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All Journal Jurnal Pendidikan Biologi Indonesia
Anggi Tias Pratama
Department of Biology Education, Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry

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Visiting professor program for environmental science: Does it contribute to student learning experience and problem-solving skills? Anggi Tias Pratama; Rizqa Devi Anazifa; Nurul Bahiyah Abd Wahid
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 9 No. 3 (2023): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v9i3.27060

Abstract

This study reveals the contribution of student learning experiences and problem-solving skills in the Visiting Professor (VP) program. This research includes the type of ex post facto correlational research. The data collected in this study were learning experiences and problem-solving skills. Data collection techniques used a questionnaire to find out students' learning experiences on environmental change material, written essay tests to determine the ability to solve environmental pollution problems, and interviews with students on environmental change material. The results of this study found that the VP program had a relationship with and contributed to students' learning experiences and problem solving. The experience of the learning model in this VP gives the greatest contribution to problem-solving skills, followed by indicators of learning models based on student perceptions with percentages, indicators of learning resources with percentages, indicators of direct experience with percentages, indicators of substitute experience with percentages, and the last indicator that has a contribution the smallest is the indicator of student interaction with the percentage. The VP program should be carried out every semester in environmental science courses so that students get learning experience and problem solving. The next research that will be carried out is to look for other factors that influence and contribute to the VP program.
Analysis of e-worksheet based on SDG-13 in climate change material Nurul Fadilah; Anggi Tias Pratama; Agung Subiantoro
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.34065

Abstract

E-worksheets are needed to support learning of SDG-13 material on climate change material, but analysis related to this has not attracted much attention from researchers. The purpose of this study was to determine the needs of students related to digital-based teaching materials that they want to apply in the classroom in biology learning, especially on climate change material to show the phenomenon of global warming with the application of the Merdeka Curriculum. The use of digital-based media is still very suboptimal in utilization, especially in the material of climate change in biology subjects. This quantitative research was conducted using questionnaire techniques, namely giving questionnaires to X-grade students in two schools, namely SMAN in Yogyakarta and SMAN in South Sulawesi Regency, and descriptive techniques were used for analysis tools. The results of student respondents show that 100% want to use electronic worksheets as a learning medium on climate change material. The implication of this research is expected to increase the potential use of digital-based teaching materials and realize the 21st-century era that relies on technology.  
The effect of argument-driven inquiry to pre-service biology teachers’ argumentation skills and metacognitive awareness in Mendelian genetics Rizqa Devi Anazifa; P. Paidi; Anggi Tias Pratama; Atik Kurniawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36218

Abstract

In recent years, pre-service teacher education programs have recognized the importance of equipping future educators with the necessary skills such as argumentation skills and metacognitive awareness. However, the extent to these skills in ore-service biology teachers remains relatively unexplored. This study aimed to explore the effect of argument-driven inquiry on pre-service biology teachers’ argumentation skills and metacognitive awareness. This study also investigated the correlation between argumentation skills and metacognitive awareness in pre-service biology teachers. This research was conducted as quasi experiment using nonrandomized control group pretest–post-test design with two classes. One class as experiment group (N=44) which participated in series of activities in laboratory work using argument-driven inquiry, and control group (N=44) which participated in the regular laboratory activities. The laboratory work focused on the topic of mendelian genetic. This research was conducted on the second year of pre-service biology teachers in the Department of Biology Education. Data were generated by administrating pre-test and post-test on argumentation skill using open-ended question and metacognitive awareness using Metacognitive Awareness Inventory (MAI). Result showed a significant difference between experimental group and control group in argumentation skills (p value= .016) as well as in metacognitive awareness (p value = .005). However, the correlation between argumentation skills and metacognitive awareness were relatively low (r= -.119). This research findings can be used as suggestions for policy makers and educational institute to integrate argumentation skills and metacognitive awareness in designed for professional development program in teacher training program.
Co-Authors Agung Subiantoro Anazifa, Rizqa Devi Atik Kurniawati Nurul Bahiyah Abd Wahid Nurul Fadilah Paidi Paidi Rizqa Devi Anazifa