnal Pendidikan MIPA Sriwijaya University Learning and Education International Conference Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Bioedusiana: Jurnal Pendidikan Biologi Al-Mu'awanah
WISNU JULI WIONO, WISNU JULI
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Immunology & microbiology Mathematics Physics Social Sciences Other

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1281 ANALYSIS RUBRICS CONSTRUCTION OF SCIENCE CONTENT THEMATIC BOOKS GRADE VI WIONO, WISNU JULI

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Abstract

Rubric is an integral part of the assessment. The advantage of using the rubric of teachers more focused in giving reciprocity to student learning outcomes. Principal component within the rubric are the criteria and levels of achievement. Both components must be written in language that is operational and free ambiguous. The criteria should be limited in number to efficient use. Still found a section with a lot number of criteria and operational bias in sixth grade teacher books , especially science payload. Rubric integrated with Indonesian charge less to accommodate the ability of science. The necessary simplification of the construction section in the book. Simplification was related to the teacher as a user maind set.
EFEKTIVITAS ATLAS ELEKTRONIK BERMUATAN KEANEKARAGAMAN TUMBUHAN TNBBS DALAM PEMBELAJARAN BIOLOGI BERDIFERENSIASI Wiono, Wisnu Juli; Priadi, Median Agus; Meriza, Nadya
BIOEDUKASI: Jurnal Pendidikan Biologi Vol 15, No 1 (2024): BIOEDUKASI, MEI 2024
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/bioedukasi.v15i1.8814

Abstract

Bukit Barisan Selatan National Park (TNBBS) since 2004 has been named a Sumatran rainforest heritage by UNICEF. Several problems related to conservation efforts in TNBBS include decreasing area size, wood theft, and catching protected fauna. This condition has caused the TNBBS area to currently be in endangered (threatened) status. As an institution that plays a role in producing the nation's generation, schools have an important role in promoting environmental conservation efforts in learning activities. One form of business that can be done is to create learning materials that are effective, efficient, and contain plant biological resources in TNBBS. This research aims to produce an electronic atlas that can be used as a learning resource for students in biology subjects at the secondary education level. The research method applied was Thiagarajan's (1974) 4D development model (define, design, develop, and disseminate). The results of product validation by media experts are in the very feasible category. Meanwhile, material experts and field practitioners stated that it was feasible. The effectiveness test based on students' learning capital tendencies obtained data: visual (high); auditory (moderate); and kinesthetic (low). Based on the research results, the atlas containing the plant diversity of TNBBS is suitable for use in learning in the Merdeka Belajar curriculum. 
The Effectiveness of Problem-Based Learning on Ecosystem Content toward Critical Thinking in Terms of Students' Metacognitive Awareness Wiono, Wisnu Juli; Siregar, Yessica Solafide
Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2024.14.1.22440

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This research aims to determine the effect of applying the PBL model on students' critical thinking abilities and to describe students' critical thinking abilities on the interaction of living things and their environment in terms of metacognitive awareness. The design in this research is a quasi-experiment using the Pretest-Posttest Control Group Design technique. Samples were taken using purposive sampling technique. Metacognitive awareness data was obtained through the Metacognitive Awareness Inventory (MAI) questionnaire which was analyzed descriptively. The population of this research was class VII students at SMPN 43 Bandar Lampung with a sample of 27 class VII 1 students as the experimental class and 25 class VII 2 students as the control class. The average N-Gain value for the experimental class was 0.65, the "medium" criterion. The N-Gain homogeneity test is Sig.0.250> 0.05. Test the hypothesis with the Sig value. (2-tailed) 0.00 < 0.05. The effect size test result was 1.18 with the criteria "large". Based on these results, it shows that the use of the PBL model is effective in improving students' critical thinking skills on the interaction of living things and their environment. The results of the analysis between metacognitive awareness and critical thinking skills descriptively show that more than half of the students who are at the 'developed' metacognition level consist of students who are in the medium and high critical thinking categories.
Boys and Girls in Developing Scientific Literacy Through PBL Supported by ClimateClass Wiono, Wisnu Juli; Rakhmawati, Ismi; Yudianto
Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Vol 15 No 1 (2025): Bioeduin: Februari
Publisher : Department of Biology Education UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/bioeduin.v15i1.39792

Abstract

This study examines the effectiveness of the Problem Based Learning (PBL) model supported by the Android application ClimateClass in developing students' science literacy skills. Science literacy is crucial in the 21st century as it equips students with the necessary skills to make informed decisions in a technology-influenced society. Despite Indonesia's participation in international programs like PISA, the level of science literacy in the country remains low, indicating the need for innovative educational strategies. This quasi-experimental research used a pretest-posttest non-equivalent control group design conducted at SMA Negeri 1 Padang Cermin Pesawaran with a sample of 36 students from Class X.2. The intervention involved the implementation of the PBL model with the ClimateClass application to facilitate a more interactive and problem-solving-focused learning environment. Data were collected using a science literacy test and a questionnaire and analyzed using ANCOVA to determine the significance of the intervention. The results showed that the use of the PBL model supported by the ClimateClass application significantly developed students' science literacy, particularly in identifying scientific issues, explaining scientific phenomena, and using scientific evidence. Moreover, the study found no significant differences in science literacy achievement between male and female students, indicating that gender does not affect learning outcomes in this context. These findings highlight the potential of integrating digital media into educational models to create an equitable and effective learning environment in the digital era.
Metacognitive Awareness Based on Gender in Conceptual Change Learning Assisted Android Mobile-learning on the Topic of the Human Reproductive System Wiono, Wisnu Juli; Dewi, Safira Permata
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 11, No 1 (2023): Jurnal Bioterdidik
Publisher : Universitas Lampung

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Abstract

Abstract: Metacognitive Awareness Based on Gender in Conceptual Change Learning Assisted Android Mobile-learning on the Topic of the Human Reproductive System. This study aims to describe the level of metacognitive awareness of male and female students in conceptual change learning on the topic of the human reproductive system, the relationship between knowledge about cognition and cognitive regulation. The research subjects were students of class XI at a high school in Bandar Lampung. The instrument used to collect data is a metacognitive awareness questionnaire developed by Schraw & Dennison (1996). The results of the study show that male and female students are dominantly at the level of "developing" metacognitive awareness in the sense that they can be helped towards awareness of thinking for themselves if they are inspired or supported. This study also revealed that girls are more dominant in their minds-on, while male students tend to be more hands-on. Each knowledge about cognition and regulation of cognition has a strong relationship, both in male and female students. Through this research, it appears that conceptual change learning facilitates male and female students to identify and revise concepts that develop in society related to the human reproductive system to become scientifically correct. DOI: http://dx.doi.org/10.23960/jbt.v11.i1.27135
Junior High School Students' Critical Thinking Ability in Biology Learning through Liveworksheet E-LKPD Based on Scientific Approach Abu Bakar Chaniago, Otis Aprillia; Maulina, Dina; Wiono, Wisnu Juli; Hernawati, Diana
Biosfer: Jurnal Tadris Biologi Vol 13 No 2 (2022): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v13i2.13381

Abstract

This study aimed to assess junior high school students' critical thinking skills in biology learning using Liveworksheet E-LKPD  based on a scientific approach. Critical thinking skills assessments, teacher interviews, and student response questionnaires were used as data collection techniques. The n-gain, normality test, homogeneity test, and independent sample t-test were used to assess critical thinking skills data. The questionnaire and interview data were analyzed descriptively in percentage form. The results revealed significant differences in critical thinking skills between students in the experimental and control groups (Sig. < 0.05). The learning process and teaching materials employed produce differences in students' critical thinking skills, students are not accustomed to working on critical thinking problems, and teachers have not maximized learning activities with the scientific approach.ABSTRAK: Tujuan penelitian ini adalah untuk mengetahui kemampuan berpikir kritis siswa pada pembelajaran biologi di jenjang SMP melalui pemanfaatan E-LKPD dalam liveworksheet berbasis pendekatan saintifik. Teknik pengumpulan data dilakukan dengan pemberian tes kemampuan berpikir kritis, pelaksanaan wawancara guru, dan angket tanggapan siswa. Data kemampuan berpikir kritis dianalisis dengan n-gain, uji normalitas, uji homogenitas, dan uji independen sampel t-test, sedangkan data angket dan wawancara dianalisis secara deskriptif dalam bentuk persentase. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis yang nyata di antara siswa kelompok eksperimen dan kelompok kontrol (Sig. < 0,05). Perbedaan kemampuan berpikir kritis siswa disebabkan oleh proses pembelajaran dan bahan ajar yang digunakan serta siswa belum terbiasa mengerjakan soal-soal berpikir kritis dan guru belum mengoptimalkan kegiatan pembelajaran dengan pendekatan saintifik. 
Argument-Driven Inquiry, Gender, and Its Effects on Argumentation Skills Hasnunidah, Neni; Wiono, Wisnu Juli
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 4 No 2 (2019): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v4i2.4676

Abstract

Argumentation is considered by science teachers as a major component of science education. Middle school students need to be empowered in their argumentation skills to answer challenges to global competition. This study aimed to compare the argumentation skills between male and female students in science through the Argument-Driven Inquiry (ADI) model and guided inquiry model. There were 317 participants (150 male and 167 female) eighth-grade students of several schools in Bandar Lampung. The Pretest-posttest Non-equivalent Control Group Design was used as a part of a quasi-experimental design. The experiment class applied the ADI model and the control class applied the guided inquiry model. The data were collected by argumentation test, questionnaire of implementation learning syntax, and participant’s response. The data were analyzed by ANCOVA test and qualitative techniques. The results indicated that the ADI model led to a significant increased in argumentation skills in the science context. Moreover, there is no difference in the achievement of females and males. When students were encouraged to state claims and support their claims with data, warrants, and backing, it was observed that their argumentative discourse increased in terms of both the structure and the complexity of the argumentation. In light of the findings, it is suggested that the argumentation activities should be developed to promote students' science content knowledge and argumentation skills of both male and female students. 
Environmental Issues-based Discovery Learning to Enhance Metacognitive Awareness and Students’ Higher-Order Thinking Skills Wiono, Wisnu Juli; Meriza, Nadya
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 1 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i1.10464

Abstract

This study aimed to describe students' metacognitive awareness and higher-order thinking skills through environmental issues-discovery. The research design was quasi-experimental with a pretest-posttest design. The data were collected through 52 Metacognitive Awareness Inventory (MAI) statements and the critical thinking test. The results show that the levels of students' metacognitive awareness are undeveloped (18 Percent), at-risk (8 Percent), poor (15 Percent), developed (22 Percent), high (14 Percent), and excellent (23 Percent). The discovery learning model significantly affects students' higher-order thinking skills (significant value of 0.000 with a 0.05 confidence level). Therefore, teachers are advised to utilize the surrounding environment in the discovery learning model to improve higher-order thinking skills and metacognitive awareness. Studies on other learning models need to be carried out to add references in organizing the learning process.
Peningkatan Profesionalitas Guru IPA melalui Pelatihan Pengembangan Instrumen Assessment Kemampuan Metakognitif Berbantuan Media ICT Wiono, Wisnu Juli; Yolida, Berti
Al-Mu'awanah: Jurnal Pengabdian kepada Masyarakat Vol 2 No 2 (2021): Desember 2021
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/almuawanah.v2i2.10442

Abstract

Education in 21st century is directed to prepare a generation of learners, problem solvers and have the ability to think critically and creatively. Classroom learning is designed to facilitate students in achieving these goals by providing metacognitive-oriented exercises. Utilization of information and communication technology in learning has a significant influence on student learning outcomes. The ability to compose test instruments that are oriented to high-level thinking and mastery of technological literacy are skills that must be possessed by teachers, especially during the COVID-19 pandemic. In fact, junior high school science teachers in East Lampung generally use test instruments from printed books and rely heavily on short message services (SMS) or Whatsapp in conducting learning. In these conditions, it is necessary to seek the right solution so that there is no loss of meaning in learning. The service activity began with a seminar on the nature of assessment, the use of ICT in learning, and the practice of compiling metacognition-oriented test instruments. At the end of the activity, participants were asked to present their work in front of the class in order to receive criticism and input from other participants and lecturers. The results of the service activities show that the understanding and ability of science teachers in East Lampung has increased. This can be seen from the instrument products produced that have met the standards in the assessment. This increase can be seen from the results of the n-gain analysis which is in the medium category.
Discovery Learning Berbantu Video Ekosistem Taman Hutan Rakyat Wan Abdul Rachman Lampung dan Efektifitasnya terhadap Hasil Belajar Kognitif dan Sikap Tanggung jawab Siswa Wiono, Wisnu Juli
Bioedusiana: Jurnal Pendidikan Biologi Vol 8, No 2 (2023): Bioedusiana
Publisher : Jurusan Pendidikan Biologi - Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/bioed.v8i2.10097

Abstract

Perseta didik tidak hanya dituntut untuk memiliki kemampuan dan keterampilan tetapi juga harus memiliki sikap yang akan berguna selama proses pembelajaran dan masa mendatang. Proses pembelajaran harus memberikan dampak yang signifikan terhadap berbagai aspek termasuk sikap tanggung jawab. Penelitian ini bertujuan untuk mengetahui pengaruh discovery learning berbantu video ekosistem Taman hutan rakyat Wan Abdul Rachman (Tahura WAN) terhadap hasil belajar kognitif dan responsibility siswa salah satu SMAN di Pesawaran. Desain penelitian yang digunakan adalah pretest-posttest non ekuivalen. Sampel penelitiannya yaitu siswa kelas X MIPA 3 yang berjumlah 35 orang sebagai kelompok eksperimen dan kelas X MIPA 1 yang berjumlah 32 orang sebagai kelompok kontrol dengan teknik random sampling. Data hasil belajar kognitif dianalisis menggunakan uji independent sample t-test sedangkan sikap responsibility siswa dianalisis dengan uji One-Way Anova. Hasil penelitian menunjukkan bahwa pada taraf signifikansi 0,05 didapatkan nilai Sig. (2-tailed) 0,0000,05 untuk hasil belajar kognitif dan 0,0040,05 untuk repsonsibility terhadap Tahura WAR. Sehingga dapat disimpulkan terdapat pengaruh signifikan dari penerapan discovery learning berbantu video ekosistem Tahura WAR terhadap hasil belajar kognitif dan responsibility siswa.
Co-Authors Abu Bakar Chaniago, Otis Aprillia Berti Yolida Dedi Supriadi Dina Maulina Hernawati, Diana Meriza, Nadya Neni Hasnunidah Rakhmawati, Ismi Safira Permata Dewi Siregar, Yessica Solafide Yudianto