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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika JURNAL SERAMBI ILMU THABIEA (JOURNAL OF NATURAL SCIENCE TEACHING) Natural: Jurnal Ilmiah Pendidikan IPA Al Jahiz: Journal of Biology Education Research Research and Development in Education (RaDEn)
Paidi Paidi
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics

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Developing Augmented Reality of Virus as Learning Media M Ikhsan Al Ghazi; Paidi Paidi; Yuni Wibowo
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.v10i3.24035

Abstract

This This study aims to: (1) develop Augmented Reality Virus (ARVI) as learning media for class X students; (2) determine the feasibility of learning media Augmented Reality virus (ARVI). The method used in this research is Research and Development with the ADDIE model limited to the Development stage. Product assessment is carried out by lecturers of material experts, lecturers of media experts, and biology teachers, each of which consists of two people. The limited trial was conducted on 18 students grade XI. Data were collected using a questionnaire and if necessary interviews were conducted with the informants. The data analysis was done quantitatively. The results of this study resulted in a product in the form of an Android application containing Augmented Reality feature that can display 3-dimensional illustrations of viruses that can be rotated and adjust the magnification when directed at the marker. Applications developed can run on the Android operating system 6 and above. The developed learning media has very feasible criteria. This is based on the results of the validation of material experts of 98.71%, media experts of 77.60%, biology teachers 91.31%, and students of 83.96%.
Pengetahuan Konseptual Biologi Siswa SMA di Aceh Silvi Puspa Widya Lubis; Paidi Paidi; Samsuar Samsuar; Putri Dini Meutia; Syarifah Rahmiza Muzana; Ferlya Elyza; I Gusti Putu Suryadarma
JURNAL SERAMBI ILMU Vol 24, No 2 (2023): Jurnal Serambi Ilmu
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/si.v24i2.6277

Abstract

This research was descriptive research using the survey method. This research was conducted at the Public Senior High School, Aceh Besar, Aceh in 2019. The research subjects were 135 students of class X SMAN in Aceh Besar. The sampling technique was the total sampling technique. Data collection was done through test techniques. The test technique was carried out to measure the achievement of conceptual abilities. The test instrument used was multiple choice taken from ecosystem material. The data analysis used was inferential analysis to determine the difference in the achievement of students' conceptual knowledge in schools with the accommodated variables, namely based on gender. The results obtained indicate that the results of the study obtained a value of p = 0.000 (p 0.05), so there is a significant difference between the gender of female and male students. The average value of the achievement of conceptual knowledge of students of class X IPA SMA Negeri in Aceh Besar where the female students were 8,96 and male students were 4.36. It can be concluded that the conceptual knowledge of female students is higher than male students.
Spice plants as a biology learning resource based-education for sustainable development Ratna Dyah Hartanti; Paidi Paidi; Suyitno Aloysius; Heru Kuswanto; Rifqi Rasis
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.24685

Abstract

Studying biology has research topics that are closely related to all the living things around the student and important for them to understand thoroughly. One of the local potentials in the environment around students that can be used as a source of learning biology is spice plants. This research is a qualitative descriptive study. The research aims to describe the spice plants in the Botanical Smartpark, which can be used as learning resources. The result of this research shows that there are 57 species and 27 families of spice plants found at the Botanical Smartpark, Yogyakarta, Indonesia. Spice plant biology objects can be used in biology learning by using project-based learning and socio-scientific issues-based learning models. In addition, this local potential can support education for sustainable development (ESD), through environmental conservation.
Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective Dewi Murni; Sri Rahayu Lestari; Sri Endah Indriwati; Siti Zubaidah; Hendra Susanto; Paidi Paidi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25237

Abstract

The correlation between students’ information communication technology (ICT) literacy and conceptual knowledge from a gender perspective is essential to understanding the causal effects of student learning. Therefore, this study aimed to describe the relationship between students’ ICT literacy and conceptual knowledge in a genetics course, especially from a gender perspective. This study employed a descriptive research method that used randomized sampling. The instruments used were conceptual knowledge and ICT literacy test sheets. The data were analyzed by using analysis of variance (ANOVA) and Pearson correlational statistics. The results showed male students have higher ICT literacy than females. Otherwise, male students have a lower conceptual knowledge than females. Furthermore, male students’ ICT literacy and conceptual knowledge showed a strong relationship, while female students showed a weak relationship. The findings support the idea that integrating ICT into genetics curricula might help students develop their ICT literacy and conceptual knowledge more effectively, especially female students.
Validating instrument to assess science literacy and independent learning skills in high school Bebi Ramalia Alfi; P. Paidi; Anggi Tias Pratama
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.v10i3.34770

Abstract

Inadequate science literacy and independent learning hinder students' ability to analyze scientific information. This study aimed to develop and validate a measurement instrument to assess science literacy and independent learning skills among high school students. The instrument was piloted with 20 twelfth-grade students at SMAN 03 Kota Yogyakarta to assess its reliability and validity. The validated instrument was administered to 20 eleventh-grade students at the same school to identify the profiles of these two skills and explore their relationship in the context of the nervous system. The validity analysis demonstrated that both the science literacy and independent learning instruments exhibited strong validity. Pearson correlation analysis revealed that 20 items in the independent learning questionnaire were strongly correlated with the total score. Rasch analysis of the science literacy test indicated low infit mean square values, appropriate p-values, and high point biserial values, suggesting well-functioning items. Cronbach's alpha reliability coefficients for both instruments were excellent. The profile analysis revealed a discrepancy, with many students showing high independent learning levels but low science literacy scores on the nervous system topic. This gap suggests that even students capable of independent learning may face challenges in grasping specific scientific concepts.
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.
Development of argument-driven inquiry model with blended learning approach in environmental science course Rizqa Devi Anazifa; P. Paidi; Anggi Tias Pratama; Atik Kurniawati
Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i2.35874

Abstract

In response to the rapidly evolving world, students should be equipped with the thinking skills such as argument skills. This skill should be promoted using designed model of teaching which give students opportunities to develop and present arguments particularly in science program. In addition, as we navigate the complexity of a digital age, learning process should align with the demands of the digitally driven learning activities. Recognizing the need for the innovative pedagogical strategies, this research aims to design the novel teaching model called argument-driven inquiry based blended learning in environmental science course for undergraduate students. The study was research and development which included three phases analyze, design, and develop for the teaching model development and its validation. This research incorporated argument-driven inquiry with blended learning approach which produced eight phases of learning activities, 1) identify task and guiding question, 2) design method and data collection, 3) develop an initial argument, and 4) argumentation session which conducted offline, followed by 5) discussion, 6) investigation report writing, 7) report peer-review, 8) revise and submit the report which conducted online. This model validation involved four experts in biology learning strategies. The validation includes the validation of the model development as well as its learning instruction such as lesson plan and students’ worksheet. The results of model validation showed that the argument-driven inquiry model with blended learning approach was valid and can be implemented in the environmental course.
Co-Authors Achmad Ali Fikri Adria Utamiyosa Ajeng Purnama Henya Anggi Tias Pratama Anggi Tias Pratama Anggi Tias Pratama Ardiyansyah, Yohn Ade Atik Kurniawati Atik Kurniawati Bambang Subali Bebi Ramalia Alfi Dewi Murni El Minahussaniyyatul Ula Elyza, Ferlya Hendra Susanto Heru Kuswanto I Gusti Putu Suryadarma Inur Tivani Jumadi Jumadi Laras Auliantika Hapsari Lubis, Silvi Puspa Widya M Ikhsan Al Ghazi Putri Dini Meutia Rahmawati Darussyamsu Ratna Dyah Hartanti Rifqi Rasis Rizqa Devi Anazifa Rizqa Devi Anazifa S. Syamsurizal Samsuar Samsuar Siti Mariyam Siti Zubaidah Sri Endah Indriwati Sri Rahayu Lestari Suyitno Aloysius Syarifah Rahmiza Muzana Viki Ismah Vina Septiani Yohn Ade Ardiyansyah Yohn Ade Ardiyansyah Yuni Wibowo