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All Journal JSME MIPA UNIMA Jurnal Matematika Sains dan Teknologi Jurnal Biologi Tropis JURNAL PENDIDIKAN TAMBUSAI Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Indonesian Biodiversity Journal Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Indonesian Biodiversity Journal Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi) Advances in Tropical Biodiversity and Environmental Sciences Biodiversitas Journal of Biological Diversity
Arrijani -
Universitas Negeri Manado
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Earth & Planetary Sciences Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Veterinary Other

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Pengembangan Instrumen Asesmen Berbasis Higher Order Thinking Skills pada Materi Komponen Ekosistem dan Interaksinya di SMA Negeri 1 Tondano Imelda Febrianti Makalalag; Arrijani Arrijani; Anatje Lihiang
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 5 No. 2 (2026): Agustus : JURRIMIPA: Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v5i2.10012

Abstract

The rapid demands of 21st-century education require assessment instruments capable of measuring higher order thinking skills (HOTS), while classroom assessments in many schools are still dominated by lower order thinking skills (LOTS). This study aims to develop a HOTS-based assessment instrument on ecosystem components and their interactions at SMA Negeri 1 Tondano and evaluate its feasibility based on validity, reliability, item difficulty, discriminating power, and student responses. The study used a Research and Development (R&D) approach with the 3-D model consisting of define, design, and develop stages. The subjects involved 32 tenth-grade students and one biology teacher. The instrument consisted of 20 multiple-choice questions and 5 essay questions designed to measure cognitive levels of analysis (C4), evaluation (C5), and creation (C6). Data were collected through expert validation, validity and reliability testing, item analysis, and student response questionnaires. The results showed an expert validation score of 97.2 (very valid), a trial score of 77.25 (good), and a student response score of 89.87 (very valid). Item analysis indicated that most items were valid, reliable, and had balanced difficulty levels. The developed HOTS-based assessment instrument is valid, practical, and effective for biology learning evaluation.
Problem Based Learning sebagai Strategi Pembelajaran Kontekstual pada Materi Ekosistem: (Studi Tindakan Kelas di SMA Katolik St. Rosa de Lima Tondano) Limmey Maria Tambingon; Arrijani Arrijani; Musma Rukmana
Jurnal Cakrawala Pendidikan dan Biologi Vol. 3 No. 1 (2026): Maret: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v2i3.690

Abstract

Biology education in high school has an important role in shaping students' science literacy and critical thinking skills. However, ecological material, particularly the topic of Ecosystem Components and their Interactions, is often considered difficult because it is abstract and not easy to observe directly. This research aims to improve student learning outcomes through the application of the Problem Based Learning (PBL) model, which emphasizes real problem-solving, collaborative discussion, and active involvement in the learning process. The research uses the design of Classroom Action Research (PTK) which was carried out in two cycles in class X of St. Rosa de Lima Catholic High School Tondano involving 10 students in the odd semester of the 2025/2026 school year. Data was collected through observation of teacher and student activities, learning outcome tests in the form of pretests and posttests, and learning documentation. The analysis was carried out descriptively, qualitatively, and quantitatively by calculating the average score, percentage of completion, and student involvement. The results of the study showed a significant increase. The percentage of teacher activity increased from 58.3% in the first cycle to 87.5% in the second cycle, while student activity increased from 45.83% to 83.33%. The average score of students also increased from 70% in cycle I to 90% in cycle II, with classical completeness reaching 90%. These findings confirm the effectiveness of PBL as a contextual Biology learning strategy, able to bridge ecological concepts with real life, and increase students' curiosity, cooperation, and critical thinking skills.
Co-Authors Anatje Lihiang Billy Sampelan Boy J.A Lombok Caroline Manuahe DEDE SETIADI Dumgair, Sarah EDI GUHARDJA Emma M Moko Herry Maurits Sumampouw IBNUL QAYIM Imelda Febrianti Makalalag IRIANI SETYAWATI Kleriyani Mayan Limmey Maria Tambingon Mariana Rengkuan Meity Nelltje Tanor Mokosuli Yermia Samuel MUHAMMAD RIZKI Musma Rukmana Nani, Siti Nadiah Nova L.I.M Ogi Revolson Mege Rivaldo Tompoh Skilfre Julianty Pelleng Talu, Olfi Tesalonika Yohana Wowat Utari Satiman Wisda Nurjannah Abdullah Yestika Lolowang