Herawati Susilo
State University of Malang
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Featured researches published by Herawati Susilo.
International Journal for Lesson and Learning Studies | 2016
Marhamah Asyari; Mimien Henie Irawati Al Muhdhar; Herawati Susilo; Ibrohim
Purpose – The purpose of this paper is to improve the critical thinking of biology students of STKIP Hamzanwadi Selong on an environment course through the implementation of Problem-Based Learning (PBL) and Group Investigation (GI) through Lesson Study. Design/methodology/approach – This study employed a descriptive qualitative method. The subjects of the study were 73 freshmen biology students academic year 2013/2014 who were divided into two classes. The Lesson Study was conducted in 16 cycles, comprising Plan, Do, and See stages. The instrument of the study used to measure the students’ critical thinking was an essay test which covered several criteria of critical thinking adapted from SOLO Taxonomy. Findings – The implementation of PBL and GI encouraged the students to think critically through planning, arguing, stating questions and problems, and analysing and providing solutions to the surrounding environmental problems. Originality/value – This study depicted Lesson Study activity on an environment...
Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017) | 2018
Hasan Subekti; Herawati Susilo; Ibrohim Ibrohim; Hadi Suwono
Student’s capabilities are among the most commonly discussed research in higher education. In the Indonesian history, developing student capabilities is welldocumented aligning with Patrap Trilokathe – a local wisdombased education-. This was initially raised by Ki Hadjar Dewantara which was then scrutinized by the several universities in Indonesia (UM, UGM, UST, UNESA). This paper examines the literature about the thinking concept of Ki Hajar Dewantara in Patrap Triloka and its implication for the preservice science teachers’ capabilities. This study was administered using an interdisciplinary perspective method, namely ethnic-pedagogy (the study of learning innovation that discusses the interaction between local wisdom and learning). The procedure used is as follows: (1) collecting literature and primary sources (Book 1 Ki Hajar Dewantara on Education); (2) analyzing the literature obtained, and (3) conceptualizing the outcomes of the investigation that has been conducted. The results of this study conclude two points: 1) the idea of Patrap Triloka ethnic-pedagogy implementation for the development of candidate capability of science teachers; 2) the conceptualization of capabilities for prospective science teachers is an individuals self-efficacy in applying theoretical concepts of science, pedagogy, developmental characteristics of learners, and building performance capabilities, communication, collaboration and mastery of digital technology through empirical experience. As well as attitudes (responsibilities) that take into account and apply the excellent culture of the Indonesian (gotong-royong, Bhinneka Tunggal Ika, courtesy) in known and new situations. Implications and recommendations for further research are described in this paper. Keywords— Ethno-Pedagogy, Research Based-Learning
International Conference on Teacher Training and Education 2017 (ICTTE 2017) | 2017
Bowo Sugiharto; Aloysius Duran Corebima; Herawati Susilo; Ibrohim
Regulation of cognition is a part of metacognition serving as a basic construction of such cognitive skills in controlling learning process as planning, information management strategies, monitoring, debugging strategies, and evaluating. This explorative survey research aimed at comparing the five component skills of regulation. Participants involved in this research were 107 students of third semester of Biology Education (BE) of Faculty of Teacher Training and Education. The participants were purposively selected. The instrument used was the Metacognitive Awareness Inventory (MAI) developed by Schraw and Denisson. Data were analyzed by Anova and were further tested with the least significant difference (LSD). This study concludes that there are significant differences among the five component skills of regulation. Such differences were getting apparent after a post hoc test had been performed, particularly in three skills of regulation. Doing evaluation presents as the lowest skill and it is not significantly different from the subscale of information management strategies. Monitoring is proved as higher skills and is significantly different from the two aforementioned skills. Debugging strategies is higher than monitoring, and planning is the highest one. Both debugging strategies and planning are not significantly different. Such differences give an overview that planning serves as an individual’s top priority in learning. In certain condition, he should adapt to or change strategies with regards to the goals set in planning. In reference to such findings, it is suggested that lecturers empower their students by training their skills of regulation such as through online learning and problem-based learning.
Journal of Baltic Science Education | 2017
Baskoro Adi Prayitno; Duran Corebima; Herawati Susilo; Siti Zubaidah; Murni Ramli
International Journal of Instruction | 2017
Yusnaeni; Aloysius Duran Corebima; Herawati Susilo; Siti Zubaidah
American Journal of Educational Research | 2015
Neni Hasnunidah; Herawati Susilo; Mimien Henie Irawati; Hedi Sutomo
Seminar Nasional Pendidikan IPA 2017 | 2018
Ummi Nur Afinni Dwi Jayanti; Herawati Susilo; Endang Suarsini
Proceedings of the 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017) | 2018
Apriza Fitriani; Siti Zubaidah; Herawati Susilo; Mimien Henie Irawati Al Muhdhar
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan | 2018
Asni Wati; Herawati Susilo; Sutopo Sutopo
Jurnal Pendidikan Biologi Indonesia | 2018
Mustafa Ainul Yaqin; Sri Endah Indriwati; Herawati Susilo