PENGEMBANGAN BAHAN AJAR ANATOMI DAN FISIOLOGI TUMBUHAN DISERTAI MINDMAP UNTUK MENINGKATKAN HOTS MAHASISWA
Keywords:
Bahan Ajar, Mind Map, HOTS
Abstract
Pembelajaran abad 21 menuntut keterampilan berpikir tingkat tinggi meliputi 4Cs (critical thinking, communication, collaboration, and creativity) yang dapat diupayakan melalui mengembangkan bahan ajar. Penelitian ini adalah penelitian dan pengembangan (Research and Development). Tujuan penelitian untuk mengembangkan bahan ajar Anatomi dan Fisiologi Tumbuhan berbasis mindmap. Proses pengembangan diadaptasi dari model pengembangan Plomp yang terdiri atas 5 fase yaitu; fase investigasi awal; fase desain; fase realisiasi/konstruksi; fase tes evaluasi, dan revisi; dan fase implementasi. Penelitian ini dilaksanakan pada semester Genap Tahun Akademik 2019/2020 dengan subjek penelitian mahasiwa Program Studi Pendidikan Biologi UIN Alauddin Makassar semester Empat (IV). Hasil penelitian ini menunjukkan bahwa bahan ajar Anatomi dan Fisiologi Tumbuhan dinyatakan valid dengan rata-rata penilai 3,6 pada kategori sangat valid dan praktis dengan 92,25% responden memberikan respon positif dari keseluruhan item yang ditanyakan (100%). Bahan ajar yang dikembangkan diharapkan dapat meningkatkan Higher Order Thinking Skills (HOTS) mahasiswa khususnya mahasiswa Pendidikan Biologi Universitas Islam Negeri Alauddin Makassar
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Plomp, T. (2013). Educational design research: An introduction. Educational Design Research, 11–50.
Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: DIVA press.
Putri, D. (2015). Pengembangan Lembar Kerja Siswa Berbasis Mind Mapping Pada Materi Laju Reaksi Untuk Melatihkan Keterampilan Berfikir Kreatif Siswa Kelas XI SMA (Development Of Studentsworksheetbased Onmind Mapping Inreaction Rates Material To Practice Students Creativeth. Unesa Journal of Chemical Education, 4(2). https://jurnalmahasiswa.unesa.ac.id/index.php/journal-of-chemical-education/article/view/11964
Ratumanan, T., & Laurens, T. (2006). Evaluasi Hasil belajar yang relevan dengan kurikulum berbasis kompetensi [Evaluation of learning outcomes relevant to the curriculum based on competency]. Surabaya, Indonesia: Unesa University Press.
Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361
Saputri, A. C. (2019). Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model. International Journal of Instruction, 12(1), 327–342. https://eric.ed.gov/?id=EJ1201357
Sesen, B. A., & Tarhan, L. (2010). Promoting active learning in high school chemistry: Learning achievement and attitude. Procedia-Social and Behavioral Sciences, 2(2), 2625–2630.
Sigit, D. V., Azrai, E. P., Heryanti, E., Ichsan, I. Z., Jajomi, Y. P., & Fadrikal, R. (2019). Development green consumerism e-book for undergraduate students (gc-ebus) as learning media in environmental learning. Indian Journal of Public Health Research & Development, 10(8), 2026–2031. https://doi.org/10.29103/ijevs.v2i4.2442
Simonova, I. (2014). Concept of e-learning reflected in mind maps of university students. Procedia-Social and Behavioral Sciences, 116, 1394–1399. Doi: 10.1016/j.sbspro.2014.01.404
Subadar, S. (2017). Penguatan Pendidikan Karakter (PPK) Berbasis Higher Order Thinking Skills (HOTS). Pedagogik: Jurnal Pendidikan, 4(1). https://doi.org/10.33650/pjp.v4i1.9
Sung, H.-Y., Hwang, G.-J., & Chen, S.-F. (2019). Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students’ learning performance and higher order thinking tendency. Interactive Learning Environments, 27(3), 389–401. https://eric.ed.gov/?id=EJ1207579
Tungprapa, T. (2015). Effect of using the electronic mind map in the educational research methodology course for Master-degree students in the faculty of education. International Journal of Information and Education Technology, 5(11), 803. http://www.ijiet.org/papers/615-T00010.pdf
Yuniar, M., Rakhmat, C. R., & Saepulrohman, A. (2015). Analisis HOTS (High Order Thinking Skills) pada Soal Objektif Tes dalam Mata Pelajaran Ilmu Pengetahuan Sosial (IPS) Kelas V SD Negeri 7 Ciamis. PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 2(2), 187–195. https://ejournal.upi.edu/index.php/pedadidaktika/article/view/5845
Yusuf, M. M., Amin, M., & Nugrahaningsih, N. (2017). Developing of instructional media-based animation video on enzyme and metabolism material in senior high school. JPBI (Jurnal Pendidikan Biologi Indonesia), 3(3), 254–257.
Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka landasan untuk pembelajaran, pengajaran, dan asesmen. Yogyakarta: Pustaka Pelajar, 300(300), 0.
Ariyana, Y., Pujiastuti, A., Bestary, R., & Zamroni. (2018). Buku Pegangan Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi. Direktorat Jenderal Guru dan Tenaga Kependidikan.
Blaschke, L. M. (2014). Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology, 22.
Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1), 35–46. https://doi.org/10.3200/JECE.35.1.35-46
Buzan, T., & Buzan, B. (2006). The mind map book. Pearson Education.
Dewi, N., & Riandi, R. (2016). Analisis Kemampuan Berpikir Kompleks Siswa Melalui Pembelajaran Berbasis Masalah Berbantuan Mind Mapping. Edusains UIN Syarif Hidayatullah, 8(1), 98–107. http://dx.doi.org/10.15408/es.v8i1.1805
Garcia, L. C. (2015). Environmental science issues for higher-order thinking skills (HOTS) development: a case study in the Philippines. In Biology Education and Research in a Changing Planet (pp. 45–54). Springer. https://doi.org/10.26858/est.v5i1.7848
Gunawan, A. W. (2003). Genius learning strategy: petunjuk praktis untuk menerapkan accelerated learning. Jakarta: PT Gramedia Pustaka Utama.
Handayani, R., & Priatmoko, S. (2013). Pengaruh Pembelajaran Problem Solving Berorientasi HOTS (Higher Order Thinking Skills) Terhadap Hasil Belajar Kimia Siswa Kelas X. Jurnal Inovasi Pendidikan Kimia, 7(1). https://doi.org/10.15294/jipk.v7i1.4406
Hernawan, A. H., Permasih, H., & Dewi, L. (2012). Pengembangan Bahan Ajar. Direktorat UPI, Bandung.
Hidayati, N., & Wuryandari, A. I. (2012). Media design for learning Indonesian in junior high school level. Procedia-Social and Behavioral Sciences, 67, 490–499. 10.1016/j.sbspro.2012.11.354
Ichsan, I. Z. (2019). ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS. International Journal for Educational and Vocational Studies, 1(6), 578–584. https://doi.org/10.29103/ijevs.v1i6.1640
Isbandiyah, S., & Sanusi, A. (2019). Modul Penyusunan Soal Keterampilan Berpikir Tingkat Tinggi (Higher Order Thinking Skills). (L. Hhadi, Ed.). Direktorat Pembinaan Sekolah Menengah Atas.
Juniati, E., & Widianti, T. (2015). Pengembangan Buku Saku Berbasis Mind Mapping Dan Multiple Intelligences Materi Jamur Di SMA Negeri 1 Slawi. Journal of Biology Education, 4(1). https://doi.org/10.15294/jbe.v4i1.5232
Martin, D. (2010). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? High Education.
Masita, M., & Wulandari, D. (2018). Pengembangan Buku Saku Berbasis Mind Mapping pada Pembelajaran IPA. Jurnal Kreatif: Jurnal Kependidikan Dasar, 9(1). https://doi.org/10.15294/kreatif.v9i1.16509
Murti, W., & Anas, M. (2020). Efektivitas Pembelajaran Kooperatif Tipe Kancing Gemerincing (Talking Chips) Terhadap Hasil Belajar Mahasiswa. Jurnal Biotek, 8(2), 80-94. https://doi.org/10.24252/jb.v8i2.16119
Murti, W., & Maya, S. (2021). The Effectiveness Of Environmental Learning Model On Students’ Motivation And Learning Outcomes. Lentera Pendidikan: Jurnal Ilmu Tarbiyah Dan Keguruan, 24(2), 255-263. https://doi.org/10.24252/lp.2021v24n2i8
Nasution, S. (2000). Berbagai pendekatan dalam proses belajar dan mengajar. PT. Bina Aksara.
Plomp, T. (2013). Educational design research: An introduction. Educational Design Research, 11–50.
Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Yogyakarta: DIVA press.
Putri, D. (2015). Pengembangan Lembar Kerja Siswa Berbasis Mind Mapping Pada Materi Laju Reaksi Untuk Melatihkan Keterampilan Berfikir Kreatif Siswa Kelas XI SMA (Development Of Studentsworksheetbased Onmind Mapping Inreaction Rates Material To Practice Students Creativeth. Unesa Journal of Chemical Education, 4(2). https://jurnalmahasiswa.unesa.ac.id/index.php/journal-of-chemical-education/article/view/11964
Ratumanan, T., & Laurens, T. (2006). Evaluasi Hasil belajar yang relevan dengan kurikulum berbasis kompetensi [Evaluation of learning outcomes relevant to the curriculum based on competency]. Surabaya, Indonesia: Unesa University Press.
Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36–52. https://doi.org/10.1177/2042753018754361
Saputri, A. C. (2019). Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model. International Journal of Instruction, 12(1), 327–342. https://eric.ed.gov/?id=EJ1201357
Sesen, B. A., & Tarhan, L. (2010). Promoting active learning in high school chemistry: Learning achievement and attitude. Procedia-Social and Behavioral Sciences, 2(2), 2625–2630.
Sigit, D. V., Azrai, E. P., Heryanti, E., Ichsan, I. Z., Jajomi, Y. P., & Fadrikal, R. (2019). Development green consumerism e-book for undergraduate students (gc-ebus) as learning media in environmental learning. Indian Journal of Public Health Research & Development, 10(8), 2026–2031. https://doi.org/10.29103/ijevs.v2i4.2442
Simonova, I. (2014). Concept of e-learning reflected in mind maps of university students. Procedia-Social and Behavioral Sciences, 116, 1394–1399. Doi: 10.1016/j.sbspro.2014.01.404
Subadar, S. (2017). Penguatan Pendidikan Karakter (PPK) Berbasis Higher Order Thinking Skills (HOTS). Pedagogik: Jurnal Pendidikan, 4(1). https://doi.org/10.33650/pjp.v4i1.9
Sung, H.-Y., Hwang, G.-J., & Chen, S.-F. (2019). Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students’ learning performance and higher order thinking tendency. Interactive Learning Environments, 27(3), 389–401. https://eric.ed.gov/?id=EJ1207579
Tungprapa, T. (2015). Effect of using the electronic mind map in the educational research methodology course for Master-degree students in the faculty of education. International Journal of Information and Education Technology, 5(11), 803. http://www.ijiet.org/papers/615-T00010.pdf
Yuniar, M., Rakhmat, C. R., & Saepulrohman, A. (2015). Analisis HOTS (High Order Thinking Skills) pada Soal Objektif Tes dalam Mata Pelajaran Ilmu Pengetahuan Sosial (IPS) Kelas V SD Negeri 7 Ciamis. PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 2(2), 187–195. https://ejournal.upi.edu/index.php/pedadidaktika/article/view/5845
Yusuf, M. M., Amin, M., & Nugrahaningsih, N. (2017). Developing of instructional media-based animation video on enzyme and metabolism material in senior high school. JPBI (Jurnal Pendidikan Biologi Indonesia), 3(3), 254–257.
Published
2022-03-25
How to Cite
Ali, A., Hamansah, H., & Lidya, E. (2022). PENGEMBANGAN BAHAN AJAR ANATOMI DAN FISIOLOGI TUMBUHAN DISERTAI MINDMAP UNTUK MENINGKATKAN HOTS MAHASISWA. Binomial, 5(1), 1-12. https://doi.org/10.46918/bn.v5i1.1210
Section
Articles
