Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JIPI (Jurnal IPA dan Pembelajaran IPA)
Andri Hendrizal
Universiti Malaya, Malaysia

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

Found 2 Documents
Search

 1 
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 Gita Septi Rahmadwi Iffa Ichwani Putri Lizawati Lizawati Nurkhairo Hidayati Nurul Fauziah Sepita Ferazona Yeyendra Yeyendra