Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.
The microbiology learning process in Biologi Education Departement requires a microbiological of laboratory intruction. This microbiology of laboratory intruction is needed in the laboratory activities to give mastery of minds on and hands on students. The purpose of this research to produce a microbiological of laboratory intruction that met the criteria of validity. This type of research is Research & Development. The development model used in research is 4D Thiagarajan, such as; define, design, develop, and desseminate stage. The limitations of this research only to the stage of develop. The instrument of this research used is validation questionnaire and a response questionnaire. The data of research is the percentage value of the validity kriteria. The results of this research show that the developed a microbiological of laboratory intruction has met the criteria of validity. Suggestion, that microbiological of laboratory intruction can be used in the learning process.
A more interactive and fun microbiology learning solution by utilizing information technology is the development of interactive multimedia of microbiological material based on Edmodo Android. The purpose of this research is to produce interactive multimedia microbiology based on Edmodo Android. The research method used is research and development. Interactive multimedia microbiology based on Edmodo Android developed with Thiagarajan development model. The research is done through define stage, design stage, and develop stage. The data of the research are validation questionnaire from media experts, microbiology material experts, and practitioners. The research data is corrected by using the percentage of eligibility criteria.
Observation result in cell biology (CB) learning showed that most students assumed cell biology as a complex and abstract material. The level of conceptual understanding was still relatively low observable from inadequate test results. Misconception on cell structure as a dense and non-porous structure was reported; this can be seen from students’ drawing on cell membranes. One solution to overcome the above problem was to develop contemporary teaching materials in the form of e-module based on Edmodo mobile (based android) so that students can easily access them by their smartphone. The research objective was to develop an Edmodo android cell biology module. Research and development (R&D) method were applied in this study. The development model used was Thiagarajan 4D, which is defined, design, and develop. The instruments used were the e-module validation questionnaire by experts (material and media experts, practitioners) and the feasibility test questionnaire on 24 students. The result showed that Edmodo mobile on CB developed through Thiagarajan 4D has valid criteria. Thus, it can be used in cell biology learning.
Rendahnya pemanfaatan multimedia berbasis model pembelajaran STEM untuk meningkatkan keterampilan berpikir kritis pada pembelajaran anatomi fisiologi manusia di Program Studi Pendidikan Biologi IKIP Budi Utomo. Tujuan penelitian adalah meningkatkan keterampilan berpikir kritis mahasiswa melalui multimedia-STEM education. Metode penelian adalah Penelitian Tindakan Kelas yang dilaksanakan dalam 2 siklus. Instrumen penelitian yang digunakan adalah transkrip wawancara, lembar observasi, dan test. Teknik analisis data penelitian dengan menggunakan kriteria ketuntasan klasikal dan gain score (N-gain). Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis dapat meningkat melalui multimedia-STEM education dengan ketuntasan klasikal sebesar 90,48% (P>85%) dan N-gain sebesar 0,501 pada kriteria sedang. Keterampilan berpikir kritis dapat meningkat karena langkah-langkah model pembelajaran STEM yang terintegrasi dalam multimedia dapat memberdayakan keterampilan berpikir kritis. Kesimpulan penelitian bahwa keterampilan berpikir kritis dapat meningkat melalui multimedia-STEM education.
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