Garuda - Garba Rujukan Digital

Effects of online learning on digital literacy during the covid-19 pandemic Astuti Muh Amin; Fitriyah Karmila; Romi Adiansyah; Noor Hujjatusnaini; Ahmad Yani; Lilin Ika Nur Indahsari
JURNAL BIOEDUKATIKA Vol 10, No 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i2.23718

Misconceptions are important to know so that future learning can be Digital literacy is one of the skills needed in preparing students to face the challenges of the 21st century. During the Covid-19 pandemic, digital activities have expanded and are increasing because many people have to turn to online alternatives, including teaching and learning activities in schools. The purpose of this study is to identify the effects of online learning on digital literacy during the Covid-19 pandemic. This research is quantitative. The study population was all students at the Senior High School of Ternate City, North Maluku, Indonesia. The research sample was 56 students at State Senior High School 4 of Ternate and State Senior High School 6 of Ternate, North Maluku, Indonesia. The research instruments used in this study were digital literacy instruments, questionnaires on student responses to online learning, questionnaires on learning motivation, and student activity observation sheets. All previous research instruments have been validated by experts and empirically validated. All research instruments have been declared valid and reliable. The results showed that the average score of digital literacy was in the medium category. The hypertext direction guide dimension has the lowest mean score compared to the three dimensions of digital literacy measurement. Digital literacy skills still need to be improved through the empowerment of active and innovative learning models integrated with IT.

The Contribution of Communication and Digital Literacy Skills to Critical Thinking Astuti Muh. Amin*; Romi Adiansyah; Noor Hujjatusnaini
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30838

The contribution of communication and digital literacy skills to critical thinking in biology are rarely explored. The present study employed a correlational research design to determine how communication and digital literacy skills contributed to students’ critical thinking. In this study, communication and digital literacy skills served as the predictor variables, whereas critical thinking served as the criterion variable. Fourth semester students from Tadris Biology department at IAIN Ternate in North Maluku made up the research sample. Essay questions, questionnaires, and observation sheets were used to collect data. Research results show that communication skills and digital literacy simultaneously and significantly affect critical thinking skills. The study’s findings proved that communication skills and digital literacy contribute to critical thinking skills as much as 34.93% and 29.67%, respectively. These findings indicate that educators need to incorporate components of communication skills and digital literacy into their instruction in order to enhance students’ critical thinking skills.

The Correlation between the Character and Self-Efficacy of Pre-service Biology Teachers Astuti Muh. Amin; Ilham Majid; Noor Hujjatusnaini; Romi Adiansyah
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.2999

Self-efficacy has a positive influence on studentsâ€™ character values. The current study explored the correlation between the character and self-efficacy of pre-service biology teachers. This study used a correlation research method and involved all biology education students from Ternate, North Maluku, Indonesia. The research sample comprised 120 biology education students from IAIN Ternate and STIKIP Kie Raha, Ternate, North Maluku. The research instruments were divided into types: (1) a questionnaire and observation sheets to evaluate student character and (2) a questionnaire and observation sheets to measure student self-efficacy. All instruments had undergone expert and empirical validation processes and reliability tests. The study results revealead a significant correlation between studentsâ€™ self-efficacy and character with rcalculated of 0.917 and a significance value of 0.000 < 0.05. This finding suggests that increased self-efficacy may lead to an increase in student character. The results of this study can contribute to efforts to strengthen studentsâ€™ character and self-efficacy through applying a learning model.

The Contribution of Communication Skills and Digital Literacy to Studentsâ€™ Critical Thinking Skills Astuti Muh. Amin; Romi Adiansyah
Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 13, No 2 (2023): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v13i2.16525

Past studies rarely reported the contribution of communication skills and digital literacy to studentsâ€™ critical thinking skills in biology. The present study identified the correlation between communication and digital literacy skills and its contribution to studentsâ€™ critical thinking skills by implementing three learning models. This study employed a correlational research design and involved all biology education students in Ternate, North Maluku, Indonesia. The research sample included 60 students from IAIN Ternate and STIKIP Kie Raha, Ternate. The study was conducted in the even semester of the 2021/2022 academic year. Data were gathered using a questionnaire, observation sheets, and an essay test. Multiple linear regression analysis showed the simultaneous contribution of communication and digital literacy to critical thinking in the WE-ARe classroom (73.3%); STAD (63.6%); and conventional (50.4%). These results suggest that the contribution of the predictors to critical thinking was higher in the WE-ARe class than in STAD or conventional classes

Profil Keterampilan Metakognitif Mahasiswa Calon Guru Biologi di Universitas Muhammadiyah Bone Romi Adiansyah
Al-Nafis: Jurnal Biologi dan Pendidikan Biologi Vol 2, No 1 (2022): Al-Nafis: Jurnal Biologi dan Pendidikan Biologi
Publisher : IAIN Ternate

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46339/al-nafis.v2i1.766

Metacognitive skills assist pupils in achieving learning independence. The present study aimed to identify the metacognitive skill profile of pre-service biology teachers at Universitas Muhammadiyah Bone in South Sulawesi, Indonesia. This quantitative descriptive study involved 50 Biology students from Universitas Muhammadiyah Bone in South Sulawesi. The students were randomly selected from all students enrolled in the university’s biology education study program. The study took place in November 2021. Essay questions were used to assess the participants’ metacognitive skills, while the metacognitive awareness inventory (MAI) was used to measure the participants’ metacognitive awareness. According to data analysis, 8% of pre-service biology teachers have well-developed metacognitive skills, 28% have developing metacognitive skills, 48% have “start to develop” metacognitive skills, and 16% have “very risky” metacognitive skills. Meanwhile, the metacognitive awareness scores for pre-service teachers on planning, monitoring, evaluating, and revising were 58.56, 49.87, 42.39, and 37.73, respectively. These scores are classified as low. Thus, metacognitive skills of the students must be fostered using active and innovative learning models. The findings of this study provide insights for future research on how to improve the quality of prospective biology teacher graduates as they prepare to teach in the twenty-first century and the era of digital globalization. Keywords: profile, metacognitive skills, pre-service biology teachers

Pengolahan Limbah Pisang Berbasis Zero Waste pada Kelompok Tani Pao Kalikie Andi Muhammad Irfan Taufan Asfar; Romi Adiansyah; Ahmad Zailan; Andi Muhamad Iqbal Akbar Asfar; Andi Nurannisa
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 7 No. 5 (2023): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v7i5.15786

The potential of Maggenrang Village, Kahu Sub-district, Bone Regency as a center for plantation commodities is quite large, especially fruit plantations in the form of bananas. However, banana processing often leaves waste that is not properly processed. Therefore, the implementation of this Community Partnership Program (PKM) activity aims to empower the Pao Kalikie Farmer Group through diversification of processed bananas with a zero waste approach. The activity implementation method consists of three stages, namely counseling, training, and mentoring. The form of activity evaluation can be seen from the results of partner preferences using questionnaires and descriptive analysis. The results of the service showed an increase in partner knowledge and skills in processing bananas into high-value products, namely banana stems and fruits into chips, and the remaining stems and fronds into ecoenzyme. Partner knowledge after the implementation of the activity increased by 92%, and partner skills increased by 90%. This PKM has a positive impact in building the entrepreneurial spirit of partners.

The Contribution of Communication and Digital Literacy Skills to Critical Thinking Astuti Muh. Amin*; Romi Adiansyah; Noor Hujjatusnaini
Jurnal Pendidikan Sains Indonesia Vol 11, No 3 (2023): JULY 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i3.30838

The contribution of communication and digital literacy skills to critical thinking in biology are rarely explored. The present study employed a correlational research design to determine how communication and digital literacy skills contributed to students’ critical thinking. In this study, communication and digital literacy skills served as the predictor variables, whereas critical thinking served as the criterion variable. Fourth semester students from Tadris Biology department at IAIN Ternate in North Maluku made up the research sample. Essay questions, questionnaires, and observation sheets were used to collect data. Research results show that communication skills and digital literacy simultaneously and significantly affect critical thinking skills. The study’s findings proved that communication skills and digital literacy contribute to critical thinking skills as much as 34.93% and 29.67%, respectively. These findings indicate that educators need to incorporate components of communication skills and digital literacy into their instruction in order to enhance students’ critical thinking skills.

Pengaruh Model Pembelajaran Joyfull Learning Dengan Strategi Everyone is a Teacher Here Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Biologi SMAN 26 Bone: (The Influence of The Joyfull Learning Model Using The Everyone is a Teacher Here Strategy on Student Learning Outcomes In Biology Subjects At SMAN 26 Bone) Angga Andriana; Erwing Erwing; Romi Adiansyah
BIODIK Vol. 9 No. 3 (2023): September 2023
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v9i3.28524

This research aims to see the influence of the Joyfull Learning Learning Model with the Everyone Is a Teacher Here Strategy on Student Learning Outcomes in Biology Subjects at SMAN 26 Bone. The type of research used in this research is pre-experimental research with a one group pre-test post-test design. This design uses two measurements of students regarding the material to be sampled. The results of this research indicate that the use of the Joyfull Learning Model with the Everyone Is a Teacher Here Strategy on Student Learning Outcomes in Biology Subjects at SMAN 26 Bone is effective. This can be seen in the level of students' abilities before using this learning model, namely the average was only 59.10. Furthermore, after using the Joyfull Learning Model with the Everyone Is a Teacher Here Strategy, the average score obtained was 85.35. This means that there has been an increase after implementing the Joyfull Learning Learning Model with the Everyone Is a Teacher Here Strategy. Based on the results of inferential statistical analysis using the t test formula, it can be seen that the t value is 13.686. With a frequency (dk) of 28-1=27, at a significance level of 5% obtained ttable 2.051. Thus, because the value of tcount > ttable at a significance level of 0.05, the use of the Joyfull Learning Learning Model with the Everyone Is a Teacher Here Strategy on Student Learning Outcomes in Biology Subjects at SMAN 26 Bone has an influence. Abstrak. Penelitian ini bertujuan untuk melihat Pengaruh Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi SMAN 26 Bone. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian pra-eksperimen dengan desain one group pre-test post-test design. Desain ini menggunakan dua kali pengukuran terhadap siswa tentang materi yang akan dijadikan sampel. Hasil penelitian ini menunjukkan bahwa penggunaan Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi SMAN 26 Bone efektif. Hal ini dapat dilihat pada tingkat kemampuan siswa sebelum menggunakan model pembelajaran tersebut, yaitu rata-rata hanya mencapai 59,10. Selanjutnya setelah menggunakan Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here, nilai rata-rata yang diperoleh sebesar 85,35. Hal ini berarti terjadi peningkatan setelah diterapkannya Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here Berdasarkan hasil analisis statistik inferensial dengan menggunakan rumus uji t, dapat diketahui bahwa nilai thitung sebesar 13,686. Dengan frekuensi (dk) 28-1=27, pada taraf signifikansi 5% diperoleh ttabel 2,051. Dengan demikian, karena nilai thitung > ttabel pada taraf signifikansi 0,05, maka penggunaan Model Pembelajaran Joyfull Learning dengan Strategi Everyone Is a Teacher Here terhadap Hasil Belajar Siswa pada Mata Pelajaran Biologi SMAN 26 Bone memberikan pengaruh.

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