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All Journal Integrated Science Education Journal Jurnal Ilmiah BioSmart
Meti Indrowati
Sebelas Maret University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Languange, Linguistic, Communication & Media Social Sciences

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Perbedaan Keterampilan Kolaborasi Siswa pada Materi Sistem Gerak Menggunakan Teams Games Tournament dengan Teams Games Tournament Berbantuan Teka-Teki Silang Nabila De La Rosa; Harlita; Meti Indrowati
Jurnal Ilmiah BioSmart (JIBS) Vol. 12 No. 1 (2026): Jurnal Ilmiah BioSmart Volume 12 No. 1 2026
Publisher : Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jibs.v12i1.6530

Abstract

Collaboration skills are essential competencies in 21st-century biology education, yet classroom practices remain predominantly teacher-centered, limiting student engagement, particularly in complex topics such as the human movement system. This study aimed to examine differences in students’ collaboration skills between the Teams Games Tournament (TGT) model and TGT assisted by Crossword Puzzles (TTS). A quantitative quasi-experimental approach with a pretest–posttest non-equivalent control group design was employed. The participants were eleventh-grade students of SMA Negeri 8 Surakarta in the 2025/2026 academic year, with class XI IPA 1 as the control group and XI IPA 3 as the experimental group. Data were collected using a validated and reliable four-point Likert-scale questionnaire, supported by observation and documentation. Scores were analyzed based on total pretest and posttest results. The Mann–Whitney U test and Cohen’s r were used for data analysis. The results showed no statistically significant difference between groups (p = 0.383), with a small effect size (r = 0.104). These findings indicate that TGT, both with and without crossword puzzle assistance, is equally effective in improving students’ collaboration skills in human movement system learning.
A Deep Learning–Based Electronic Module for Global Warming: An Analysis of Validity and Readability to Support Critical Thinking Skills Ziyana Walidah Razak; Muzzazinah Muzzazinah; Meti Indrowati
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2480

Abstract

Purpose of the study: This study aims to analyze the validity and readability of a deep learning–based electronic module (e-module) designed to improve students’ critical thinking skills on global warming material. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed e-module integrates deep learning principles—mindful, meaningful, and joyful learning—into a Google Sites platform and is enriched with multimedia elements, including videos, animations, interactive worksheets, Padlet, and a carbon footprint calculator. The validity of the e-module was evaluated by six experts, including media experts, subject matter experts, and linguists, using Aiken’s V formula. Main Findings: The results showed that all validation aspects achieved Aiken’s V values ranging from 0.83 to 1.00, exceeding the minimum validity threshold (V > 0.78), indicating that the e-module is highly valid. Readability testing involved ten junior high school students and two science teachers and was analyzed using percentage-based criteria. The readability scores ranged from 88% to 100%, categorized as excellent across content, format, presentation, and language aspects. These findings indicate that the deep learning–based e-module is not only valid but also highly readable and user-friendly. Novelty/Originality of this study: The developed e-module has strong potential to be implemented as an innovative digital teaching material to support science learning and foster students’ critical thinking skills, particularly in addressing contextual and global environmental issues such as global warming.
Co-Authors Harlita Muzzazinah Muzzazinah Nabila De La Rosa Ziyana Walidah Razak