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All Journal Jurnal Penelitian dan Evaluasi Pendidikan EDUSAINS Journal of Education and Learning (EduLearn) Jurnal Pendidikan Biologi Indonesia Jurnal Florea Edu Sains: Jurnal Pendidikan Sains dan Matematika Al Ishlah Jurnal Pendidikan AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi Bioedusiana: Jurnal Pendidikan Biologi PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Proceeding Biology Education Conference Jurnal Pengabdian Pada Masyarakat
Sri Dwiastuti
Biology Education, Faculty Of Teacher Training And Education, Universitas Sebelas Maret, Indonesia
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Peningkatan Pemahaman Penyusunan RPP dan Asesmen Berbasis Learning Progression bagi Guru Biologi Murni Ramli; Sri Widoretno; Sri Dwiastuti; Bowo Sugiharto; Baskoro Adi Prayitno; Kistantia Elok Mumpuni; Chandra Adi Prabowo; Safila Safinatunnajah Auliananda; Zul Afifa Yunitadewi Basuki; Pradita Anggun Ciptaningrum
Jurnal Pengabdian Pada Masyarakat Vol 8 No 2 (2023): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v8i2.357

Abstract

Rencana Pelaksanaan Pembelajaran (RPP) berfungsi sebagai acuan bagi pendidik untuk melaksanakan kegiatan belajar mengajar lebih terarah dan efektif. RPP dan asesmen berkaitan erat dan menentukan keberhasilan dalam pembelajaran di kelas. Permasalahan terkait RPP juga dirasakan oleh guru Mata Pelajaran Biologi di Kabupaten Sragen, Jawa Tengah. Pemahaman guru-guru tentang penyusunan RPP belum mencukupi dan belum melakukan variasi RPP inovatif sehingga diperlukan solusi untuk mengatasi permasalahan tersebut. Kegiatan pengabdian dilakukan dengan metode training dan workshop. Metode training dilakukan dalam bentuk perkuliahan dengan materi Kurikulum Merdeka dan Model-Model Pembelajaran Inovatif yang dilakukan secara luring di SMA Negeri 2 Sragen, serta Asesmen HOTS dan Asesmen Kompetensi Minimal (AKM) yang dilakukan secara daring pada platform zoom. Secara garis besar, hasil dari kegiatan pengabdian ini adalah peningkatan pemahaman guru tentang karakteristik kurikulum merdeka. Selain itu, lebih dari 50% guru mampu memahami kurikulum berbasis core-concept atau Learning Progression, menyusun RPP berbasis konsep, memahami pemanfaatan sumber belajar lokal dan pengembangannya, serta menyusun asesmen HOTS. Lesson plan (RPP) serves as a reference for educators to carry out teaching and learning activities more directed and effective. RPP and assessment are closely related and determine success in classroom learning. Problems related to RPP are also felt by Biology subject teachers in Sragen Regency, Central Java. The teachers' understanding of the preparation of the lesson plans is not sufficient and have not made innovative variations in the lesson plans they made. Therefore, solutions are needed to overcome these problems. Service activities are carried out using training and workshop methods. The training method is carried out in the form of lectures with materials on the Independent Curriculum and Innovative Learning Models which are carried out online SMA Negeri 2 Sragen, as well as the HOTS Assessment and Minimum Competency Assessment (AKM) which are conducted online using the zoom platform. The result of this service activity is that teachers' understanding of the characteristics of the merdeka curriculum increases. In addition, more than 50% of teachers are able to understand the core-concept-based curriculum or Learning Progression, develop concept-based lesson plans, increase understanding of the use of local learning resources and their development, and understand the preparation of HOTS assessments.
Pengaruh Model Pembelajaran Inkuiri Terbimbing dipadu Brainstorming terhadap Kemampuan Berpikir Kritis dan Motivasi Belajar Siswa Lathifah Radha Istiyova; Sri Dwiastuti; Slamet Santosa
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 11, No 1 (2023): VOLUME 11 NOMOR 1 JUNI 2023
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v11i1.4477

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing dipadu aktivitas brainstorming terhadap kemampuan berpikir kritis dan motivasi belajar siswa. Jenis penelitian quasi eksperimen. Populasi seluruh siswa kelas X MIPA SMA N 1 Sukoharjo. Pemilihan sampel dengan purposive sampling. Rancangan penelitian pretest-postest nonequivalent control group design. Pengumpulan data dengan tes kemampuan berpikir kritis dan angket motivasi belajar siswa. Teknik analisis data dengan uji manova, uji regresi, dan uji N-Gain. Hasil analisis menunjukkan adanya pengaruh model pembelajaran Inkuiri terbimbing dipadu aktivitas brainstorming terhadap kemampuan berpikir kritis dan motivasi belajar siswa. Sumbangan efektif pada aspek kemampuan berpikir kritis mulai dari aspek tertinggi hingga aspek terendah mempunyai urutan basic support, elementary clarification, advance clarification, strategies and tactics, dan inference. Aspek motivasi belajar diperoleh urutan adanya kegiatan menarik, harapan cita-cita masa depan, hasrat keinginan berhasil, dorongan kebutuhan dalam belajar, penghargaan belajar, serta situasi belajar kondusif. Keefektifan model pembelajaran sebesar 0,70 kategori tinggi yang berarti model pembelajaran inkuiri terbimbing dipadu aktivitas brainstorming efektif untuk meningkatkan kemampuan berpikir kritis siswa.
Instructional Concept Map Techniques in the Planning Stage– Project Based Learning on Student Argumentation Skills Rizki Putri Puspitasari; Sri Widoretno; Bowo Sugiharto; Sri Dwiastuti; Chandra Adi Prabowo
JURNAL BIOEDUKATIKA Vol 10, No 3 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i3.24719

Abstract

Argumentation skill is one of the characteristics of HOTS (Higher Order Thinking Skill) that students need in learning. This study aims to identify the effect of applying the concept map instructional technique at the planning an investigation stage of PjBL on students’ argumentation skills. The study used a quasi-experimental research design with a posttest-only nonequivalent group design. The subject of the study is the tenth grade students of Senior High School (SHS). There were 72 students. The research instrument uses 11 numbered argumentative questions in the form of multiple-choice true-false reasoned questions that match the argumentation component. Data analysis used quantitative analysis based on posttest scores. The results showed that the significance value of the t-test on the argumentation skill score was 0.000, meaning that the significance value was <0.05, so it can be stated that there was an effect of applying the concept map instructional technique in the planning and investigation stage in the PjBL model on students’ argumentation skills.
Profile of High School Students' Arguments on Environmental Pollution Materials in the Covid-19 Era Yeni Puspitasari; Sri Widoretno; Joko Ariyanto; Bowo Sugiharto; Sri Dwiastuti; Candra Adi Prabowo
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1989

Abstract

The study aims to identify the argumentation profile of high school students in learning in the covid-19 era. This research is quantitative descriptive with a survey method. The research population was 172 students, with a sample of 72 students. Determination of the sample using cluster random sampling technique has a balanced quality from the results of the paired F test. The research procedure was carried out by collecting data on student answers from argumentative essay questions distributed via a google form. Argumentative questions based on TAP contain six components, namely Evidence (E), Warrant (W), Backing (B), Qualifier (Q), Rebuttal (R), and Claim (C). The argumentation scoring rubric is calculated based on the Patton-Pickle rule. Data analysis was carried out by interpreting the scores obtained by students on each argumentation component that showed the argumentation profile. Most of the students' argumentation profiles, according to their components, are in the very low category scores, namely 0.5 and 1. A score of 0.5 is obtained by comparing the percentages of students: E: E: W: W: B: Q: R: C: C: C by 23.61%: 1.39%: 0.00%: 52.78%: 45.83%: 83.33 %: 4.17%: 2.78%: 2.78%: 0.00% while the score of 1 is 41.67%: 55.56%: 83.33%: 47.22%: 54.17%: 8.33%: 75.00%: 83.33%: 79.17%: 98 ,61%. Scores were obtained due to various factors, including the learning process that was less meaningful, students' understanding and reasoning of the material was not in-depth, the generalization process of evidence or theory was not appropriate.
Teknik Instruksional Concept Map di Tahap Deciding - Project Based Learning terhadap Keterampilan Argumentasi Siswa Rakhmatdi Rakhmatdi; Sri Widoretno; Joko Ariyanto; Bowo Sugiharto; Sri Dwiastuti; Chandra Adi Prabowo
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3157

Abstract

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations
Peningkatan Aktivitas Belajar Biologi melalui Penerapan Discovery Learning pada Materi Keanekaragaman Hayati Fase E Ihrom Rosyadi; Sri Dwiastuti; Karjo Karjo
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 20, No 1 (2023): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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

Abstract

Aktivitas belajar merupakan fundamental dari proses pembelajaran yang dapat menghasilkan perubahan hasil belajar siswa. Tujuan dari penelitian ini adalah untuk meningkatkan aktivitas belajar biologi dengan penerapan Discovery Learning pada materi keanekaragaman hayati kelas 10. Subjek yang digunakan adalah fase E 1 dengan jumlah total 36 siswa. Penelitian ini merupakan penelitian tindakan kelas dengan deskripsi kuantitatif. Data diperoleh dari hasil observasi selama mengajar dan juga angket aktivitas belajar serta hasil belajar. Hasil dari penelitian ini aktivitas belajar meningkat dari siklus I yang semula 74,44% menjadi 78,02% atau meningkat sebesar 3,58%. Tiap-tiap aspek aktivitas belajar juga meningkat. Hasil belajar siswa meningkat dari siklus I sebesar 71,43% menjadi 94,71% atau meningkat sebesar 23,28%. Kesimpulannya aktivitas belajar meningkat seiring dengan pemberian perlakuan dan termasuk dalam kategori baik. Aktivitas belajar yang meningkat berpengaruh juga terhadap hasil belajar yang juga meningkat.
Co-Authors Alysa Nur Chasanah Alam Majid Anita Indriani Azizah Nur Halimah Baskoro Adi Prayitno Baskoro Adi Prayitno Betty Novia Pramesti Bowo Sugiharto Candra Adi Prabowo Chandra Adi Prabowo Chandra Adi Prabowo Chandra Adi Prabowo Chandra Adi Prabowo Danita Kurnia Anfira Dewi Nurhamidah Dewi Puspita Sari Dewi Puspita Sari dhora vasminingtya charysma Dhora Vasminingtya Reginaning Charysma Dwika Sarnia Putri Dynna Sri Wulandari Eko Setyaningsih Hanifah Nur Diana Harlita Harlita Henny Purnama Wati Hikmah Wardatun Ihrom Rosyadi Imega Syahlita Dewi Indriani, Anita Irwan Irwan Irwan Irwan Joko Ariyanto Joko Ariyanto Karina Tia Prastika Karjo Karjo Kistantia Elok Mumpuni Kistantia Elok Mumpuni Lathifah Radha Istiyova Lina Mahanani M. Maridi Maharani Aji Kharisma Rindah Maretania Arafa Maridi Maridi Maridi Maridi Maridi Maridi Mayasari Mahfudhotul Khasanah Mayasari Mahfudhotul Khasanah Mohammad Masykuri Muhtar Sanusi Muhtar Sanusi Murni Ramli Murni Ramli Murni Ramli Pradita Anggun Ciptaningrum Puguh Karyanto PUGUH KARYANTO Rakhmatdi Rakhmatdi Ratna Rahayu Reny Lukma Aisyah Putri Rizki Putri Puspitasari Safila Safinatunnajah Auliananda Sajidan Samuel Agus Triyanto Serli Ayu Pramudita Siti Neng Mariyam Slamet Santosa Sri Widoretno Sri Widoretno Sri Widoretno Sri Widoretno Suciati Sudarisman Sunarni Sunarni Umi Fatmawati Widha Sunarno Widoretno, Sri Y. Yuhana Yeni Puspitasari Yudi Rinanto Yuhana Yuhana Zul Afifa Yunitadewi Basuki