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All Journal Bioeducation Journal Prosiding Seminar Biologi Bioeksperimen: Jurnal Penelitian Biologi Jurnal Penelitian dan Pembelajaran IPA PENA SAINS Jurnal Pendidikan Biologi EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA PENDIPA Journal of Science Education Cakrawala Pedagogik JURNAL PENDIDIKAN MIPA Eduproxima : Jurnal Ilmiah Pendidikan IPA Proceeding Biology Education Conference Jurnal Pijar MIPA Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Authentic Research Biodik: Jurnal Ilmiah Pendidikan Biologi
Vica Dian Aprelia Resti
Jurusan Pendidikan Ilmu Pengetahuan Alam, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Sultan Ageng Tirtayasa
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Proceeding Biology Education Conference

 1 
Developing Set of Instructional Instrument of Ecosystem Based on Problem Based Learning (PBL) Resti, Vica Dian Aprelia; Ibrohim, Ibrohim; Rohman, Fatchur
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 12, No 1 (2015): Prosiding Seminar Nasional XII Biologi
Publisher : Universitas Sebelas Maret

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Abstract

Development of learning sets is one of the ways to achieve the goal of education. Learning sets of biology have provide real problem. Student who actively being trained to find real problem solutions are supposed to be able to develop critical thinking skills. Some learning models are able to orient students to meet contextual problem, such as PBL model. The use of PBL model should be integrated in development of learning sets. Development procedures adapted from 4D proposed by Thiagarajan, but this research was only done until the phase of develop. The design step is to determine learning model which relevant to make problem solutions. The result of design step were prototype of the instructional intruments, includes syllabi, lesson plans, student worksheets, media, and assessment which relevant to PBL characteristics and step. In develop step, the prototype of the instrument will be tested by validators (learning sets expert, materials, teacher biology, and media expert) by giving some suggestions and do scoring. Trial test had did at 8th graders in SMPN 4 Malang, a number of 27 students asked to review LKS and media as well as piloting a matter of critical thinking test. Test also did on 7th grade students, consisted of 40 students to do learning activities. The test have not been able to determine the effectiveness of PBM model for improving critical thinking skills, because it was not a quantitative test. Validation result on syllabi, lesson plans, and students worksheets gained very good qualification (above 88%). Critical thinking assessment result showed very good qualification (above 84,5%). Media result showed very good qualification (89,4%). Student worksheet and media according to 8th grade students showed very good qualification (above 84%). The test of critical thinking to 8th grade students showed reliable result and can be used for advance development step. Development test towards 7th grade students haven’t showed integrated of PBM models in learning activities.Keywords:      instructional equipment, PBM model, critical thinking
ALTERNATIF PENGGUNAAN MULTIMEDIA KONTEKSTUAL PADA MATERI EKOSISTEM DENGAN MODEL PEMBELAJARAN BERDASARKAN MASALAH (PBM) Vica Dian Aprelia Resti
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 11, No 1 (2014): Prosiding Seminar Nasional XI Biologi
Publisher : Universitas Sebelas Maret

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A good learning depends on the curriculum representative. Curriculum representative is realized by using facilities and subject matter to get competency. The purpose of curriculum 2013 at Junior High School is expected that students have factual knowledge, conceptual, prosedural and related whith real problem, so it is able to interact with the social and natural environment, to act effectively and creatively in the realm of the abstract and concrete. In this case the background of paper is describing the alternative by using contextual multimedia at Ecosystem matter on the Problem Based Learning (PBL) model. PBL as the model includes all developing curriculum or sets developing that presenting an real and meaningful problems to make their students conduct investigations. It is relevance with Ecosystem matter emphasize the real problems in the environments. Learning activities which student are able to understand the problems, will have critical thinking about a phenomenon in environments.The use of multimedia is one of alternative to orient on real problem with more efficient when direct observation is not able to be implemented. Educators want to be responsive and creative which presenting any problem to make their students get critical thinking. Some suggestions to educator in order that they are able to present real problem with observation or with multimedia. The use of technology as learning media must be based on the requirement and it can not separated with the role of educator as fasilitators. Keywords: contextual multimedia, ecosystem, PBL model
KAJIAN NEUROSAINS DALAM PERKEMBANGAN PEMBELAJARAN BIOLOGI ABAD 21 Vica Dian Aprelia Resti
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 10, No 2 (2013): Seminar Nasional X Pendidikan Biologi
Publisher : Universitas Sebelas Maret

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Mekanisme kerja otak memberikan kedudukan penting dalam memahami perubahan tingkah laku belajar yang dilakukan seseorang. Hal inilah yang melatarbelakangi tujuan penulisan makalah untuk mendeskripsikan kajian neurosains dalam perkembangan pembelajaran Biologi abad 21. Perkembangan teknologi yang digunakan untuk mendukung kegiatan pembelajaran dapat dikaitkan dengan adanya konsep neurosains. Neurosains merupakan bidang kajian sistem saraf otak manusia yang berhubungan dengan kesadaran dan kepekaan otak dari segi biologi, persepsi, ingatan, dan pembelajaran. Proses pembelajaran dengan memanfaatkan teknologi ini tidak selamanya mengesampingkan peran guru dalam pembelajaran tatap muka di kelas, melainkan diselaraskan dengan adanya pembelajaran tatap muka, dan inilah yang dinamakan blended learning.  Blended learning merupakan upaya mengkombinasikan pembelajaran berbasis internet (e-learning) dengan pembelajaran tatap muka (face to face). Pembelajaran tatap muka ini penting untuk mengaktifkan daerah-daerah penting dalam otak. Pembelajaran berdasarkan internet sangat dipengaruhi oleh teori belajar kognitif model pemrosesan informasi yang diawali dari masuknya informasi ke sistem memori, memori jangka pendek, dan sampai ke memori jangka panjang. Berdasarkan tujuan utama pembelajaran Biologi dalam meningkatkan keyakinan terhadap kebesaran Tuhan Yang Maha Esa berdasarkan keberadaan, keindahan, dan keteraturan alam ciptaan-Nya sangat berkaitan erat dengan kajian neurosains. Kajian neurosains memberikan pengetahuan tambahan tentang fungsi vital otak sebagai pendukung keberhasilan kegiatan pembelajaran, yang meningkatkan rasa bersyukur atas segala karunia Allah SWT. Kegiatan pembelajaran yang dilakukan bukan hanya sekedar transfer ilmu dari guru ke siswa, melainkan dalam perjalanannya melibatkan adanya  impuls sebagai akibat adanya stimulus dalam lingkungan belajar. Saran yang dapat dilakukan sebagai seorang pendidik ialah selalu berupaya untuk menghadirkan lingkungan belajar yang mampu merangsang perkembangan otak siswa. Hal ini bertujuan untuk mengaktifkan dendrit-dendrit untuk bercabang secara kompak, sehingga akan lebih mudah dalam menerima dan meneruskan informasi yang dapat siswa terapkan dalam kehidupannya sehari-hari. Kata Kunci: Neurosains, Pembelajaran Biologi
Kajian Neurosains dalam Kemandirian Belajar Mahasiswa Calon Guru IPA melalui Optimalisasi Learning Management System (LMS) dengan Fiture SPADA Vica Dian Aprelia Resti; Siti Romlah Noer Hodijah; Mudmainah Vitasari
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 18, No 1 (2021): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

Online learning to anticipate the Covid-19 pandemic directly or indirectly has presented a new order in the learning aspect. One of the Learning Management System (LMS) technologies used at Sultan Ageng Tirtayasa University is the Sistem Pembelajaran Daring (SPADA). Several features in SPADA have been developed to help students learn independently or guided, including summary, assignment, grade, URL and activity completion. Lecturers continue to try to anticipate problems in optimizing these features. These efforts continue to experience changes and developments because the self regulated learning that is passed by each student is not the same. This is influenced by a series of brain mechanisms in processing information or known as neuroscience. Student activities related to independent learning do not only involve cognition from a series of information processing, but a series of self-knowledge information that is included in the study of abilities and metacognitive skills. In this regard, the independence of learning in this study is explained in terms of cognitive, motivational and behavioral aspects using a questionnaire instrument and interview guidelines for 32 students in the Department of Natural Sciences Education Semester V of 2020. Based on the results and discussion, it is known that the difficulty in realizing learning independence because students do not know for sure the goals to be achieved, so it is difficult to determine various strategies for achieving them. The problem of self regulated learning encourages LMS optimization steps with SPADA features based on neuroscience studies. The first thing to do is to give students the freedom to learn according to their inclinations, so the suggestion that can be conveyed is that the lecturer should know the learning style of each student before using the LMS through the SPADA feature in developing student learning independence.
Co-Authors Aditya Rakhmawan Agustin, Salshanabilla Alexsander, Kelvin Ali Djamhuri Azzahra, Syakirah Biru, Lulu Tunjung Chyntia Wulan Aprilia Dea Berlian Amanah Dilla Maharani Putri Diyah Nadiyah Dwi Indah Suryani Febriana, Ria Naena Ibrohim Ida Trianawati INDAH SURYANI, DWI Iskandar, Nadya Leony Kevin Ledya Khofifah, Ida Kurniasih, Septi Latifa Dewi, Shofia Liska Berlian Lukman Nulhakim Lulu Tunjung Biru Mashfufah, Indrawati Maulana, Didi Mudmainah Vitasari Nahlin Mutia Solpa Nanda Amelia Nestiadi, Adi Nova Amalia Nulhakim, Lukman Nurdayanti Prasetyaningsih Prasetyaningsih Prasetyaningsih Prasetyaningsih, Prasetyaningsih Rasyidin, Eiftien Yuliar Ratu Humairoh Saputri, Alfia Eka Sintha Martya Lestari Siti Aulia Nabila Siti Elfrida Silviana Siti Nur Atsma Atsma Siti Romlah Noer Hodijah Sjaifuddin Sjaifuddin Suroso Mukti Leksono Suryani, Dwi Indah Trian Pamungkas Alamsyah, Trian Pamungkas