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All Journal Jurnal Pelita Pendidikan Jurnal Biologi dan Pembelajarannya (JBP) Bio Ilmi: Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Martabe : Jurnal Pengabdian Kepada Masyarakat JPF : JURNAL PENDIDIKAN FISIKA JPBIO (Jurnal Pendidikan Biologi) Journal of Maternity Care and Reproductive Health Biopendix: Jurnal Biologi, Pendidikan dan Terapan Jurnal Pembelajaran dan Biologi Nukleus Jurnal Biosense EduNaturalia: Jurnal Biologi dan Kependidikan Biologi
Fitria, Dini
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Medicine & Pharmacology Physics Public Health Social Sciences

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Effect of Powtoon Based Animated Media on Biology Student Learning Outcomes at SMAN 2 Langsa Yurida, Yurida; Nursamsu, Nursamsu; Fitria, Dini
BIOPENDIX: Jurnal Biologi, Pendidikan dan Terapan Vol 13 No 1 (2026): Biopendix: Jurnal Biologi, Pendidikan & Terapan
Publisher : Program Studi Pendidikan Biologi FKIP Unpatti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/biopendixvol13issue1page52-60

Abstract

Powtoon based animated media is a learning medium that is very easy to use as teaching material for teachers. It can be created online and has many attractive animation features that can increase students' interest so that they do not get bored during the learning process. This study aims to determine the effect of Powtoon-based animation media on the learning outcomes of biology students at SMAN 2 Langsa. This study uses a quantitative research design with a quasi-experimental method and a pretest-posttest control group design using two sample classes, namely the experimental class and the control class. The research sample consisted of 28 students in the experimental class and 28 students in the control class. The results of the test instrument showed that the average pretest score for the experimental class was 44.64 (low) and for the control class was 43.75 (low), so the difference between the two classes was (0.89), while the average posttest score for the experimental class was 78.92 (moderate) and for the control class was 69.82 (moderate), resulting in a difference between the two classes of 9.1 (low). With a hypothesis test value of t count > t table or 4 > 1.673, it can be concluded that Ha is accepted and H₀ is rejected
Validity and Reliability of Science Literacy Assessment Instruments for Measuring Science Competencies in the Context of PISA 2025 using the Rasch Model Putri, Mentari Darma; Fitria, Dini; Nurlaini; Berutu, Nur Jannah
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/n0sjn231

Abstract

Science literacy is a key competency for preparing students to reason scientifically, interpret evidence, and make informed decisions in real-world contexts. Yet Indonesian students’ performance in international assessments remains below the OECD average, underscoring the urgent need for assessment tools aligned with global standards. This study aimed to develop and validate a PISA 2025–oriented science literacy assessment instrument to support the measurement of senior high school students’ competencies in scientifically explaining phenomena; constructing and evaluating investigation designs; critically interpreting data and evidence; and researching, evaluating, and using scientific information for decision-making and action. Using a research and development approach with the 4-D model, ten context-rich essay items and an analytic scoring rubric (levels 1–4) were produced. Content validity was examined by three experts using Aiken’s V, and empirical validation was conducted with 50 Year 11 students from two senior high schools in Langsa City using the Rasch Model (Winstep). The instrument demonstrated strong content validity (Aiken’s V averages: construction = 0.84, relevance = 0.89, clarity = 0.90). Rasch results showed that 8 of 10 items met fit criteria, while two items displayed misfit on selected indices but remained positively correlated with the measured construct. Reliability was high (Cronbach’s alpha = 0.85; person reliability = 0.84; item reliability = 0.97), and item difficulty spanned a broad range, enabling discrimination across students’ ability levels. The novelty of this work lies in producing a Rasch-validated, constructed-response instrument explicitly aligned with the revised PISA 2025 science competency structure, including the new competency on evaluating and using scientific information in digital contexts. In conclusion, the instrument is suitable for limited classroom and research use. It provides a practical contribution to physics education by strengthening evidence-based assessment of scientific reasoning and decision-making in physics-related and environmental contexts.
Co-Authors . Zulfan Achmmad Mustaqim, Wendy Adha Putra, Chairunnas Aini, Ayyida Angrella, Vira Annisa, Malika Nurul Berutu, Nur Jannah Daiatul, Rifqii Desy Hikmatullah Ekariana S Pandia Ermiati Ermiati Gustina, Melli HARTONO, ADI Indah Mutia Indriaty Indriyanti, Deviana Jayanti, Sri Latif, Danu Abian Lubis, Adelia Maisyaroh Marjanah, Marjanah Muhaiminin, Haikal Muhammad Junaidi Munte, Aini Mustika Sarjani, Tri Nurhasnah Manurung, Nurhasnah Nurlaini Nursamsu Nursamsu Parisa, Grisela Parliansyah, M Rizky Putri, Mentari Darma Rizky Nafaida Salmaa, Qoori Sarjani, Tri Mustika Setyoko Setyoko Setyoko Siti Fatimah Sri Jayanthi, Sri Sri Rezeki Srimurni, Nita Ayu Suciaty, Endah Sulaiman, Nanda Fahira Yurida, Yurida