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All Journal Edukasi: Jurnal Pendidikan BIOEDUKASI As-Salam: Jurnal Studi Hukum Islam & Pendidikan Biosfer: Jurnal Pendidikan Biologi Rancang Bangun Dinamisia: Jurnal Pengabdian Kepada Masyarakat utile: Jurnal Kependidikan Report of Biological Education Quagga: Jurnal Pendidikan dan Biologi Sustainable Civil Building Management and Engineering Journal Bersama: Jurnal Pengabdian Kepada Masyarakat
Setiono
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Transportation Other

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Journal : BIOEDUKASI

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Implication of STEAM Learning Model on Students' Scientific Creativity Zakia Salsabila; Setiono; Jujun Ratnasari
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53748

Abstract

This research is motivated by the low level of students' scientific creativity in biology learning. The study aimed to examine the implications of the STEAM learning model on students' scientific creativity in the topic of water pollution. A quasi-experimental method with a non-equivalent control group design was applied, involving 60 grade X high school students divided into experimental and control classes. Data were collected through scientific creativity tests, observations, and student response questionnaires. The results showed a significant difference in posttest scores between the two groups (Sig. 0.000). The experimental class achieved an N-Gain of 0.74 (high category), while the control class scored 0.52 (medium category). Students’ responses toward the learning process were very positive, with an average score of 86.67%. These findings indicate that the STEAM model effectively enhances students' scientific creativity. STEAM learning not only improves students’ scientific creativity in specific contexts but also carries broader educational implications. This model can be adapted to various science topics and other subjects, strengthen interdisciplinary skills, and serve as a reference for curriculum development and teacher training. Thus, STEAM plays an important role in preparing students to face 21st-century learning challenges that emphasize creativity, collaboration, and problem-solving.
Development of Stem-Esd E-Modules to Improve Students’ Integrated Problem-Solving Competencies in Grade 10 Students’ Ardiansyah, Faizal Arqi; Suhendar; Setiono
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53755

Abstract

This study aims to develop a STEM-ESD (Science, Technology, Engineering, Mathematics - Education for Sustainable Development) e-module to train integrated problem-solving competencies in environmental change material. The method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research subjects involved 62 grade 10 students from a school in Sukabumi City. Validation scores from material, language, and media experts were 98%, 92%, and 94% (very high), respectively. The effectiveness of the e-module was evaluated using an actual experiment with a pretest-posttest control group design. The theoretical implications of this study lie in the development of integrated STEM-ESD tools using the Engineering Design Process (EDP) approach, which remains limited in the context of the Independent Curriculum. The analysis results showed a significant increase in students’ integrated problem-solving competency in the experimental class, with an N-Gain value of 0.62 (medium category), compared to the control class, which only achieved 0.22 (low category). Furthermore, user responses to the e-module showed excellent ratings in terms of appearance, language, ease of use, and visual appeal. Overall, the STEM-ESD e-module is practical and effective in enhancing learning outcomes and environmental awareness, while directly supporting SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action). This module has the potential to serve as an innovative solution for sustainability-oriented learning in secondary schools. This e-module has the potential to be an innovative solution in supporting sustainability-oriented learning at the secondary school level.
Co-Authors Aa Juhanda Afrianto, Evo Agus Setiya Budi Ardiansyah, Faizal Arqi Arfatul Makiyah Asnawati Is bopalyon Pedi Utama Budi Prastia delvia nora Effi Yudiawati Gina Nuranti Gusni Yelni Handayani, Fajar Handayani, Fajar Sri Hardianto, Rifki Hasnelly Iqbal Noor Jujun Ratnasari karmila, yeni Kaspani, Utik Lili Suryani Muhammad Hayyu 'Alam Nur Agustiani Pitriani Pratama, Zidan Rachmat Santoso, Fazabella Wijaya Sistiana Windyariani Subagiono Suhendar SUPRIYONO Suryani, Fikriman Suryani, Isyaturriyadhah Windyariani, Sitiana Zakia Salsabila Zulfa Safinatun Naja Medina