Analysis Of Teachers 'Abilities Innovation And Creativity To Make Biological Learning Devices Based On Local Potential During The Covid 19 Pandemic

  • Supiana Dian Nurtjahyani
  • Sukisno
  • Tabitha Sri Hartati Wulandari
  • Dede Nuraida
  • Lailatul Mufidah
Keywords: Innovation and Creativity, Local Potential, Pandemic, Covid 19

Abstract

The teaching and learning process during the COVID 19 pandemic requires innovation and creativity in making learning devices. Biology learning tools can be developed from local potentials so that they can support the biology learning process. The purpose of this study was to analyze the ability make biological learning and response of teachers in innovation and creativity during the COVID 19 pandemic. The method in this study was an experiment with a training and mentoring approach, a sample of Biology teachers at SMP members of the Natural Sciences Teacher Group Discusion in Tuban Regency. The results showed that biology teachers were able to make biology learning tools based on local potential in the majority of 34 (68%) student worksheets (68%) and 15 (35%) practical instructions and 1 (2%) lesson plans. The response of teachers in innovation activities and creativity in making biology learning tools based on local potential is very positive, shown by the results of the questionnaire answers to the questions, the majority strongly agree (30%) and agree (70%) Conclusion biology teachers are able to make biology learning tools based on local potential and the response is positive.

References

[1] P. Zogi, “Analysis of the Ability of Teachers in Making RPP Curriculum 2013 and Learning Health and Sports Physical Education (PJOK).,” J. Sport. Heal. Educ., vol. 3, no. 2, pp. 492–500, 2015.

[2] L. D. Nurtjahyani SD, Sukisno, “Analysis of critical thinking skills through the provision of mini project assignments on microbiology learning during the COVID 19 pandemic.,” ICSME, vol. 1, no. 1, pp. 116–121, 2020.

[3] I. N, “Development of Learning Tools for Bacteria Concepts with Inquiry Models for high school students.,” BIO-INOVED, vol. 1, no. 1, pp. 32–37, 2019.

[4] S. Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. 2010.

[5] John W Chrewel, Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research, 4Th Edition Paperback.2015

[6] R. Hanif, Ibrohim, “Development of Biology Learning Tools for Plantae Material Based on Integrated Guided Inquiry Islamic Values to Improve Concept Understanding of High School Students.,” J. Educ., vol. 1, no. 11, pp. 2163–2171, 2016.

[7] A. A, “The validity of problem-based learning (PBL) Oriented Learning Tools with Character,” Bioconceta, vol. 1, no. 2, pp. 128–141, 2016.

[8] Ertiningsih, “Development of Guided Inquiry-Based Learning Tools for Class X MIA Students at SMAN 2 Pare on Archaeabacteria and Eubacteria.,” State University of Malang., 2014.

[9] M. Tlhoaele, A. Hofman, K. Winnips, and Y. Beetsma, “The impact of interactive engagement methods on students’ academic achievement,” High. Educ. Res. Dev., vol. 33, no. 5, pp. 1020–1034, 2014, doi: 10.1080/07294360.2014.890571.

[10] V. S. Andrini, “The Effectiveness of Inquiry Learning Method to Enhance Students ’ Learning Outcome : A Theoritical and Empirical Review,” J. Educ. Pract., vol. 7, no. 3, pp. 38–42, 2016.

[11] Paidi, “Development of Problem Based Biology Learning Tools.,” Educ. J., vol. 4, no. 2, pp. 185-201., 2011.

[12] I. S. Alisa Y, Yennita, “Increasing Activities and Learning Outcomes of Junior High School Students Using a Problem-Based Learning Model,” J. Biol. Educ. Learn., vol. 1, no. 1, pp. 117–124, 2017.

[13] M. Hosnan, Scientific and Contextual Approaches in 21st Century Learning. Bogor: Ghalia Indonesia., 2014.

[14] H. F. Hasruddin, “Development of Problem-Based Applied Microbiology Classroom Tools,” University of Medan, 2013.

[15] R. S. S. and N. G. Lederman, “It’s the nature of the beast: The influence of knowledge and intentions on learning and teaching nature science,” J. Res. Sci. Teaching, vol. 39, no. (3), pp. 205–236, 2002.
Published
2021-07-30