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All Journal Pedagogi Hayati Jurnal Mangifera Edu Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan JURNAL TUNAS PENDIDIKAN
Syahirah, St.
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Analisis Kompetensi Technological Pedagogical Content Knownledge (TPACK) dan CoRes (Content Representation) pada Materi Genetika Arif, Sunarto; Syahirah, St.; Hartini, Venty Sugih; Rahmat, Adi; Riandi
Pedagogi Hayati Vol 8 No 1 (2024): Pedagogi Hayati: Jurnal Ilmiah Pendidikan Biologi
Publisher : Department of Biology Education, Faculty of Education and teacher Training, Maritime University of Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/ph.v8i1.6931

Abstract

ABSTRACT. Education plays a critical role in developing the potential of each individual, and the quality of the teaching and learning process is vital for the success of the education undertaken by students. Innovative learning designs that meet student needs are required. Genetic material in biology, which is complex and conceptual, requires deep understanding. Therefore, it is important for educators to use teaching strategies that allow students to better understand genetic concepts. The purpose of this study is to evaluate genetic teaching strategies including curriculum analysis, approaches, and the application of various models, methods, and media in learning. This research method is qualitative with a descriptive approach, aiming to describe current genetic teaching practices, including the use of TPACK by teachers. Data was collected through literature study with stages such as data collection, organization, analysis, interpretation, and conclusion with descriptive qualitative data analysis. The analysis results were verified by experts. The findings show that teachers have implemented various approaches, models, methods, and learning media. The success of the learning process greatly depends on effective teacher planning so that students can clearly understand the material. These findings provide useful information for teachers to implement TPACK in genetics learning. Keywords: TPACK, Content Representation, Genetic ABSTRAK. Pendidikan memiliki peran yang sangat penting dalam mengembangkan potensi setiap individu, dan kualitas proses belajar mengajar sangat menentukan keberhasilan pendidikan yang dijalani Peserta Didik. Diperlukan desain pembelajaran yang inovatif dan sesuai dengan kebutuhan Peserta Didik. Materi genetika dalam biologi, yang bersifat kompleks dan konseptual, membutuhkan pemahaman yang mendalam. Oleh karena itu, penting bagi pendidik untuk menggunakan strategi pembelajaran yang memungkinkan siswa memahami konsep genetika dengan lebih baik. Tujuan dari studi ini adalah untuk mengevaluasi strategi pengajaran genetika yang mencakup analisis kurikulum, pendekatan, serta penerapan berbagai model, metode, dan media dalam pembelajaran. Metode penelitian ini bersifat kualitatif dengan pendekatan deskriptif, dan bertujuan untuk menggambarkan praktik pengajaran genetika saat ini, termasuk penggunaan TPACK oleh guru. Data dikumpulkan melalui studi literatur dengan tahapan seperti pengumpulan data, pengorganisasian, analisis, interpretasi, dan kesimpulan dengan analisis data secara kualitatif deskriptif. Hasil analisis diverifikasi oleh tenaga ahli. Hasil menunjukkan bahwa guru sudah menerapkan berbagi pendekatan, model, metode dan media pembelajaran. Kesuksesan proses belajar sangat bergantung pada perencanaan guru yang efektif sehingga siswa dapat memahami materi dengan jelas. Temuan ini memberi informasi yang berguna bagi guru untuk mengimplementasikan TPACK dalam pembelajaran genetika. Kata Kunci: TPACK, Content Representation, Genetika
The potential of the Malabot Tumpe ethnobiology-containing e-module in realizing sustainable biodiversity conservation Bariroh, Ghurrotul; Syahirah, St.; Riandi, Riandi; Solihat, Rini
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 6, No 2 (2024): June 2024
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v6i2.19096

Abstract

Malabot Tumpe is local wisdom which has the meaning of realizing the 15th SDG goal in the conservation of maleo birds. Concepts such as ecosystem balance and biodiversity, which are reflected in Malabot Tumpe traditional practices, indicate the potential for Malabot Tumpe in integrating biology learning material, especially biodiversity material. The integration of values or knowledge from local wisdom containing ESD can be integrated into biology learning through e-modules. However, so far, there has been no research that specifically discusses the integration of Malabot Tumpe local wisdom, which contains sustainable conservation values, into biology learning. For this reason, the author aims to reveal the potential of e-modules containing Malabot Tumpe local wisdom as a form of implementing ESD in extracurricular biology learning activities in schools. The method used was a systematic literature review with a sample of 12 international and national articles. The result of this study is that there is potential for an E-module containing Malabot Tumpe local wisdom to not only help students achieve learning goals but also help sustainably preserve biodiversity. However, further research is needed to empirically measure the effectiveness of the Malabot Tumpe ethnobiology e-module and its impact on ESD to achieve sustainable biodiversity.Abstrak. Malabot Tumpe merupakan kearifan lokal yang mempunyai makna mewujudkan tujuan ke-15 SDGs dalam konservasi burung maleo. Konsep-konsep seperti keseimbangan ekosistem dan biodiversitas yang tercermin dalam praktik adat Malabot Tumpe mengindikasikan adanya potensi Malabot Tumpe dalam integrasi materi pembelajaran biologi khususnya materi keanekaragaman hayati. Integrasi nilai-nilai atau pengetahuan dari suatu kearifan lokal yang bermuatan ESD dapat diintegrasikan ke dalam pembelajaran biologi melalui e-modul. Namun sejauh ini belum ada penelitian yang secara khusus membahas integrasi kearifan lokal Malabot Tumpe yang mengandung nilai-nilai konservasi secara berkelanjutan, ke dalam pembelajaran biologi. Untuk itu penulis bertujuan ingin mengungkap bagaimana potensi e-modul bermuatan kearifan lokal Malabot Tumpe sebagai bentuk implementasi ESD dalam kegiatan intrakurikuler pembelajaran biologi di sekolah. Metode yang digunakan adalah tinjauan literatur sistematis dengan 12 sampel artikel internasional dan nasional. Hasil dari kajian ini adalah adanya potensi E-modul yang memuat kearifan lokal Malabot Tumpe tidak hanya membantu siswa mencapai tujuan pembelajaran tetapi sekaligus membantu pelestarian biodiversitas secara berkelanjutan. Namun dibutuhkan penelitian lebih lanjut untuk mengukur efektivitas e-modul bermuatan tetnobiologi Malabot Tumpe dan dampaknya terhadap ESD untuk mencapai biodiversitas yang berkelanjutan secara empiris.
Potential development of field activity design on ecology material as student learning material Rahmawati, Dini Nurani; Maftuha, Mahda Rizqina; Syahirah, St.; Saleh, Farhan Muharam; Jannah, Novi Dewi Khadikatul; Kusnadi, Kusnadi; Purwianingsih, Widi
Jurnal Mangifera Edu Vol 9 No 2 (2025): Jurnal Mangifera Edu
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mangiferaedu.v9i2.196

Abstract

This study aims to analyze the design of laboratory activities (DKL) for field trips activities in the Ranca Upas heterogeneous forest and to provide solutions through reconstruction. The significance of using the field trip method to enhance student learning outcomes and environmental awareness. The Ranca Upas heterogeneous forest was chosen as a field trip location because it has high micro-diversity and abundance. The DKL was designed to examine the interaction between biotic and abiotic factors as well as the inter-component interactions in the heterogeneous forest. This study employed a qualitative descriptive method utilizing the Analyze, Create, Try, and Reconstruct framework. A survey of the forest locations served as the basis for developing the DKL. The design of the DKL was informed by the survey results and analyzed using the Novak-Gowin Vee Diagram rubric. A trial was conducted to assess the suitability of the DKL in real field conditions. The results of this trial were then analyzed, leading to a reconstruction of the DKL based on challenges encountered during the trial. The reconstruction process included refining the tools used, preparing more structured activity steps, and developing more comprehensive practicum questions. This research has implications for the development of higher-quality and more effective field trip DKLs, ultimately aimed at improving students' science process skills and critical thinking abilities.
ANALISIS IMPLEMENTASI PENDIDIKAN UNTUK PEMBANGUNAN BERKELANJUTAN DAN CAPAIAN KEY COMPETENCES ESD SERTA KEDADARAN BERKELANJUTAN Syahirah, St.; Diana Rochintaniawati; Eni Nuraeni; Mimin Nurjhani Kusumawati
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3319

Abstract

Education plays a strategic role in shaping cultural behavior and developing human resources. Integrating Education for Sustainable Development (ESD) into biology learning offers a promising strategy to enhance students’ sustainability awareness. This study aims to examine the achievement of key ESD competencies and identify students’ levels of sustainability awareness in the context of ESD-based biology instruction. A qualitative descriptive approach was employed in a public senior high school in Bandung during the second semester of the 2023/2024 academic year. Research participants included a biology teacher and eleventh-grade students. Data were collected through in-depth interviews, questionnaires, and document analysis of teaching modules and student worksheets. Thematic analysis was used to identify ESD-related competencies and expressions of sustainability awareness. The results indicate that integrating Problem-Based Learning (PBL) into biology lessons supports the development of ESD competencies, particularly systems thinking and self-reflection. However, the assessments embedded in the worksheets remain limited to lower-order cognitive levels and do not adequately stimulate higher-order thinking skills (HOTS). Students’ sustainability awareness was most prominent in environmental aspects, followed by social dimensions, while economic awareness remained underdeveloped. These findings highlight the need to strengthen ESD-based content and assessment strategies that encourage students’ active engagement with real-world sustainability issues.
Co-Authors Adi Rahmat Arif, Sunarto Bariroh, Ghurrotul Diana Rochintaniawati Eni Nuraeni Hartini, Venty Sugih Jannah, Novi Dewi Khadikatul Jayawarsa, A.A. Ketut Maftuha, Mahda Rizqina Mimin Nurjhani Kusumawati Rahmawati, Dini Nurani Riandi Riandi Riandi Rini Solihat Saleh, Farhan Muharam Widi Purwianingsih