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43 results on '"Subekti Hasan"'

1. Feasibility Analysis of Interactive Multimedia on Intercation of Living Things Topic to Promote Scientific Literacy Skills

Author

Permata Sari Dhita Ayu, Widodo Wahono, Mahdiannur Muhamad Arif, Aulia Ernita Vika, Subekti Hasan, and Hidayati Siti Nurul

Subjects
storyboard, scientific literacy, interaction of living things, Social Sciences
Abstract

This study aims to determine the feasibility of interactive multimedia storyboard of Smart Apps Creator (SAC) based on scientific literacy on transfer energy material. Feasibility is described in terms of content, construction, understanding, and multimedia aspects. This research is research and development (R&D) based on understanding by design framework to design learning media. This design is a backward design focused on learning goals as a result of instruction before plan for learning activities and teaching method. The research instrument is a validation sheet that is used to assess the feasibility of the storyboard.Validation sheets were given to 3 experts in science education, multimedia, and have doctoral degrees. The results showed that the SAC interactive multimedia storyboard developed was categorized as valid and very valid because the results of the validator’s assessment reached a value of more than 3. It can be concluded that the developed storyboard is suitable for making the interactive multimedia by using SAC application on the topic of interaction of living things.

Published
2022
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2. A Study of Preservice Science Teachers’ Articles: What do They Think the Educational Goal in SDGs should be Focused on?

Author

Purnomo Aris Rudi, Subekti Hasan, and Mahdiannur Muhamad Arif

Subjects
sdgs, quality education, teaching-learning process, sets, Social Sciences
Abstract

This study aimed at mapping scientific ideas and conceptual knowledge and expectation of the preservice science teachers (PSTs) towards educational research in SDGs context. Analysis of PSTs’ articles and structured interview were performed to gather the information from 13 participants involved in this research. The data were analysed descriptively with the aid of NVivo 12 plus software. Three dimensions of analysis were carried out consisting of the definition, the importance, and the expectation of SDGs. The results indicate that PSTs put their ideas mostly on learning media, learning model, infrastructure, and teacher competencies. In terms of conceptual knowledge of SDGs, PSTs view SDGs as a set of continuous improvement of resources that should accommodate student skills, technology, knowledge, attitude, resources, research, and equality for creating quality education. These were gained after the PST involved in certain activities of teaching practices and managing references to accomplish their manuscript during Science, Environment, Technology, and Society (SETS) course. As a result, the degree of understanding is inherently related to the educational problems in which they were engaged to initiate solutions.

Published
2022
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3. The Need for Interdisciplinary Programs at the Postgraduate Levels: A Study of the Saturation of Existing Study Programs

Author

Yulianto, Bambang, Sueb, Harmanto, Subekti, Hasan, Asteria, Prima Vidya, Arifah, Ika D. C., Sukardani, Puspita S., Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Mustofa, Ali, editor, Widiyanah, Ima, editor, Prahani, Binar K., editor, Rahayu, Imami A. T., editor, Mudzakkir, Moh., editor, and Putri, Cicilia D. M., editor

Published
2023
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4. Women and Javanese Local Psychology: Evidence Through Literature with Indigenous Studies Context

Author

Ahmadi, Anas, Yulianto, Bambang, Subekti, Hasan, Savira, Siti I., Aisyiyah, Putri, Aziz, Abdul M., Burhanuddin, Ahmad, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Setiawan, Slamet, editor, Saroinsong, Wulan Patria, editor, Ashar, Muhammad Nurul, editor, Boonrongrut, Chinun, editor, Aji, Rojil N. B., editor, Lestari, Yuni, editor, Mulya, Lillyana, editor, Pradana, Galih W., editor, Riyadi, Riyadi, editor, Tayeb, Azmil Mohd, editor, Hartanti, Lina Purwaning, editor, and Ayu, Hujuala Rika, editor

Published
2023
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5. Emancipated Learning: Bridging Universities and Schools for Future Teacher Education

Author

Yulianto, Bambang, Sueb, Sueb, Asteria, Prima V., Harmanto, Bachri, Bachtiar S., Subekti, Hasan, Kafrawi, Fatkur R., Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Setiawan, Slamet, editor, Saroinsong, Wulan Patria, editor, Ashar, Muhammad Nurul, editor, Boonrongrut, Chinun, editor, Aji, Rojil N. B., editor, Lestari, Yuni, editor, Mulya, Lillyana, editor, Pradana, Galih W., editor, Riyadi, Riyadi, editor, Tayeb, Azmil Mohd, editor, Hartanti, Lina Purwaning, editor, and Ayu, Hujuala Rika, editor

Published
2023
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6. The Ambivalence of Emancipated Learning and Student’s Learning Experience on Graduate Attributes: An Initial Identification

Author

Sholeh, Muhammad, Anda, Shelly, Sodiq, Syamsul, Subekti, Hasan, Sueb, Sueb, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Setiawan, Slamet, editor, Saroinsong, Wulan Patria, editor, Ashar, Muhammad Nurul, editor, Boonrongrut, Chinun, editor, Aji, Rojil N. B., editor, Lestari, Yuni, editor, Mulya, Lillyana, editor, Pradana, Galih W., editor, Riyadi, Riyadi, editor, Tayeb, Azmil Mohd, editor, Hartanti, Lina Purwaning, editor, and Ayu, Hujuala Rika, editor

Published
2023
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7. Curriculum Design for Emancipated Learning at Higher Education to Accommodate Experiential Learning for the Students

Author

Yulianto, Bambang, Sodiq, Syamsul, Asteria, Prima V., Harmanto, Harmanto, Bachri, Bachtiar S., Sueb, Sueb, Subekti, Hasan, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Setiawan, Slamet, editor, Saroinsong, Wulan Patria, editor, Ashar, Muhammad Nurul, editor, Boonrongrut, Chinun, editor, Aji, Rojil N. B., editor, Lestari, Yuni, editor, Mulya, Lillyana, editor, Pradana, Galih W., editor, Riyadi, Riyadi, editor, Tayeb, Azmil Mohd, editor, Hartanti, Lina Purwaning, editor, and Ayu, Hujuala Rika, editor

Published
2023
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20. Examining students' learning in connecting to biochemistry ideas to address socio-scientific issues in virtual classroom.

Author

Erman, Erman, Martini, Subekti, Hasan, Susiyawati, Enny, Wakhidah, Nur, Pare, Brijesh, Widowati, Asri, Wilujeng, Insih, Rosana, Dadan, Rahmawati, Laifa, Wibowo, Widodo Setiyo, and Setyawarno, Didik

Subjects
VIRTUAL classrooms, BIOCHEMISTRY, SCIENCE students, DIGITAL learning, UNDERGRADUATES, STUDENTS
Abstract

In addressing socio-scientific issues, students must be connected to science ideas and societal concerns. Hence, students should learn biochemistry meaningfully. This study aimed to examine students' learning in a virtual classroom of biochemistry. Eighty undergraduate students participated voluntarily in this survey. Data collected using an essay test and a rubric of addressing socio-scientific were analysed descriptively to classify students' learning in a virtual biochemistry classroom. This study resulted that most students performed rote learning and surface learning, even no learning. In addition, most students were difficult to connect to biochemistry ideas, such as macromolecule symbols and biochemical reactions. The findings implicated that prior knowledge of biochemistry and intensive scaffolding is needed to connect students to science ideas to explain socio-scientific issues. [ABSTRACT FROM AUTHOR]

Published
2022
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24. Using Scaffolding Set to Help Student Addressing Socio-Scientific Issues in Biochemistry Classes.

Author

Erman, Erman, Pare, Brijesh, Susiyawati, Enny, Martini, Martini, and Subekti, Hasan

Subjects
STUDENT financial aid, BIOCHEMISTRY, INSTRUCTIONAL systems design, PRIOR learning, SCIENCE students
Abstract

Most students have difficulty explaining socio-scientific issues (SSI) scientifically due to lack of relevant prior knowledge, difficulty connecting with science ideas, and societal concerns of SSI. Unfortunately, scaffolding sets that can be used to help students explain SSI have not available yet. This study aimed to develop a scaffolding set to help students have sufficient prior knowledge of biochemistry relevant to SSI, connect with biochemistry ideas and societal concerns of SSI. A scaffolding set model was developed using instructional design model. Validity and practicality of the scaffolding set data were analyzed descriptively, while effectiveness of scaffolding set was analyzed descriptively and using dependent ttest and N-gain. Data analysis results showed that the scaffolding set was valid, easy to implement, and effective aiding 88 students (21 excellent and 67 nonexcellent students) explain SSI scientifically. More than 95% of excellent and 80% of non-excellent students were in high (some medium) connection with biochemistry ideas and societal concerns. The scaffolding set helped students explain biochemistry aspects and context of SSI. The finding implies that students need scaffolding, while teachers need scaffolding set to aid their students in SSIbased science teaching and learning to scientifically explain SSI. [ABSTRACT FROM AUTHOR]

Published
2022
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25. Aster: model pembelajaran bioteknologi terintegrasi STEM berlandaskan kearifan lokal Patrap Triloka untuk meningkatkan keterampilan penyelidikan dan literasi informasi serta mengembangkan komunikasi sains / Hasan Subekti

Author

Subekti, Hasan and Subekti, Hasan

Abstract

RINGKASAN Pustakaningrum, Fadilla A. 2019.Sintesis dan Karakterisasi Biphasic Calcium Phosphate Sebagai Scaffold Nanofiber dengan Elektrospinning.Skripsi. Program Studi Fisika, Jurusan Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang. Pembimbing: (1) Dra. Hartatiek, M.Si. (2) Drs. Yudyanto, M. Si. Kata Kunci : hidroksiapatit, sifat struktur, biphasic calcium phosphate,suhu sintering, nanofiber, morfologi. Tulang adalah organ tubuh yang mampu meregenerasi sendiri. Akan tetapi dalam proses regenerasi biasanya memakan waktu yang lama. Oleh karena itu diperlukan suatu material yang dapat memandu pertumbuhan tulang dan mengakomodasi nutrisi selama pertumbuhan tulang agar prosesnya lebih cepat. Penelitian ini bertujuan untuk mengetahui karakteristik hidroksiapatit hasil sintesis meliputi sifat struktur dan morfologi, mengetahui suhu yang optimal untuk sintesis biphasic calcium phosphate, mengetahui karakteristik biphasic calcium phosphate meliputi sifat struktur dan pengaruh konsentrasi biphasic calcium phosphate pada nanofiber CS/PVA/BCP meliputi morfologi permukaan, diameter fiber, dan distribusi pori. Metode yang digunakan pada penelitian ini adalah kopresipitasi untuk mensinstesis hidroksiapatit, solid state untuk mensintesis biphasic calcium phosphate dan elektrospinning untuk membuat nanofiber. Berdasarkan hasil sintesis diperoleh hasil partikel nano HA memiliki ukuran kristal 60,2 nm, porositas 58,43%, kristalinitas sekitar 46,03 %, rasio Ca/P sebesar 1.85. Suhu sintering yang paling maksimum untuk mensitesis biphasic calcium phosphate pada suhu 1250oC karena pada suhu tersebut persentase jumlah ?-TCP dalam jumlah yang paling melimpah dan belum terbentuk fase ?-TCP. Hasil sintesis partikel biphasic calcium phosphate berukuran nano dengan ukuran kristal 53.03 nm untuk ?-TCP dan 48.199 nm untuk Had an rasio Ca/P 44,05. Pengaruh jumlah konsentrasi memperluas ukuran diameter dan porositas dari serat yang dihasilkan. Konsentrasi 5% lebih

Published
2020

36. Focus Group Discussion in Developing REMAD COCOPER Learning Strategy.

Author

Susilo, Herawati, Sudrajat, Ahmad Kamal, and Subekti, Hasan

Subjects
FOCUS groups, LEARNING strategies, SOCIAL networks, BIOLOGY teachers, BIOLOGY education, EDUCATION policy
Abstract

REMAD COCOPER (REading, (Mind or Concept) Prepping, Discussing, Collaborating, COoperative-learning, Presenting, Elaborating, and Reflecting) is a learning strategy developed to develop the capabilities of prospective student educators. Development of REMAD COCOPER learning strategies using the ADDIE development model. The Limited trial is conducted in the odd semester of the 2016/2017 school year and extensive trial conducted in 2017/2018 for S2 Biology Education students. The purpose of this paper is to report the results of the Focus Group Discussion conducted to improve the REMAD COCOPER learning strategy. Qualitative descriptive method is used to describe the results of the implementation of Focus Group Discussion. Focus Group Discussion was held on 1 and 2 October 2018 attended by 2 Biology Education Master Students, 5 Biology Education Doctoral Students, and 12 lecturers in Biology, Physics, and Chemistry Education at Malang State University. The results of the Focus Group Discussion is the REMAD COCOPER learning strategy supports to developing the capabilities of pre-service biology teacher students, developing competencies for acting in the 21st century, developing learning based on Life-Based Learning, can be implemented by lectures for preservice biology teacher students, and support social system processes, including (1) cooperation, (2) equality, and (3) intellectual freedom. [ABSTRACT FROM AUTHOR]

Published
2019
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