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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Pedagogi Hayati Sriwijaya University Learning and Education International Conference Journal of Biology Education Seminar Nasional Pendidikan IPA Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan ABSYARA: Jurnal Pengabdian Pada Masyarakat Jurnal Literasi Pendidikan Fisika (JLPF) KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) KREATIF: Jurnal Pengabdian Masyarakat Nusantara
Safira Permata Dewi
Biology Education, Faculty Of Teacher And Training Education, Universitas Sriwijaya, Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Metacognitive Awareness Based on Gender in Conceptual Change Learning Assisted Android Mobile-learning on the Topic of the Human Reproductive System Wiono, Wisnu Juli; Dewi, Safira Permata
Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Vol 11, No 1 (2023): Jurnal Bioterdidik
Publisher : Universitas Lampung

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

Abstract

Abstract: Metacognitive Awareness Based on Gender in Conceptual Change Learning Assisted Android Mobile-learning on the Topic of the Human Reproductive System. This study aims to describe the level of metacognitive awareness of male and female students in conceptual change learning on the topic of the human reproductive system, the relationship between knowledge about cognition and cognitive regulation. The research subjects were students of class XI at a high school in Bandar Lampung. The instrument used to collect data is a metacognitive awareness questionnaire developed by Schraw & Dennison (1996). The results of the study show that male and female students are dominantly at the level of "developing" metacognitive awareness in the sense that they can be helped towards awareness of thinking for themselves if they are inspired or supported. This study also revealed that girls are more dominant in their minds-on, while male students tend to be more hands-on. Each knowledge about cognition and regulation of cognition has a strong relationship, both in male and female students. Through this research, it appears that conceptual change learning facilitates male and female students to identify and revise concepts that develop in society related to the human reproductive system to become scientifically correct. DOI: http://dx.doi.org/10.23960/jbt.v11.i1.27135
Peningkatan keterampilan guru IPA di Kabupaten OKU-Selatan melalui pendampingan pembuatan instrumen asesmen diagnostik Dewi, Safira Permata; Santoso, Lucia Maria; Ermayanti, Ermayanti; Santri, Didi Jaya
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.24089

Abstract

The implementation of the Merdeka Curriculum emphasizes the execution of diagnostic assessments before the commencement of the learning process. This assessment aims to provide teachers with an understanding of students' initial capabilities, serving as a foundation for differentiated learning. This training is targeted at junior high school science teachers in South OKU Regency to enhance their skills in creating diagnostic assessment instruments. The method employed involves training 13 science teachers, conducted on September 3-4, 2023, encompassing material delivery, question-and-answer sessions, workshops, independent work, and product monitoring. The final product of this training is a diagnostic assessment instrument applicable in classroom learning processes. The product evaluation criteria include the selection of concepts, the appropriateness of answer choices to the questions, and the alignment of material with students' cognitive levels. The evaluation results indicate that participants have successfully created diagnostic assessment instruments aligned with textbook concepts. However, the development of alternative answers, both at the first and second levels, still requires further improvement. This challenge is attributed to the teachers' lack of practice in formulating effective answer alternatives.
Students' Alternative Concept on the Topic of Energy in Life Dewi, Safira Permata; Saparini, Saparini; Destiansari, Elvira; Anjelina, Ersa Lois; Setiani, Liska
Jurnal Inovasi Pendidikan IPA Vol. 10 No. 1: April 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v10i1.71417

Abstract

This research aims to get the alternative concepts of students regarding the concept of energy in life using integrative instruments. The concept of energy in life consists of two topics, photosynthesis and cellular respiration. A sample of 375 students was established using the random sampling technique. They were from 14 junior high schools in Palembang City using the stratified cluster sampling. The instrument used consists of 30 free-response. The results of this research show that students understand the concept that photosynthesis can only occur in leaves (23.70%) and takes place during the day (33%) by utilizing oxygen (25.80%) while existing sunlight functions as the lighting in the photosynthesis process (17.20%) and chlorophyll plays a role in providing coloring to plants (16.50%). On the topic of cellular respiration, students understand that cellular respiration is an activity for the formation and addition of energy in living things (30.40%) and can occur in all parts of the body of living things (31.30%). Both ordinary cellular respiration and fermentation are carried out utilizing oxygen (72.40%). The results show that the alternative concepts possessed by students are very diverse with basic concepts, even though these basic concepts have been studied at previous levels of education.
Identification of High School Students Misconceptions on The Biogeochemical Cycle Topics Astuti, Yeni Dwi; Meilinda*, Meilinda; Dewi, Safira Permata; Wulandari, Ratu Mutiara; Jajuri, Titiyaka
Jurnal Pendidikan Sains Indonesia Vol 12, No 1 (2024): JANUARY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i1.34974

Abstract

Misconceptions are a learning problem that not only impacts student acceptance in the form of delays in receiving new knowledge, but also causes misinformation in society, especially in the publication media.This study aims to identify students' misconceptions by using a three-tier diagnostic test on biogeochemical cycle topics. The first step in identifying misconceptions is to develop an identification instrument using the Treagust development method in several stages, starting from identifying the material, analyzing common misconceptions, and compiling questions at each tier. The results of the development of the instrument show that the three tier diagnostic test instrument has a content validity ratio (CVR) and content validity index (CVI) validity of 1 and a reliability of 0.90 for answer choices and 0.86 for reason choices. The valid and reliable instruments were tested on 210 students in 6 accredited schools A, B, and C in South Sumatra, Indonesia. The results showed that on biogeochemical cycle topics, there were two sub-topics categorized as experiencing high misconceptions, fifteen in the moderate category, and eight in the low category. Misconceptions occur in the sub-topics in a cycles of water, carbon and oxygen, sulfur, and nitrogen. The results of the analysis also showed that the highest misconception of 64% was in the reduction and oxidation sub-topic of the sulfur cycle. These findings can be used as input for educators in South Sumatra and Indonesia in general in teaching biogeochemical cycle material to avoid similar misconceptions in the future
Pelatihan Model Pembelajaran Langsung Sebagai Aplikasi CTL untuk Guru IPA SMP di Ogan Ilir Riyanto Riyanto; Mgs M. Tibrani; Safira Permata Dewi; Ermayanti Ermayanti; Yenny Anwar; Meilinda Meilinda; Susy Amizera; Elvira Destiansari; Nike Anggraini
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 2 No. 4 (2022): Desember : Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v2i4.902

Abstract

The results of an interview with a science teacher in Ogan Ilir district that science teachers mastered the skills of various learning models including direct learning models. Some of the junior high school science materials are declarative or procedural. Material that is declarative or procedural requires skills that are carried out in stages of the entire series of activities displayed. The purpose of this community service activity (CSA) is to improve the ability of junior high school science teachers to master the direct teaching model, compile a direct teaching model rpp and be able to implement the direct teaching model in the classroom. The implementation of the activity is carried out in several stages, namely: 1. The preparatory stage, namely field observations and interviews with teachers, reading references to direct learning model materials, holding discussions with PPM team members, preparing training materials in the form of Power Point, approaching school staff and teachers and coordinating related parties. 2. Implementation stage, namely direct training with training methods, demonstrations and discussions and visualizations. Through CSA activities, science teachers from the Ogan Ilir MGMP groups can compile or modify direct learning models with a scientific approach. MGMP science teachers have been able to make 5 aspects of learning implementation planning (LIP), namely listing: learning indicators and objectives, organizing materials, media and learning resources, learning activity steps, and evaluating learning outcomes. Therefore, the RPP format made by mgmp science teachers in Ogan Ilir district was declared feasible. This is evident from the assessment results with all 100 values. After attending the CSA training material, participants enjoyed the material presented, felt that this material was very necessary and felt that their knowledge increased
Exploration cognitive, logical, and metacognitive abilities of biology education students across academic semesters Dewi, Safira Permata; Riandi, Riandi; Rustaman, Nuryani
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 1 (2026): February 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i1.23756

Abstract

Cognitive, logical, and metacognitive abilities are core competencies for preservice science teachers; however, comprehensive cross-semester mapping of these abilities using an integrated approach remains limited. This study aimed to explore the profiles and interconnections of cognitive, logical thinking, and metacognitive abilities of biology education students across early and mid-academic semesters. A mixed-method design was employed. Quantitative data were collected from 64 second- and fourth-semester students through a Marzano-based cognitive test, the Test of Logical Thinking (ToLT), and the Metacognitive Awareness Inventory (MAI), followed by qualitative exploration using open-ended questionnaires and semi-structured interviews with 10 purposively selected students. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis to explain and elaborate the quantitative results. The findings revealed similar patterns across both semesters, characterized by low achievement in error analysis (35.42%–40.63%), experimentation (45.83%–50.00%), control of variables and correlational reasoning in ToLT (≤38%), as well as planning and evaluation aspects of metacognitive regulation (79.05-80.09%). Qualitative findings indicated that students tended to focus on procedural aspects and showed limited ability to conduct conceptual error analysis and experimental evaluation. The consistency of these patterns across semesters suggests that predominantly recipe-based learning experiences have not sufficiently supported the development of higher-order reasoning and metacognitive reflection. This study concludes that inquiry-based instructional designs that explicitly integrate error analysis, generalization, variable control, and metacognitive reflection are necessary to enhance learning quality and better prepare future science teachers.Abstrak. Kemampuan kognitif, berpikir logis, dan metakognitif merupakan kompetensi inti yang harus dikembangkan secara terintegrasi pada calon guru sains, namun pemetaan ketiga kemampuan tersebut lintas semester masih jarang dikaji secara komprehensif, khususnya dengan pendekatan campuran. Penelitian ini bertujuan untuk mengeksplorasi profil dan keterkaitan kemampuan kognitif, berpikir logis, dan metakognitif mahasiswa pendidikan biologi pada semester awal dan menengah. Penelitian menggunakan desain mixed-method dengan strategi explanatory sequential. Sebanyak 64 mahasiswa semester 2 dan 4 dipilih secara acak untuk pengumpulan data kuantitatif melalui tes kognitif berbasis taksonomi Marzano, Test of Logical Thinking (ToLT), dan Metacognitive Awareness Inventory (MAI), yang kemudian diperdalam melalui kuesioner terbuka dan wawancara semi-terstruktur terhadap 10 mahasiswa terpilih. Data kuantitatif dianalisis secara deskriptif, sedangkan data kualitatif dianalisis menggunakan analisis tematik untuk menjelaskan dan memperkuat temuan kuantitatif. Hasil penelitian menunjukkan pola yang relatif serupa pada kedua semester, dengan capaian rendah pada indikator analisis kesalahan (35,42%–40,63%), eksperimen (45,83%–50,00%), pengontrolan variabel dan penalaran korelasional pada ToLT (≤38%), serta perencanaan dan evaluasi dalam regulasi metakognitif (79.05%–80.09%%). Temuan kualitatif mengungkap bahwa mahasiswa cenderung berfokus pada prosedur teknis dan belum mampu melakukan analisis kesalahan serta evaluasi eksperimen secara konseptual. Kesamaan pola lintas semester mengindikasikan bahwa pengalaman belajar yang dominan bersifat resep belum secara optimal melatihkan penalaran tingkat tinggi dan refleksi metakognitif. Penelitian ini menyimpulkan bahwa diperlukan desain pembelajaran berbasis inkuiri yang secara eksplisit mengintegrasikan pelatihan analisis kesalahan, generalisasi, pengontrolan variabel, dan refleksi metakognitif untuk meningkatkan kualitas pembelajaran dan kesiapan calon guru di masa depan.
Co-Authors Aldri Frinaldi Anjelina, Ersa Lois Ari Widodo Astuti, Yeni Dwi Dea Ananda Saputri Didi Jaya Santri Didi Jaya Santri Didi Jaya Santri, Didi Jaya Djunaidah Zen Djunaidah Zen, Djunaidah E. Ermayanti Elfahmi Dwi Kurniawan Elvira Destiansari Elvira Destiansari Ermayanti Ermayanti Haryani, Maefa Eka Intan Ratu Pratiwi Jajuri, Titiyaka Kodri Madang Kodri Madang Lintang Aulia Kurdiati Lucia Maria Santoso Meilinda Meilinda Meilinda Meilinda Meilinda*, Meilinda Nadia Salsabila Nike Anggraini Nopriyanti Nopriyanti Nuryani Rustaman Riandi Riandi Riyanto Riyanto Riyanto Riyanto Saparini Saparini Saparini Setiani, Liska Siti Huzaifah Siti Huzaifah, Siti Siti Sriyati Siti Sriyati Susy Amizera Tibrani, Masagus Mhd. Wisnu Juli Wiono WISNU JULI WIONO, WISNU JULI Wulandari, Ratu Mutiara Yenni Lidyawati Yenny Anwar Zainal Arifin Zen, Djunaidah Zen Zen, Djunaidah Zen