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<![CDATA[Penerapan Self Generated Analogy sebagai Upaya Meningkatkan Kemampuan Berpikir Kreatif Siswa SMA pada Materi Sistem Peredaran Darah ]]>
<![CDATA[Islamiati, Fiqa]]>;
<![CDATA[Kusnadi, Kusnadi]]>;
<![CDATA[Suhara, Suhara]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 2, No 1 (2019): March 2019 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v2i1.15113
<![CDATA[The aim of the reseatch want to analyze the improvement of students’ creative thinking ability in blood circulation system by applying self generated analogy. This research was done in a Public High School in Cimahi and was applied to two classes, the experiment class with 36 students and control class with 31 students.The method used for this research was quasi experimental. The samplewas selected by purposive technique. The data werecollectedby doing creative thinking ability test in form of essay, students’ questionnaire, and classroom observation. The difference of creative thinking ability was reviewed form the result of the test given before and after treatment, and the improvement was seen using N-gain. The test result was compared by doing a statistical test using a software program, SPSS statistic 16.The result of the research shows that there is a significant difference in the creative thinking ability between the treatment and control group class, with a high improvement in the treatment class and medium improvement in control class. The average of posttest in the self generated analogy class is 83,2higher than the control class, which is 65,9. The N-gain result of creative thinking ability in the treatment class is around 0,59 (high category) whereas the control class is around 0,28 (low category). It shows that self generated analogy improves students’ creative thinking ability. The questionnaire showpositive response from students that self generated analogy is able to improve students creative thinking abilityin teaching circulation system.]]>
<![CDATA[Pengembangan Learning Log untuk Siswa SMP pada Pembelajaran Pemanasan Global dengan Metode Demonstrasi Berbasis POE ]]>
<![CDATA[Widyastuti, Hilda Asri]]>;
<![CDATA[Suhara, Suhara]]>;
<![CDATA[Wulan, Ana Ratna]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 1, No 2 (2018): September 2018 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v1i2.13048
<![CDATA[This study aims to describe the development of learning log for junior high school students on global warming with demonstration based on Predict-Observe-Explain (POE). The development process started with the preparation of learning log, test trial to obtain the data to be repaired, and obtained learning log tools better. The method used was the descriptive method. Two classes in one of junior high school in Bandung were selected by cluster random sampling. Data collected through the assignment of learning log, field notes through observation and interviews. The instruments were examined in this study is learning log’ task and rubric. While research instruments consisted of student’s and teacher’s interviews guides, field notes, and rubric for assessment authentic’s effectiveness. The trial showed that questions in task still need to be improved in terms of the sentence and the editorial content, rubrics for learning log developed based on the responses of the students. Meanwhile, the effectiveness of authentic assessment test phase is (45%) quite good. The results of the application authentic assessment can measure students' POE. Questions on the task and the rubric developed well. The effectiveness of authentic assessment in application phase is (85%) very good. The response of students and teacher about authentic assessment developed positively.]]>
<![CDATA[Pengaruh Metode Demonstrasi Berbasis Predict-Observe-Explain (POE) terhadap Kemampuan Metakognitif Siswa pada Materi Pemanasan Global ]]>
<![CDATA[Yuliani, Yuliani]]>;
<![CDATA[Nurjhani, Mimin]]>;
<![CDATA[Suhara, Suhara]]>
<![CDATA[ BIOEDUSCIENCE Vol 3 No 1 (2019): BIOEDUSCIENCE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. Dr. Hamka ]]>
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DOI: 10.29405/j.bes/3141-472159
<![CDATA[Background: Kemampuan metakognitif merupakan kemampuan berpikir bagaimana untuk berpikir. Kemmapuan tersebut merupakan salah satu sasaran pembelajaran yang dituntut oleh kurikulum. Pada kenyataannya, di salah satu SMP Negeri di Kota Bandung, kemmapuan metakognitif siswa jarang dikembangkan padahal kemampuan metakognitif sangat penting dan dapat menunjang kemampuan akademik siswa. Metode Untuk itu, dalam penelitian ini dilaksanakan sebuah pembelajaran dengan menggunakan metode demonstrasi berbasis predict-observe-explain (POE) yang diharapkan dapat menunjang pencapaian kemampuan metakognitif siswa sesuai dengan tuntutan kurikulum. Siswa yang terlibat dalam penenlitian ini adalah satu kelas VII B yang dipilih secara acak. Pengukuran kemampuan metakognitif siswa dilakukan dengan menggunakan soal-soal jenis metakognitif yang dibuat oleh penulis sendiri dengan memperhatikan indikator. Pengukuran dilakukan sebelum dan setelah perlakuan. Hasil: Untuk mendukung data hasil penelitian, digunakan angket yang diadopsi dari Schraw & Dennison (1994) yaitu angket Metacognitive Awareness Inventory (MAI) yang diberikan setelah perlakuan. Kesimpulan: Uji T menunjukan menunjukan bahwa terdapat perbedaan rata-rata secara signifikan sebelum dan setelah perlakuan menggunakan metode demonstrasi berbasis POE.]]>
<![CDATA[Keefektifan bahan ajar berbasis praktikum sederhana untuk menurunkan miskonsepsi siswa pada materi sistem pencernaan makanan ]]>
<![CDATA[Aulia, Hanna]]>;
<![CDATA[Suhara, Suhara]]>;
<![CDATA[Surakusumah, Wahyu]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 3, No 1 (2020): March 2020 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v3i1.23302
<![CDATA[This study aims to determine the reduction of students' misconceptions on food digestive system material through simple practicum-based learning. Simple practicum that is carried out includes test of vitamin C content by titration of iodine and formalin test with turmeric. Simple practicum means using simple tools and materials that are easy to find and the operation is also easy. This research was conducted on high school class XI students in Bandung City as much as one class. The research method used was a weak experimental method. The sampling technique was carried out by purposive sampling. Decrease in student misconceptions in terms of the results of the pretest and posttest. After learning, a questionnaire is given to find out students' responses to simple practicum-based learning. The results of the study showed that simple practicum food test was able to reduce student misconceptions, with an average reduction in misconceptions by 72%. Students' misconceptions are seen based on the analysis of conceptual changes. Conceptual change type Pattern I is a change towards positive (understanding the concept) showing the highest percentage of 68%. The highest decrease in misconceptions was found in the concept of food substances, while the lowest decrease in misconception was found in the concept of structural and bioprocess relationships.]]>
<![CDATA[POLA DISTRIBUSI DAN KELIMPAHAN POPULASI KELOMANG LAUT DI PANTAI SINDANGKERTA, KECAMATAN CIPATUJAH, KABUPATEN TASIKMALAYA ]]>
<![CDATA[Ari Permana]]>;
<![CDATA[Uus Toharudin]]>;
<![CDATA[. Suhara]]>
<![CDATA[ Jurnal Ilmu dan Teknologi Kelautan Tropis Vol. 10 No. 1 (2018): Jurnal Ilmu dan Teknologi Kelautan Tropis ]]>
Publisher : <![CDATA[Department of Marine Science and Technology, Faculty of Fisheries and Marine Science, IPB University ]]>
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DOI: 10.29244/jitkt.v10i1.16334
<![CDATA[Penelitian ini telah dilakukan pada bulan April 2016. Penelitian ini bertujuan untuk mendapatkan informasi secara kuantitatif mengenai pola distribusi dan kelimpahan populasi kelomang laut. Metode penelitian yang digunakan adalah metode deskriptif dengan desain penelitian belt transect dan teknik pengambilan sampel hand sorting. Pengambilan sampel dilakukan pada Zona Litoral di 6 stasiun dengan 5 plot kuadrat tiap stasiun. Luas plot kuadrat yang dipakai berukuran 1 x 1 m. Data yang diambil adalah data kelomang laut dan data pendukung lingkungan. Analisis data meliputi pola distribusi dan kelimpahan populasi kelomang laut. Determinasi kelomang dilakukan di Laboratorium Pusat Penelitian LIPI Oseanografi Jakarta. Hasil determinasi diperoleh 50 individu kelomang laut yang terdiri dari satu suku dan 9 jenis, yaitu Aniculus erythraeus, Calcinus morgani, Calcinus laevimanus, Clibanarius corallinus, Clibanarius humilis, Clibanarius mergueinsis, Clibanarius striolatus, Clibanarius virescens, dan Dardanus megistos. Hasil penelitian menunjukkan bahwa kelimpahan populasi kelomang laut berkisar antara 1 ind/m2 – 2 ind/m2. Analisis kelimpahan secara umum menunjukkan tingkat kelimpahan yang rendah. Indeks Morisita menunjukkan pola distribusi kelomang laut di Pantai Sindangkerta termasuk kategori mengelompok (Id > 1) dan seragam (Id < 1).]]>
<![CDATA[Pengaruh Metode Demonstrasi Berbasis Predict-Observe-Explain (POE) terhadap Kemampuan Metakognitif Siswa pada Materi Pemanasan Global ]]>
<![CDATA[Yuliani Yuliani]]>;
<![CDATA[Mimin Nurjhani]]>;
<![CDATA[Suhara Suhara]]>
<![CDATA[ BIOEDUSCIENCE Vol 3 No 1 (2019): BIOEDUSCIENCE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. Dr. Hamka ]]>
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DOI: 10.29405/j.bes/3141-472159
<![CDATA[Background: Kemampuan metakognitif merupakan kemampuan berpikir bagaimana untuk berpikir. Kemmapuan tersebut merupakan salah satu sasaran pembelajaran yang dituntut oleh kurikulum. Pada kenyataannya, di salah satu SMP Negeri di Kota Bandung, kemmapuan metakognitif siswa jarang dikembangkan padahal kemampuan metakognitif sangat penting dan dapat menunjang kemampuan akademik siswa. Metode Untuk itu, dalam penelitian ini dilaksanakan sebuah pembelajaran dengan menggunakan metode demonstrasi berbasis predict-observe-explain (POE) yang diharapkan dapat menunjang pencapaian kemampuan metakognitif siswa sesuai dengan tuntutan kurikulum. Siswa yang terlibat dalam penenlitian ini adalah satu kelas VII B yang dipilih secara acak. Pengukuran kemampuan metakognitif siswa dilakukan dengan menggunakan soal-soal jenis metakognitif yang dibuat oleh penulis sendiri dengan memperhatikan indikator. Pengukuran dilakukan sebelum dan setelah perlakuan. Hasil: Untuk mendukung data hasil penelitian, digunakan angket yang diadopsi dari Schraw & Dennison (1994) yaitu angket Metacognitive Awareness Inventory (MAI) yang diberikan setelah perlakuan. Kesimpulan: Uji T menunjukan menunjukan bahwa terdapat perbedaan rata-rata secara signifikan sebelum dan setelah perlakuan menggunakan metode demonstrasi berbasis POE.]]>
<![CDATA[Penggunaan POE-inqury melalui blended learning terhadap hasil belajar siswa pada pembelajaran materi sistem respirasi ]]>
<![CDATA[Triara Noerhandayani]]>;
<![CDATA[Suhara Suhara]]>;
<![CDATA[Rini Solihat]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 4, No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v4i1.34826
<![CDATA[The purposes of this research were to analyze the improvement of students’ learning outcomes after participating in learning the respiratory system using POE-Inquiry through Blended Learning by Google Classroom. The research used Quasy Experiment Method. The data in this research were collected using multiple-choice questions to find out students’ level of understanding and outcome. The questionnaire supports students’ responses to the lessons. The result shows that the teaching process using POE-Inquiry through Blended Learning by Google Classroom contribute and support the progress of student learning outcome, can be seen with the result of largest of N-gain score index: first of N-gain score as much as 22,2% low category; acquisition of second N-gain score as much as 44,4% in the high category; and third N-gain score as much as 66,7% in the medium category. The result of Mann-Whitney U test on the final posttest found that the p-value (0,548) is greater than α (0.05), so it can be concluded that does not have a significant difference between Blended Learning and without Blended Learning (full face to face). Nearly all students gave positive feedback on learning the respiratory system using POE-Inquiry through Blended Learning by Google Classroom.]]>
<![CDATA[PENGUATAN DAN PENDAMPINGAN KOMPETENSI ASESMEN AUTENTIK PENALARAN TINGKAT TINGGI PADA GURU SAINS MTS JAWA BARAT ]]>
<![CDATA[Ridwan Efendi]]>;
<![CDATA[Nuryani Y Rustaman]]>;
<![CDATA[Winny Liliawati]]>;
<![CDATA[Suhara]]>
<![CDATA[ Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol 1 (2020): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2020 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta ]]>
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<![CDATA[Abstract The ability of junior high school science teachers in making item question to measure high order thinking skills is very low and relevanless between the items with science competence and the curiculum. Therefore, it is necessary to strengthen and guiding junior high school science teachers in the form of workshop. Workshop was carried out through three webinars of strengthening materials (science, learning and assessment, Analysis of Basic Science Competencies for SMP/MTs, and authentic assessment of high-level reasoning) and online mentoring using google classroom and WhatsApp Group for two weeks. To explore the competence of Science teachers in constructing high-level reasoning items, task-rubrics and questionnaire responses from participants to the workshop were used. Nine sets of Science test questions were produced as a product of the workshop. Of the 31 MTs Sains teachers, after the workshop it was detected that most (25) participants were able to compile high-quality science items (80%), some (20%) still needed continuous improvement. Based on the questionnaire, it is known that science teachers want to continue to improve their competence in understanding and constructing high-level reasoning problems. Abstrak Kemampuan guru sains SMP dalam membuat butir soal untuk mengukur kemampuan berpikir tingkat tinggi sangat rendah dan kurang relevan antara butir soal dengan kompetensi sains dan kurikulum. Oleh karena itu perlu dilakukan penguatan dan pendampingan guru sains SMP dalam bentuk workshop. Workshop dilaksanakan selama lima minggu melalui tiga kali webinar penguatan materi (sains, pembelajaran dan asesmen, Analisis Kompetensi Dasar Sains SMP/MTs, dan Asesmen autentik penalaran tingkat tinggi) dan pendampingan secara daring menggunakan google classroom dan WhatsApp Group selama dua minggu. Untuk menggali kompetensi guru Sains dalam mengkonstruksi butir soal penalaran tingkat tinggi digunakan task-rubrik dan angket respon peserta terhadap workshop. Sembilan set soal tes Sains dihasilkan sebagai produk lokakarya. Dari 31 guru MTs Sains, setelah workshop terdeteksi bahwa sebagian besar (25) partisipan mampu menyusun butir soal IPA berkualitas tinggi (80%), sebagian (20%) masih perlu perbaikan berkelanjutan. Berdasarkan hasil angket diketahui bahwa guru sains ingin terus meningkatkan kompetensinya dalam memahami dan mengkonstruksi soal penalaran tingkat tinggi.]]>
<![CDATA[Bedah Buku Ajar Biologi Kelas XII SMA pada Materi Genetika: Upaya Peningkatan Kompetensi Materi Pada Guru dan Calon Guru Biologi ]]>
<![CDATA[Wolly Candramila]]>;
<![CDATA[Suhara Suhara]]>;
<![CDATA[Asriah Nurdini Mardiyyaningsih]]>;
<![CDATA[Siti Zubaidah]]>;
<![CDATA[Mahfut Mahfut]]>;
<![CDATA[Marinda Sari Sofiana]]>
<![CDATA[ Jurnal Pengabdi Vol 6, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jplp2km.v6i1.59262
<![CDATA[Kajian tentang miskonsepsi yang ditemukan pada buku ajar pernah dilaporkan dalam berbagai penelitian. Ajang pertemuan ilmiah yang diikuti oleh guru dan calon guru bisa mendukung peningkatan kompetensi keilmuan sehingga bisa memperkuat pengetahuan yang diperlukan untuk menyaring buku ajar yang baik untuk digunakan dalam pembelajarannya. Kegiatan pengabdian ini menggunakan bentuk bedah buku pada materi genetika dalam tiga buku Biologi untuk siswa di kelas XII SMA yang banyak digunakan di Kota Pontianak menurut hasil survei di 27 SMA pada semester gazal TA 2021/2022. Aspek yang dikaji dari ketiga buku ajar meliputi 1) kesesuaian dengan kurikulum dan kompetensi dasar, 2) urutan/ sistematika dalam memahami konsep, 3) konten/ kebenaran konsep, 4) tata bahasa dan penulisan, 5) tampilan dan kemenarikan, dan 6) tuntutan dalam soal latihan. Kegiatan ini diikuti oleh 34 peserta yang terdiri atas 6 orang dosen, 16 guru, 11 mahasiswa, dan 1 umum. Pemaparan materi berjalan dengan lancar oleh keempat narasumber. Peserta menilai bahwa kegiatan ini penting untuk menggali pengetahuan yang lebih dalam dan lebih luas dalam memahami konsep pada materi genetika yang sebenarnya.]]>
<![CDATA[The application of virtual laboratory as an effort to improve 10th grade students’ learning outcomes on environmental change topic ]]>
<![CDATA[Raudlah Melinda Sidik]]>;
<![CDATA[Suhara Suhara]]>;
<![CDATA[Persitiwati Peristiwati]]>
<![CDATA[ Assimilation: Indonesian Journal of Biology Education Vol 5, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Department of Biology Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/aijbe.v5i2.49742
<![CDATA[The purpose of this research was to identify the effect of a virtual laboratory application on the student results in the environmental changes topic at SMAN 16 Bandung. A virtual laboratory is an activity of learning with the use of software as a simulator containing all necessary equipment in preparation, tools, working step demonstration, and practicum observation. During the teaching and learning process, the teacher guided the students to understand the concept of learning, especially in the concept of environmental changes topic (pollution and climate changes). The students were directed to analyze and identify the problem of the topic itself, so they would develop the ability to think critically and solve the problems. The method used in this research was pre-experimental with a one-group pretest-posttest design. The sample in the research consisted of 34 students in one class experiment. Instruments used in this research consisted of 30 multiple choices questions with six options and a questionnaire about the attitude cases to the learning process. Supported research results showed that there was an effective effect in the application of virtual laboratory, with an N-gain value of 0.72 with the category of high effect. The average learning mastery of students after implementing a virtual laboratory was 88%. Learning outcomes about students' attitudes when learning using virtual laboratory showed a very good category with an average of 81%, with the highest attitude on indicators of collaboration and critical thinking.]]>
