RQANI: A Learning Model that Integrates Science Concepts and Islamic Values in Biology Learning

Amin, Astuti Muh.; Ahmad, Samlan; Zulkarnaim, Zulkarnaim; Adiansyah, Romi

doi:10.29333/iji.2022.15338a

Cited by 7 publications

(7 citation statements)

References 35 publications

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“…The research uses the development research steps from Plomp, consisting of investigation, design, realization/construction, testing, evaluation, and revision. The research results based on these steps are described as follows (Amin et al, 2022): a. Investigation.…”

Section: Findings and Discussionmentioning

confidence: 99%

Development of Local Content Curriculum Based on The Merdeka Curriculum for High School in East Kalimantan Province

Nursafitri,

Firdaus,

Sudomo

et al. 2023

QLMN

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Local content subjects are highly needed, especially for the progress of regions that can positively impact national progress. This research aims to develop a Local Content Curriculum based on the Merdeka Curriculum for High Schools in East Kalimantan Province. The research method used is the development research steps from the Plomp model, namely 1) Investigation; 2) Design; 3) Realization/Construction; 4) Testing, Evaluating, and Revision. In addition, in curriculum development, this research uses the Understanding by Design (UbD) steps consisting of 1) Identifying desired results, 2) Determining Assessment Evidence, and 3) Plan Learning Experiences and Instruction. Data was collected through a literature review and focus group discussions (FGD). The instrument used in the FGD uses an open questionnaire. Curriculum validation was obtained through expert judgment using a validation questionnaire instrument. Qualitative data obtained were analyzed descriptively, while score data were analyzed and converted into assessment categories. This research produces a Local Content Curriculum based on the Merdeka Curriculum for High Schools in East Kalimantan Province, which falls into the Very Feasible category. Furthermore, the advantages and disadvantages of this curriculum product are discussed further in the article.

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Section: Findings and Discussionmentioning

confidence: 99%

Development of Local Content Curriculum Based on The Merdeka Curriculum for High School in East Kalimantan Province

Nursafitri,

Firdaus,

Sudomo

et al. 2023

QLMN

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“…Biology learning nowadays has not been able to optimally empower metacognitive skills in problem-solving (Amin et al, 2022;Pratama, 2018). The results of the research conducted by Yustina and Vebrianto (2009) reveal that the biology learning process in Indonesian is still dominated by one-way teacher activities.…”

Section: The Profile Of the Students' Metacognitive Skillsmentioning

confidence: 99%

Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia

Adiansyah¹,

Amin

Yani³

2022

JPBI

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Metacognitive skills are one of the abilities required in the twenty-first century, to achieve independent learning. However, these skills still need to review whether these skills have been empowered by educators, particularly in universities. This research was aimed at determining the metacognitive skill profile of Biology Education students at the Institute of Teachers’ Education in South Sulawesi, Indonesia. This research used a descriptive quantitative method. The population of this research was all the students of the Biology Education Study Program at the non-state Institute of Teachers’ Education in South Sulawesi. The samples of this research were 356 Biology Education students in the second semester who programmed the Environmental Science course in the 2020/2021 academic year. The instrument used in this research was an essay test to measure students’ metacognitive skills in the Environmental Science course. The results of the data analysis indicate that the students’ metacognitive skills are in the category of undeveloped as much as 89.27%. Therefore, some efforts to improve students’ metacognitive skills are required by those institutes through the implementation of a learning model which can empower the metacognitive skills of the prospective Biology teacher students.

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“…Setiap siswa memiliki kemampuan HOTs yang berbeda-beda dikarenakan setiap siswa memiliki tingkatan pemahaman yang berbeda-beda (Hajar et al, 2018). Peserta didik yang memiliki keterampilan berpikir tingkat tinggi atau higher order thinking skills (HOTs) mampu membedakan antara fakta dan opini, mengidentifikasi informasi yang relevan, memecahkan masalah, dan mampu menyimpulkan informasi yang telah dianalisisnya (Amin, Ahmad, et al, 2022;Mustapa, 2014). Akibatnya kemandirian belajar juga berkurang.…”

Section: Hasilunclassified

Efek Pembelajaran Online terhadap High Order Thinking Skills pada Siswa Biologi pada Masa Pandemic Covid-19

Amin

Karmila

Muna³

et al. 2022

Bioedusiana

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Along with the development of the 21st century, students are required to have high order thinking skills (HOTs). Online teaching and learning has become a necessity for education around the world during the COVID-19 pandemic. The sudden change in the learning process during the Covid-19 pandemic had a very significant impact on various aspects of learning, including HOTs. The purpose of this study was to determine the effect of online learning on high order thinking skills in biology students in the city of Ternate. This research is a quantitative descriptive research. Describe the effect of online learning on high order thinking skills. The population in this study were biology students at a public high school in the city of Ternate, North Maluku, Indonesia. The sampling technique was done by purposive sampling. The research sample was biology students at SMA Negeri 4 Ternate and SMA Negeri 8 Ternate, North Maluku with a total of 56 students. The research was conducted in the odd semester of the 2021/2022 academic year. The instrument used in this research is an instrument to measure high order thinking skills. The results of this study indicate that the average total high order thinking skills of biology students for analyzing level is 50.44; level evaluate 45.38; levels creating 41.16. This indicates that more efforts are still needed so that students can have adequate HOTs abilities.

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RQANI: A Learning Model that Integrates Science Concepts and Islamic Values in Biology Learning

Cited by 7 publications

References 35 publications

Development of Local Content Curriculum Based on The Merdeka Curriculum for High School in East Kalimantan Province

Development of Local Content Curriculum Based on The Merdeka Curriculum for High School in East Kalimantan Province

Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia

Efek Pembelajaran Online terhadap High Order Thinking Skills pada Siswa Biologi pada Masa Pandemic Covid-19

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