Analisis dan Rekonstruksi Lembar Kegiatan Peserta Didik pada Materi Keanekaragaman Hayati

(Analysis and Reconstruction of Biodiversity Student’s Worksheet)

Authors

  • Nissa Rachmawati Universitas Pendidikan Indonesia
  • Bambang Supriatno Universitas Pendidikan Indonesia
  • Sri Anggraeni Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.22437/bio.v7i2.12982

Abstract

Practical activities are known to be able to develop 21st century skills and higher-order thinking skills to solve various problems but the existing student worksheets as supporting material are not yet optimal. The purpose of this study was to analyze and to reconstruct biodiversity student worksheet. The research method is descriptive quantitative with the ANCOR (Analysis-Try-Reconstruction) model. The analysis process is based on aspects of curriculum relevance, competence and knowledge construction. Then a trial was conducted on one of the student worksheets. The findings from the analyzes and trials formed the basis for reconstructing the biodiversity student worksheets. The results showed that the existing student worksheets had not yet developed higher-order thinking skills, the title / goal had not focused on the main things related to the object and the lack of concepts formed. The results of the reconstruction of student worksheets include the addition of tools and materials, table revisions, and discuss questions that can develop higher-order thinking skills.

Abstrak. Kegiatan praktikum diketahui mampu mengembangkan keterampilan abad 21 dan kemampuan berpikir tingkat tinggi agar bisa menyelesaikan permasalahan keanekaragaman hayati namun LKPD yang ada sebagai penunjang praktikum belum optimal. Tujuan penelitian ini adalah menganalisis dan merekonstruksi LKPD materi keanekaragaman hayati. Metode penelitian menggunakan deskriptif kuantitatif dengan model ANCOR (Analisi-Coba-Rekonstruksi). Proses analisis berdasarkan aspek relevansi kurikulum, kompetensi dan konstruksi pengetahuan. Lalu dilakukan uji coba pada salah satu LKPD. Temuan dari analisis dan uji coba menjadi dasar rekonstruksi LKPD keanekaragaman hayati. Hasil penelitian menunjukkan bahwa LKPD yang ada masih belum mengembangkan kemampuan berpikir tingkat tinggi, judul/tujuan belum fokus terhadap hal utama yang berkaitan dengan objek dan masih minimnya konsep yang terbentuk. Hasil rekonstruksi LKPD terdapat penambahan alat dan bahan, revisi tabel pengamatan dan pertanyaan diskusi yang dapat mengembangkan kemampuan berpikir tingkat tinggi. 

Downloads

Download data is not yet available.

References

Anggi Angreani, Bambang Supriatno, & Sri Anggraeni. (2020). Analisis, Uji Coba dan Rekontruksi Kegiatan Praktikum Melalui Lembar Kerja Peserta Didik Struktur dan Fungsi Sel. Jurnal Biodik, 6(3), 244–254. https://doi.org/10.22437/bio.v6i3.9467

Ekselsa, R. A., Supriatno, B., & Anggraeni, S. (2020). Rekonstruksi dan Pengembangan Lembar Kerja Siswa pada Materi Plantae Submateri Spermatophyta dengan Pendekatan Keterampilan Proses. Jurnal Biodik, 6, 507–518. https://doi.org/10.22437/bio.v6i4.9505.

Elfahmi, Woerdenbag, H. J., & Kayser, O. (2014). Jamu: Indonesian traditional herbal medicine towards rational phytopharmacological use. Journal of Herbal Medicine, 4(2), 51–73. https://doi.org/10.1016/j.hermed.2014.01.002

Handayanie, Y., Anggraeni, S., & Supriatno, B. (2020). Analisis Lembar Kerja Siswa Praktikum Struktur Darah berbasis Diagram Vee. Jurnal Biodik, 6(3), 361–371. https://doi.org/10.22437/bio.v6i3.9408

Isbell, F., Craven, D., Connolly, J., Loreau, M., Schmid, B., Beierkuhnlein, C., Bezemer, T. M., Bonin, C., Bruelheide, H., De Luca, E., Ebeling, A., Griffin, J. N., Guo, Q., Hautier, Y., Hector, A., Jentsch, A., Kreyling, J., Lanta, V., Manning, P., … Eisenhauer, N. (2015). Biodiversity increases the resistance of ecosystem productivity to climate extremes. Nature, 526(7574), 574–577. https://doi.org/10.1038/nature15374

Juhanda, A., Rustaman, N. Y., Hidayat, T., & Wulan, A. R. (2021). Perspektif Penalaran Operasi Formal - Post Formal Mahasiswa Calon Guru Biologi. 1(1), 1–8.

Machali, I. (2014). Kebijakan Perubahan Kurikulum 2013 dalam Menyongsong Indonesia Emas Tahun 2045. Jurnal Pendidikan Islam, 3(1), 71. https://doi.org/10.14421/jpi.2014.31.71-94

Madden, D. (2019). Ranked: The Ten Countries With The Most Endangered Species In The World. https://www.forbes.com/sites/duncanmadden/2019/05/26/ranked-the-ten-countries-with-the-most-endangered-species-in-the-world/?sh=25124920461a

Novak, J. ., & Gowin, B. D. (1984). Learning How to Learn. In Angewandte Chemie International Edition, 6(11), 951–952. (New York). Cambridge University Press.

Nurpratiwi, S. F., Anggraeni, S., & Supriatno, B. (2020). Analisis dan Rekontruksi Komponen Lembar Kerja Peserta Didik Pada Praktikum Tulang. Jurnal Biodik, 6(2), 372–383.

Olomola, D. B., Aguda, S. Y., Olorode, E. M., Oyediran, R. I., & Adekunle, E. . (2019). The Aplication of Biotechnology in Biodiversity Conservation. 5(12), 55–63.

Putri, R. R., Ahda, Y., & Darussyamsu, R. (2018). Analisis Aspek Kemampuan Berpikir Tingkat Tinggi pada Instrumen Penilaian Materi Protista untuk Peserta Didik SMA / MA Kelas X. Jurnal Biodik, 4(1), 8–17.

Ramli, M. (2015). Implementasi Riset Dalam Pengembangan Higher Order Thinking Skills Pada Pendidikan Sains. Seminar Nasional Pendidikan Sains V, November, 6–17.

Redford, K. H., & Richter, B. D. (1999). Conservation of biodiversity in a world of use. Conservation Biology, 13(6), 1246–1256. https://doi.org/10.1046/j.1523-1739.1999.97463.x

Schneiderhan-Opel, J., & Bogner, F. X. (2020). How fascination for biology is associated with students’ learning in a biodiversity citizen science project. Studies in Educational Evaluation, 66(October 2019). https://doi.org/10.1016/j.stueduc.2020.100892

Sofyan, F. A. (2019). Implementasi Hots Pada Kurikulum 2013. Inventa, 3(1), 1–9. https://doi.org/10.36456/inventa.3.1.a1803

Supriatno, B. (2018). Praktikum untuk Membangun Kompetensi. Proceeding Biology Education Conference, 15(1), 1–18.

Tinch, R., Balian, E., Carss, D., de Blas, D. E., Geamana, N. A., Heink, U., Keune, H., Nesshöver, C., Niemelä, J., Sarkki, S., Thibon, M., Timaeus, J., Vadineanu, A., van den Hove, S., Watt, A., Waylen, K. A., Wittmer, H., & Young, J. C. (2018). Science-policy interfaces for biodiversity: dynamic learning environments for successful impact. Biodiversity and Conservation, 27(7), 1679–1702. https://doi.org/10.1007/s10531-016-1155-1

Wolff, L. A., & Skarstein, T. H. (2020). Species learning and biodiversity in early childhood teacher education. Sustainability (Switzerland), 12(9), 9–11. https://doi.org/10.3390/su12093698

Yulianto, T., Pramudya, I., & Slamet, I. (2019). Effects of the 21st Century Learning Model and Problem-Based Models on Higher Order Thinking Skill. International Journal of Educational Research Review, 4, 749–755. https://doi.org/10.24331/ijere.629084

Downloads

Published

2021-06-02 — Updated on 2020-06-02

Versions

How to Cite

Rachmawati, N., Bambang Supriatno, & Sri Anggraeni. (2020). Analisis dan Rekonstruksi Lembar Kegiatan Peserta Didik pada Materi Keanekaragaman Hayati : (Analysis and Reconstruction of Biodiversity Student’s Worksheet). BIODIK, 7(2), 85-96. https://doi.org/10.22437/bio.v7i2.12982 (Original work published June 2, 2021)

Issue

Section

Articles

Most read articles by the same author(s)

1 2 3 > >>