Article Per Year (5 Year)
p-Index From 2021 - 2026
1.578
P-Index
This Author published in this journals
All Journal DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Biosfer: Jurnal Pendidikan Biologi Jurnal SOLMA Jurnal Biologi Tropis Bioedukasi: Jurnal Pendidikan Biologi JURNAL PENDIDIKAN TAMBUSAI Journal of Community Service and Empowerment Edumedia: Jurnal Keguruan dan Ilmu Pendidikan Bioscientist : Jurnal Ilmiah Biologi Jurnal Pendidikan dan Pengabdian Masyarakat
Kodri Madang, Kodri
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Pelatihan dan Pendampingan Penyusunan Modul Ajar Berdiferensiasi Bagi Guru-guru IPA di OKU Selatan Destiansari, Elvira; Anwar, Yenny; Susanti, Rahmi; Madang, Kodri; Meilinda, Meilinda; Slamet, Adeng; Anggraini, Nike; Amizera, Suzy; Somakim, Somakim
Jurnal SOLMA Vol. 12 No. 3 (2023)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Pada implementasi Kurikulum Merdeka, guru-guru masih mengalami keterbatasan informasi baik dalam hal pembelajaran maupun dalam penyusunan perangkat pembelajarannya. Hal ini karena lokasi sekolah yang cukup jauh dari pusat kota dan belum adanya pelatihan sejenis di daerah tersebut, sehingga akses informasi masih belum memadai. Oleh sebab itu, perlu dilakukan kegiatan pelatihan dan pendampingan untuk mengatasi hal tersebut. Metode: Kegiatan pengabdian kepada masyarakat ini dilaksanakan secara tatap muka (offline) dan dilanjutkan pendampingan penyusunan modul ajar berbasis pembelajaran berdiferensiasi secara online. Hasil: Berdasarkan perbandingan hasil pretest dan posttest diperoleh peningkatan pengetahuan peserta terkait modul ajar berdiferensiasi. Hasil pre-test dan post-test antara lain pada kategori kurang dari 70% ke 0%, kategori cukup dari 30% ke 10%, kategori baik dari 0% ke 15 % dan kategori sangat baik dari 0% ke 75%. Peserta dapat menghasilkan produk berupa modul ajar berbasis pembelajaran berdiferensiasi pada mata pelajaran IPA SMP. Kesimpulan: Terjadi peningkatan pemahaman guru terkait pembelajaran berdiferensiasi, kemampuan menyusun modul ajar, dan diperoleh respon yang baik dari peserta pelatihan terhadap kegiatan pengabdian yang dilaksanakan.
Relationship of Metacognitive Awareness and Family Support to Online Learning Khoirunnisa, Khoirunnisa; Huzaifah, Siti; Madang, Kodri; Tibrani, Masagus Muhammad
Bioedukasi: Jurnal Pendidikan Biologi Vol 15, No 1 (2022): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v15i1.55460

Abstract

Many factors are related to student learning outcomes in bold learning, including metacognitive awareness and family support. This correlational study aims to determine the relationship between metacognitive awareness and family support on the learning outcomes of students of class XI MIA (Mathematics and Natural Sciences) SMA Negeri 3 Martapura on the digestive system material in 2021/2022. The population in this study were all class XI MIA  SMA Negeri 3 Martapura which consisted of 91 students with the number of samples tested amounting to 73 samples of this study were determined randomly. Method of data collection using a questionnaire and distributed via google form. The instrument used is developed by the author and has been validated by expert lecturer. Questionnaires were given to determine metacognitive and family relationships and were given multiple choices to determine learning outcomes. The results showed that there was a positive but low correlation (r = 0.228) between metacognitive awareness and courageous learning outcomes. There is a negative correlation (r = -0.053) between family support and courageous learning outcomes (Y = 12.917+0.152 X1 - 0.108 X2) which indicates a low relationship between metacognitive awareness and family support on courageous learning outcomes. The implication of this research is that metacognitive awareness and family support are not closely related to learning outcomes and there are many other factors that have a closer relationship
Co-Authors Adeng Slamet Agil Al Idrus Alhafizin, M. Amizera, Suzy Anggraini, Nike Annisa, Sindy Arindy, Winda Dela Didi Jaya Santri, Didi Jaya Didik Santoso Elvira Destiansari Febrianita, Tiara I Gde Mertha Iful Amri Ilhamdi, Mohammad Liwa Ketang Wiyono Khoiron Nazip, Khoiron Khoirunnisa Khoirunnisa LALU ZULKIFLI Martin, Dliya Syahirah Eka Maryanti, Atika Dwi Meilinda Meilinda Nike Anggraini Pasela, Wita Permitasari Pasela, Wita Permitasari Rahmi Susanti Rosalinda Rosalinda Salsabila, Yasni Selamet, Adeng Siti Huzaifah, Siti Somakim, Somakim Susy Amizera Tibrani, Masagus Mhd Tibrani, Masagus Mhd. Tibrani, Masagus Muhammad Tibrani, Mgs Ulfa, Santri Dwi Yanti, Yusrina Firda Yenny Anwar