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All Journal Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan
M. Arsyad
Department of Biology education, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat, Banjarmasin, South Kalimantan, 70123
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Development of student worksheets on ecosystem interaction concepts through an integrated environmental approach to critical thinking skills Nisvie Nur Salsabilla; M. Arsyad; Amalia Rezeki
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 4 No. 2 (2025): November
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v4i2.144

Abstract

In 21st century education, cultivating critical thinking is recognized as a vital skill that students must acquire. However, according to findings from the PISA survey, Indonesian students still lag behind in this area, scoring only 55.8%, which is below the OECD average of 58.5%. This research focuses on developing student worksheets (LKPD) that incorporate an environmental perspective to enhance the critical thinking abilities of high school students, particularly within the topic of interactions among ecosystem components. The development process adopted the ADDIE framework comprising analysis, design, development, implementation, and evaluation stages. Data were gathered using interviews, student needs assessments, expert reviews of the materials and tools, as well as practicality and effectiveness evaluations through pre- and post-tests. Validation results indicated that the LKPD achieved a very high validity rating, with scores ranging between 88% and 100%. Student feedback from the practicality test was overwhelmingly positive, with an average score of 91%, indicating a high level of usability. Furthermore, the effectiveness test demonstrated a significant improvement in students' critical thinking skills, reflected in a high average N-gain score of 0.74. These findings underscore the pedagogical value of integrating environmental contexts into science instruction, offering an empirically validated framework for strengthening critical thinking and advancing 21st-century competencies in biology education. Abstrak. Pendidikan abad 21 menuntut keterampilan berpikir kritis sebagai bagian dari kompetensi utama yang harus dimiliki peserta didik. Faktanya berdasarkan hasil survei PISA, tingkat berpikir kritis siswa Indonesia masih tergolong rendah dengan nilai 55.8% dari 58.5% rata-rata OECD (Organization for Economic Cooperation and Development). Penelitian ini bermaksud guna mengembangkan lembar kerja peserta didik (LKPD) melalui pendekatan lingkungan terintegrasi keterampilan berpikir kritis siswa SMA pada subkonsep interaksi antar komponen ekosistem. Penelitian ini menerapkan metode research and development (R&D) dengan model ADDIE, melalui tahapan analyze, design, development, implement dan evaluate. Teknik pengumpulan data mencakup wawancara, angket kebutuhan siswa, validasi ahli perangkat, validasi ahli materi, uji kepraktisan siswa serta uji keefektifan melalui pretest dan posttest. Hasil validasi menemukan bahwasanya LKPD yang dikembangkan memperoleh kriteria sangat valid dengan skor rata-rata 88–100%. Uji kepraktisan juga menunjukkan respons sangat positif dari peserta didik dengan skor rata-rata 91% dengan kriteria sangat praktis. Uji keefektifan menunjukkan bahwa penggunaan LKPD mampu meningkatkan keterampilan berpikir kritis siswa secara signifikan dengan nilai rata-rata N-gain sebesar 0,74 dengan kategori tinggi. Temuan ini menyoroti nilai pedagogis integrasi konteks lingkungan ke dalam pengajaran sains, menawarkan kerangka kerja yang tervalidasi secara empiris untuk memperkuat pemikiran kritis dan mengembangkan kompetensi abad ke-21 dalam pendidikan biologi.
The relationship between creative thinking skills, opportunity identification skills, and problem-solving abilities among biology education students Ika Wardani; M. Arsyad
Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan Vol. 5 No. 1 (2026): May
Publisher : HAFECS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58362/hafecspost.v5i1.181

Abstract

Understanding of the relationship among creative thinking, opportunity identification, and problem-solving skills among biology education students remains limited. These competencies are essential for fostering innovative, contextual, and SDG-oriented biology learning. This study aims to analyze the relationship between creative thinking skills, opportunity identification skills, and problem-solving abilities among biology education students.The study was motivated by the limited number of studies that simultaneously integrate these three skills within the context of biology education. The research employed a quantitative approach with a correlational design. The research sample consisted of 405 biology education students from several universities in East Java, selected using simple random sampling. The research instruments comprised tests and questionnaires that had been validated for validity and reliability. Data analysis utilized prerequisite tests (normality, linearity, and multicollinearity), Pearson’s correlation test and multiple linear regression. The results indicated that creative thinking skills (r = 0.175; p < 0.05) and opportunity identification skills (r = 0.228; p < 0.05) had a positive and significant relationship with problem-solving abilities. Simultaneously, both variables had a significant effect (F = 15.824; p < 0.05) with a contribution of 7.3% (R² = 0.073), whereby the ability to identify opportunities had a more dominant influence. These findings highlight the importance of developing these skills in an integrated manner within biology education to support the Sustainable Development Goals (SDGS). Abstrak. Pemahaman mengenai hubungan antara keterampilan berpikir kreatif, identifikasi peluang, dan pemecahan masalah pada mahasiswa pendidikan biologi masih terbatas. Padahal, ketiga keterampilan tersebut merupakan kompetensi penting untuk mendukung pembelajaran biologi yang inovatif, kontekstual, dan berorientasi pada pencapaian SDGs. Penelitian ini bertujuan untuk menganalisis hubungan antara keterampilan berpikir kreatif, keterampilan mengidentifikasi peluang, dan keterampilan pemecahan masalah pada mahasiswa pendidikan biologi. Penelitian ini dilatarbelakangi oleh masih terbatasnya kajian yang mengintegrasikan ketiga keterampilan tersebut secara simultan dalam konteks pendidikan biologi. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 405 mahasiswa pendidikan biologi dari beberapa perguruan tinggi di Jawa Timur yang dipilih menggunakan teknik simple random sampling. Instrumen penelitian berupa tes dan angket yang telah diuji validitas dan reliabilitasnya. Analisis data menggunakan uji prasyarat (normalitas, linearitas, dan multilkolinearitas), uji korelasi Pearson dan regresi linear berganda. Hasil penelitian menunjukkan bahwa keterampilan berpikir kreatif (r = 0,175; p < 0,05) dan keterampilan mengidentifikasi peluang (r = 0,228; p < 0,05) memiliki hubungan positif dan signifikan dengan keterampilan pemecahan masalah. Secara simultan, kedua variabel berpengaruh signifikan (F = 15,824; p < 0,05) dengan kontribusi sebesar 7,3% (R² = 0,073), di mana keterampilan mengidentifikasi peluang memiliki pengaruh yang lebih dominan. Temuan ini menunjukkan pentingnya pengembangan keterampilan tersebut secara terintegrasi dalam pembelajaran biologi untuk mendukung tujuan Pembangunan Berkelanjutan (SDGs).
Co-Authors Amalia Rezeki Ika Wardani Nisvie Nur Salsabilla