Articles

DISCOVERY LEARNING WITH JIGSAW II ON INFORMATION LITERACY AND COGNITIVE LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS Adawiyah, Robiatul; Susilo, Herawati; Indriwati, Sri Endah
Jurnal Pendidikan Sains Vol 7, No 4: December 2019
Publisher : Pascasarjana Universitas Negeri Malang (UM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jps.v7i4.12893

Abstract

Abstract: This study aimed to determine the effect of the discovery learning model combined with Jig-saw II on the students? information literacy and cognitive learning outcomes. The study was a quasi-experimental with a non-equivalent control group design. The subjects were 134 high school students divided into one group given discovery learning model combined with Jigsaw II and 3 control groups given discovery learning, Jigsaw II, or conventional learning model. The experiment showed that the discovery learning model combined with Jigsaw II resulting in significant differences in students? information literacy and cognitive learning outcomes with Fvalue = 13.935 (p < 0.05) on information literacy F value = 6.527 (p < 0.05) on cognitive learning outcomes. It can be concluded that the discovery learning model combined with Jigsaw II significantly improved students? information literacy and cognitive learning outcomes.Key Words: discovery learning, jigsaw II, information literacy, cognitive learning outcomesAbstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran discovery learning dipadu Jigsaw II terhadap literasi informasi dan hasil belajar kognitif. Penelitian merupakan penelitian eksperimen semu dengan desain nonequivalent control group design. Subjek yang digunakan yaitu siswa SMA sebanyak 134 siswa. Hasil penelitian menunjukkan nilai F sebesar 13,935 dan taraf signifikan sebesar 0,000<0,05 pada literasi informasi dan F sebesar 6,527 dan taraf signifikan sebesar 0,000<0,05 pada hasil belajar kognitif. Hal ini dapat disimpulkan bahwa ada perbedaan signifikan literasi informasi dan hasil belajar kognitif siswa yang menjalani model pembelajaran discovery learning dipadu Jigsaw II.Kata kunci: discovery learning, jigsaw II, literasi informasi, hasil belajar kognitif
PENGEMBANGAN PEMBELAJARAN SAINS BERBASIS INKUIRI TERINTEGRASI NATURE OF SCIENCE (NOS) DAN PENGARUHNYA TERHADAP PENGUASAAN KONSEP Masruroh, Arika; Ibrohim, Ibrohim; Susilo, Herawati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 4: APRIL 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v4i4.12257

Abstract

Abstract: This development research is done to make a valid, practical, and effective, learning design and tools, and will be implemented for learning to examine the effect to the student concept mastery. Data collection uses validity sheets and practicality obtained from validators, the effectiveness and test hypotheses test obtained from the students. The research results are 85.55% valid, 90.00% practice, and 85% effective in increasing students' concepts mastery. Hypothesis test results have a value (p = 0.001) <(? = 0.05) which means a significant difference between the control class and the experimental class result. The implementation is better to done in the long term because Science Learning based on inquiry need a repeated training to get a maximum results.Abstrak: Penelitian pengembangan ini dilakukan untuk menghasilkan rancangan dan perangkat pembelajaran yang valid, praktis, dan efektif, serta diimplementasikan untuk mengkaji pengaruhnya terhadap penguasaan konsep siswa. Pengumpulan data menggunakan lembar penilaian kevalidan dan kepraktisan yang diperoleh dari validator, serta soal tes untuk uji keefektifan dan uji hipotesis diperoleh dari siswa. Hasil penelitian ialah 85,55% valid, 90,00% praktis, serta 85% efektif meningkatkan penguasaan konsep siswa. Hasil uji hipotesis memiliki nilai (p = 0,001) < (? = 0,05) yang artinya terdapat perbedaan signifikan antara hasil penguasaan kelas kontrol dengan kelas eksperimen. Implementasi sebaiknya dilakukan dalam jangka panjang karena pembelajaran inkuiri terintegrasi dengan Nature of Science (NoS) membutuhkan pelatihan yang berulang agar mencapai hasil maksimal.
PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS LESSON STUDY PADA MATAKULIAH KEANEKARAGAMAN HEWAN UNTUK MENINGKATKAN KECAKAPAN KOMUNIKASI DAN HASIL BELAJAR KOGNITIF MAHASISWA PENDIDIKAN BIOLOGI Indriwati, Sri Endah; Susilo, Herawati; Anggrella, Dita Purwinda
Jurnal Pendidikan Biologi Vol 9, No 2 (2018)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.889 KB) | DOI: 10.17977/jpb.v9i2.5391

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kecakapan komunikasi mahasiswa selama proses kegiatan pembelajaran Keanekaragaman Hewan jurusan Pendidikan Biologi di Universitas Negeri Malang yang dilaksanakan pada bulan Agusstus 2017. Penelitian ini merupakan penelitian deskriptif kuantitatif. Subjek penelitian yakni mahasiswa pendidikan Biologi kelas B sebanyak 32 orang yang sedang mengikuti mata kuliah Keanekaragaman Hewan pada semester tiga. Data diperoleh dengan mengamati proses kegiatan belajar secara langsung oleh observer dengan mengisi lembar aktivitas mahasiswa selama kegiatan perkuliahan berlangsung dalam 4 kali pertemuan serta tes tulis diakhir siklus. Hasil observasi awal pada penelitian ini diketahui bahwa keterampilan mahasiswa dalam berkomunikasi  dinilai masih kurang, diantaranya; (1)  metode pembelajaran yang digunakan selama kegiatan pembelajaran adalah diskusi presentasi, sehingga kemampuan mahasiswa dalam menganalisis, mensintesis, dan mengevaluasi fakta-fakta dalam konsep biologi rendah ; (2) kegiatan diskusi presentasi yang dilakukan hanya didominasi oleh 4-5 mahasiswa saja; (3) kemampuan mahasiwa dalam membagikan pikiran pada temannya kurang, sehingga untuk untuk meningkatkan kecakapan komunikasi mahasiswa selama kegiatan perkuliahan, maka dilakukan penelitian tindakan kelas (PTK) berbasis lesson study (LS) kurang lebih selama 2 siklus, dengan menggunakan model pembelajaran inkuiri terbimbing.
PENGARUH MODEL PEMBELAJARAN SOCIO-BIOLOGICAL CASE BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS MAHASISWA BIOLOGI FMIPA UNIVERSITAS NEGERI MALANG Pratiwi, Herwim Enggar; Suwono, Hadi; Susilo, Herawati
Jurnal Pendidikan Biologi Vol 7, No 1 (2015)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.23 KB) | DOI: 10.17977/jpb.v7i1.714

Abstract

The purpose of this research is to determine the effect of Socio-Biological Case Based Learning model toward critical thinking skills. This study is an quasy experimental design by nonrandomized pretest-posttest control group design conducted in the department of Biology in State University of Malang in 2015. The data was collected from pretest and posttest. The result showed that there was significant influence of critical thinking skills on general Biology among Socio-Biological Case Based Learning and conventional model. The average difference in conventional model for pretest and posttest is 18,21 while in Socio-Biological Case Based Learning is 36,92. Based on gain score, the increase in conventional model is 62,80% while Socio-Biological Case Based Learning model is 74,03%.
The Effect of Active Learning Methods Terjun-Tulis-Saji to the Improvement of Scientific Literacy and Mastery of Biology Competencies of Senior High School Students Komang Ayu, Wirastini; Susilo, Herawati; Suwono, Hadi
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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

Abstract

The Science Curriculum 2013 is designed to develop students’ scientific literacy. Scientific literacy involves mastery of science concept, process skill, attitude, as well as writing skill. This study investigated the attainment of scientific literacy and biology competencies of 10th grade science students at SMAK Kolese Santo Yusup, Malang, Indonesia. The method of this study was quasi experiment by using nonequivalent pretest posttest control group design. Based on existing theoretical framework, assessment were developed to know the concept mastery, ability to apply biology concept to solve authentic problem, and publish the findings through on line social media. To improve student’s scientific literacy, the active learning model called Terjun Tulis Saji (TTS) was applied. The TTS method guided the students to collect data and information based on their question or problem, analyze of the data and information to construct new understanding and thinking, represent and communicate the findings. The result of the study showed significant differences of scientific literacy and biology competencies between control and experiment group. The effect of TTS on scientific literacy and biology competencies of students in biology lesson were discussed. 
The Improvement of Students Ability to Learn Cell Biology and Discuss its Application in Live Through the Implementation of the Student Team Achievement Divisions (STAD) with Lesson Study (LS) Lukitasari, Marheny; Susilo, Herawati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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

Abstract

The purpose of the research is to improve students ability to learn Cell Biology and discuss its application in live through the implementation of the Student Team Achievement Divisions (STAD) with Lesson Study (LS) in lecture. The experiment was conducted by applying the LS activities involving six lecturers and eleven final year students who are members of the LS team for fourteen meetings on Biology Cell lectures. There are seven Cell Biology materials that were implemented in two different classes with the use of  STAD models. The Lesson Study that include Plan, Do, and See activities was implemented with the purpose of improving the quality of teaching learning processes. The data of learning ability was measured using quiz at the end of each lecture, while the discussion ability data was obtained through observation of the 2nd, 3rd, 4th, 5th, and 7th using the observation sheet with aspects of observations: a) the contribution to the task, b) leadership,              c) collaboration,  d) ability to cooperate, e) understanding of the materials, f) presentation style, and g) the quality of the questions raised. Descriptive data were analyzed qualitatively for the observed components. The highest results of the average of quiz of seven Cell Biology materials was the result of learning on the Nucleus and Genetics Materials. On the average the highest quiz result on this seventh meeting for class A was 67.93 and for class B was 64.21. The discussion abilities of the five materials discussed during Cell Biology lectures was during the discussion of the Structure and Function of the Cytoskeleton. On the average the discussion abilities on this fifth discussion for class A was 68.08 and for class B was 73.50. 
Improving Learning Motivation and Cognitive Learning Outcomesusing Blended Learning-Based Guided Inquiry Strategy Through Lesson Study in Genetics Waris, .; Susilo, Herawati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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

Abstract

There are still problems in the teaching and learning processes in  Biology Department, Faculty of Mathematics and Science Education, Teacher Training College PGRI Jember. Most of the lectures are still conducted through face to face meeting, unidirectional and low participation of students. Therefore, the students’ motivation and cognitive learning outcomes are also still not as expected. There are also lack of sharing among lecturers in planning the teaching and learning processes, and the use of multimedia information technology is not maximized. This research aims to improve the motivation and cognitive learning outcomes of the students with different academic capabilities by using Blended Learning-based guided inquiry strategy through Lesson Study in Genetics Course. The subjects were 54 biology education students of the Teachers Training College PGRI Jember who attended genetics course. The subjects were divided into two groups, which are lower academic group and higher academic group. The indicator of improvement was determined by the increase of percentage (%) in motivation and cognitive learning outcomes before and after the learning processes.The results showed that the increase of motivation to learn in the lower academic capability students was 29.61%. This was higher than the increase of motivation to learn in the higher academic capability  students which was 25.35%. The increase of cognitive learning outcomes in the lower academic capability  students was 95.86%. This was also higher than the increase of cognitive learning outcomes in the higher academic capability students which was 81.16%. The increase in all aspects happened because by using the Blended Learning-based guided inquiry strategy, the students could search for and found their own concepts of genetics by using information technology. The Lesson Study has improve the lecturers’ awareness of the need to share experience among lecturers to improve their experties in conducting a higher quality of teaching learning processes.
PERBEDAAN KETERAMPILAN MENGOBSERVASI DAN MENYUSUN HIPOTESIS SISWA KELAS VIII SMP NEGERI 26 SURAKARTA SEBAGAI EFEK PENGGUNAAN STRATEGI PEMBELAJARAN GUIDED INQUIRY PADA MATERI FOTOSINTESIS Widoretno, Sri; Susilo, Herawati
Prosiding Seminar Biologi Vol 9, No 1 (2012): Seminar Nasional IX Pendidikan Biologi
Publisher : Prodi Pendidikan Biologi FKIP UNS

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

Abstract

ABSTRAK   Guided Inquiry adalah salah satu strategi pembelajaran inkuiri. Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan mengobservasi dan menyusun hipotesis sebagai akibat penggunaan strategi pembelajaran Guided Inquiry. Populasi penelitian adalah siswa kelas VIII SMP N 26 Surakarta. Sampel penelitian terdiri dari 2 kelas. Untuk keperluan analisis dilakukan uji keseimbangan berdasarkan NEM. Penelitian ini merupakan penelitian Quasi Eksperimen dengan rancangan non-equivalent control group design. Alat ukur menyusun keterampilan mengobservasi dan menyusun hipotesis menggunakan penilaian yang dilengkapi dengan rubrik. Analisis data dan uji hipotesis menggunakan Anacova yang secara teknis dilakukan  dengan SPSS Window versi 16.00.  Hasil penelitian menunjukkan keterampilan mengobservasi berbeda nyata antara pembelajaran yang menggunakan Guided Inquiry dengan konvensional demikian juga dengan keterampilan menyusun hipotesis. Berdasarkan hasil penelitian maka Guided Inquiry mempengaruhi keterampilan mengobservasi dan menyusun hipotesis yang merupakan tahapan dari proses pembelajaran menggunakan strategi Guided Inquiry.   Kata Kunci: Guided Inquiry, mengobservasi, menyusun hipotesis
Problems in Developing Seminar Course for Biology Education Students Susilo, Herawati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

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

Abstract

Biology Education students should be prepared to write their ideas and present their ideas in a seminar. Two cycles of Classroom Action Research (CAR) was Done in developing Seminar Course for Biology Education Students in the second semesters of 2012/2013 and  2013/2014. For the first cycle of CAR the writer who was new in this course had a partner in conducting the course for two classes. At that time the seminar paper was targeted to prepare a research proposal.  As a partner of an experienced lecturer, the writer did not face much problem because the writer just follow the partner. The writer also  used to teach educational research course. At the beginning of the new year of 2013/2014 the writer present the sylabus content and the purposes of seminar course to be discussed in the Biology Department. The result of the lecturers’ discussion was that the seminar can be used to train the students to present ideas in (Biology) Education, it can be a research proposal or any ideas in Biology Education. For the second cycle the writer had one seminar class of 20 students and didn’t have partner in conducting the seminar course. The problems faced by the writer was in guiding students in finding the title of the  seminar paper, in finding how to guide the students in using literature sources and in writing the seminar paper. The writer tried to answer the problem by conducting CAR with the action to give the students tasks to present the problems that were interested for the students,  to do critical analysis of at least ten articles, to present the results of critical analysis of articles related to the background of the problem in front of the class and show the highlighted part of the articles that will be cited in the background of the problem, and to present the draft of the seminar paper. The results showed that students had tried their best in preparing the tasks but that the writer still had to give examples on how to give inputs to the presenter on how to improve the  ideas and the presentation.  
STUDI KOMPARATIF STRATEGI PEMBELAJARAN INKUIRI DITINJAU DARI KEMAMPUAN KOGNITIF SISWA SMA Fahrurrizal, Muhammad; Suwono, Hadi; Susilo, Herawati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 6: JUNI 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v4i6.12497

Abstract

Abstract: Socio Scientific inquiry, Guided Inquiry, and Structured Inquiry are fundamental investigative learning problems and process oriented. The three strategies implemented in biology learning at the upper secondary level were then evaluated and compared. The purpose of this study was to compare the three levels of inquiry strategies in improving students' cognitive abilities. Cognitive tests used as the dependent variable in this study using anova test analysis. The results showed that the three levels of inquiry significantly improved cognitive abilities and there were significant differences in SSIq with GI and SI.Abstrak: Socio Scientific Inquiry, Guided Inquiry, dan Structured Inquiry merupakan pembelajaran investigasi yang mendasar dari masalah dan berorientasi pada proses. Ketiga strategi tersebut dilaksanakan dalam pembelajaran mata pelajaran Biologi pada tingkat menengah atas kemudian dievaluasi dan dibandingkan. Tujuan penelitian ini adalah untuk membandingkan ketiga level strategi inkuiri dalam meningkatkan kemampuan kognitif siswa. Tes kognitif yang digunakan sebagai variabel terikat pada penelitian ini dengan menggunakan analisis uji anova. Hasil menunjukkan ketiga level inkuiri dapat meningkatkan kemampuan kognitif secara signifikan dan ada perbedaan secara signifikan SSIq dengan GI dan SI.
Co-Authors . Waris A. Duran Corebima Abdul Ghofur Abdul Gofur Akhiruddin Akhiruddin Aloysius Duran Corebima Amining Rahmasiwi, Amining Anggrella, Dita Purwinda Ardiani Samti, Ardiani Betty Lukiati Bowo Sugiharto Cholis Sa’dijah, Cholis Dedi Kuswandi, Dedi Dian Tauhidah, Dian Didimus Tanah Boleng Dwi Listyorini, Dwi DYAH ASTRIANI Endang Suarsini Fahrurrizal, Muhammad Fajarwati, Santi Kusuma Fatchur Rohman Fitri Fatimah, Fitri H. Ibrohim Hadi Suwono Hanim, Latifah HASAN SUBEKTI Hayumuti Hayumuti, Hayumuti Hermawan, I Made Surya Huda, M. Misbachul Ibrohim Ibrohim Insyasiska, Dewi Intan Rezki Kurniasari, Intan Rezki Khair, Baiq Niswatul Kistantia Elok Mumpuni Kristinawati, Enny Lestari, Westri Setyo Lia Yuliati, Lia Lina Listiana Lutfi Rizkita, Lutfi Marheny Lukitasari Markus Diantoro Masruroh, Arika Mimien Heni Irawati Al Muhdhar, Mimien Heni Irawati Mimien Henie Irawati Al Muhdhar Mohammad Taufiq Muhammad Saefi, Muhammad Murni Sapta Sari, Murni Sapta Murni Saptasari Mursidah, Siti Nilam Retnosari, Nilam Ninik Kristiani Nuril Maghfiroh, Nuril Pratiwi, Herwim Enggar PRIHATNAWATI, YAYUK Punaji Setyosari, Punaji Rahman, Fatchur Ratih Wulandari Robiatul Adawiyah Rosidah, Nur Umami Samuel Agus Triyanto, Samuel Agus Sartika, Putri Fitria Siregar, Ika Yulianti Siti Zubaidah Sri Endah Indriwati, Sri Endah Sri Rahayu Lestari Sri Widoretno Subekt, Hasan Sudrajat, Ahmad Kamal Sukardi, Anita Dian Sulisetijono Sulisetijono Susriyati Mahanal Susriyati Manahal, Susriyati Sutopo Sutopo SY, Nursyamsi Tismi Dipalaya, Tismi Umi Hasanah, Umi Utami Sri Hastuti Wachidatul Linda Yuhanna Wahid Hasyim, Wahid Wati, Asni Wirastini Komang Ayu Yaqin, Mustafa Ainul Yunanda, Intan Zainul Mustofa, Zainul Zulfia, Firda Ama