{"id":3108,"date":"2025-03-13T14:09:19","date_gmt":"2025-03-13T07:09:19","guid":{"rendered":"http:\/\/fmipa.unj.ac.id\/pbiologi\/?p=3108"},"modified":"2025-10-23T09:32:13","modified_gmt":"2025-10-23T02:32:13","slug":"visiting-lecture-with-prof-ricky-m-magno-lpt-ph-d","status":"publish","type":"post","link":"https:\/\/fmipa.unj.ac.id\/pbiologi\/visiting-lecture-with-prof-ricky-m-magno-lpt-ph-d\/2025\/03\/uncategorized\/","title":{"rendered":"Visiting Lecture with Prof. Ricky M. Magno, LPT, Ph.D"},"content":{"rendered":"\t\t
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\u00a0 \u00a0 \u00a0The Biology Education study programme, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta has held a \u2018Visiting Lecture<\/strong>\u2019 activity which was held on 5 March 2025 and took place in the Conference Room, KH Hasyim Asy’arie Building on the 6th floor. The theme of the event was \u2018Enhancing Science Education: Strategies for Improving Science Process Skills and Critical Thinking<\/strong>\u2019. The speaker at this event was Prof. Ricky M. Magno, LPT, Ph.D, moderated by, and attended by around 100 biology education students.<\/p>\n

\"\"<\/p>\n

Prof. Ricky M. Magno, LPT, Ph.D :<\/span>
<\/span>“It\u2019s his second time in Indonesia. He says that it\u2019s his responsibility to guide his (Philipine student) in doing the SEA Teacher program in Indonesia, especially in UNJ. He also hopes that we (as a student) can finish our academics in 4 years (As normally do). He also hopes that his lecture can encourage the students to achieve their goals in UNJ<\/em>.”\u00a0<\/span><\/p>\n

Prof. Dr. Diana Vivanti Sigit, M.Si as Moderator<\/span> greets all the participants, and also thanks the participant for coming to the event. The Moderator also introduced the lecturer in the Biology Education program and also say sorry that the coordinator program that is not yet coming to the event.\u00a0<\/span><\/p>\n

\u00a0<\/p>\n

\"\"<\/p>\n

Lecture Summary<\/strong><\/p>\n

\u00a0 \u00a0 \u00a0Indonesia and Filipina have a low index in critical thinking. He says maybe the language or material can be misunderstood. Philiphina often change the curriculum.\u00a0<\/span><\/p>\n

4 Basic of any curriculum:<\/span><\/p>\n

    \n
  1. Curriculum Goals<\/span><\/li>\n
  2. Learning Content<\/span><\/li>\n
  3. Teaching Approaches<\/span><\/li>\n
  4. Assesment<\/span><\/li>\n<\/ol>\n

    Development of Scientifically, technological and environmentally literate and productive members of the society who are:<\/span><\/p>\n

      \n
    1. Critical Problem Solvers<\/span><\/li>\n
    2. Responsible Stewards of Nature<\/span><\/li>\n
    3. Innovative and Creative Citizens<\/span><\/li>\n
    4. Informed Decision Makers<\/span><\/li>\n
    5. Effective Communication<\/span><\/li>\n<\/ol>\n

      \u00a0<\/p>\n

      Inquiry model is the great strategy for improving science process skills and critical thinking.<\/span><\/p>\n

      What is Inquiry?<\/span><\/p>\n

        \n
      • Study the natural world and propose explanations based on the evidence gathered.<\/span><\/li>\n
      • Activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world.<\/span><\/li>\n<\/ul>\n

        Essential characteristic of inquiry<\/span><\/p>\n

          \n
        1. Students begin with a <\/span>question<\/b> that can be answered in a scientific way<\/span><\/li>\n
        2. Students <\/span>gather evidence<\/b> in attempting to answer the question<\/span><\/li>\n
        3. Students form an <\/span>explanation<\/b> to answer the question based on the evidence collected<\/span><\/li>\n
        4. Students <\/span>evaluate<\/b> their explanation based on scientific knowledge<\/span><\/li>\n
        5. Students <\/span>communicate<\/b> and justify their proposed explanations.<\/span><\/li>\n<\/ol>\n

          \u00a0<\/p>\n

          How can scientific inquiry be incorporated into the curriculum?<\/span><\/p>\n

            \n
          1. Student prior experience (Knowledge)<\/span><\/li>\n
          2. Students ownership of learning<\/span><\/li>\n
          3. Students construct their own knowledge (Learning)<\/span><\/li>\n<\/ol>\n

            Based on all the 3 points above, it is an important pillar in <\/span>Constructivism.\u00a0<\/b><\/p>\n

            Built by prior experience and understanding is the core of constructivism. Prof. Ricky Magno said that we should address the fact that knowledge is built by the student according to their experience. Students have to <\/span>learning by doing<\/b>.<\/span><\/p>\n

            Pioneer of the Cons.<\/span><\/p>\n

              \n
            1. John Dewey (Learning and experience go hand in hand and knowledge comes from a personal interaction between the learner and his or her environment)<\/span><\/li>\n
            2. Lev Vygotsky (Language and social interaction were extremely important in developing knowledge)<\/span><\/li>\n
            3. David Asubel<\/span><\/li>\n<\/ol>\n

              Believed that without linkages to prior knowledge, retention suffers.<\/span><\/p>\n

              \u201cTell me and I forget, show me and I remember, let me do it and I understand<\/em>.\u201d\u00a0<\/span><\/p>\n

              \u201cThe single most important factor influencing learning is what the learner already knows; ascertain this, and teach him accordingly<\/em>.\u201d<\/span>
              <\/span>Students need to do <\/span>Hand\u2019s on<\/b><\/p>\n

              Prof. Ricky Magno also said that facing the problem is better than running from it.\u00a0<\/span><\/p>\n

              \u201cTeacher not the dispenser of the knowledge in class, instead knowledge can come from anyone and anything<\/em>\u201d – Prof. Magno<\/span><\/p>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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