PENGEMBANGAN BOOKLET TIPE-TIPE STOMATA TUMBUHAN FAMILI ARACEAE DI LINGKUNGAN FKIP UNIVERSITAS LAMBUNG MANGKURAT

This research aims to develop website-based e-module learning media to optimize online learning in plant anatomy courses in the Biology Education Study Program at UIN Alauddin Makassar. This research and development research uses the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development model. Data collection instruments include validation sheets, questionnaires, and learning outcomes tests. The data analysis technique is related to measuring the validity, practicality and effectiveness of website-based e-modules. The research results show that the website-based e-module learning media for optimizing online learning in plant anatomy courses meets the valid, practical and effective categories. Based on the results of validity and practicality, this media is suitable and practical for use as a learning medium in plant anatomy courses, especially in blended learning.

The plant anatomy course studies the internal structures of plant organs, which cannot be observed directly, making it a challenging subject for students. Currently, no instructional media presents direct observation images of the epidermis and stomata of bougainvillea plants, which hinders students’ conceptual understanding. This study aims to develop a plant anatomy e-atlas focusing on the epidermis and stomata structures of bougainvillea (Bougainvillea spp.) as an instructional medium, and to evaluate its feasibility. The anatomical structures of the epidermis and stomata were identified from observations of eight bougainvillea varieties found at Widya Mandira Catholic University in Kupang. This research employed a Research and Development (R&D) method using the ADDIE model. The study began with an analysis of the epidermis and stomata structures using the replica method. The results were presented as images and then designed into an atlas format. The feasibility of the e-atlas was evaluated through expert validation. The findings revealed that: (1) The epidermal structure of bougainvillea leaves varies, with some varieties showing elongated and irregular shapes, while others exhibit pentagonal or hexagonal shapes; (2) Five types of stomata were identified: anomocytic, diacytic, paracytic, actinocytic, and anisocytic; (3) The validation results from the content expert and media expert were 84.44% and 83%, respectively, both falling into the 'highly valid' category. In conclusion, although all bougainvillea varieties belong to the same genus, they exhibit diverse epidermal and stomatal structures, and the developed e-atlas is feasible for use as instructional media in plant anatomy courses for Biology Education students.

This study aims to determine the cognitive load of students in online-based plant anatomy learning. The research was conducted at the Biology Education Study Program at a State University in Palembang, Indonesia. The research subjects were Biology Education students (n=73) who contracted the plant anatomy course. The instrument used to determine students' mental effort in understanding plant anatomy material is a questionnaire with a Likert scale with five answer choices: very easy (VE), easy (E), moderate (Md), difficult (D), and very difficult (VD). The aspects measured are (i) identifying the type of tissues and its characteristics by observing 2D and 3D images; (ii) analyzing the interrelationship of tissues structure and it function; (iii) identifying the structure of the constituent tissues in several plant organs, and (iv) spatial thinking related to the structure of plant tissues. The research data shows that the highest percentage in all aspects is in the medium category (MD), which ranges between (31.14% - 47.69%), which means that the learning carried out is not too burdensome for students in these four aspects. However, the data also shows that in the second aspect, namely the ability to analyze the relationship between structure and function, 31.64% of students stated that it was difficult. This is due to the complexity of the material related to the structure and function and the ineffectiveness of the media used in online-based learning

The purpose of this study was to determine the differences in the morphology and anatomy of ginger plants based on differences in altitude, and to make a booklet resulting from the morphological and anatomical characteristics of ginger for morphology and plant anatomy courses. This research method is a qualitative research method. Data collection techniques in this study through observation, interviews, characterization techniques, document review, and questionnaires or questionnaires. Data analysis techniques with quantitative descriptive and descriptive analysis. The results of the study showed that there were differences in the morphological and anatomical characteristics of ginger based on differences in the height of the place. Ginger in Selupu Rejang District has a high stomata density. Ginger is more suitable for planting in the lowlands with high temperatures, low humidity. The compilation and manufacture of morphology and plant anatomy course booklets were declared valid with very decent qualifications with a percentage of 86.2%. Conclusion, there are differences in the morphological and anatomical characteristics of the ginger plant based on the height of the place, while the booklets that are made have proper and valid qualifications to be used as material for plant morphology and anatomy courses.
 Keywords: anatomy, ginger, characteristics, morphology

The purpose of this study was to describe the stomata found in pulai, mahang, saga, white meranti and ketapang plants in the green space area. This study uses a descriptive method to describe stomatal characteristics such as stomatal type, stomata size and number of stomata in perennials, mahang, saga, ketapang and white meranti. The study was conducted in two green open areas, namely the Untara Sylva Arboretum and in the public green open area. Length of stomata observation for 2 weeks. Overall the results of the observations obtained 4 (four) types of stomata that are the same in the two regions. The types of stomata are anisocytic in Pulai (Alstonia scholaris), anomosytic in mahang (Macaranga pruinosa), parasitic in saga (Adenanthera pavonina), pickled on white meranti (Shorea bracteolata), anisocytic on ketapang (Terminalia cattapa). In the Sylva Arboretum area, Untan, plant origin has a stomata number of 15 with stomata size of 14.1 μm, stomatal hole 8.03 μm and neighboring cells 14.7 μm. In the green open space area of the plant, there were ketapang plants had 35 stomata with a stomata size of 16.03 μm, a stomata hole of 8.03 and a neighboring cell of 6.57. the stomata structure shows that the leaves found in the arboretum region have large stomata while the outside of the general green open space has a small stomata. Different conditions of light and temperature greatly influence the variation in numbers on the size of the stomata, stomatal holes and neighboring cells. The farther the distance between plants and crowded places the more the size of the stomata decreases.Keywords: green open space, number of stomata, stomatal types, trees

This study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.

Concept maps used to understand the concept of plant anatomy, and visuospatial representations are used to create 3 dimensions the imagination concept from two dimension images to 3 dimension concrete. That is can improve creativity. The purpose of the research was to know the effect of a concept map and visuospatial representation to the students achievement and creativity on plant anatomy courses. Method of this research was correlational, the sample was the biology perspective teacher students who take plant anatomy courses amount of 34 students. A deductive approach was used in learning and used Wimba model learning as a learning model based on visuospatial. Data collecting used concept map rubric plant anatomy test, visuospatial assessment and creativity. Data processing was multiple regression test. The result shows that simultaneously concept maps and 3D representation have a very significant effect on students achievement and creativity. The conclusion was the concept mapping and 3D representation effective to improve students achievement and creativity.

High school biology concepts require teaching materials that are in accordance with technological developments during a pandemic, especially the concept of tissue structure and function in animals. Teaching materials that are easy to understand, easy to use, interesting, and fun can make it easier for students during the learning process. Android application-based teaching materials are an alternative that is suitable for use in online learning to make it easier for students to understand lessons independently. This study aims to describe the suitability, feasibility, legibility, and response of students to the "Stringwan" teaching material based on the android application for class XI high school students. This study uses a 4D model adapted from Thiagarajan which is carried out until the development stage. The suitability and feasibility test was carried out by experts consisting of two lecturers of the Biology Education Study Program and a partner teacher. The readability test and student responses were carried out by nine students of class XI MIPA 2 SMAN 4 Banjarmasin. The results showed that the suitability of the teaching materials "Stringwan" obtained a score of 4.44 with the "very appropriate" category, the value of the feasibility test results obtained a score of 4.52 in the "very feasible" category, the value of the readability test results obtained a score of 4.36 with the category " very good" and the value of the student response test results obtained a score of 4.22 with the "very positive" category. The score indicates that the teaching materials are suitable for use in the learning process.

The quality of education in NTT is still low and needs to be improved. One of them is by improving the quality of learning through the collaboration of innovative learning models. The focus of this study was to determine the increase in students' abilities in plant anatomy courses using collaborative research-based learning models and gamification-based assessment techniques. This pre-experiment research used a qualitative research approach. The research sample was determined using purposive sampling technique with one group pretest-postest design. The test data were analyzed descriptively. The results showed that there was a difference in the average pretest of 40.5 and posttest of 80.5. The results of the n-gain calculation obtained a score of 0.6 with the gain category being moderate. Classically, the class was complete with a percentage of 100%. The conclusion of the results of this study is that there is an effect of blended learning strategies through the collaboration of research-based learning models and gamification-based assessment techniques on student learning outcomes in the Unwira Biology Education Study Program.

Based on KD (Basic Competence) 3.8 and 4.8 of class XI curriculum 2013 in respiration system material, in learning must be started from relevant facts often faced by students, one of which is in the subject of respiratory system disorders. Along with the development of age, respiratory system disorders caused by exposure to cigarettes are a problem that often occurs in adolescents. So, it is necessary to supplement teaching materials that support the main teaching materials to achieve these learning goals. The purpose of this study is to analyze the feasibility and effectiveness of supplementary respiratory system teaching materials developed. The research uses the Research and Development (R&D) method based on 10 steps of R & D research in Sugiyono (2015). The test and indicators for determining the feasibility and effectiveness of supplementary teaching materials are (1) feasibility tests include the study test and readability test each ≥ 51%, (2) test the effectiveness in improving learning outcomes with classical completeness test ≥ 70% of students who achieved a value of ≥ 70, medium to high N-gain test, and sensitivity index items ≥ 0.30, (3) effectiveness test in growing students' caring attitudes students with the percentage scale score of caring attitude ≥ 51%. The results show that the feasibility test is obtained by a 95% review test and 93% readability test, the effectiveness test for improving learning outcomes showed 87.5% of classical completeness results, N-gain score 0.7 (high), item sensitivity index questions 0.4 (sensitive), the effectiveness test in growing caring attitude shows overall on the caring criteria (there are 2 students or 6.25%) and very caring (there are 30 students or 93.75%). The conclusions in this study are respiration system supplementary material as supplementary teaching material is appropriate and effective in improving learning outcomes and also effectively fostering caring attitudes of students towards the dangers of e-cigarettes for health.

Forming of cognitive schemes of plant anatomy concepts is performed by processing of qualitative and quantitative data obtained from microscopic observations. To enhancing student’s quantitative literacy, strategy of plant anatomy course was modified by adding the task to analyze quantitative data produced by quantitative measurement of plant anatomy guided by material course. Participant in this study was 24 biology students and 35 biology education students. Quantitative Literacy test, complex thinking in plant anatomy test and questioner used to evaluate the course. Quantitative literacy capability data was collected by quantitative literacy test with the rubric from the Association of American Colleges and Universities, Complex thinking in plant anatomy by test according to Marzano and questioner. Quantitative literacy data are categorized according to modified Rhodes and Finley categories. The results showed that quantitative literacy of biology education students is better than biology students.

IntroductionAnatomy has been deemed a cornerstone course within the health sciences. Recently, there has been an increase of online courses taught at university‐level, including anatomy courses. Although there has been an increase in online teaching and learning in anatomy, there is still uncertainty regarding whether academic performance, satisfaction, and perceptions are equivalent between online and in‐person anatomy courses. Additionally, throughout graduate courses, traditional learning (i.e., solely lecture‐focused) has begun to transition with the implementation of active learning (i.e., an approach in which students are asked to engage in the learning process (not solely lecture‐focused)). Previous research studies have established the effects of different active learning techniques implemented within in‐person graduate anatomy courses, but little research has investigated the effects of active learning techniques implemented within online graduate anatomy courses. Therefore, a pilot study was conducted within an online Medical Science master’s anatomy course measuring the perceived effects that jigsaw had on students’ perception and satisfaction.MethodsJigsaw was incorporated into 5 units of an online anatomy course. Students were randomly assigned into three expert groups, which were assigned objectives to review from lecture material. Then, two students from each expert group were assigned to teaching groups. In their teaching groups, each student created a short video to teach their designated objectives to their peers. At the end of the semester, students were asked to participate in the research study by completing a post‐course survey that asked questions pertaining to course perceptions and satisfactions and their experiences regarding the active learning technique. Data was collected through Qualtrics and analyzed in NCSS using Spearman’s correlation coefficient and Chi‐squared tests.ResultsResults from the post‐course survey indicated that 77.3% of students (n=21) were satisfied with jigsaw. Moreover, students that used the teaching materials that their peers created during the teaching groups portion of jigsaw were 10% more satisfied than the students that did not (p<0.05). Additionally, a significant, positive correlation was found when asked how effective jigsaw was when learning the course material compared to the helpfulness of jigsaw (p<0.05).ConclusionThese findings suggest that the students that actively participated in jigsaw perceived more effectiveness and satisfaction than the students that did not did not. Researchers are expanding on this study with the implementation of several other active learning techniques to examine the effects when comparing academic performance, perceptions, and satisfaction.SignificanceWhile the benefits of active learning are widely known within in‐person courses, there is little research on the effects of active learning within online courses. Furthermore, there is no research investigating the effects of jigsaw implementation within an online graduate anatomy course. With the help of this study and future research, a greater understanding can be found concerning how students can best learn in an online learning environment, with the implementation of active learning.

A booklet is a small book containing interesting information and pictures that can be used as teaching material. The research aims to describe the development process and the quality of the Booklet development results. Booklet development uses the 4-D model by Thiagarajan, which is limited to the Develop stage, which is limited to validation tests and readability tests, and the Dissemination stage, which is limited and simple. The subjects of the research and development of the Booklet were two lecturers and nine students who had passed the Plant Anatomy course in the Biology Education FKIP, Universitas Lambung Mangkurat, Banjarmasin. The object of this research is a booklet of the types of stomata of the Arecaceae family found in the FKIP environment at Universitas Lambung Mangkurat, Banjarmasin. The results of the study and development of booklets in the suitability test obtained an average score of 4.38 (very appropriate), the feasibility test obtained an average score of 4.43 (very feasible), and the readability test by students received an average score of 4.39 (very good).

A study about the spatial framing in plant anatomy course was conducted to investigate the role of framing in improving student reasoning in understanding the structure and function of plant and its relation to spatial thinking. A number of biology students (n=35) at State University in South Sumatra, Indonesia was involved as participants in this study. Data was collected using reasoning test based on Marzano framework and spatial thinking instrument test that had been developed and based on expert judgment. Data obtained was processed by calculating the average and percentage (%) on each indicator. Research findings show that there was improvement in reasoning and spatial thinking of students after having experience through framing based learning with an average N-gain 51.9 and 46.6 (moderate category). Learning of framing based plant anatomy course improved the students reasoning at each indicator. Students reasoning before and after learning based framing instruction are: (1) comparing (41.1 and 87.4); (2) classifying (14.7 and 77.1); (3) inducing (28.6 and 64.6); (4) deducing (15.7 and 55.7); (5) analyzing error (21.9 and 40.0); (6) constructing support (33.3 and 54.3); (7) abstracting (31.4 and 34.3); and (8) analyzing perspective (38.3 and 47.1). Analysis of the relationship between reasoning related concepts of plant anatomy and spatial thinking showed r=0.454 (p=0.00*>0.01) (significant correlation). Further it was found that students’ spatial thinking including generating a representation (i); maintaining a representations in working memory (ii); scanning the representation (iii); and transforming of representation (iv) are factors that improved student reasoning.

This study aims to obtaining students’ representation ability in understanding the structure and function of plant tissues in plant anatomy course. Thirty students of The Biology Education Department of Sriwijaya University were involved in this study. Data on representation ability were collected using test and observation. The instruments had been validated by expert judgment. Test scores were used to represent students’ ability in 4 categories: 2D-image, 3D-image, spatial, and verbal representations. The results show that students’ representation ability is still low: 2D-image (40.0), 3D-image (25.0), spatial (20.0), and verbal representation (45.0). Based on the results of this study, it is suggested that instructional strategies be developed for plant anatomy course.