Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Proceeding Seminar Nasional IPA Bhinneka: Jurnal Bintang Pendidikan dan Bahasa
Ayu Febriasari
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Implementasi Flipped Classroom Berpendekatan Deep Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Kolaborasi Murid Fase F XI Ayu Febriasari; Jodion Siburian; Ali Sadikin
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i2.1816

Abstract

This study aims to analyze the effect of the implementation of the Flipped Classroom model with a Deep Learning approach on the critical thinking and collaboration skills of Phase F XI students on the digestive system material. The study used a mixed methods with an embedded experimental design type. The research sample consisted of one experimental class that received Flipped Classroom learning with a Deep Learning approach and one control class that received Problem Based Learning (PBL) learning. Data on critical thinking skills were collected through essay tests, while collaboration skills were obtained through observation sheets. Quantitative data analysis used One-Way MANCOVA and qualitative analysis was carried out through data reduction, data presentation, and drawing conclusions assisted by NVivo. The results showed a simultaneous significant effect between the learning model on students' critical thinking and collaboration skills after controlling for initial abilities with a significance value of 0.002 (p<0.05). The average posttest critical thinking of the experimental group was 71.69 higher than the control group at 62.53. Meanwhile, the collaboration skills of both groups showed a relatively balanced increase. The ANCOVA results showed that the Flipped Classroom model with a Deep Learning approach significantly impacted critical thinking skills, but did not show a significant difference in collaboration skills. The research findings indicate that the integration of Flipped Classroom and Deep Learning is effective in improving students' critical thinking skills and supporting 21st-century learning.
Studi Etnobotani: Integrasi Tradisi Bubur Asyura dalam Pembelajaran Biologi Fase E di SMA Ayu Febriasari
Proceeding Seminar Nasional IPA 2026
Publisher : LPPM UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tradisi Bubur Asyura, sebuah praktik komunal yang dilaksanakan setiap tanggal 10 Muharramdi berbagai wilayah Indonesia, merupakan gudang pengetahuan ekologi lokal dengan kekayaanetnobotani yang luar biasa. Penelitian ini bertujuan: (1) mendokumentasikan secara sistematisspesies tumbuhan yang terkandung dalam tradisi Bubur Asyura melalui kajian literatursistematis dan studi etnobotani lapangan, dengan fokus pada masyarakat Banjar di Desa PasarSenin, Kabupaten Tanjung Jabung Barat, Jambi; dan (2) mengembangkan model konseptualProject-Based Learning berbasis Etnobotani (EtnoPjBL) untuk pembelajaran Biologi Fase E diSMA, yang diselaraskan dengan dimensi Profil Pelajar Pancasila (P5) dan prinsip Educationfor Sustainable Development (ESD). Penelitian menggunakan pendekatan kualitatif dua tahap:kajian sistematis terhadap sepuluh jurnal nasional dan internasional relevan tentang tradisiBubur Asyura, dilanjutkan dengan observasi partisipan dan wawancara semi-terstrukturbersampel purposif terhadap informan masyarakat Banjar. Sebanyak 40 spesies tumbuhanteridentifikasi dalam empat kategori fungsional, yaitu tanaman pangan dan umbi-umbian,sayuran daun, kacang-kacangan, dan rempah aromatik, yang mencakup kelas botaniMagnoliopsida, Liliopsida, Polypodiopsida, dan Gnetopsida. Berdasarkan temuan tersebut,dikembangkan model EtnoPjBL enam fase yang meliputi orientasi tradisi, investigasietnobotani, perancangan proyek, implementasi, berbagi dengan komunitas, dan refleksi, yangmasing-masing fase diselaraskan dengan capaian pembelajaran Biologi Fase E, dimensi P5, dankompetensi ESD. Model ini memposisikan tradisi Bubur Asyura sebagai perancah pedagogissekaligus konteks pembelajaran yang nature-positive, sehingga peserta didik dapatmengembangkan literasi sains, apresiasi budaya, dan kepedulian lingkungan secara bersamaan.Penelitian ini menunjukkan bahwa pembelajaran proyek berbasis etnobotani menawarkanstrategi yang responsif terhadap budaya dan berorientasi keberlanjutan bagi pendidikan Biologi,relevan dengan agenda lokal maupun global menuju masa depan yang nature-positive.
Co-Authors Ali Sadikin Jodion Siburian