Hunaepi
@undikma.ac.id
Pendidikan Biologi/ Fakultas Sains Teknik dan Terapan
Universitas Pendidikan Mandalika
RESEARCH INTERESTS
BIOLOGY EDUCATION, ORGANIC WASTES TREATMENT, and SCIENCE EDUCATION
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Nurdiana Nurdiana, Hunaepi Hunaepi, Muhammad Ikhsan, Hadi Suwono, and Sulisetijono Sulisetijono
Institute of Advanced Engineering and Science
Curiosity and critical thinking as one of the characteristics and skills developed in the goals of Indonesian education and 21st-century learning. Curiosity is a driving force for intrinsic motivation to explore behavior and gain new understanding and knowledge through observation. Curiosity and critical thinking skills are the needs of every individual to explore sciences such as biology. This study’s aim is to explore the curiosity and critical thinking skills of prospective biology teacher students. This research is a qualitative descriptive study with a survey method. The sample of this study amounted to 150 students who were taken using purposive random sampling. Curiosity data was collected using science curiosity in learning environments (SCILE) and critical thinking skills were collected using the developed instrument. The data obtained were analyzed using the partial least square program to determine the contribution of gender to scientific curiosity (SC) and critical thinking skills. The results of the analysis show that gender contributes directly to critical thinking skills through SC on the stretching indicator. In general, SC needs to do research to find out the contribution of each critical thinking.
Mashur Mashur, Muhammad Roil Bilad, Hunaepi Hunaepi, Nurul Huda, and Jumardi Roslan
Sustainability (Switzerland) MDPI AG
Inadequate management of solid organic waste can lead to the spread of diseases and negatively affects the environment. Fermentation and vermicomposting of organic waste could have dual benefits by generating earthworm biomass for a source of animal feed protein, and, at the same time, turning the organic waste into readily used compost. This study investigated the effect of an organic waste source (as a sole source or blended with others) totaling 24 media for the cultivation of the earthworm Eisenia foetida. Eight media sources were applied, namely cow manure, horse manure, goat manure, broiler chicken manure, market organic waste, household organic waste, rice straw, and beef rumen content. E. foetida was cultivated for 40 days, then the number of cocoons, earthworms, and the total biomass weight were measured at the end of the cultivation. Results demonstrated that the media source affected E. foetida earthworm cultivation. The most effective media were those containing horse manure that led to the production of the highest earthworms and the highest biomass. The produced cocoons and earthworms were poorly correlated with an r-value of 0.26 and p-value of 0.21. Meanwhile, the number and weight of the earthworms correlated well with an r-value of 0.784 and p-value of <0.01. However, the average numbers and weights of the produced earthworms in the media containing horse manure, cow manure, goat manure, and non-blended organic waste were insignificant. Overall results suggest that blended organic wastes can undergo composting to produce nutrient-rich earthworm biomass while turning the solid organic waste into readily used compost.
Wan Nur Aisyah Wan Osman, Normi Izati Mat Nawi, Shafirah Samsuri, Muhammad Roil Bilad, Asim Laeeq Khan, Hunaepi Hunaepi, Juhana Jaafar, and Man Kee Lam
Heliyon Elsevier BV
M Asy’ari, S Prayogi, B Mirawati, Syarifuddin, Hunaepi, Syahrir, and Suhirman
IOP Publishing
Abstract This study aimed to produce physics learning tools based on inquiry that are valid, practical, and effective to improve students’ creative thinking skills on heat material. This study is a developmental research using the 4D (define, design, develop, disseminate) model. Learning tools in the form of syllabus, lesson plan, student activity sheets, student textbooks, and test instruments were validated by 2 experts before being implemented on 22 students. The research data were collected using instruments of validation, observation, questionnaires, and tests which were then analyzed descriptively and statistically. The results showed that the learning tools produced was valid in terms of content and construct, was practical based on the implementation of learning and student responses, and was effective in improving students’ creative thinking skills. Research findings based on indicators of creative thinking skills such as fluency, flexibility, originality, and elaboration are also described in this paper.
Widia, F Sarnita, A Irawan, Syafrudin, Armansyah, Nurdiana, Hunaepi, Sapnowandi, S Prayogi, and M Asy’ari
IOP Publishing
Abstract This study aimed to describe the effectiveness of guided inquiry learning tools in increasing students’ creative thinking activities and skills. Student activities include: paying attention, formulating problems, hypothesizing, conducting experiments, recording observations, discussing, communicating results, and concluding, while creative thinking skills components namely: fluency, flexibility, originality, and elaboration were also identified in this study. The study used a one-group pre-test post-test design which was implemented on 22 students. Research data were collected using activity observation sheets and creative thinking skills test instruments. The results showed that the activity and creative thinking skills of students increased after learning, so it can be concluded that guided inquiry learning tools were effective in increasing students’ activities and creative thinking skills.
Hunaepi, L Firdaus, T Samsuri, E Susantini, and Raharjo
IOP Publishing
Abstract Preparing prospective teachers as professional teachers is a very basic part of universities based on education and teacher training. In order to support professionalism career, prospective teachers must be equipped with 21st century skills, one of which is critical thinking skills, but to be able to think critically, prospective teachers must also have a critical thinking disposition, because critical thinking disposition is a prerequisite for acquiring critical thinking skills. This research is a survey study aimed at explaining the relationship between thinking dispositions and critical thinking skills. The prospective teachers critical thinking skills data were collected using essay questions, while the critical thinking disposition was collected using a critical thinking disposition questionnaire adopted from the California Critical Thinking Disposition Inventory (CCTDI). The Sample in this research is taken by simple random sampling, obtained sample or respondent as many as 103 prospective teachers. The data in this study was statistically analyzed using Pearson product-moment (r). Based on the result of an analysis, R-value is 0.209. This r value indicates the low critical thinking disposition of prospective teachers, although there is a relation between the critical thinking disposition itself and the critical thinking skills of the prospective teachers, so that the value of r also indicates to be taught about the critical thinking disposition to the prospective teachers to acquire critical thinking skills as their professional career supporters.