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All Journal Kolaboratif JURNAL PENDIDIKAN TAMBUSAI Pelita Eksakta Jurnal Biogenerasi EKOTONIA: Jurnal Penelitian Biologi, Botani, Zoologi dan Mikrobiologi JURNAL BIOSHELL Integrated Science Education Journal Tsaqofah: Jurnal Penelitian Guru Indonesia
Anggriyani, Ria
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Pengaruh Model Pembelajaran Problem Based Learning (PBL) terhadap Keterampilan Berpikir Kreatif Peserta Didik Fase E SMAN 2 Bayang pada Materi Bioteknologi Bunda, Indah Permata; Anggriyani, Ria; Selaras, Ganda Hijrah; Rahmatika, Helsa
TSAQOFAH Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i3.5992

Abstract

Creative thinking skills are essential competencies that students must possess to meet the challenges of the 21st century; however, students in Phase E at SMAN 2 Bayang still demonstrate low proficiency in this area. This deficiency is attributed to suboptimal student-centered learning and limited variation in instructional models. This study aims to determine the effect of the Problem Based Learning (PBL) model on students’ creative thinking skills in the biotechnology topic. The research employed a Randomized Control Group Posttest Only Design experimental method, with the population consisting of all Phase E students and purposive sampling applied to select Phase E.9 as the experimental class and Phase E.5 as the control class. The research instrument was a set of nine essay questions with a validity score of 91.1, and data were analyzed using the Mann-Whitney U test. The results showed that the average creative thinking score of students in the experimental class (6.75) was significantly higher than that of the control class (4.73), with a significance value of 0.000 < 0.05. These findings indicate that the PBL model has a significant effect on improving students’ creative thinking skills. The practical implication of this result is that the PBL model can be adopted as an effective instructional strategy to develop higher-order thinking skills, particularly in biotechnology learning at the senior high school level.
Meta-analysis: Validity of Atlas Development as a Supplement to High School Biology Teaching Materials Salsabila, Mutiara Ratu; Yogica, Relsas; Helendra, Helendra; Anggriyani, Ria
Integrated Science Education Journal Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i1.1087

Abstract

Purpose of the study: This study aims to analyze the validity and effectiveness of the Learning Atlas as a supplementary teaching material in Biology education. Supplementary teaching materials, such as the Learning Atlas, provide an alternative medium for enhancing students' comprehension of biological concepts by presenting information visually, without requiring direct observation of the phenomena. The Atlas is designed to help students engage with and absorb complex material more effectively, supporting traditional classroom learning. Methodology: The research employs a meta-analysis approach by systematically reviewing source articles obtained via Google Scholar. The sample includes 12 journals and theses related to the development and validation of the Learning Atlas and similar booklets as educational tools in Biology. Data from these sources were synthesized to assess the validity and impact of the Atlas. Main Findings: The validity of the Learning Atlas as a teaching supplement was found to be 95.55%, categorizing it as “very valid.” Additionally, the reviewed studies highlight that the Atlas effectively enhances students’ conceptual understanding and engagement in Biology learning, making abstract ideas more tangible and accessible. Novelty/Originality of this study: This research provides new insights into the use of the Learning Atlas as a practical and highly valid supplementary tool for Biology education. Unlike conventional resources, the Atlas integrates visual and textual content to support independent and classroom learning, offering educators a reliable and innovative way to enhance students’ mastery of biological concepts. It also underscores the potential for the Atlas to improve learning outcomes in diverse educational settings.
Co-Authors -, Fuji Dwi Fahma ., Helendra ., Syamsurizal Agustiana, Ela Ardi Ardi Avichena, Avichena Berlian, Melina Bunda, Indah Permata Elviana, Ratu FAJRINA, SUCI Fitri Arsih Fitri, Rahmadhani Forendra, Salsabila Fuadiyah, Sa’adiyatul Gusnita, Arsya Heffi Alberida Helendra Helendra Helendra Helsa Rahmatika Hijrah Selaras, Ganda Junianda, Windi Kholila, Azhari Lufri Lufri Muhyiatul Fadilah Mustika Putri, Silvani Putri, Mayang Rahmadhani Fitri Relsas Yogica, Relsas Salsabila, Mutiara Ratu Sari, Windy Permata Selaras, Ganda Hijrah Syamsurizal - - Wirdhatul Jannah Yosi Laila Rahmi Zulyusri Zulyusri