Search

Critical thinking is one of the 4C skills students need to develop to compete in the 21st-century. Learning planning is focused not only on strategies and human resources, but also on learning resources. Learning resources integrated with the values of critical thinking skills need to be developed and tested. A learning resource that has the potential to be integrated with critical thinking values and generally has an attractive design is an encyclopedia. This study aims to analyze the content practicality or attractiveness of the Fabaceae family encyclopedia book. This study is an individual test in a series of educational development research (EDR) using the Tessmer formative evaluation research design. The data sources are three students enrolled in the Phanerogamae course. Data was collected using a readability questionnaire. Data analysis was carried out in a descriptive categorization manner. The results showed that the attractiveness of the Fabaceae family encyclopedia obtained a good category. This shows that the developed encyclopedia meets the standards and has an aesthetic value that can help students develop their critical thinking skills. The value is also supported by its user-friendly and visually appealing format. This encyclopedia still needs to be studied further in learning activities to analyze the value of its implementation. Abstrak. Berpikir kritis adalah salah satu keterampilan 4C yang perlu dikembangkan peserta didik agar mampu bersaing di abad 21. Perencanaan pembelajaran tidak hanya terfokus pada strategi dan sumber daya manusianya, melainkan juga sumber belajar. Sumber belajar yang terintegrasi dengan nilai-nilai keterampilan berpikir kritis perlu dikembangkan dan diuji. Sumber belajar yang berpotensi dapat diintegrasikan dengan nilai-nilai berpikir kritis dan pada umumnya memiliki desain yang menarik adalah ensiklopedia. Tujuan dari penelitian ini adalah menganalisis kepraktisan konten atau daya tarik buku ensiklopedia famili Fabaceae. Penelitian ini adalah uji perorangan dalam rangkaian penelitian pengembangan pendidikan (EDR) menggunakan desain penelitian evaluasi formatif Tessmer. Sumber data adalah tiga peserta didik yang terdaftar dalam kursus Phanerogamae. Data dikumpulkan dengan menggunakan angket keterbacaan. Analisis data dilakukan secara deskriptif kategorisasi. Hasil penelitian menunjukkan daya tarik ensiklopedia famili Fabaceae memperoleh kategori baik. Ini menunjukkan bahsa ensiklopendia yang dikembangkan memenuhi standar dan mempunyai nilai estetika yang dapat membantu siswa mengembangkan kemampuan berpikir kritisnya. Nilai tersebut juga didukung dengan formatnya yang ramah pengguna dan menarik secara visual. Ensiklopedia ini masih perlu dikaji lebih lanjut dalam kegiatan pembelajaran untuk menganalisis nilai implementasinya.

This research explores the integration of character education, specifically focusing on drawing inspiration from the abundant cultural wisdom embedded in Mamanda theater—an invaluable cultural asset in South Kalimantan. The central aim of the study is to evaluate the effectiveness of utilizing Mamanda’s theater arts as a catalyst for collaborative character-building within the realm of education. The collaborative characters, symbolic of the harmonious dynamics inherent in the learning process, undergo evaluation through the implementation of a Likert scale. The research encompasses a cohort of 83 students, all actively engaged as respondents. The outcomes highlight the notably high effectiveness of incorporating Mamanda’s theater arts to facilitate the collaborative character-building endeavor. Beyond its immediate findings, this research contributes substantively to the ongoing academic dialogue surrounding character education. Moreover, it serves as a valuable resource for educators and lecturers, offering insights into the practical application of local wisdom, specifically through Mamanda theater, to instill character traits firmly rooted in cultural richness and educational excellence.

Pembelajaran offline tidak didukung pada masa pandemi Covid-19. Guru perlu berinovasi agar pemberian materi dan tugas kepada peserta didik lebih mudah meskipun tidak tatap muka. Salah satunya menggunakan LKPD elektronik (e-LKPD) yang mampu digunakan dengan mobile. Penelitian ini bertujuan menganalisis pengaruh penggunaan e-LKPD pada konsep protista terhadap hasil belajar kognitif produk, hasil belajar kognitif proses, dan peningkatan kapasitas berpikir kritis peserta didik pada konsep protista menggunakan e-LKPD. Penelitian ini menggunakan metode quasi experiment guna melakukan pengukuran terhadap hasil belajar kognitif produk dan proses dan metode deskriptif dalam aspek kemampuan berpikir kritis. Penelitian ini menggunakan teknik purposive sampling. Teknik analisis data hasil belajar menggunakan analisis kovarian dengan aplikasi SPSS 22. Teknik analisis data keterampilan berpikir kritis menggunakan uji deskriptif dengan penskoran. Hasil penelitian menjelaskan adanya dampak dari dipakainya e-LKPD dalam hasil belajar kognitif produk dan kognitif proses dengan signifikansi sama (sig. 0.000). Penggunaan e-LKPD juga menunjukkan pengaruh pada keterampilan berpikir kritis, yaitu kategori baik untuk aspek interpretasi, analisis, evaluasi dan eksplanasi. Sebaliknya, aspek pengaturan diri dan inferensi memperoleh kategori cukup baik. Penggunaan e-LKPD yang memuat keterampilan berpikir kritis dapat menjadi salah satu solusi untuk meningkatkan hasil belajar peserta didik baik secara kognitif produk dan prosesnya, kemudian penggunaan liveworksheet juga menjadi solusi dalam pembelajaran saat pandemi dengan kemajuan teknologi. Abstract. Offline learning is not supported during the Covid-19 pandemic. Therefore, teachers need to innovate so that it is easier to provide materials and assignments to students even though they are not face-to-face. One of them is using electronic LKPD (e-LKPD), which can be used with mobile phones. This study aims to analyze the effect of using e-LKPD on the protist concept on product cognitive learning outcomes, process cognitive learning outcomes, and increasing students' critical thinking capacity on the protist concept using e-LKPD. This study uses a quasi-experimental method to measure the cognitive learning outcomes of products and processes and descriptive methods in the aspect of critical thinking skills. This research uses the purposive sampling technique. The data analysis technique for learning outcomes used covariance analysis with the SPSS 22 application. The data analysis technique for critical thinking skills used a descriptive test with scoring. The results of the study explain the impact of the use of e-LKPD in product cognitive learning outcomes and cognitive processes with the same significance (sig. 0.000). The use of e-LKPD also shows an influence on critical thinking skills, namely the good category for aspects of interpretation, analysis, evaluation, and explanation. In contrast, the self-regulation and inference aspects get quite good categories. The use of e-LKPD, which contains critical thinking skills, is one solution to improve student learning outcomes in terms of product and cognitive process. Live worksheets are also a solution in learning during a pandemic with advances in technology.

Kemajuan teknologi menjadi salah satu potensi yang dapat dimanfaatkan pada masa pandemi COVID-19, diantaranya LKPD elektronik (e-LKPD) dalam pembelajaran biologi untuk menuntun kegiatan pembelajaran yang baik. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan e-LKPD pada konsep sistem gerak terhadap hasil belajar kognitif produk dan kognitif proses, serta menganalisis peningkatan kapasitas berpikir kritis peserta didik pada konsep sistem gerak. Penelitian ini menggunakan metode quasi experiment guna melakukan pengukuran terhadap hasil belajar kognitif produk dan proses, sedangkan kemampuan berpikir kritis dianalisis secara deskriptif. Pengambilan sampel untuk data kognitif produk dan kognitif proses melalui teknik purposive sampling, sedangkan keterampilan berpikir kritis menggunakan kelas perlakuan dan kelas kontrol. Teknik analisis data hasil belajar menggunakan analisis kovarian dengan aplikasi SPSS 22, sedangkan data keterampilan berpikir kritis dianalisis menggunakan uji deskriptif dengan penskoran. Hasil penelitian menjelaskan dampak penggunaan e-LKPD terhadap hasil belajar kognitif produk dan kognitif proses memperoleh signifikansi yang sama (sig. 0.000), . Rata-rata skor aspek keterampilan berpikir kritis peserta didik menggunakan e-LKPD memperoleh kategori baik. Berdasarkan temuan ini, e-LKPD dapat menjadi alternatif dalam kegiatan pembelajaran karena terbukti peserta didik memperoleh hasil belajar dan keterampilan berpikir kritis yang baik. Abstract. Technological progress is one of the potential benefits of the COVID-19 pandemic, including electronic LKPD (e-LKPD) in biology learning to guide suitable learning activities. This study aims to analyze the effect of using e-LKPD on the motion system concept on product cognitive learning outcomes and cognitive processes, as well as the improvement of students' critical thinking capacity on the motion system concept. This study uses a quasi-experimental method to measure the cognitive learning outcomes of products and processes, while critical thinking skills are analyzed descriptively. Sampling for product cognitive data and process through purposive sampling technique, while critical thinking skills using the treatment and control classes. The data analysis technique for learning outcomes used covariance analysis with the SPSS 22 application, while the critical thinking skills data were analyzed using a descriptive test with scoring. The study's results explain the impact of using e-LKPD on product cognitive learning outcomes and cognitive processes that have the same significance (sig. 0.000). The average score of the critical thinking skills aspect of students using e-LKPD obtained a good category. These findings prove that e-LKPD students get good learning outcomes and critical thinking skills to become an alternative in online learning activities.

Dunia pendidikan pada Abad ke-21 dituntut menghasilkan generasi yang terampil dalam menerapkan teknologi dan mampu berpikir kritis. LKPD-elektronik yang memuat indikator keterampilan berpikir kritis merupakan inovasi perangkat pembelajaran dari LKPD yang semula berbentuk cetak menjadi berbentuk elektronik. LKPD-elektronik diharapkan dapat menjadi solusi ketika pembelajaran tidak dapat dilakukan tatap muka di kelas akibat pandemi. Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan LKPD-elektronik sistem peredaran darah terhadap hasil belajar kognitif produk dan kognitif proses, serta menganalisis peningkatan keterampilan berpikir kritis peserta didik. Data kognitif produk dan kognitif proses diperoleh melalui eksperimen semu. Sampel penelitian diambil dengan teknik purposive sampling. Teknik analisis data kognitif produk dan kognitif proses melalui soal pretest, sedangkan data keterampilan berpikir kritis dianalisis secara deskriptif dengan memberi skor. Variabel yang digunakan dalam penelitian ini adalah variabel bebas, variabel terikat dan variabel kontrol. Hasil penelitian menunjukkan pembelajaran menggunakan LKPD-elektronik memperoleh nilai signifikan (sig.) sebesar 0,000 yang berarti terdapat pengaruh terhadap hasil belajar kognitif produk dan kognitif proses. Penggunaan LKPD-elektronik juga memberikan dampak peningkatan keterampilan berpikir kritis peserta didik. Abstract. The world of education in the 21st century is required to produce a generation skilled in applying technology and able to think critically. The electronic LKPD, which contains indicators of critical thinking skills, is an innovation of learning tools from the LKPD, which was initially in print form to be in electronic form. Electronic LKPD expect to be a solution when learning is not face-to-face in class due to the pandemic. This study aims to analyze the effect of electronic LKPD on the circulatory system on product cognitive learning outcomes and cognitive processes, as well as the improvement of students' critical thinking skills. Product cognitive and process cognitive data obtain through quasi-experimental. The purposive sampling technique took the research sample. The technique of analyzing cognitive product and cognitive processes data was through pretest questions, and critical thinking skills data were descriptively by giving a score. This study's variables are independent, dependent, and control variables. The results showed that learning using electronic-LKPD obtained a significant value (sig.) of 0.000, which means that there is an effect on product cognitive learning outcomes and process cognitive. Furthermore, the use of electronic-LKPD also has an impact on increasing students' critical thinking skills.

Pendidikan abad ke-21 menuntut keterampilan berpikir kritis peserta didik. Cara yang dapat dilakukan guru untuk melatih kerampilan ini adalah dengan menyediakan LKPD elektronik. Tujuan dari penelitian ini adalah untuk mendiskripsikan validitas, kepraktisan dan keefektifan LKPD elektronik. Metode penelitian menggunakan desain Evaluasi Formatif Tessmer, dengan tahapan 1) self evaluation, 2) expert review, 3) one to one evaluation dan 4) small group evaluation. Subjek uji validitas yaitu 2 orang dosen pembimbing dan 1 guru Biologi jenjang SMA, subjek uji perorangan yaitu 4 orang siswa kelas X SMA dan subjek uji kelompok kecil yaitu 6 orang siswa kelas X SMA. Data didapatkan melalui instrumen penelitian berupa lembar penilaian validitas, kepraktisan isi dan harapan, serta keefektifan harapan. Teknik pengumpulan data menggunakan lembar penilaian. Hasil dari penelitian menyatakan: 1) validitas LKPD elektronik memperoleh skor rata-rata 3,66 termasuk kategori valid; 2) kepraktisan isi LKPD elektronik memperoleh skor rata-rata 3,90 termasuk kategori baik, kepraktisan harapan LKPD elaktronik memperoleh persentase 98,79% dengan kategori sangat baik; dan 3) keefektifan LKPD elektronik memiliki kategori sangat baik pada keterampilan interpretasi memiliki skor 86,32%, analisis memiliki skor 90,00%, evaluasi memiliki skor 91,88%, inferensi memiliki skor 88,89%, eksplanasi memiliki skor 90,41% dan pengaturan diri memiliki skor 87,83%. Abstract. 21st century education demands learners' critical thinking skills. Education is also required to create a generation of skilled uses of technology. One of the efforts that educators can make to train these skills is to provide electronic LKPD. Electronic LKPD is an innovation of learning devices as technology develops and is able to facilitate online learning due to the current pandemic. The purpose of this study is to describe the validity, practicality and effectiveness of electronic LKPD. The research method uses Tessmer's Formative Evaluation design, through stage 1) self evaluation, 2) expert review, 3) one-to-one evaluation and 4) small group evaluation. The validity test subject consists of 2 guidance lecturers and 1 high school biology teacher, an individual test subject consisting of 4 students of class X high school and a small group test subject consisting of 6 students of class X high school. Data is obtained from research instruments in the form of validity assessment sheets, content practicality, expectation practicality, and effectiveness of expectations. Data collection techniques using assessment sheets. The results of the study showed: 1) the validity of electronic LKPD based on validation results had an average score of 3.66 with a valid category; 2) Practicality of electronic LKPD content based on student response has an average score of 3.90 with good categories, practicality of electronic LKPD expectations based on student response has a percentage of 98.79% with excellent category; and 3) the effectiveness of electronic LKPD based on critical thinking skills assessment has excellent categories on interpretation skills with a score of 86.32%, analysis with a score of 90.00%, evaluation with a score of 91.88%, inference with a score of 88.89%, explanatory with a score of 90.41%, and self-regulation with a score of 87.83%.

Pendidikan abad ke-21 menuntut peserta didik untuk memiliki keterampilan berpikir kritis dan terampil menggunakan teknologi. Salah satu upaya yang dapat dilakukan untuk melatihkan keterampilan ini yaitu pembelajaran dengan menggunakan LKPD Elektronik berbasis Liveworksheet. Penelitian bertujuan untuk mendeskripsikan validitas, kepraktisan dan keefektifan. Penelitian pengembangan yang digunakan 4 tahap dari desain Evaluasi Formatif Tessmer. Subjek penelitian uji validitas adalah 2 orang dosen Pendidikan Biologi dan 1 Guru Biologi Jenjang SMA. Subjek Uji Perorrangan 4 orang peserta didik kelas XI IPA SMA Negeri 3 Banjarmasin dan subjek uji kelompok kecil 6 orang peserta didik pada kelas yang sama. Hasil penelitian menunjukkan: 1) validitas LKPD elektronik yang didapattkan memiliki skor rata-rata 3,71 dengan kategori valid ; 2) kepraktisan isi LKPD elektronik berdasarkan respon peserta didik mendapat skor rata-rata 3,78 dengan kategori baik, kepraktisan harapan LKPD elektronik berdasarkan respon peserta didik memiliki persentase 98,00% dengan kategori sangat baik; dan 3) keefektifan harapan LKPD elektronik berdasarkan penilaian keterampilan berpikir kritis pada aspek keterampilan interpretasi, analisis, evaluasi, eksplanasi, dan pengaturan diri memperoleh kategori sangat baik, sedangkan pada aspek keterampilan inferensi memperoleh kategori baik. Abstract. 21st century education requires students to have critical thinking skills and skillfully use technology. One of the efforts that can be made to practice these skills is learning by using Liveworksheet-based Electronic LKPD. The research aims to describe the validity, practicality and effectiveness. The development research used 4 stages of the Tessmer Formative Evaluation design. The research subjects for the validity test were 2 Biology Education lecturers and 1 Biology Teacher at High School. Individual test subjects were 4 students of class XI science at SMA Negeri 3 Banjarmasin and the test subjects were small groups of 6 students in the same class. The results showed: 1) the validity of the electronic LKPD obtained had an average score of 3.71 with a valid category; 2) the practicality of the contents of the electronic LKPD based on student responses got an average score of 3.78 in the good category, the practicality of the expectations of the electronic LKPD based on student responses had a percentage of 98.00% in the very good category; and 3) the effectiveness of electronic LKPD expectations based on the assessment of critical thinking skills in the aspects of interpretation, analysis, evaluation, explanation, and self-regulation skills obtained a very good category, while in the aspect of inference skills obtained a good category.

Learning media is needed because the media can be used as tools or additional teaching materials in addition to textbooks and worksheets. The use of learning media can increase students' motivation and interest in learning. Ecosystem material flip chart media is expected to be a solution in the learning process so that not only teachers but also students are active in the learning process. This study aims to describe the validity of flip chart learning media in class X ecosystem material. This study uses Research and Development (R & D) research methods and the ADDIE development model, through the stages of analysis (analyze), design (design), development (development) and implementation (implementation). The validity test was obtained from 3 validators according to their expertise. The data was obtained through an assessment instrument in the form of a validity assessment sheet. The results of this study indicate that flip chart learning media obtained an average validity value of 91.67% on the physical appearance aspect, 96.67% on the illustration aspect, 94.43% on the media quality aspect, and 100% on the attractiveness aspect. Based on the values obtained from the four aspects, the overall average value was 94.44%, so it can be concluded that the flip chart learning media has a very valid category.

Interactive learning media is one of the important learning resources components in the era of the 4.0 industrial revolution which can be accessed via smartphones or gadgets. The research objective was to produce valid interactive learning media based on Android applications. This type of research was Research and Development by using the Tessmer development model, through the preliminary and formative evaluation stages with self-evaluation and expert testing. The experts’ opinion included three validators according to expertise. The data was obtained from the research instrument in the form of a validity assessment sheet. The data collection technique used an assessment sheet. The analysis of validity data was based on very valid, valid, less valid,and invalid categories. The results showed that the Android application-based interactive learning media obtained a validity value of 94.56%, it was concluded that the validity of the developed interactive learning media based on the Android application was very valid.

Lembar Kerja Peserta Didik yang digunakan dalam proses pembelajaran masih kurang dalam memfasilitasii keterampilan berpikir kritis peserta didik. Diharapkan dengan adanya Lembar Kerja Peserta Didik yang berkualitas mampu membuat tujuan kurikulum 2013 tercapai. Penelitian ini bertujuan untuk mendeskripsikan kepraktisan pengembangan Lembar Kerja Peserta Didik konsep Sistem Peredaran Darah biologi SMA berbasis keterampilan berpikir kritis. Jenis penelitian inii merupakan penelitian pengembangan dengan menggunakan desain evaluasi formatif Tessmer (1993) yang meliputi tahap uji pakar, uji perorangan, dan uji kelompok kecil. Dalam pengembangan Lembar Kerja Peserta Didik ini, keterampilan berpikir kritis beracuan pada model Facione. Subjek validasi adalah dua orang dosen pendidikan biologi dan satu orang guru biologi SMA. Subjek uji perorangan adalah tiga orang peserta didik kelas XI SMA. Subjek uji kelompok kecil adalah enam orang peserta didik kelas XI SMA. Hasil penelitian yang didapatkan menunjukkan bahwa kepraktisan isi hasil pengembangan Lembar Kerja Peserta Didik, memiliki kategori baik dengan skor 3, 71 dan kepraktisan harapan hasil pengembangan Lembar Kerja Peserta Didik, memiliki kategori sangat baik dengan skor 94, 45%.

This study aims to 1) examine the influence of inquiry-based learning on product cognitive learning outcomes. 2) examine the influence of inquiry-based learning on the cognitive learning outcomes of the process. 3) examine the influence of inquiry-based learning on the critical thinking skills of high school students. The model used was quasi experiment with counter balance design, and the nonequivalent control group design. The independent variables of inquiry-based learning, while the dependent variable is the result of cognitive learning of the product, the cognitive learning outcome of the process, and the critical thinking ability. The research population of students of class XI SMA Negeri 1 Sungai Tabuk Banjar District consists of three classes, namely class XI IPA-1 XI IPA-2 and XI IPA-3. The samples of the significance test to the learning outcomes of treatment I were class XI IPA-2 and XI IPA-3, and control class XI IPA-1. Class II treatment is class XI IPA-1 and XI IPA-2, while control class is class XI IPA-3. Determination of treatment class with purposive sampling technique. The sample of significance test on the critical thinking thinking ability of class is XI IPA-2 and XI IPA-3, while control is class XI IPA-1. The study was conducted three months (October-December 2016). The instrument of cognitive product and cognitive measuring processes consists of multiple choice test items, and for measuring critical thinking skills with essay tests. The cognitive learning outcomes are scored 1 if true and 0 if false, whereas critical thinking skills use rubric essay tests. Test of significance using anacova with SAS release 9.1.3. The results obtained 1) Inquiry-based learning has an effect on the product cognitive learning outcomes (F-ratio = 42.95, P = 0.001 and F-ratio 37.84; P = 0.001). 2) also affects the cognitive learning outcomes of the process (F-ratio = 94.84; P = 0.001 and F-ratio 54.56; P = 0.001); and 3) has no effect on applicability (F-ratio = 1.03 , P = 0.36), but has an effect on the ability to analyze (F-ratio = 39.75, P = 0.001, F-ratio 2.83.56; P = 0.05; F-ratio 11.89; P = 0.001), and the ability to evaluate (F-ratio = 2.70; P = 0.05).

Kontrasepsi yang efektif memerlukan cara yang aman, murah, resiko yang ringan dan bersifat reversible dengan memanfaatkan sumber daya alam nabati, seperti daun pepaya. Penelitian ini bertujuan untuk mengetahui pengaruh jus daun papaya terhadap aktivitas spermatogenesis tikus putih. Dua puluh ekor tikus putih jantan berumur 3 bulan dibagi menjadi 4 kelompok perlakuan, yaitu P1 (tanpa diberi jus daun papaya), P2 (diberi jus daun papaya 5 g per hari), P3 (diberi jus daun papaya 10 g per hari), P4 (diberi jus daun papaya15 g per hari). Semua perlakuan dilakukan selama satu bulan secara oral. Hasil penelitian menunjukkan bahwa jus daun papaya yang diberikan selama satu bulan dapat menurunkan aktivitas spermatogenesis tikus putih.