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All Journal Biosfer: Jurnal Tadris Biologi Phenomenon : Jurnal Pendidikan MIPA Jurnal Penelitian Pertanian Terapan Biosfer: Jurnal Pendidikan Biologi BIOEDUSCIENCE Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Jurnal Pengabdian Nasional Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al Jahiz: Journal of Biology Education Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JEID JIPI (Jurnal IPA dan Pembelajaran IPA) SAKAGURU: Journal of Pedagogy and Creative Teacher Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif IJIS Edu : Indonesian Journal of Integrated Science Education
Rakhmawati, Ismi
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Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Transportation Other

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Creating an E-Module on Environmental Pollution Based on Tegal Deso–Okol Local Wisdom: Can It Enhance Students’ Creative Thinking Skills? Firnanda, Diah Dwi; Asri, Mahanani Tri; Faizah, Ulfi; Rakhmawati, Ismi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18177

Abstract

This study aims to develop a valid, practical, and effective learning e-module based on the local wisdom of Gresik (Tegal Deso–Okol) for environmental pollution content to enhance students’ creative thinking skills. The research employed a Research and Development (R&D) method integrating the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with a project-based learning (PjBL) framework. Sixty students from a senior high school in Gresik tested the e-module. Evaluation instruments included validation sheets, student questionnaires, performance rubrics, and learning outcome tests. The validation sheets assessed the feasibility of the e-module, the questionnaires measured practicality, and the performance rubrics evaluated project implementation and presentation. Data were analyzed using descriptive statistics, supported by qualitative feedback to refine the final product. The e-module demonstrated high reliability (92.70) and strong validity (3.77). Its practicality reached 91.67% in Class A and 95.83% in Class B. Students’ creative thinking skills improved substantially, with mean scores increasing from 43.23 to 86.97 in Class A and from 50.47 to 90.01 in Class B. The student response rate (97.5%) and the N-gain score (0.80) also indicate high effectiveness. Overall, integrating cultural values into learning activities through this local-wisdom-based e-module effectively supports the development of students’ creative thinking skills.
Argument-Driven Inquiry Integrated Deep Learning and SDGs Issues: Strategic Solutions to Improve Students' Scientific Communication Skills Hasnunidah, Neni; Yudhianingrum, Nawang; Rakhmawati, Ismi
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 8, No 1 (2026): January 2026
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v8i1.10058

Abstract

Improving students' Scientific Communication Skills (SCS) is an essential demand in 21st century science education. However, the results of the assessment show that the SCS of junior high school students in Lampung Province is still relatively low, which is believed to be rooted in the dominance of conventional memorization-based learning methods. This study aims to test the effectiveness of the Argument-Driven Inquiry (ADI) model based on Deep Learning integrated with the Sustainable Development Goals (SDGs) in overcoming the competency gap. This study is a quasi-experimental using Pretest-Posttest Non-Equivalent Control Group Design on 64 grade VII students of SMPN 20 Bandar Lampung. Data were collected through scientific communication ability tests analyzed using the Independent Sample t-Test for improvement differences (N-Gain), as well as observation of syntax implementation and student response questionnaires. The results showed that there was a significant difference in SCS between the experimental class (ADI-DL-SDGs) and the control class (Conventional Learning). The experimental class achieved an average N-Gain = 0.62 (medium category), much higher than the control class (0.29 in the low category). Effect size analysis showed a high influence (1,830), confirming the model's substantial impact on SCS. The highest increase occurred in the indicators of scientific writing and representation information. Overall, the ADI-DL-SDGs model has proven effective in improving students' SCS in science learning through authentic investigative practices and strengthening evidence-based arguments in the context of sustainability issues.
Fostering Student Creativity: Through Project-Based Learning E-Module with the ClassPoint.Io Gamification Puspita, Laila; Dwi Solviana, Meita; Nafrilla, Fina; Dwi Kesumawardani, Aryani; Oktafiani, Raicha; Kurnia Hayati, Dwi; Syahril, Sulthan; Rakhmawati, Ismi
Biosfer: Jurnal Tadris Biologi Vol 16 No 2 (2025): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v16i2.28756

Abstract

Creativity is an essential 21st-century skill; however, observations and interviews revealed that students’ creativity in biology learning remains low. This study aimed to analyze the development procedures, feasibility, teachers’ and students’ responses, and the effectiveness of a project-based learning e-module integrated with ClassPoint.io gamification. The study employed a Research and Development (R&D) method using the 4D model, involving two subject-matter experts, two media experts, one language expert, teachers, and 30 tenth-grade senior high school students. Validation results indicated very high feasibility (media 91%, content 91%, language 93%). Teachers’ responses reached 85%, while students’ responses were 88% (limited scale) and 91% (large scale). The t-test results showed a significant effect (0.000 < 0.05), indicating that the e-module is effective in enhancing students’ creativity. Membina Kreativitas Siswa : Melalui E-Modul Pembelajaran Berbasis Proyek dengan Gamifikasi ClassPoin.Io ABSTRAK : Kreativitas merupakan keterampilan penting abad ke-21, namun observasi dan wawancara menunjukkan kreativitas peserta didik dalam pembelajaran biologi masih rendah. Penelitian ini bertujuan menganalisis prosedur pengembangan, kelayakan, respons pendidik dan peserta didik, serta keefektifan e-modul berbasis project-based learning dengan gamifikasi ClassPoint.io. Metode yang digunakan adalah Research and Development (R&D) model 4D dengan subjek 2 ahli materi, 2 ahli media, 1 ahli bahasa, pendidik, dan 30 peserta didik kelas X SMA. Hasil validasi menunjukkan kelayakan sangat tinggi (media 91%, materi 91%, bahasa 93%). Respons pendidik mencapai 85%, respons peserta didik 88% (skala terbatas) dan 91% (skala luas). Uji t-test menunjukkan hasil signifikan (0,000 < 0,05), sehingga e-modul dinyatakan efektif meningkatkan kreativitas peserta didik.
Cultivating Scientific Literacy and Self-confidence through an Islamic-Oriented 9E Learning Cycle in Biology Education Bidayati Haka, Nukhbatul; Satiyo Putri, Bella; Hidayah, Nur; Rakhmawati, Ismi
Biosfer: Jurnal Tadris Biologi Vol 16 No 2 (2025): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v16i2.28760

Abstract

This study evaluates the Islam-oriented 9E Learning Cycle for enhancing scientific literacy and self-confidence in secondary school biology. Using a quasi-experimental pretest–posttest control-group design, two Grade X classes participated: the experimental class learned via the 9E model infused with Islamic values, while the control class received discovery learning. Data were collected through PISA aligned literacy tests and questionnaires, validated self-confidence scales, and observation sheets, all demonstrating reliability (Cronbach’s α > .70). Independent t-tests and correlation analyses showed that the experimental group achieved higher posttest scores and larger normalized gains in scientific literacy (N-gain = 0.70, high) and self-confidence (N-gain = 0.69, moderate). Explained-variance estimates indicated contributions of 17.3% to literacy and 14.8% to self-confidence. Findings suggest that integrating spiritual ethical dimensions within a structured inquiry cycle strengthens conceptual mastery and nurtures affective development, positioning the Islam oriented 9E model as a holistic pedagogical strategy for curriculum reform and teacher professional development in faith-based contexts. Menumbuhkan Literasi Sains dan Rasa Percaya Diri melalui Siklus Pembelajaran 9E Berorientasi Islam dalam Pendidikan Biologi ABSTRAK: Penelitian ini mengevaluasi efektivitas Learning Cycle 9E berorientasi Islam dalam meningkatkan literasi sains dan kepercayaan diri pada pembelajaran biologi di sekolah menengah. Dengan desain kuasi-eksperimental pretest–postest control grup design, kelas eksperimen belajar melalui model 9E yang orientasi nilai-nilai Islam, sedangkan kelas kontrol menggunakan discovery learning. Data dikumpulkan melalui tes dan kuesioner literasi sains framwork PISA 2025, skala kepercayaan diri tervalidasi, serta lembar observasi; seluruh instrumen menunjukkan reliabilitas baik (Cronbach’s α > .70). Uji t independen dan analisis korelasi menunjukkan kelas eksperimen meraih skor pascates lebih tinggi dan gain ternormalisasi lebih besar pada literasi sains (N-gain = 0,70; tinggi) dan kepercayaan diri (N-gain = 0,69; sedang). Estimasi variasi yang dijelaskan mengindikasikan kontribusi 17,3% terhadap literasi dan 14,8% terhadap kepercayaan diri. Temuan ini menyiratkan bahwa integrasi dimensi spiritual etis dalam siklus inkuiri terstruktur memperkuat penguasaan konseptual sekaligus menumbuhkan aspek afektif, sehingga model 9E berorientasi Islam layak diposisikan sebagai strategi pedagogis holistik bagi reformasi kurikulum dan pengembangan profesional guru di konteks pendidikan berbasis keagamaan.
The relationship between self-efficacy and problem-solving ability in biology learning at the senior high school Maulina, Dina; Wijaya, Agung Putra; Viyanti, Viyanti; Wati, Septiana Media; Rakhmawati, Ismi; Ibrahim, Nor Hasniza; Meriza, Nadya
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.58149

Abstract

This study aims to examine the relationship between self-efficacy and problem-solving ability in the topic of the human reproductive system at the senior high school level (SMA). The research employed a quantitative correlational design. A total of 65 students were selected using purposive sampling. Data were collected through a self-efficacy questionnaire and an open-ended test to measure problem-solving skills. The data were analyzed using regression analysis, preceded by a Pearson product-moment correlation test at a significance level of α = 0.01, with prerequisite tests applied. The results showed that the self-efficacy of Grade XI students at senior high school in the human reproductive system topic fell within the moderate category as much as 37%, while their problem-solving ability was in the adequate category in 45%. Statistical analysis yielded a significance value (2-tailed) of 0.00<0.01 and a calculated correlation coefficient as much as 0.700> 0.244 this indicates a positive and highly significant relationship between self-efficacy and problem-solving ability, with a strong correlation strength. In conclusion, there was a significant positive relationship between students' self-efficacy and their problem-solving abilities in biology learning, specifically concerning the human reproductive system material.
Co-Authors Agung Putra Wijaya, Agung Putra Anisa Oktina Sari Pratama Aryani Dwi Kesumawardani Ave Suakanila Fauzisar, Ave Suakanila Citraningrum, Mivtha Dina Maulina Dwi Kesumawardani, Aryani Dwi Solviana, Meita Firnanda, Diah Dwi Fransisca Sudargo Gustina, Melin Haka, Nukhbatu Bidayati Handoko*, Akbar Hardiyansyah Masya Hernawati, Diana Ibrahim, Nor Hasniza Ika Novitasari, Ika Jamaludin, Didi Nur Komarudin Komarudin Kurnia Hayati, Dwi Laila Puspita, Laila Lengkana, Dewi Lopiani, Salmanera Senja Mahanani Tri Asri Martitik, Dwiyani Anjar Maulida, Anik Nafisah Median Agus Priadi Meita Dwi Solviana Meriza, Nadya Mirani, Elsa Hesty Nafrilla, Fina Neni Hasnunidah Nina Kadaritna Ningrum, Mivtha Citra Nukhbatul Bidayati Haka Nur Hidayah Oktafiani, Raicha Pramudiyanti Pramudiyanti Rahayu, Anggun Septi Riandi Riandi Rohali, Aulia Rumiyanti, Leni Safahi, Luthpi Sari, Maycha Erliana Sari, Novinta Nurul Satiyo Putri, Bella Sodikin Sodikin Sulthan Syahril Supriyadi Supriyadi Syafitri, Ananda Riska Ulfi Faizah Undang Rosidin Viyanti Viyanti Wati, Septiana Media Whika Febria Dewatisari, Whika Febria Widyastuti Widyastuti WISNU JULI WIONO, WISNU JULI YAYAN SANJAYA Yudhianingrum, Nawang Yudianto Yuni Astuti Yuni Fitriani, Yuni