55 research outputs found
PENGEMBANGAN PROGRAM INTEGRASI ATRIBUT ASESMEN FORMATIFDALAM PERKULIAHAN BIOLOGI SEL (IAAF-BS) UNTUK MENINGKATKAN KEMAMPUAN PENALARAN DAN BERPIKIR ANALITIK
No full textPenelitiandenganmetodeResearch and Development inidifokuskanpadapengembangan program IntegrasiAtributAsesmenFormatifdalamperkuliahanBiologiSel (IAAF-BS) yang dapatditerapkanuntukmeningkatkankemampuanpenalarandanberpikiranalitik. Program IAAF-BS mencakupsilabusperkuliahan yang menitikberatkanpadapelaksanaan proses perkuliahandanbalikan, sertapencapaianperkembangankemampuanberpikirtingkattinggi. Pemikiranbarudalampenelitianiniadalah program pembelajaran IAAF-BS yang menggambarkanenamtahapanbelajarterintegrasiatributasesmenformatif, yaituidentifikasitujuan, interpretasifenomena, penemuankonsep, organisasipenalaran, analisisrelevansi, danreviupembelajaran.Sejumlah 109 orang mahasiswa program Studi S1 PendidikanBiologi yang mengikutiperkuliahanBiologiSelmenjadisubjekdalampenelitianini. Kemampuanpenalaran yang diukurmeliputiaspekkorelasi, proporsional, danprobabilitas.Kemampuanberpikiranalitik yang diukurmeliputiidentifikasi ide utama, argumentasi, dankomparasi.Perkembangankeduakemampuandiukurmenggunakantugasindividu, tugaskelompokpembuatanpetakonsepdanlaporanreviuartikel, dankuispada proses perkuliahan, sertatespadaawaldanakhirperkuliahan. Hasilimplementasi program menunjukkankemajuanbelajarmahasiswaselama proses perkuliahan, kontribusipositifatributasesmen yang diintegrasikan, sertaperkembangankemampuanpenalarandanberpikiranalitikpadaakhirperkuliahan. Temuanpenelitianmengindikasikanbahwasecaraindividuperkembangankemampuanmahasiswabervariasi, terdapatkorelasiantarapenguasaankonsepdenganperkembangankemampuanpenalarandanberpikiranalitik, danseluruhaspekkemampuan yang diukurmengalamiperkembangandenganbaik, kecualikemampuanargumentasi.Hasilpenelitianberimplikasipadapemanfaatanasesmen yang tidakhanyaberfungsiuntukmenentukannilaikelulusanmahasiswa, tetapidapatdigunakansebagaiindikatorkemajuanbelajardanbalikanuntukmeningkatkankualitasperkuliahanBiologi Sel.
Kata kunci: Program IAAF-BS, BiologiSel, kemampuanpenalaran,
kemampuanberpikiranalitik.
A study focused on Cell Biology course program development to promote reasoning and analytical thinking skills has been carried out. Research and Development method was conducted to develop Integration of Formative Assessment Attributes (IFAA-CB) program. IFAA-CB program consists of syllabus, it was arranged to reach higher order thinking skills and provided feedback to adjust ongoing learning. Learning programwas consists of six stages, learning goals identification, phenomena interpretation, concepts invention, reasoning organization, relevance analysis, and review. The new idea of this study is formative assessment attributes that integrated on each learning stage. The research participant was109 students of biology department who take Cell Biology course. We have measured students’ correlational, proportional, probability in reasoning skills, and identification main idea, argumentation, comparative in analytical thinking skills. Students’ reasoning and analytical thinking skills were measured by individual task, improving concept map and articlereport in peer, quizzes, and test.Research results showed that students have learning progression during course, formative assessment attributes gave positive contribution, and development both of students’ reasoning and analytical thinking at the end of course. The findings revealed that individually, there was variation in reasoning and analytical thinking development, students’ concept mastery have significant correlation with both of ability, and all skills improved well, except students’ argumentation. Implication for instruction is Cell Biology faculty should not only concern on assessment as a tool to judge students’ grade, but they should use it also as learning progression indicator and feedback to improve learning process.
Keywords: IFAA-CB program, Cell Biology, reasoning ability,
analytical thinking skills
Development of NAPZA E-LKPD based on Problem to Improve Collaboration and Problem Solving Abilities of High School Students
No full textIn learning material about NAPZA, learning media that involve collaborative process among students to solve issues related to drug misuse is essential during high school education. The existing NAPZA abuse learning media at SMA N 1 Slawi have been found to be limited in terms of contextual relevance and student engagement in collaborative problem-solving activities. Thus, there is a need to develop problem-based learning media for NAPZA material. This study aims to analyze the validity of the content and media of the E-LKPD product, as well as assess the improvement in collaboration and problem-solving abilities of high school students using the NAPZA E-LKPD based on problem. This research was conducted at Senior High School 1 Slawi even semester. The research adopts a research and development method, following the ADDIE model (analyze, design, development, implementation, and evaluation). NAPZA E-LKPD based on problem was declared highly valid with an assessment of 98.64% by media experts and 97.58% by material experts. Based on the result of this research, NAPZA E-LKPD based on problem proves to enhance students\u27 collaboration abillity. Additionally, the E-LKPD NAPZA based on problem significantly improves high school students\u27 problem-solving ability.
Learning Environmental Change Based On Social Issues Using Google Site To Improve Scientific Literacy And Learning Independence In High School Students
No full textIndonesia\u27s scientific literacy is ranked in the bottom 10 based on PISA results from 2000-2022. Efforts continue to be made to increase students\u27 scientific literacy, one of which is through the Learning Management System using Google Site. The aim of this research is to analyze the validity, scientific literacy, and learning independence of high school students on environmental change material based on social issues using Google Site. This research method uses Quasi Experimental Design with Nonequivalent Control Group Design. The subjects of this research were class X at SMAN 1 Jakenan, Pati, Central Java with two control and experimental classes. Data analysis uses media and material validity, N-gain, students\u27 classical completeness, and learning independence. The media and material validity scores are 89% and 93% with the same criteria, namely very valid. The total N-gain score is 0.71 with high criteria, the scientific literacy score for context, knowledge and competency aspects respectively is 0.73; 0.68, and 0.67 with high, medium, and moderate criteria. The student learning independence score is 77.32% with strong criteria. This research can be an alternative learning to increase students\u27 scientific literacy and learning independence and is still open to material with practical activities in it
Development Of LKPD Using Scientific Approach To Improve High School Student’s Understanding Of Concepts And Scientific Thinking Abilities On Excretion System
No full textThe purpose of this study is to analyze validity, readability, and effectiveness of the student worksheet using scientific approach to improve understanding concepts and scientific thinking on excretory system material. The research was conducted at SMA N 2 Kebumen with a sample of 70 students of class XI-A and XI-B. The type of this study is Research & Development. This development was limited to the large scale test. The data collection technique used in this study is the questionnaire method and the pretest and posttest test methods. The result showed that the validity by matrial expert obtained high validity criteria with an average score of 92,5% and an average score by material expert of 88,75% obtained a high valid criterion. The readability test of student’s worksheet was tested on limited students with 9 students of class XI-C Senior High School 2 Kebumen and 1 biology teacher. The result of the response of student obtained 87,03% with very good criteria. The result of teacher response obtained 97,72% with very good criteria. Then the results of the N-Gain data pretest and posttest are included in the high category. Classical completion is 90%. Based on these results, it can be concluded that the student worksheet using scientific approach on excretory system materials is very valid and readability very well and effective in improving understanding concepts and scientific thinking.
Development of E-Supplement Teaching Materials Based on Socio-Scientific Issues on Environmental Change Material to Improve Process Skills and Science Literacy of High School Students
No full textThe results of PISA in 2018 indicate that students\u27 scientific literacy in Indonesia needs to be improved. Current teaching materials focus more on the content of the material and have not been linked to real-life contexts. To support the improvement of scientific literacy, teaching materials related to social issues are developed that can train students in improving science process skills and science literacy. The purpose of this study is to develop e-supplement teaching materials based on Socio-Scientific Issues to improve science process skills and students\u27 science literacy. This study is a Research and Development (R&D) study referring to the steps including (1) potential and problems (2) data collection (3) product design (4) design feasibility assessment (5) design revision (6) product trial (7) product revision (8) usage trial. The results of the study indicate that the e-supplement teaching materials used in learning are in the criteria for being suitable for use, with material validity of 85%, media validity of 100%, teacher responses of 85%, and student responses of 88%. The use of e-supplement teaching materials effectively improves students\u27 science process skills and science literacy, with the results of N-gain Science Process Skills in both classes of 0.67, and the results of N-gain science literacy in the two classes of 0.59 and 0.49. From the results of the study, e-supplement teaching materials based on Socio-Scientific Issue are valid as teaching materials in learning Environmental Change material. E-supplement teaching materials based on Socio-Scientific Issue are effective in improving students\u27 science process skills and science literacy in Environmental Change material
Development of Android-Based Mobile Learning Media on Cell Material to Improve Students’ Learning Outcomes
No full textThe widespread use of Android-based devices enables the application of mobile learning as a flexible and effective learning method. The development of the Society 5.0 concept emphasizes that humans are the center of innovation in utilizing technological advances born from the Industrial Revolution 4.0 era. The purpose of this study is to develop Android-based learning media on the structure and function of cell organelles, analyze the effectiveness of the media in improving students\u27 cognitive learning outcomes, and determine the responses of teachers and students to the application of Android-based mobile learning media on the structure and function of cell organelles. The research method Research and Development (R&D) with a modified 4-D model design (Define, Design, Development, and Disseminate). This study involved 42 students from grade XI and biology teachers. The analysis was carried out based on validation tests by experts, analysis of student and teacher questionnaire responses, and analysis of cognitive learning outcomes with N-gain. Teacher and student responses were very good to the use of learning media Structure and Function of Cell Organelles with a value of 96% and 92%. The N-gain analysis for improving cognitive learning outcomes was found to be effective with a value of 0.78 and an effectiveness of 77.95%. The development of this Android-based learning media on the Structure and Function of Cell Organelles received a very positive response from teachers and students, and was found to be feasible and effective in improving students\u27 cognitive learning outcomes
Development of Digital Atlas with Multiple Intelligences on the Materials of Cell Structure and Function to Improve Cognitive Thinking Ability of Senior High School Students
No full textCell Structure and Function is one of the biology topics in senior high schools that needs to be concretized, as students cannot directly observe cellular structures and organelles without supporting tools. Learning this material requires observation of illustrations, logical reasoning, collaboration, and independent study. Relying solely on textbooks as the main learning source is considered less effective in mastering the concepts, which results in students’ incomplete cognitive understanding. Therefore, an additional teaching supplement that visualizes the material while accommodating students’ learning styles is necessary. This study aims to describe the characteristics of the developed atlas, analyze its validity, examine teachers’ and students’ responses, and evaluate the effectiveness of the atlas in improving students’ cognitive abilities. This research employed a Research and Development (R&D) design with eight stages: identifying potentials and problems, data collection, product design, expert validation, design revision, product trial, product revision, and usage trial. The subjects were XI MIPA A and XI MIPA E students at SMA N 1 Batang in the 2021/2022 academic year. Research instruments included interview sheets, validity sheets, teacher and student response questionnaires, and a 25-item multiple-choice test. Data were analyzed using descriptive quantitative percentages. The results showed that the developed atlas presented schematic illustrations and varied microscopic observations, linked cellular phenomena, encouraged logical reasoning through “let’s reason” prompts, facilitated discussions, and supported independent learning via YouTube videos. The validity test obtained a score of 96.6% (very good) from material experts and 87.5% (very good) from media experts. Teachers’ and students’ responses reached 90.7% and 91.2%, respectively, both categorized as very good. Effectiveness testing indicated improvements in cognitive thinking skills with the following N-Gain scores: remembering (C1) = 0.93 (high), understanding (C2) = 0.80 (high), applying (C3) = 0.76 (high), analyzing (C4) = 0.57 (moderate), and evaluating (C5) = 0.71 (high). Based on these results, the digital atlas incorporating multiple intelligences is proven effective in enhancing students’ cognitive thinking skills.
Next generation science standards assessment for Java coastal students
No full text<p>In the 21st-century, we need a generation who can read and face the challenges of the times. The research aimed to master patterns of science with the next generation science standards (NGSS) standards of junior high school students in north coastal areas of Java Island. The research method is quantitative expose-facto and subjects were 228 students determined by purposive sampling. The students who come from Tegal, Pekalongan, Pati and Demak Regencies north coastal Java Island, Indonesia. The results showed a significant difference between the achievement of students in Tegal, Pekalongan, Pati, and Demak Regencies (p=0.012; ∝=0.05). Based on the analysis of variance (ANOVA) test, there was a significant difference between the groups of students' achievements in mastery of science oriented NGSS. It can be concluded that the achievement among students from four different regions is quite significant. Students from families with middle and upper economic levels have low achievement but students with low economic levels have high academic achievement. </p>
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