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All Journal ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat JIPI (Jurnal IPA dan Pembelajaran IPA)
Iffa Ichwani Putri
Universitas Islam Riau, Pekanbaru, Indonesia
Religion Humanities Social Sciences Other

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Pendampingan pembelajaran IPA berbasis proyek dalam penguatan konsep sains siswa madrasah tsanawiyah Ummi Kalsum; Nurul Fauziah; Tri Yuliawan; Desti Desti; Iffa Ichwani Putri; Ermawati S
ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 7 No. 1 (2026): ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/ams.v7i1.3769

Abstract

This community service activity aimed to assist teachers and students at a Madrasah Tsanawiyah in implementing project-based science learning to strengthen students' conceptual understanding of science. The partners' problems included teacher-centered instruction, limited application of innovative learning models, the unavailability of a science laboratory, and low student engagement in building meaningful comprehension of scientific concepts. The activity was conducted through five stages: needs analysis, teacher training, mentoring, learning implementation, and evaluation. The participants consisted of three teachers and 32 eighth-grade students. Data were collected using questionnaires, observations, tests, and documentation. The results showed an improvement in teachers' competence in designing and implementing project-based science learning, with an average pretest score of 64.6% increasing to 90% in the posttest. Students' conceptual mastery also improved, with an average pretest score of 53.8 rising to 82.5 in the posttest. Student responses to the learning process were highly positive, with a response rate of 88%. The outputs of this activity included project-based science learning kits and a scientific article on community service. In conclusion, this activity made a positive contribution to improving the quality of science learning at the Madrasah Tsanawiyah.
Integration of Higher Order Thinking Skills and Biological Literacy Among Students: A Gender Comparison Study Gita Septi Rahmadwi; Iffa Ichwani Putri; Nurkhairo Hidayati; Nurul Fauziah; Sepita Ferazona; Andri Hendrizal
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1884

Abstract

Measuring biological literacy and higher order thinking skills (HOTS) is crucial, yet evidence on how assessment types and gender impact these competencies remains limited. Therefore, this study aims to analyze students’ integrated HOTS in biological literacy based on assessment types and gender. Employing a quantitative approach with a comparative design involving 129 11th-grade high school students, comprising 42 males and 87 females. The research instrument consisted of a biological literacy integrated HOTS test comprising 20 multiple-choice questions and 5 essay questions on the human digestive system. The instrument was validated by learning experts and biology subject experts, and its reliability was tested using Cronbach’s alpha. Data were analyzed using descriptive statistics and an independent samples t-test. The results showed the instrument was highly valid category (92.71%) and reliable (0.785 for multiple-choice questions and 0.780 for essay questions). Findings revealed that students’ HOTS achievement on multiple-choice questions (80.89) was higher than on essay questions (62.33). Additionally, a significant gender difference was found 0.041 (<0.05), where female students achieved a higher average HOTS score than male students. This study indicates that integrating HOTS with biological literacy through graphical representations, tables, and images can support the assessment of students’ analytical, evaluative, and creative thinking skills in biology learning
Utilization of Generative Artificial Intelligence in Biology Learning: Expert and Empirical Validation Analysis in High School Students Lizawati Lizawati; Iffa Ichwani Putri; Nurkhairo Hidayati; Yeyendra Yeyendra; Andri Hendrizal
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1889

Abstract

The rapid integration of generative artificial intelligence (AI) in education offers transformative potential, yet its implementation in specific subjects like biology often lacks validated evaluation instruments. This study aims to analyze the results of expert and empirical validation of the use of generative artificial intelligence in biology learning at the high school level. This study used a quantitative approach with an evaluative design. The main stages of the study consisted of expert validation and empirical testing. Data analysis was conducted descriptively and empirically. The empirical test was conducted on 35 high school students to test the validity and reliability of the items using correlation product-moment and Pearson. The results of the study indicate that the content validity index (CVI) analysis of the generative AI instrument in biology learning is highly valid, with an average indicator percentage of 94.17. The results of empirical testing of 40 questionnaires on the use of generative AI through product-moment correlation found 32 valid items (80%) and 8 invalid items (20%). Meanwhile, testing with Pearson correlation showed 22 highly significant items (55%), 6 significant items (15%), and 12 insignificant items (30%). The reliability test showed a value of 0.925 (highly reliable). Based on these findings, it can be concluded that the results of expert and empirical validation can be declared valid and reliable. Furthermore, this instrument can be implemented in schools
Co-Authors Andri Hendrizal Desti Desti Ermawati S Gita Septi Rahmadwi Lizawati Lizawati Nurkhairo Hidayati Nurul Fauziah Sepita Ferazona Tri Yuliawan Ummi Kalsum Yeyendra Yeyendra