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All Journal Publikasi Pendidikan Jambura Edu Biosfer Journal Jurnal Biologi Babasal
Nurrijal, Nurrijal
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Immunology & microbiology Other

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Desain Pembelajaran Blended: Memfasilitasi Praktek Mengajar Mahasiswa Calon Guru Nurrijal, Nurrijal
Jurnal Biologi Babasal Vol. 2 No. 2: Edisi September 2023
Publisher : Program Studi Pendidikan Biologi FKIP Uniiversitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/jbb.v2i2.3190

Abstract

Abstract : Higher education institutions must prioritize achieving graduate learning outcomes to produce excellent and competent graduates. Innovations in nurturing experienced prospective teachers in the field of education need to be directed towards creating professional teachers. Faculty members need to develop teacher education programs through consecutive approaches that integrate subject matter knowledge and pedagogical knowledge. In the era of the Fourth Industrial Revolution, education faces new learning challenges that prioritize data, technology, and human literacy. Faculty members must innovate learning to adopt these new literacies. The Fourth Industrial Revolution requires changes in managing prospective teacher students, particularly in independent learning mastery, problem-solving, and utilization of digital learning resources. Blended learning is an innovative learning model that can address these challenges. Through a combination of innovative learning and blended learning system patterns, students can learn flexibly and effectively. The outcome of this research is a pedagogical learning model that can be implemented by higher education institutions to enhance teacher education quality. This research applies the Research and Development (R&D) method, implementing several stages including Analysis, Design, Development, Implementation, and Evaluation. The research findings show the development of a blended learning-based learning design that is valid and practical, categorized as excellent, and effectively enhances independent constructivism by 92% and guided constructivism by 85%, as well as independent social constructivism by 91% and guided social constructivism by 80%. Based on the research results, it can be concluded that this learning design is deemed suitable for promoting the constructivism and social constructivism abilities of prospective teacher students.
Analisis Perbandingan Sistem Pendidikan Negara-negara Maju Sebagai Komparasi Kemajuan Pendidikan di Indonesia Nurrijal, Nurrijal
Jurnal Biologi Babasal Vol. 3 No. 1: Edisi April 2024
Publisher : Program Studi Pendidikan Biologi FKIP Uniiversitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/jbb.v3i1.3227

Abstract

This article examines the comparison of educational treatments in several developing countries through the analysis of the input, process, and output aspects of education. The study employs a comparative method to compare education policies and practices in developed countries. It is conceptual research that gathers data from various sources, including government reports, academic research, and relevant literature such as books, internet sources, and journals. The analysis is conducted by collecting and analyzing information to understand the differences in education systems, the quality of education, and the factors influencing educational output. The study aims to provide deep insights into the construction of educational system development in Indonesia, focusing on the influence on educational output. Education is a domain influenced by various factors, resulting in differences in educational outcomes and quality among countries. The analysis results indicate significant variations in education policies, curricula, teaching methods, and educational resources in the compared countries. This research encourages studying the education systems and implementation in institutions or other countries with the aim of absorbing positive information to improve and enhance education in Indonesia. Considering the analysis results, this article presents an important contribution to the thinking and renewal of education in Indonesia, highlighting areas that need improvement and models that can be adopted to improve overall education quality.
Hubungan Gaya Belajar dengan Kemampuan Berpikir Kreatif dalam Menyelesaikan Proyek Pembelajaran Materi Pertumbuhan dan Perkembangan Peserta Didik Di SMAN 8 Kendari Sabilu, Murni; Safilu, Safilu; Sirih, M; Arifin, Kasman; Jahidin, Jahidin; Amiruddin, Amiruddin; Zubaidah, Dwi Nurhidayah; Rayani, Nur; Nurrijal, Nurrijal
Jambura Edu Biosfer Journal Vol 6, No 1 (2024): Jambura Edu Biosfer Journal
Publisher : Fakultas MIPA Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/jebj.v6i1.24485

Abstract

Salah satu aspek yang kurang diperhatikan dalam upaya meningkatkan kualitas pembelajaran adalah gaya belajar. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara gaya belajar dan kemampuan berpikir kreatif pada siswa kelas XII IPA di SMAN 8 Kendari. Tiga tipe gaya belajar, yaitu visual, auditorial, dan kinestetik, diidentifikasi sebagai variabel penelitian. Selain itu, pentingnya pengembangan kemampuan berpikir kreatif sebagai potensi setiap individu juga diperhatikan. Penelitian dilakukan dengan memberikan angket gaya belajar dan angket kemampuan berpikir kreatif kepada peserta didik. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara tipe gaya belajar kinestetik dengan kemampuan berpikir kreatif siswa kelas XII IPA di SMAN 8 Kendari. Hubungan ini bersifat positif dengan nilai koefisien korelasi sebesar 0,468, menunjukkan tingkat hubungan sedang. Sementara itu, tipe gaya belajar auditorial dan visual tidak memiliki hubungan yang signifikan terhadap kemampuan berpikir kreatif siswa. Penemuan ini memberikan kontribusi dalam pemahaman pentingnya memahami gaya belajar kinestetik dan mengintegrasikannya dalam proses pembelajaran untuk meningkatkan kemampuan berpikir kreatif siswa. Implikasi hasil penelitian ini dapat digunakan sebagai dasar dalam merancang strategi pembelajaran yang lebih efektif dan relevan dengan gaya belajar siswa, sehingga dapat memaksimalkan potensi kreatif mereka dalam mencapai tujuan pembangunan nasional di bidang pendidikan.Kata kunci: Gaya Belajar, Berpikir Kreatif, Strategi Pembelajaran, Biologi
Efektivitas Pendekatan Creative Problem Solving (CPS) dalam Meningkatkan Kemampuan Menemukan Ide Inovatif Topik Penelitian Mahasiswa Pendidikan Biologi Nurrijal, Nurrijal
Jurnal Biologi Babasal Vol. 3 No. 2: Edisi September 2024
Publisher : Program Studi Pendidikan Biologi FKIP Uniiversitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/jbb.v3i2.3662

Abstract

This study aims to analyze the effectiveness of implementing the Creative Problem Solving (CPS) approach in enhancing the ability of biology education students to generate innovative ideas for their thesis research topics. The research employed a pre-experimental design with a one-shot case study model. The subjects consisted of 73 fifth-semester students from the Biology Education Department, FKIP, Halu Oleo University. Data were collected through creative portfolio assessments and student response questionnaires. The creative portfolio assessment measured the novelty, creativity, and relevance of students' research ideas, while the questionnaire gathered student perceptions regarding the implementation of CPS. The results showed that the CPS approach effectively improved students' ability to generate innovative, original, and relevant research ideas. Students who participated in CPS-based learning were able to identify and formulate research problems more systematically, explore literature sources effectively, and produce high-quality research proposals. Additionally, the questionnaire results indicated that most students responded positively to the CPS method, as it was perceived to motivate, stimulate creative thinking, and provide practical solutions for addressing research challenges. Thus, the CPS approach can be implemented as an effective teaching strategy to support the development of students' creative and critical thinking skills, while contributing to the improvement of research quality in biology education.
Pengembangan Model AI-Personalized Learning Framework: Inovasi untuk Efektivitas dan Keterlibatan Siswa dalam Pendidikan Modern Nurrijal, Nurrijal
Jurnal Biologi Babasal Vol. 4 No. 1: Edisi April 2025
Publisher : Program Studi Pendidikan Biologi FKIP Uniiversitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/jbb.v4i01.4014

Abstract

This study aims to develop the AI-Personalized Learning Framework (AI-PLF) as an innovative framework to strengthen student personalized learning through artificial intelligence (AI) in school settings. Employing a research and development (R&D) approach with a modified ADDIE model, the study involved teachers, students, and experts. Data were collected using questionnaires, interviews, and expert validation, and analyzed using descriptive and quantitative methods. Initial findings indicate that teachers hold positive perceptions and demonstrate high readiness for AI integration. The AI-PLF model was structured into four main stages: data collection, analysis of student learning behavior, content personalization, and learning implementation. Pilot testing showed that teachers found the model practical and beneficial, while students responded positively to personalized learning experiences. The Aiken’s V score of 0.89 confirmed the high validity of the framework. This study contributes to the advancement of educational science, particularly in integrating AI technologies to enhance learning effectiveness, engagement, and instructional differentiation in a sustainable and adaptive manner.
Workshop Pengembangan Pembelajaran Biologi Berbasis Aktivitas Terintegrasi Teknologi Microsite Nurrijal, Nurrijal; Damhuri, Damhuri; Darlian, Lili; Sabilu, Murni; Ede, Suriana Gende
Publikasi Pendidikan Vol 14, No 3 (2024)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v14i3.59532

Abstract

Kemajuan teknologi informasi dan komunikasi telah mengubah paradigma pendidikan global dengan memfasilitasi pembelajaran lebih interaktif melalui platform digital. Meskipun demikian, pelaksanaannya dalam kurikulum masih terkendala seperti dialami para guru Biologi pada beberapa sekolah di luar Kota Kendari dalam menyiapkan sumber dan aktivitas belajar yang interaktif dan menarik. Salah satu faktor penyebabnya adalah keterbatasan akses teknologi dan sumber informasi hasil riset terkini terkait pembelajaran modern. Sebagai solusi yang dilakukan yaitu menyelenggarakan workshop "Pengembangan Pembelajaran Biologi Berbasis Aktivitas dengan Terintegrasi Teknologi Microsite." Tujuan workshop ini adalah membagikan best practice pembelajaran dengan memperkenalkan teknologi microsite sebagai media sumber belajar interaktif. Melalui workshop ini, pendidik dapat memberdayakan diri untuk mengembangkan pembelajaran berbasis aktivitas yang lebih interaktif dengan mengintegrasikan materi terkini untuk memperkuat keterlibatan dan pengalaman siswa serta pemahaman yang lebih dalam. Metode yang diterapkan yaitu workshop dengan sesi pelatihan praktis mengenai penggunaan teknologi microsite secara blended learning. Hasil dari kegiatan workshop menunjukkan peningkatan signifikan terkait wawasan pengetahuan peserta sebesar 46%, dengan skor rata-rata pre-test 62,75 meningkat menjadi 91,86 pada post-test. Selain itu, 87% peserta berhasil memiliki keterampilan mendesain pembelajaran yang sesuai dengan kriteria. Melalui workshop ini, dapat mengatasi hambatan praktis dalam upaya meningkatkan kualitas para guru di sekolah untuk mengembangkan pembelajaran Biologi yang berkualitas.Kata kunci: Workshop, Pembelajaran Berbasis Aktivitas, Teknologi Microsite, Biologi
Co-Authors Amiruddin Amiruddin Arifin, Kasman Damhuri Damhuri Ede, Suriana Gende Jahidin Jahidin Lili Darlian, Lili Rayani, Nur Sabilu, Murni Safilu Safilu Sirih, M Zubaidah, Dwi Nurhidayah