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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) UNM Journal of Biological Education Vokatek : Jurnal Pengabdian Masyarakat Jurnal Pemikiran dan Pengembangan Pembelajaran
Syamsiah Syamsiah
Jurusan Biologi, Fakultas MIPA, Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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Pengembangan Handout Biologi Bermuatan Pendidikan Karakter Pada Materi Perubahan Lingkungan Kelas X SMA Angela angela; Hamka L; Syamsiah Syamsiah
UNM Journal of Biological Education Vol 2, No 1 (2018): September 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.436 KB) | DOI: 10.35580/ujbe.v2i1.6506

Abstract

The aim of this study was to develop biology handout which containing character education in the environmental change material that categorized valid and practical. This is a research and development research (R & D) using the 4D model. Validity of learning materials and material results from 2 expert validators, while practicality resulted from the teacher on the use of learning materials. Development step is done by validation of learning materials of handout, then practiced in SMAN 3 Makassar by 3 biology teachers. Data collection technique used is initial observation, interview and questionnaire. The results showed the validity of learning materials with an average score of 3.7, while the material validity reached an average score of 3.6. Both is in valid category. The results of limited test by the teacher's response obtained an average score of 3.4 and are in the practical category. From what can be reviewed based on validity and practicality, it can be concluded that the learning materials of biology handout which containing character education in the environmental change material was valid and practical.
Penerapan Model Pembelajaran Discovery Learning Untuk Meningkatkan Hasil Belajar Biologi Dewi Muliyani Junaid; Syamsiah Syamsiah; Ilham Togubu
JURNAL PEMIKIRAN DAN PENGEMBANGAN PEMBELAJARAN Vol. 5 No. 3 (2023): JURNAL PEMIKIRAN DAN PENGEMBANGAN PEMBELAJARAN (JP-3)
Publisher : RAYHAN INTERMEDIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/pendidikan.v5i3.892

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar biologi peserta didik kelas XI MIPA 1 SMA Negeri 1 Halmahera Selatan melalui penerapan model discovery learning . Bentuk penelitian yang digunakan merupakan Penelitian Tindakan Kelas (PTK) yang dilakukan secara kolaborasi dengan menggunakan 2 siklus yang terdiri dari perencanan, pelaksanaan tindakan, pengamatan atau observasi dan refleksi. Subjek penelitian ini adalah peserta didik kelas XI MIPA 1 yang berjumlah 38 peserta didik. Berdasarkan data yang diperoleh pada PTK siklus I peserta didik yang tuntas 27 peserta didik (73%) secara klasikal dalam kategori cukup. Pada siklus II yang tuntas 32 peserta didik secara klasikal (84%) dalam kategori baik. Perubahan dari siklus I ke siklus II mencapai peningkatan 11% secara klasikal. Berdasarkan analisis dan pembahasan disimpulkan bahwa penerapan model discovery learning dapat meningkatkan hasil belajar materi biologi sel peserta didik kelas XI MIPA 1 SMA Negeri 1 Halmahera Selatan.
Pelatihan Media Interaktif Mentimeter dalam Memberdayakan Kualitas Teknologi Guru di MTS Arifah Gowa Ismail; Asham Bin Jamaluddin; Syamsiah; Andi Rahmat Saleh
Vokatek : Jurnal Pengabdian Masyarakat Volume 1: Issue 3 (Oktober 2023)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatekjpm.v1i3.187

Abstract

Mentimeter is an interactive application that is very important to use in learning, but receives little attention. The aim of this research is to provide mentimeter training in empowering the quality of teacher technology at MTS Arifah Gowa. The methods used in this research are; a) Observation; b) Discussion and Question and Answer; c) Independent/Structured Assignments; d) Assignment Review; and e) Direct and online consultation. Based on the results of the implementation of this training activity, it can be concluded that there has been an increase in teachers' abilities regarding mentimeter technology. These results can be seen from the evaluation results which show that 87% of MTS Arifah Gowa teachers understand mentimeter technology in the good category.
Bahasa Inggris Thiara Adzkia Muthmainnah; Syamsiah; Andi Mu’nisa; Firdaus Daud; Faisal
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14632

Abstract

This quasi-experimental study employed a pretest–posttest control group design to examine the effect of Collaborative Mind Mapping in Inquiry-Based Learning on students’ collaboration skills and learning outcomes in biology Grade XI at SMA Negeri 3 Enrekang. The population comprised 105 Grade XI FA students. Two class (XI FA 1 and XI FA 2; n = 70) were selected using cluster random sampling, with one class assigned as the experimental group and the other as the control group. Data were collected using a collaboration skills observation sheet developed based on the indicators and rubrics proposed by Greenstein (2012) and the administration of pretest and posttest learning outcome questions. Descriptive analysis showed that the experimental group’s mean collaboration score increased from 40.36 to 78.93, higher than the control group (39.23 to 68.04). Similarly, learning outcomes improved from 58.51 to 86.49 in the experimental group, compared to 58.40 to 75.20 in the control group. The ANCOVA analysis results obtained a significance value for collaboration skills of 0.000 < 0.05, and a significance value for learning outcomes of 0.002 < 0.05. It can be concluded Collaborative Mind Mapping in inquiry-based learning significantly improves students' collaboration skills and learning outcomes in biology Grade XI.
PENGARUH MODEL PROJECT BASED LEARNING (PjBL) BERBASIS ETNOSAINS TERHADAP AKTIVITAS DAN HASIL BELAJAR IPA PADA SISWA KELAS IX SMP PESANTREN IMMIM Widyani; Firdaus Daud; Hartono; Muhiddin Palennari; Syamsiah
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14739

Abstract

This study aims to analyze the effect of implementing an ethnoscience-based Project-Based Learning (PjBL) model on students’ learning activities and learning outcomes. This research employed a quantitative approach with a quasi-experimental design. The research subjects consisted of two classes: an experimental class taught using the ethnoscience-based PjBL model and a control class taught using the conventional PjBL model without ethnoscience integration. The instruments used in this study included an observation sheet to assess students’ learning activities and a multiple-choice test administered before and after the treatment to measure learning outcomes. The results showed that the average score of students’ learning activities was 78.07, with a standard deviation of 9.17 and an achievement percentage of 78.07%, categorized as very active. The improvement in students’ learning outcomes in the experimental class was also higher than in the control class based on the N-gain analysis. The average pretest score was 65.66 (SD = 10.49), which increased to 86.90 (SD = 4.78) in the posttest. The N-gain value of 0.62 was classified as moderate. Inferential analysis using the t-test indicated a significant difference in both learning activities and science learning outcomes between the two classes (Sig. = 0.000). Therefore, the implementation of ethnoscience-based Project-Based Learning has a positive effect on improving students’ learning activities and science learning outcomes.
Integrasi Etnobotani Dayak dalam Pengembangan Bahan Ajar Keanekaragaman Hayati untuk Sekolah Menengah Atas Fadil Muhammad; Hartono; Hartati; Firdaus Daud; Syamsiah
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14831

Abstract

Biodiversity learning in senior high schools is often abstract and weakly connected to students local socio-ecological realities. Local ethnobotanical knowledge can provide a contextual basis for more meaningful biodiversity learning. This study aimed to develop and evaluate Dayak ethnobotany-based biodiversity teaching materials for Grade X students. The study used a Research and Development design with the ADDIE model. The participants were 23 tenth-grade students from one intact class and two biology teachers at SMA Negeri 1 Uut Murung, Central Kalimantan, Indonesia. The student sample represented a limited field trial to examine the feasibility and initial effectiveness of the product in a real classroom context. Data were collected using expert validation sheets, teacher and student response questionnaires, and learning outcome tests with a one-group pretest-posttest design. Product validity using Gregory’s formula obtained a score of 1.00, indicating very high validity. Practicality scores reached 95,5% from teachers and 91,5% from students. Learning outcomes increased from 47.25 to 89.86, with an N-Gain score of 0.83, categorized as high. The greatest improvement occurred in students cognitive understanding of biodiversity, especially its relationship with the local environment and local wisdom-based in conservation. Thus, the teaching materials are valid, practical, and effective for contextual biodiversity learning.
Pengaruh Lembar Kerja Peserta Didik (LKPD) Berbantuan Video Animasi terhadap Kemampuan Pemecahan Masalah, Motivasi Belajar dan Hasil Belajar Kognitif Peserta Didik Dian Dwi Lestari; Yusminah Hala; Ismail; Firdaus Daud; Syamsiah
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14989

Abstract

This study aims to determine the effect of animated video-assisted student worksheets (LKPD) on problem-solving skills, learning motivation, and cognitive learning outcomes of eleventh-grade students at SMA Negeri 3 Palu. This study employed a quantitative method with a quasi-experimental design, with a non-equivalent pretest-posttest control group design. The population was all eleventh-grade science students at SMA Negeri 3 Palu, with a sample size of 72 students selected using purposive sampling. Data analysis was conducted using descriptive statistics analysis techniques to describe the effect of animated video-assisted LKPD through pretest and posttest data. Furthermore, inferential statistics analysis was conducted using analysis of covariance to test the research hypotheses. The results of descriptive analysis on each measured variable show that the experimental class taught using animated video-assisted student worksheets achieved higher scores than the control class. This is also proven through significant hypothesis testing on each variable, namely on problem-solving ability (p = 0.03), learning motivation (p < 0.01), and cognitive learning outcomes (p < 0.01). Through the results of this analysis, it can be concluded that animated video-assisted student worksheets have an effective effect in improving students' problem-solving abilities, learning motivation, and cognitive learning outcomes.
Co-Authors Andi Mu’nisa Andi Rahmat Saleh Angela angela Asham Bin Jamaluddin Dewi Muliyani Junaid Dian Dwi Lestari Fadil Muhammad Faisal Firdaus Daud Hamka L Hartati Hartono Ilham Togubu Ismail Ismail Muhiddin Palennari Thiara Adzkia Muthmainnah Widyani Yusminah Hala