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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Edukasi Universitas Jember Jurnal Sekolah Dasar Indonesian Journal of Educational Review (IJER) Bioedukasi: Jurnal Pendidikan Biologi PROSIDING SEMINAR KIMIA Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of Biology Education Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education JISIP: Jurnal Ilmu Sosial dan Pendidikan PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Eduproxima : Jurnal Ilmiah Pendidikan IPA Bioeduca : Journal of Biology Education Journal La Edusci Bioed : Jurnal Pendidikan Biologi ZOOTEC ADPEBI International Journal of Business and Social Science Edukasia: Jurnal Pendidikan dan Pembelajaran Biocaster : Jurnal Kajian Biologi Jurnal Pendidikan dan Pengabdian Masyarakat Prosiding Seminar Nasional PPG Universitas Mulawarman Biodik: Jurnal Ilmiah Pendidikan Biologi Warta Penelitian Perhubungan Edumaspul: Jurnal Pendidikan

Makrina Tindangen

Program Studi Pendidikan Biologi FKIP Universitas Mulawarman, Samarinda.

Author-ID : 611116

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Veterinary Other

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ANALISIS PERMASALAHAN GURU DAN SISWA TERKAIT PERANGKAT PEMBELAJARAN BIOLOGI SMA BERBASIS INQUIRY DAN PEMECAHANNYA Nuraini, Nuraini; Tindangen, Makrina; Maasawet, Elsje Theodora
Journal of Biology Education Vol 5 No 3 (2016): 2016
Publisher : Journal of Biology Education

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Tujuan penelitian ini adalah untuk memperoleh 1) gambaran pemahaman guru SMA terkait perangkat pembelajaran Biologi berbasis Inquiry, 2) rumusan solusi dalam mengatasi permasalahan guru terkait pengembangan perangkat pembelajaran Biologi di SMA, 3) gambaran kemampuan siswa memecahkan masalah Biologi berbasis Inquiry, 4) rumusan solusi dalam mengatasi kemampuan pemecahan masalah siswa terkait pembelajaran Biologi berbasis Inquiry. Gambaran pemahaman guru dan siswa ditentukan dengan wawancara dan angket dianalisis secara secara deskriftif kualitatif. Hasil penelitian diketahui bahwa: 1) pemahaman guru terkait perangkat pembelajaran biologi berbasis Inquiry masih kurang sehingga penggunaannya pada proses pembelajaran belum dilakukan secara optimal, 2) Guru mengalami kendala dalam pembuatan perangkat pembelajaran. memerlukan referensi acuan, kegiatan pendampingan dan sosialisasi dalam pengembangangan perangkat pembelajaran berbasis Inquiry, 3) Siswa masih sulit dalam memecahkan permasalahan pada proses pembelajaran di kelas, 4) rendahnya kemampuan siswa memecahan masalah perlu diatasi dengan bimbingan guru secara penuh. The aim of this study is to obtain 1) description of the understanding level of high school teachers related to inquiry-based biology learning kit, 2) the solutions formulation to overcome of teachersâ problems in developing Biology learning kit in high school, 3) description of the level of studentsâ problem-solving skills related to Inquiry-based biology learning, 4) the solutions formulation to solve the students problem solving skills related to Inquiry based biology learning. General overview of teachersâ and studentsâ understanding was explored by interview and questionnaire then by descriptively qualitative analyzed. It found that 1) teachers had low understanding level of inquiry based biology learning kit, so it was not optimally applied learning process 2) teachers had problems in making learning kit, need references, mentoring activities and socialization to conduct inquiry based learning model, 3) students were still hard to overcome problems appeared in learning process, 4) the low level of studentsâ problem-solving skills need to be addressed with teachersâ full guidance.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v5i3.14860

Tujuan penelitian ini adalah untuk memperoleh 1) gambaran pemahaman guru SMA terkait perangkat pembelajaran Biologi berbasis Inquiry, 2) rumusan solusi dalam mengatasi permasalahan guru terkait pengembangan perangkat pembelajaran Biologi di SMA, 3) gambaran kemampuan siswa memecahkan masalah Biologi berbasis Inquiry, 4) rumusan solusi dalam mengatasi kemampuan pemecahan masalah siswa terkait pembelajaran Biologi berbasis Inquiry. Gambaran pemahaman guru dan siswa ditentukan dengan wawancara dan angket dianalisis secara secara deskriftif kualitatif. Hasil penelitian diketahui bahwa: 1) pemahaman guru terkait perangkat pembelajaran biologi berbasis Inquiry masih kurang sehingga penggunaannya pada proses pembelajaran belum dilakukan secara optimal, 2) Guru mengalami kendala dalam pembuatan perangkat pembelajaran. memerlukan referensi acuan, kegiatan pendampingan dan sosialisasi dalam pengembangangan perangkat pembelajaran berbasis Inquiry, 3) Siswa masih sulit dalam memecahkan permasalahan pada proses pembelajaran di kelas, 4) rendahnya kemampuan siswa memecahan masalah perlu diatasi dengan bimbingan guru secara penuh. The aim of this study is to obtain 1) description of the understanding level of high school teachers related to inquiry-based biology learning kit, 2) the solutions formulation to overcome of teachersâ€™ problems in developing Biology learning kit in high school, 3) description of the level of studentsâ€™ problem-solving skills related to Inquiry-based biology learning, 4) the solutions formulation to solve the students problem solving skills related to Inquiry based biology learning. General overview of teachersâ€™ and studentsâ€™ understanding was explored by interview and questionnaire then by descriptively qualitative analyzed. It found that 1) teachers had low understanding level of inquiry based biology learning kit, so it was not optimally applied learning process 2) teachers had problems in making learning kit, need references, mentoring activities and socialization to conduct inquiry based learning model, 3) students were still hard to overcome problems appeared in learning process, 4) the low level of studentsâ€™ problem-solving skills need to be addressed with teachersâ€™ full guidance.

PENGARUH PEMBERIAN RUMPUT RAJA (Pennisetum purpupoides) DAN TEBON JAGUNG TERHADAP KECERNAAN NDF DAN ADF PADA SAPI PO PEDET JANTAN Siswanto, Dwi; Tulung, Bernat; Maaruf, Kartini; Waani, M. R.; Tindangen, M. M.
ZOOTEC Vol 36, No 2 (2016)
Publisher : Universitas Sam Ratulangi

THE EFFECTS OF OFFERING KING GRASS (Pennisetum purpupoides) AND CORN STOVER ON NDF AND ADF DIGESTIBILITY OF MALE ONGOLE CROSS BREED STEER CALVES. A research evaluating the effects of offering king grass (Pennisetum purpupoides) and corn stover as feed ingredients on NDF and ADF digestibility of male ongole cross breed steer calves. This study used five male ongole calf weighing Â± 100 kg. Latin Square design consisting of 5 treatments was used. The treatments were the ratio between the king grass and corn stover; R1 = 100% king grass, R2 = 75% king grass + 25% corn stover, R3 = 50% king grass + 50% corn stover, R4 = 25% king grass + 75% corn stover and R5 = 100% corn stover. The variables measured were digestibility of NDF and ADF. The results of analysis of variance showed that there were highly significant effects (P 0.05), while there were no significant different between R4 and R5 (P>0.05). Tukey test on ADF digestibility showed that there were no significant different among R1 (49.2%), R2 (58.03%), R3 (56.09%), and R4 (59.79%) (P >0.05), however R1 was significantly lower than R5 (65.32%) (P>0.05). There were no significant difference among R2 to R3, R4 and R5 (P>0.05). It can be concluded that biological value (NDF and ADF digestibility) of corn stover is higher compared to king grass. keywords: digestibility, king grass and corn stove

POTRET PEMBELAJARAN, MASALAH KEMAMPUAN BERPIKIR, DAN ALTERNATIF PENDEKATAN PEMBELAJARAN SAINS DI SD Makrina Tindangen
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan Vol 15, No 2 (2006): Tahun 15, Nomor 2, November 2006
Publisher : Sekolah Dasar : Kajian Teori dan Praktik Pendidikan

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Pembelajaran sains di sekolah dasar belum menunjukkan pembelajaran yang bermakna. Dampaknya bermasalah pada kemampuan berpikir siswa, terutama pada kemampuan berpikir kreatif, seperti kemampuan memecahkan masalah. Agar siswa memiliki kemampuan memecahkan masalah, maka harus terjadi pembelajaran bermakna. Ini akan terjadi apabila siswa mengaitkan konsep yang ada dengan materi pelajaran yang dipelajari atau masalah yang akan dipecahkan. Media belajar bermakna adalah peta konsep karena melalui peta konsep terjadi hubungan antara konsep yang satu dengan yang lainnya dalam bentuk proposisi. Konsep merupakan dasar bagi proses berpikir yang lebih tinggi. Pemecahan masalah menuntut seorang siswa mengetahui aturan-aturan yang relevan, dan aturan-aturan ini didasarkan pada konsep-konsep yang dimilikinya. Pembelajaran yang menekankan pada upaya agar terjadi belajar bermakna adalah pendekatan siklus belajar, pendekatan kelompok untuk peta konsep, dan pendekatan metaparadigma.

THE PROBLEM OF TEACHERS DEVELOPING SHEET WORK OF STUDENTS (LKPD) HIGH SCHOOL BIOLOGY BASED SCIENTIFIC APPROACH Leni Triyani; Makrina Tindangen; Akhmad Akhmad
IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 7 No 02 (2020): Indonesian Journal of Educational Review
Publisher : Program Pascasarjana Universitas Negeri Jakarta

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The problem that often occurs is a lack of understanding of teachers to develop LKPD learning tools to create creative and innovative learning so that solutions are needed to solve the problems that occur, the purpose of this study is to find out what problems are faced by teachers when developing LKPD in SMA Negeri at Muara Badak which is based on a scientific approach in improving students' critical thinking skills . The research method used is a percentage and is described in accordance with the findings. Result Research shows that 80% of teachers do not understand how to develop LKPD learning tools for each component . The teacher's lack of understanding regarding how to develop LKPD learning tools that are adapted to learning materials to create creative and innovative learning. Based on the results of this study, it can be concluded that it is necessary to develop LKPD that is in accordance with the objectives of learning and is able to improve students' critical thinking skills.

The TERARIUM MEDIA IN THE LEARNING PROCESS Nooryani Nooryani; Makrina Tindangen; Candra Candra
IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 8 No 1 (2021): Indonesian Journal of Educational Review
Publisher : Program Pascasarjana Universitas Negeri Jakarta

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The purpose of the study was to find out the problems faced by teachers when developing terrarium media. This study uses a quantitative approach with percentage data analysis method and analyzed descriptively. The results show that the problems faced by teachers when developing terrarium media to improve the entrepreneurial skills of high school students are still very many and it is necessary to carry out an innovation that can accelerate educational innovation at the high school level in Samarinda City. this is corroborated by the results of observations that have been made in several high schools in the city of Samarinda, analyzed and then presented, so that 70% of teachers have not been able to develop terrarium media that are relevant to the material to be delivered, this is due to the lack of teacher knowledge regarding terrarium media which has economic value. It can be concluded that it is necessary to carry out new innovations to improve the entrepreneurial abilities of high school students.

THE EFFECTIVENESS OF THE VIRTUAL LEARNING MEDIA GRAPH COLORING LABORATORY Irmayasari Irmayasari; Makrina Tindangen; Evie Palenewen
IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW Vol 8 No 1 (2021): Indonesian Journal of Educational Review
Publisher : Program Pascasarjana Universitas Negeri Jakarta

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The purpose of this study was to determine the effectiveness of virtual laboratory learning media on gram staining material in improving student learning outcomes and retention. The method used in this study is an experiment with a Pretest-Post Nonequivalent Control Group Design . The results showed that the validity of the learning media was 95.6%, the language was 96.4% and the material was 95.5%. The practicality of the media based on teacher questionnaire data is 91.6% and 82.9% of student questionnaires, and the average student learning outcomes increase by 81.9% and the results of student retention power of 87%. Based on the results of the validity, practicality and effectiveness of Biology students and teachers at SMAN 8, SMAN 17 and SMA Wahidiyah Samarinda, it can be concluded that the effectiveness of virtual laboratory media on gram staining material in Biology learning is appropriate to be used as a learning medium.

Problem Analysis Of Inquiry Learning Model Devices That What Happens In Chemistry Teacher At SMAN Samarinda Maradona -; Makrina Tindangen; Erwin -
PROSIDING SEMINAR KIMIA PROCEEDING OF INTERNATIONAL CONFERENCE 2015
Publisher : PROSIDING SEMINAR KIMIA

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This study aims to determine the problem of Inquiry Learning Devices Model Happens in High School Chemistry Teacher in Samarinda. Subjects in this research were 1 teacher and 1 respondents.Methods of analysis was done qualitatively obtained through observation, interviews, documentation and triangulation and data obtained in the research then described.The results showed that the chemistry teacher is having problems in the preparation of RPP learning device.

ANALISIS PERMASALAHAN GURU TERKAIT PERENCANAAN DAN PELAKSANAAN PERANGKAT PEMBELAJARAN BIOLOGI MELALUI MODEL PROBLEM BASED LEARNING DAN MEDIA REALITA DI SMA Fitri Andayani; Makrina Tindangen; Zeni Haryanto
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 2, No 10: Oktober 2017
Publisher : Graduate School of Universitas Negeri Malang

The purpose of this study is to obtain (1) understanding of high school teachers related to the planning and implementation of learning tools with learning model Problem Based Learning and media reality, (2) display of teacher problems related to the implementation of high school teachers related to learning tools with Problem Based Learning model and reality media, (3) description of student's problem to result of learning on environmental pollution material. The result of observation of teacher and student problem analyzed by qualitative descriptive indicate that teacher's understanding related to Biology based learning model of Problem Based Learning and Media Reality is still very low so that its use in the learning process has not been running optimally, the teacher experiences obstacles in making learning tools include syllabus, RPP, Hand Out, and LKPD. Assessment shows a low percentage or less so that student learning outcomes are also low. Therefore it is necessary to develop biology learning tools with problem-based learning model and reality media to improve student learning outcomes.Tujuan penelitian ini adalah untuk memperoleh (1) gambaran pemahaman guru SMA terkait perencanaan dan pelaksanaan perangkat pembelajaran dengan model pembelajaran Problem Based Learning dan media realita, (2) gambaran permasalahan guru terkait pelaksanaan guru SMA terkait perangkat pembelajaran dengan model Problem Based Learning dan media realita, (3) gambaran permasalahan siswa terhadap hasil belajar pada materi pencemaran lingkungan. Hasil observasi permasalahan guru dan siswa yang dianalisis secara deskriftif kualitatif menunjukkan bahwa pemahaman guru terkait perangkat pembelajaran Biologi berbasis model Problem Based Learning dan Media Realita masih sangat rendah sehingga penggunaannya pada proses pembelajaran belum berjalan secara optimal, guru mengalami kendala dalam pembuatan perangkat pembelajaran meliputi silabus, RPP, handout, dan LKPD. Penilaian menunjukan persentase yang rendah atau kurang sehingga hasil belajar siswa juga rendah. Oleh karena itu, diperlukan pengembangkan perangkat Pembelajaran Biologi dengan model pembelajaran berbasis masalah dan media realita untuk dapat meningkatkan hasil belajar siswa.

Analisis Permasalahan terkait Kebutuhan Pengembangan Perangkat Pembelajaran Model Discovery Learning untuk Meningkatkan Pemahaman Konsep dan Sikap Ilmiah Sitti Rosmah; Makrina Tindangen; Vandalita M. Rambitan
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 3: MARET 2018
Publisher : Graduate School of Universitas Negeri Malang

The purpose of the research are as follows (1) To have a perspective of the understanding of SMA 2 teacher related to the development of the Biology learning media through Discovery Learning, (2) To describe the problems of the teacher related to the planning of biology learning media through Discovery Learning, (3) To describe the problems of the teacher about the implementation of biology learning media through Discovery Learning, 4) to describe the problem of the teacher about the understanding of the concept and scientific behavior. Based on of the observation of the teacher’s needs which analyzed by qualitative descriptive showed as follows (1) Teachers still had problems to apply it during learning process in the class, (2) There are common problems experienced by the teacher during learning process because of the time limit of the development of learning media, 3) Fungi lesson is the lesson that required a lot of memorizing even though it is all around us which means a student could have more interested in learning, (4) The development of Discovery Model of learning equipment is needed in order to improve the understanding of the concept and student’s scientific behaviour. The learning Model used is the Learning Model Based on Discovery Learning. Tujuan penelitian ini ialah (1) untuk memperoleh gambaran pemahaman guru SMAN 2 Samarinda terkait pengembangan perangkat pembelajaran Biologi melalui model Discovery Learning, (2) mendeskripsikan permasalahan guru terkait perencanaan perangkat pembelajaran Biologi melalui model Discovery Learning, (3) mendeskripsikan permasalahan guru terkait pelaksanaan perangkat Pembelajaran biologi melalui model Discovery Learning, dan (4) mendeskripsikan permasalahan guru terkait pemahaman konsep dan sikap ilmiah. Hasil observasi kebutuhan guru yang dianalisis secara deskriftif kualitatif menunjukan bahwa (1) guru masih kesulitan dalam menerapkan pembelajaran di dalam kelas, (2) terdapat kendala umum dialami guru dalam proses pembelajaran, karena keterbatasan waktu dalam pengembangan perangkat pembelajaran, (3) materi jamur merupakan materi yang menuntut banyak hapalan, padahal materi ini ada di sekitar kita seharusnya siswa lebih tertarik untuk belajar, (4) Perlu dilakukan pengembangan perangkat pembelajaran model discovery untuk meningkatkan pemahaman konsep dan sikap ilmiah siswa. Model pembelajaran yang digunakan yaitu Model Pembelajaran Berbasis Discovery Learning.

Co-Authors A.A. Ketut Agung Cahyawan W Afif Ruchaemi Akhmad Akhmad Akhmad Akhmad Akhmad Akhmad Alfisyahrani Aliffiyah, Anggie andriani, Selvi Andryani, Ria Aribowo, Rujito Arif Rahman Hakim Ashikin, Noer Bernat Tulung, Bernat Budi Prasetiyo, Budi Budi Raharjo Candra, Krishna P. Cyndirela Damayanti, Febby Datuarruan, Sarfin Desy Sukma Risalahwati Didimus Tanah Boleng Dwi Siswanto Dwiyanti, Nova Elfina Elsje T. Maasawet Elsje Theodora Maasawet Emmilya Umma Aziza Gaffar Erwin - Evie Palenewen Fitri Andayani Gaffar, Emmilya Umma Aziza Herliani Herliani Irmayasari Irmayasari Kartini Maaruf Krishna Purnawan Candra Lailatul Badriyah Lambang Subagiyo Leni Triyani Lumowa, Sonja V.T. Lumowa, Sonja Verra Tinneke M. R. Waani M.M. Rambitan, Vandalita Maasawet, Eslje Theodora Mahmudah Mahmudah Maisyarah Maisyarah Maradona - Maria, Vandalitas Masitah - Masitah Masitah Muluk, Verena Suryati Muslikin Mutmaiyah, Mutmaiyah Nanda Arista Rizki Nasution, Ruqoyyah Noer Dhevie Sopian Nooryani Nooryani Nooryani, Nooryani Norhaniah, Norhaniah Novita, Lydia Novy Mardiansyah Nur Hidayah Nuraini Nuraini Nuraini Nuraini Nurhadi Petrus Fendiyanto Petrus Gega Puspita Ningrum, Aprilia Putri, Riska Nanda Rahman Subandi Rambitan, Magdalena Rambitan, Vandalita M.M. Rambitan, Vandalita MM Rosifah, Djumroh Roslinda, Roslinda Ruchaemi, Afif Sandra Sukmaning Adji Saputri, Alfiyyah Rifda Sarmila, Sarmila Sholeh, Muhammad Iqbal Silviani C. Evangelista Rea Siti Yuliani Sitti Rosmah Sonja V.T Lumowa Sonja V.T. Lumowa Sonja Verra Tinneke Lumowa Sonya Lumowa Sopian, Noer Dhevie Sri Purwati Sri Purwati, Sri Subandi, Rahman Sukartiningsih Sukartiningsih Sukartiningsih Sukartiningsih Tae Bria Nekin, Oktavianus Thamaradiva, Giska Efriandevi Tri Retno Hapsari Turista, Dora Dayu Rahma Vandalita M. M Rambitan Vandalita M. Rambitan Vandalita M.M Rambitan Vandalita M.M. Rambitan Vandalita M.M. Rambitan Vandalita Maria Magdalena Rambitan Vandalita Rambitan Vandalita Vandalita Wati, Bela Mulia Winarno Winarno Wiwik, Wiwik Yanuar, Alvin Dewa Yusak Hudiyono Yusak Hudiyono, Yusak Zeni Haryanto

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