bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Development of E-Book Based on Modified Free Inquiry on Ecology Topic to Train Critical Thinking Skills in Class X High School Students
Authors: Larassati Fitry , Rachmadiarti Fida 
Published: March 2022

The development of information and communication technology (ICT) which intensively provides convenience and practicality in implementing learning activities, especially during this pandemic, which requires learning to be done online. However, this does not prevent students from having critical thinking skills in the 21st century. Students' critical thinking skills can be trained using a modified free inquiry model because students are required to independently find answers to existing problems. Modified free inquiry model is the collaboration or modification of both the guided inquiry and the free inquiry model. Therefore, the use of technology is very necessary to prepare teaching materials that can train critical thinking skills. The purpose of this research was to develop e-book based on modified free inquiry on ecology topic to train critical thinking skills that are valid theoretically and empirically. This research used 4D development model (Define, Design, Develop, and Disseminate), without a dissemination stage. The e-book developed was tried out limited on 10 students of SMAN 19 Surabaya grade 10th. The validity of the e-book is determined from the validation results of experts (education experts and material experts) and biology teachers in terms of presentation, content, and language components. The practicality of the e-book is determined by student responses. The data analysis technique was carried out by descriptive quantitative. The results of the validity analysis showed an average percentage of 93.93% with a very valid category, while the results of the student responses obtained an average percentage of 98.88% with a very feasible category. Thus, it can be concluded that the modified free inquiry e-book on ecology topic to train critical thinking skills in class X high school students could be used in biology learning.
Keyword: E-book, modified free inquiry, Critical thinking, Ecology
The Implementation of E-LKPD by using Know-Want-Learned (KWL) Strategy on Genetic Material Topic to Train Metacognitive Skills
Authors: Nisa' Alif Alia Khoirun , Susantini Endang 
Published: March 2022

The high school curriculum encourages students to have metacognitive skills. Genetic is one of the materials in biology that train metacognitive skills. Since the outbreak of Covid-19, the learning system has changed into online learning that causing new problems, such as teaching materials that are not able to facilitate students to train metacognitive skills. Teaching materials in the form of electronic student worksheet (E-LKPD) by using Know-Want-Learned (KWL) strategy assisted by the application of Ms. Office Word can be used to facilitate online learning. This research aims to describe the effect of implementing E-LKPD by using Know-Want-Learned (KWL) strategy on learning outcomes and student’s metacognitive skills. This study was conducted online using One Group Pre-test Post-test Design which was carried out at SMA Negeri 3 Tuban on 30 students on XII MIPA 1. The results showed that the implementation of learning obtained an average of 100% in the very practical category. The student’s responses obtained an average of 96.7% in the very practical category. Learning outcomes based on the pre-test and post-test score obtained the N-Gain Score’s average of 0.6%. The completeness of the item indicators with sensitivity score of ≥ 0.30. Metacognitive skills based on the average of increasing metacognitive score from poor category to the very good category. Thus it can be concluded that E-LKPD by using KWL strategyas a solution for the lack of material in the outbreak of Covid-19 is practical and effective to be applied in online learning to train metacognitive skills.
Keywords: E-LKPD, metacognitive KWL, online learning.
Profil Miskonsepsi Siswa pada Materi Sistem Gerak Manusia Menggunakan Four-Tier True False Item Diagnostic Test
Authors: Novitasari Intan , Susantini Endang 
Published: March 2022

Pembelajaran biologi memerlukan pemahaman konsep yang benar. Konsep yang diajarkan secara benar akan membantu siswa memperoleh pengalaman belajar yang tepat dan terhindar dari miskonsepsi. Miskonsepsi merupakan suatu persepsi yang salah terhadap suatu konsep yang dimiliki oleh siswa yang tidak sesuai dengan konsepsi ilmiah. Miskonsepsi masih sering terjadi pada materi Biologi, salah satunya pada materi Sistem Gerak Manusia. Tujuan penelitian ini untuk mendeskripsikan profil miskonsepsi siswa pada materi Sistem Gerak Manusia dan mengetahui faktor penyebab miskonsepsi. Penelitian ini termasuk penelitian deskriptif. Metode penelitian ini dengan menggunakan teknik four-tier true false diagnostik test dengan pengambilan data yang dilakukan secara online melalui google form. Sasaran penelitian ini siswa SMA Negeri 1 Tarik kelas XI MIPA 7 sebanyak 35 siswa. Hasil penelitian menunjukkan profil miskonsepsi siswa pada materi Sistem Gerak Manusia sebesar 26%. Miskonsepsi tertinggi pada konsep kontraksi otot yaitu sebesar 38% dan miskonsepsi terendah pada konsep tulang sebesar 10%. Kategori miskonsepsi tergolong kategori rendah. Faktor penyebab miskonsepsi berasal dari siswa yang memperoleh keyakinan konsep sendiri pada beberapa konsep materi Sistem Gerak Manusia yang dianggap sulit, buku teks yang digunakan tidak terperinci serta penjelasan guru yang kurang mendetail dan terlalu cepat. Tindak lanjut dari hasil penelitian ini adalah perlu diadakannya penelitian yang fokus pada pemahaman konsep yang benar dalam materi Sistem Gerak Manusia agar tidak terus-menerus pada konsep yang salah dengan lebih menekankan pada proses penyembuhan miskonsepsi pada siswa.
Kata Kunci: Miskonsepsi, Four-Tier Test, Sistem Gerak Manusia
Students’ Misconceptions Profile in Cell Bioprocess using Three-Tier Diagnostic Test
Authors: Pratiwi Rifanissa Eka , Raharjo Raharjo 
Published: March 2022

Abstract
Lack of conceptual comprehension can lead students to form a wrong concept. Students’ conceptual comprehension that is different from the actual concept is called a misconception. Biological topic that is prone to misconception is cell bioprocess because the topic is abstract and complete. This research aims to describe the profile of students’ misconceptions using the three-tier diagnostic test, to describe the factors that cause misconceptions, and to offer solutions that overcome students’ misconceptions in cell bioprocess topic. The data collection methods were carried out by providing a three-tier diagnostic test through google form and interviewing through google meet and social media. The research subjects were 60 students of the 11th grade MIPA in SMA Negeri 1 Kamal. The data of diagnostic test were processed and grouped according to the category of students’ conceptual comprehension, besides the interviews data were analyzed by generalizations based on interviews’ answers. The results showed that 76% misconception occurred in cell bioprocess with 79.40% misconception in membrane transport, 74.30% misconception in protein synthesis, and 71.80% misconception in cell reproduction. Factors that cause misconceptions are students' low mastery of the concepts, the use of complicated terms and incomplete information in textbooks, also the lack of interaction between teachers and students. Students’ misconceptions can be reduced through the application of interactive models or media that assist in constructing conceptual comprehension correctly. Further studies of the development and implementation of digital-based learning media in cell bioprocess topic including membrane transport, cell reproduction, and protein synthesis sub-topic should be done near the future to reduce students’ misconceptions.
Keywords: misconception, cell bioprocess, three-tier diagnostic test
High School Students Conception Profile on The Cell Material in Tuban Regency using Three-Tier Test Method
Authors: Nabila Rana Yumna , Ibrahim Muslimin 
Published: March 2022

Conception is a person's understanding of something being observed. Cell material is prone to misconceptions owing to the fact that the material is unable to be sensed, moreover there are many sub-concepts that need to be fully apprehended. This research aims to describe the high school students conception profile on the cell material in Tuban Regency using the Three-Tier Test method, to describe the differences in the conception of high school students on cell material in Tuban Regency, and to describe the differences in the conception profile of students by school area. This is a descriptive-quantitative research using Three-Tier Test instrument. Data collection was carried out online via google form and interviews via google meet. 60 high school students of class XI in Tuban Regency were involved as the target of the research. The results showed that the conception profile of high school students on cell material in Tuban Regency mastered the concept of 53.21%, did not master the concept of 14.01% and misconceptions 32.78%. The highest of school that did not mastering concept was High School 1 Bancar at 31.30% and the highest misconception was High School 3 Tuban at 36.48%. Students experienced the highest misconception on the endocytosis concept, which was 63.33%. The cause of misconceptions is from student itself, worksheet book, and the teacher’s explanation.
Keywords: Conception Profile, Cell, Three-Tier Test.
Profile of Misconception on Genetic Substance Topic on Student Grade XII with Four-Tier Diagnostic Test
Authors: Syamsiar Ais Agustining , Raharjo Raharjo 
Published: March 2022

One of the obstacles that occur in the learning process is a misconception, inappropriate understanding of concepts. The misconceptions experienced by each student in one class can be different from one another and are caused by various causes. This study aims to describe the profile of misconceptions experienced by students and the causes of misconceptions in students. This research is descriptive quantitative. The research stage began with the making of a diagnostic test instrument (Four-Tier diagnostic test) which was then validated by a material and education expert. Then, the instrument was tested on grade XII student to collect the data. The data were analyzed descriptively. The target of this research was students of MAN 2 Gresik with a total of 60 students. The results showed the profile of students' misconceptions on Genetic Substance material consisting of the concepts of RNA, DNA, chromosomes, DNA & chromosome gene relationships, protein synthesis, and DNA replication with the category of understanding the concept amounted to 6.1%, 39.9% understand some concepts, 41.8% students experience misconceptions, and 12.2% do not understand concepts. The factors that cause misconceptions consist of students, textbooks, learning media, and teaching methods. Further studies of the development and implementation of digital-based learning media on genetic substance material, should be done near the future to reduce student misconceptions.
Keywords: genetic substance, misconceptions, four-tier diagnostic test
Validitas E-LKPD “Ekosistem” Berbasis Saintifik untuk Melatih Keterampilan Berpikir Kritis Siswa Kelas X SMA
Authors: Ariq Muhamad Iqbal , Fitrihidajati Herlina 
Published: March 2022

Kemampuan berpikir kritis diperlukan untuk menghadapi tantangan di abad ke-21.Oleh karena itu perlu dilatihkan kepada peserta didik. Keterampilan Berpikir kritis memiliki enam aspek yakni interpretasi, analisis, inferensi, evaluasi, eksplanasi, regulasi diri. Sesuai dengan tuntutan Kurikulum 2013 berbasis Saintifik maka jika dipadukan akan memberikan hasil yang baik karena pada dasarnya ada korelasi. Keterampilan ini harus dimiliki oleh peserta didik ketika memecahkan permasalahan dalam materi Ekosistem. Untuk mempermudahnya maka perlu dikembangkan media berupa Elektronik Lembar Kegiatan Peserta Didik (E LKPD). Penelitian ini bertujuan untuk menghasilkan E-LKPD yang layak berdasarkan hasil validasi. Jenis penelitian ini adalah penelitian pengembangan dengan model 4-D, yaitu pendefinisian, desain, dan pengembangan tanpa diseminasi. Parameter yang diukur meliputi komponen kelayakan penyajian, komponen isi, komponen bahasa. Validasi dilakukan oleh ahli pendidikan, ahli materi dan guru biologi. Teknis analisis data secara deskriptif kuantitatif. Bedasarkan hasil penelitian menunjukkan bahwa E-LKPD yang telah dikembangkan layak digunakan dalam pembelajaran berdasarkan hasil validasi dengan skor 3,62 kriteria sangat valid.
Kata Kunci: validitas, saintifik, E-LKPD, keterampilan berpikir kritis.
Determinant Factors of Genetic Misconception at 12th Grade Senior High School Student in Sampang
Authors: Nufus Hayatin , Prastiwi Muji Sri 
Published: March 2022

Twelfth grade senior high school students potentially have misconceptions in genetic material. The characteristics of genetic material are difficult to sense and complex, difficult to understand, and have the potential to cause misconceptions. Misconceptions can be caused by student factors, textbooks, contexts, teachers, and learning methods. This study aims to describe the categories of genetic misconceptions in students, to determine the determinant factors that cause the students' genetic misconceptions, and to give solutions in reducing or preventing the genetic misconceptions in students. The research used a mixed-method with sequential explanatory with multiple linear regression analysis on 58 samples of 12th-grade high school students in Sampang. The results of this study were categorization of students' genetic misconceptions percentage from low: moderate: high misconception, were 27.59%: 41.38%: 31.03%. Based on the high and medium categorization of students who have genetic misconceptions, 17.9% of the misconceptions were caused by student factors and learning methods. Student factor (X1) has a significant positive effect on students' genetic misconceptions (Y) with the t value of 2.590. The contribution of students and learning methods to student misconceptions can be written with the equation Misconception = 51.285 + 0.268 Student - 0.256M.Learning. The solution to minimize students' genetic misconceptions is through clinical learning by conducting a misconception test and continued with the 5e learning cycle model learning such as engagement, exploration, explanation, elaboration, and evaluation. The implication of this study is teacher can strategize minimizing student factor in genetic misconception, such as through learning activity in the class.
Keyword: determinant factor, misconception, student’s factor, learning method factor, 5e learning
Pengembangan Instrumen Soal Hots untuk Mengukur Keterampilan Pemecahan Masalah pada Materi Sistem Gerak Manusia
Authors: Rini Agustina Fajar , Budijastuti Widowati 
Published: March 2022

Perkembangan zaman saat ini membuat tantangan kompetensi peserta didik semakin tinggi, sehingga dibutuhkan kemampuan untuk menghubungkan dan mengintegrasikan pengetahuan dalam kehidupan sehari-hari. Salah satu kemampuan tersebut adalah berpikir tingkat tinggi dalam keterampilan pemecahan masalah. Pemecahan masalah adalah keterampilan untuk memahami masalah sehingga mampu memberikan solusi yang tepat sesuai dengan pengetahuan yang dimiliki. Tujuan penelitian ini adalah mendeskripsikan validitas baik dari segi teoritis maupun empiris, reliabilitas butir soal, dan mengukur ketercapaian indikator pemecahan masalah serta respon peserta didik terkait instrumen soal HOTS pada materi sistem gerak manusia. Pemilihan materi sistem gerak manusia dikarenakan berhubungan langsung dengan peserta didik, sehingga mampu untuk mengembangkan pengetahuan konseptual dan prosedural. Metode penelitian pengembangan yang digunakan adalah model 4-D, tanpa tahap disseminate. Validasi instrumen soal HOTS dilakukan secara teoritis dan empiris. Validasi teoritis menggunakan skala guttman, validasi empiris dengan uji coba terbatas menggunakan korelasi product-moment, reliabilitas dianalisis menggunakan cronbach alpha, dan ketercapaian indikator pemecahan masalah serta respon peserta didik. Hasil penelitian ini menunjukkan bahwa instrumen soal HOTS berdasarkan validitas teoritis mendapatkan hasil sangat valid dengan nilai 93,78%, validitas empiris yang diperoleh mencapai 86,67% kategori valid. Instrumen soal HOTS memiliki nilai reliabilitas sebesar 0,621 kategori reliabel, dan ketercapain indikator pemecahan masalah kategori cukup mencapai 53,33%, respon peserta didik sebesar 73,33% kategori baik. Kesimpulan dari penelitian ini adalah produk instrumen soal HOTS pada materi sistem gerak manusia valid, reliabel dan mampu mengukur keterampilan pemecahan masalah serta kategori soal baik berdasarkan respon peserta didik.
Profil dan Validitas Media Permainan Truth Or Dare Berbasis Tgt untuk Melatih Keterampilan Berpikir Kritis Siswa pada Materi Sistem Sirkulasi Kelas XI
Authors: Vijayta Estu Salma , Isnawati Isnawati 
Published: March 2022

The skills demand that must be possessed by students in this 21st century are being able to think critically in order to compete in a global environment. Student’s critical thinking skills can be trained according to the teacher innovation and creativity, one of which is using learning media. Learning media that can create a pleasant atmosphere is game media. Game media is a learning medium that is used in the learning process with certain rules. Teams Games Tournament based learning can create a joyful learning atmosphere that is supported by playing media. This study aims to determine the validity and produce Truth or Dare game media with a Teams Games Tournament based learning model to train students' critical thinking skills in the circulation system material for class XI SMA. This study used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. However, implementation and evaluation were not carried out in this study. The research instrument used was a validation sheet which included a question validation sheet, a game card, and a game guide book. Analysis of the data in this study used quantitative descriptive analysis and qualitative descriptive analysis. Quantitative descriptive analysis was conducted to analyze validation-resulted data which included questions, game cards and game guides. Qualitative descriptive analysis was carried out by collecting data in the form of comments and suggestions from the validator regarding the game media profile so that improvements could be made. The result of question validation was very valid, which was 93.76%, the game card is very valid, which was 96%, and the game guide book is very valid, which was 94.46%. Based on the results of this validation, the Truth or Dare game media was valid and can be used to train students' critical thinking skills through learning in the classroom.
Keywords: Game media, Truth or Dare, Teams Games Tournament, Sirculation System
Efektivitas Modul Angiospermae untuk Melatihkan Keterampilan Proses dan Meningkatkan Hasil Belajar Siswa SMA Kelas X
Authors: Mardaningrum Refiska Audhiya , Wisanti Wisanti , Putri Eva Kristinawati 
Published: March 2022

Penelitian ini bertujuan untuk mendeskripsikan efektivitas modul Angiospermae untuk melatihkan keterampilan proses dan meningkatkan hasil belajar siswa kelas X SMA Negeri 1 Gedeg dilihat dari ketercapaian keterampilan proses, hasil belajar, keterlaksanaan pembelajaran, dan respons siswa. Sasaran yang digunakan dalam penelitian ini adalah 60 siswa kelas X MIPA 4 dan X MIPA 7 SMA Negeri 1 Gedeg Mojokerto. Penelitian ini menggunakan desain penelitian one group pretest-posttest. Data dianalisis secara deskriptif kuantitatif. Modul Angiospermae efektif untuk melatihkan keterampilan proses yang ditunjukkan dengan kategori baik (3,4). Modul yang dikembangkan juga efektif untuk meningkatkan hasil belajar dengan hasil normalitas gain sebesar 0,44 dengan kategori sedang. Keterlaksanaan pembelajaran yang mengacu pada Modul Angiospermae berbasis keterampilan proses memperoleh persentase sebesar 90% dengan kategori sangat baik. Siswa juga memberikan respons positif dengan persentase sebesar 92% dengan kategori sangat baik terhadap penggunaan modul dalam melatih keterampilan proses.
Kata kunci: Efektivitas, Modul Angiospermae, Keterampilan Proses, Hasil Belajar.
Keefektifan Lembar Kegiatan Peserta Didik (LKPD) Berbasis Guided Inquiry pada Materi Pertumbuhan dan Perkembangan uUntuk Melatihkan Keterampilan Argumentasi
Authors: Mulyasari Erlisa , Yuliani Yuliani , Dewi Sari Kusuma 
Published: March 2022

Pada abad ke-21 pendidikan menjadi sangat penting untuk menjamin keterampilan belajar dan berinovasi peserta didik, keterampilan mengoperasikan teknologi dan media informasi, serta keterampilan untuk bekerja dan bertahan dengan menggunakan keterampilan untuk hidup (Life skills). Keterampilan yang dilatihkan dalam abad 21 adalah 4C. Argumentasi merupakan salah satu keterampilan dalam 4C. LKPD merupakan media belajar yang berbentuk lembaran dengan isian tentang teori, demontrasi atau prosedur dalam melaksanakan sebuah eksperimen. LKPD disusun untuk menyelesaiakan sebuah tuntutan indikator yang tertera. Materi pertumbuhan dan perkembangan yang terdapat dalam Kompetensi Dasar menuntut peserta didik untuk dapat menganalisis faktor-faktor yang mempengaruhi pertumbuhan sehingga peserta didik dapat melatih keterampilan berargumen melalui kegiatan praktikum dengan topik tersebut. Tujuan dari penelitian ini adalah mendeskripsikan keefektifan LKPD berbasis guided inquiry pada materi pertumbuhan dan perkembangan. Jenis penelitian ini adalah pengembangan dengan menggunakan model 4D (define, design, develop, disseminate) tetapi pada tahap desiminate hanya dibatasi sampai uji efektifitas. Teknik pengumpulan data dilakukan dengan metode pre-test dan pos-tes untuk melihat keterampilan argumentasi peserta didik. Hasil keefektifan LKPD dinyatakan sangat efektif jika nilai yang didapatkan berkisar 81-100.
Kata Kunci: efektifitas, LKPD, guided inquiry, keterampilan argumentasi
Keefektifan Lembar Kegiatan Peserta Didik (LKPD) Berbasis Learning Cycle 7E pada Sub Materi Pencemaran Lingkungan untuk Melatihkan Keterampilan Berpikir Kritis
Authors: Ainina Alfia Nur , Winarsih Winarsih 
Published: March 2022

Kurikulum 2013 dalam perkembangannya lebih menekankan pada proses pembelajaran aktif peserta didik (student centered) dan pembelajarannya bersifat kontekstual. Learning Cycle 7E merupakan proses pembelajaran inkuiri dimana peserta didik diberi kesempatan untuk membangung pengetahuannya sendiri melalui pembelajaran langsung. Model Learning Cycle 7E terdapat hubungan dengan upaya untuk melatihkan keterampilan berpikir kritis pada peserta didik adanya yaitu keterlibatan peserta didik secara aktif. Melatihkan keterampilan berpikir kritis sangat diperlukan dan penting untuk dikembangkan supaya peserta didik mampu menyelesaikan masalah-masalah yang kontekstual. Banyak materi biologi yang memiliki peluang untuk dapat dikembangkannya LKPD berbasis Learning Cycle 7E untuk melatihkan keterampilan berpikir kritis peserta didik dalam pembelajaran. Salah satunya pada sub materi pencemaran lingkungan. Tujuan dari penelitian ini adalah mendeskripsikan keefektifan LKPD berbasis Learning Cycle 7E pada sub materi pencemaran lingkungan. LKPD dikembangkan dengan desain penelitian 4D yaitu Define, Design, Develop, dan Disseminate, namun tahap Disseminate tidak dilaksanakan. Sasaran penelitian dilakukan pada 20 peserta didik kelas X di SMA Hang Tuah 2 Sidoarjo. Parameter dalam penelitian ini adalah keefektifan LKPD ditinjau dari ketuntasan hasil belajar, keterampilan berpikir kritis, dan respon peserta didik. Berdasarkan hasil penelitian menunjukkan bahwa ketuntasan hasil belajar peserta didik sebesar 93,4% dengan N-Gain kategori tinggi 0,77, keterampilan berpikir kritis mencapai 95%, dan respon peserta didik mencapai 97,2% dengan kategori sangat efektif.
Kata kunci: Learning Cycle 7E, berpikir kritis, pencemaran lingkungan”