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All Journal Jurnal Nalar Pendidikan Bio Ilmi: Jurnal Pendidikan Jurnal Bioedukasi E-Dimas: Jurnal Pengabdian kepada Masyarakat BIOLINK (Jurnal Biologi Lingkungan, Industri, Kesehatan) Jurnal Pemberdayaan Masyarakat Madani (JPMM) Jurnal Penelitian Pendidikan IPA (JPPIPA) Martabe : Jurnal Pengabdian Kepada Masyarakat Bioedukasi: Jurnal Pendidikan Biologi Jambura Edu Biosfer Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pengabdian Masyarakat: Darma Bakti Teuku Umar Jurnal Biogenerasi Jurnal Abdidas Tomini Journal of Aquatic Science Jurnal Abadimas Gorontalo Mattawang: Jurnal Pengabdian Masyarakat Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmiah Wahana Pendidikan Panrannuangku Jurnal Pengabdian Masyarakat Oryza : Jurnal Pendidikan Biologi Journal of Natural Sciences Parta: Jurnal Pengabdian Kepada Masyarakat Jurnal Abdimas Terapan Fisheries and Society Jurnal Pendidikan dan Ilmu Sosial Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Journal of Biological Science and Education Biocaster : Jurnal Kajian Biologi Journal of Applied Community Engagement (JACE) Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Pengabdian Masyarakat Bangsa Al-Ahya: Jurnal Pendidikan Biologi Jurnal Abdimas Terapan Jurnal Biologi Babasal Biodik: Jurnal Ilmiah Pendidikan Biologi Bionatural
Herinda Mardin
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PENGEMBANGAN E-MODUL BERBASIS PEMBELAJARAN BERDIFERENSIASI PADA MATERI PERUBAHAN LINGKUNGAN KELAS X DI SMA 1 KABILA Sri Deysi Ramna A. Pakaya; Herinda Mardin; Masra Latjompoh; Hartono D. Mamu; Abubakar Sidik Katili
Jambura Edu Biosfer Journal Vol 7, No 2 (2025): Jambura Edu Biosfer Journal
Publisher : Fakultas MIPA Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34312/jebj.v7i2.28950

Abstract

Penelitian ini bertujuan untuk mengembangkan e-modul berbasis pembelajaran berdiferensiasi pada materi perubahan lingkungan kelas X di SMA Negeri 1 Kabila serta menilai validitas, kepraktisan, dan potensi peningkatan hasil belajar peserta didik setelah penggunaan e-modul tersebut. Penelitian ini tergolong dalam penelitian pengembangan menggunakan model ADDIE terdiri dari lima tahap yaitu analisis (analyze), desain (design), pengembangan (development), pelaksanaan (implementation) dan evaluasi (evaluation) dengan uji coba pada 15 peserta didik di kelas X-1 SMA Negeri 1 Kabila. Hasil pada penelitian menunjukkan bahwa; 1) uji validitas e-modul berbasis berdiferensiasi berdasarkan persentase memperoleh nilai 92,71% (sangat valid  dan uji validitas materi berdasarkan persentase memperoleh nilai 96% (sangat valid); 2) uji kepraktisan terdiri dari respon peserta didik dan respon guru. Uji respon peserta didik berdasarkan persentase memperoleh nilai 92% (sangat baik) dan uji respon guru berdasarkan persentase memperoleh nilai 94% (sangat baik); 3) uji hasil belajar peserta didik memperoleh nilai melalui pre-test dan posst-test, berdasarkan skala N-Gain memperoleh nilai 0,6 (sedang). Temuan ini menunjukkan bahwa e-modul berbasis pembelajaran berdiferensiasi layak digunakan sebagai bahan ajar pada materi perubahan lingkungan dan berpotensi mendukung peningkatan hasil belajar peserta didik.
Pemanfaatan Biodiversitas Pesisir sebagai Mitigasi Bencana: Pembelajaran Project di SMK Negeri 1 Batudaa Pantai Provinsi Gorontalo Herinda Mardin; Ilyas H. Husain; Masra Latjompoh; Jusna Ahmad; Chairunnisah J. Lamangantjo
Jurnal Pengabdian Masyarakat: Darma Bakti Teuku Umar Vol 6, No 1 (2024): Januari-Juni
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/baktiku.v6i1.9514

Abstract

Natural disasters like earthquakes, tidal floods, and strong winds frequently occur in coastal areas, necessitating disaster mitigation. Coastal biodiversity can serve as a tool for disaster mitigation in coastal areas. SMK Negeri 1 Batudaa Pantai, located in the coastal area of Tomini Bay, Gorontalo Province, conducts community service activities regarding the use of coastal biodiversity as disaster mitigation due to the importance of this knowledge for coastal communities. This activity was attended by 41 students from classes X and XI at SMK Negeri 1 Batudaa Pantai. On May 20, 2024, the SMK Negeri 1 Batudaa Pantai school building hosted the activity from 8:00 WITA until its conclusion. Lecture, discussion, and active participation are methods used in activities. Service activities run well and smoothly. Participants were enthusiastic about participating in this activity, which provided benefits. This activity benefits participants by enhancing their understanding of how to utilize coastal biodiversity to prevent unwanted natural disasters. The importance of knowing coastal biodiversity as disaster mitigation can minimize the occurrence of natural disasters in coastal areas.
Pelatihan Oshibana Berbasis Keragaman Tumbuhan untuk Penguatan Kreativitas Siswa dan Edukasi SDGs di SMAN Taruna Nala Malang Irawati, Mimien Henie; Rohman, Fatchur; Antika, Linda Tri; Prasetyawati, Fila; Mardin, Herinda; Fahri, Naufal Wima Al; Abrar, Ahmad; Jeramat, Eufrasia
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5260

Abstract

Kreativitas dan kesadaran lingkungan siswa merupakan kompetensi esensial untuk mendukung pembelajaran abad ke-21 dan implementasi Tujuan Pembangunan Berkelanjutan (SDGs). Namun, pendidikan biologi di sekolah masih didominasi pendekatan teoretis sehingga pemanfaatan keanekaragaman tumbuhan sebagai media pembelajaran kreatif belum dioptimalkan. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat kreativitas dan kesadaran siswa terhadap tumbuhan melalui pelatihan oshibana berbasis keanekaragaman tumbuhan di SMA Negeri Taruna NALA Malang. Metode yang digunakan adalah pelatihan partisipatif berbasis praktik melalui tahapan edukasi keanekaragaman hayati, demonstrasi teknik oshibana, pembuatan karya secara langsung, pendampingan, dan evaluasi. Peserta kegiatan berjumlah 150 siswa kelas X. Data dikumpulkan melalui observasi, penilaian karya, angket respons siswa, dan dokumentasi kegiatan, kemudian dianalisis secara deskriptif. Hasil kegiatan menunjukkan bahwa 90,7% siswa berpartisipasi aktif selama pelatihan. Penilaian karya menunjukkan bahwa 90% karya oshibana berada pada kategori baik hingga sangat baik berdasarkan aspek orisinalitas, komposisi visual, kerapian, pemanfaatan variasi tumbuhan, dan kesesuaian tema lingkungan. Hasil angket menunjukkan bahwa 90,5% siswa menyatakan kegiatan menarik dan menyenangkan, 85,5% menyatakan kegiatan membantu memahami materi biologi secara lebih kontekstual, dan 94,5% menyatakan kegiatan meningkatkan ketertarikan terhadap tumbuhan dan lingkungan. Selain itu, 90,0% siswa menyatakan kegiatan membantu mereka mengenal keanekaragaman tumbuhan di lingkungan sekitar, sedangkan 89,88% siswa menyatakan lebih memahami pentingnya menjaga dan memanfaatkan tumbuhan secara bertanggung jawab. Secara keseluruhan, respons positif siswa mencapai 90,0%, melampaui indikator keberhasilan yang ditetapkan. Dengan demikian, pelatihan oshibana berpotensi menjadi model pembelajaran kreatif berbasis lingkungan yang mendukung implementasi SDGs di sekolah. Oshibana Training Based on Plant Diversity to Strengthen Student Creativity and SDGs Education at SMAN Taruna Nala Malang Abstract Students' creativity and environmental awareness are essential competencies to support 21st-century learning and the implementation of the Sustainable Development Goals (SDGs). However, biology education in schools is still dominated by a theoretical approach, so the use of plant diversity as a creative learning medium has not been optimized. This community service activity aims to strengthen students' creativity and awareness of plants through plant diversity-based oshibana training at SMA Negeri Taruna NALA Malang. The method used is a practice-based participatory training through the stages of biodiversity education, demonstration of oshibana techniques, direct creation of works, mentoring, and evaluation. The activity participants numbered 150 grade X students. Data were collected through observation, work assessment, student response questionnaires, and activity documentation, then analyzed descriptively. The results of the activity showed that 90.7% of students actively participated during the training. The work assessment showed that 90% of oshibana works were in the good to very good category based on aspects of originality, visual composition, neatness, use of plant variations, and suitability for environmental themes. The questionnaire results showed that 90.5% of students stated that the activity was interesting and enjoyable, 85.5% stated that the activity helped them understand biology material more contextually, and 94.5% stated that the activity increased their interest in plants and the environment. In addition, 90.0% of students stated that the activity helped them recognize plant diversity in their surroundings, while 89.88% of students stated that they better understood the importance of protecting and using plants responsibly. Overall, the positive response from students reached 90.0%, exceeding the established success indicators. Thus, oshibana training has the potential to become a creative, environment-based learning model that supports the implementation of SDGs in schools.
Implementation of E-Book and Textbook Learning Media to Grow Conservation Character and Digital Literacy Ability on Science Subjects in Coastal Schools Herinda Mardin; Tiska Rasyid; Abubakar Sidik Katili
Bioedukasi: Jurnal Pendidikan Biologi Vol 17, No 1 (2024): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v17i1.76527

Abstract

This study aims to determine the application of the use of e-book learning media to students in class VI SDN 04 Popayato which is an experimental class 1 and the application of the use of textbook learning media to students in class VI SDN 09 Popayato which is an experimental class 2 to foster the character of conservation and digital literacy skills in science subjects in coastal schools. This research method uses a quasi-experimental design, with a true experimental design in the form of a Posttest-Only Control Design. Data collection techniques include observation, questionnaires, and documentation. Data analysis used statistical analysis consisting of questionnaire percentages and independent t-tests. The results of the research on students in class VI SDN 04 Popayato which is an experimental class 1 showed an average percentage of the conservation character questionnaire of 86.82% and the digital literacy questionnaire was 88.55%, while students in class VI SDN 09 Popayato which was an experimental class 2 showed an average -the average percentage of the conservation character questionnaire is 70.60% and the digital literacy questionnaire is 72.03%, the results of the t-test of the conservation character questionnaire and the digital literacy questionnaire show 0.00 > 0.05 meaning there is a difference in growing conservation character and digital literacy skills in natural science subjects at school coast.
Pengembangan Poster Anatomi Tubuh Manusia Berbantuan Augmented Reality (AR) pada Materi Sistem Endokrin Manusia bagi Peserta Didik di SMA Negeri 1 Suwawa Aditya Z. Mangge; Herinda Mardin; Muh. Nur Akbar; Masra Latjompoh; Margaretha Solang
Biocaster : Jurnal Kajian Biologi Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v5i4.748

Abstract

This study aims to determine the level of validity and practicality of human anatomy posters assisted by Augmented Reality (AR) on the human endocrine system material for students at SMA Negeri 1 Suwawa. This study is a type of research and development (R&D) with the ADDIE model, which includes three stages: Analyze, Design, and Develop. Data collection instruments consist of validation sheets from media experts and material experts, as well as teacher and student response questionnaires. The results of the study indicate that the developed learning media obtained a validity percentage from media experts of 93% with a very valid category, while from material experts it was 62.22% with a valid category. The practicality test showed a teacher response of 100% and a student response of 90%, both of which are included in the very practical category. These findings indicate that AR-assisted human anatomy poster media is suitable for use in biology learning, because it is able to facilitate students in understanding the concept of endocrine system anatomy visually and interactively. The implication of this research is that AR-based media can be an innovative alternative for biology teachers in developing 21st-century learning that emphasizes visualization, interactivity, and students' conceptual understanding.
Pengembangan Media Pembelajaran Augmented Reality Card Berbantuan Aplikasi Assemblr Edu pada Materi Sistem Pencernaan Manusia bagi Peserta Didik Kelas XI di MAN 1 Boalemo Pransiska Sunarti Daud; Herinda Mardin; Muh. Nur Akbar; Djuna Lamondo; Nurul Fajryani Usman
Biocaster : Jurnal Kajian Biologi Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v5i4.773

Abstract

This study aims to describe the validity and practicality of Augmented Reality Card learning media assisted by the Assemblr Edu application on the human digestive system material for grade XI students at MAN 1 Boalemo. The method used in this study is the research and development method with the ADDIE model which includes three stages, namely analyze, design, and develop. The data collection instruments in this study consisted of a needs analysis questionnaire, interviews, media validity test sheets, material validity test sheets, and teacher and student response questionnaires. The results of the study showed that the validity of Augmented Reality Card learning media on human digestive system materials obtained a percentage of 90% of media experts with very valid criteria, and 93.3% of material experts with very valid criteria. The test of the practicality of learning media was seen through the results of the teacher response questionnaire which obtained a percentage of 95% and the student response questionnaire of 88% with very practical criteria. The assessment obtained from user responses, namely teachers and students as a whole, was 91.5% which was indicated as a practical value. Based on the results of the research, it can be concluded that Augmented Reality Card learning media assisted by the Assemblr Edu application on human digestive system materials is declared valid and practical, so it is suitable for use as a tool in learning biology, especially human digestive system materials.
PERAN GURU PENGGERAK DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SMA NEGERI 1 TIBAWA PROVINSI GORONTALO Herinda Mardin; Ilyas H. Husain; Hartono D. Mamu
Jurnal Bionatural Vol. 11 No. 2 (2024): JURNAL BIONATURAL
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

An independent curriculum that emphasizes the learning process to meet the learning needs and characteristics of students. Driving teachers are the spearhead in implementing the independent curriculum, their role is very important. The aim of this research is to explain the role of driving teachers in implementing the independent curriculum at SMAN 1 Tibawa in Gorontalo Province because their role is important and difficult. This research is qualitative research using descriptive analysis techniques with library research. This research aims to determine the role of the 9 driving teachers at SMAN 1 Tibawa in the implementation of the Merdeka curriculum. The data collection technique used a questionnaire on the role of teachers in implementing the Merdeka curriculum and analyzed using descriptive analysis techniques. The results of this research are that the role of the driving teacher in implementing the Merdeka curriculum at SMA Negeri 1 Tibawa, Gorontalo Province consists of 6, namely First, a driving teacher functions as a driving force in the learning community for his fellow teachers at school and in his environment. In this situation, teachers act as coaches for other teachers to improve their own abilities; secondly, they act as a driving force to improve student leadership in a better way; third, they are responsible for creating a forum or platform for discussion and collaboration with other teachers and working together to improve the quality of learning; fourth, they are responsible for creating a pleasant, calm and comfortable learning atmosphere for all students; Fifth, driving teachers must always develop themselves which of course has an impact on improving the quality of learning; sixth, driving teachers as motivators for students and other teachers.
Co-Authors A.S. Alonemarera Abdjul, Tirtawati Abdul Rahim Abdul Rasyid abrar, ahmad Abubakar Sidik Katili Adam, Rosdiana Aditya Z. Mangge Alfi Sahri Remi Baruadi Alisa H. Kadir, Nur Amirudin Y. Dako Anapia, Sitriyanti Ani M. Hasan Anisa Handani Uno Anita I. Sado Arafat, Muhammad Yasser Aryati Abdul Badia, Vicha Pebrianti Baharuddin Baharuddin Baharuddin Baharuddin Chairunnisah J Lamangantjo D. Uno, Wirnangsi Darti Asriani Daud, Pransiska Sunarti Desy Nuraini Lakutu Devi Bunga Pagalla Dewi Wahyuni K. Baderan Dian Alfiani Din Uno, Wirnangsi Djuna Lamondo Elya Nusantari Fahri, Naufal Wima Al Fatchur Rohman Febriyanti Febriyanti Febriyanti febriyanti febriyanti Frida Maryati Yusuf H. Husain, Ilyas Hafid Rahmandan Hapsawati Taan Hariana Hariana Hariana Hariana Hariana Hariana Hariana Hariana Hartono D Mamu Hartono D. Mamu Hartono D. Mamu HASAN, ANI M. Hasan, Fardyansjah Hasanuddin Hasanuddin Hendra Uloli Husain , Ilyas H. Husain, Ilyas Husain, Ilyas H. Ibrahim, Darwin Ilyas H. Husain Ilyas Husain Intan Permatasari Irhamna Inaku Jumadil Jusna Ahmad Kalbi, Kalbi La Nane Lamante, Sukmawati Larosa, Esta Ledy Muthmainnah Y. Syahril Lilan Dama Linda Tri Antika, Linda Tri Liytan, Elan Oktavia M. Hasan, Ani M. Iqbal Liayong Pratama M. Yogi Riyantama Isjoni Mangge, Aditya Z. Margaretha Solang Marini Susanti Hamidun Masra Latjompoh Meilan Demulawa Mimien Henie Irawati Moha, Siti Nurliana Muh. Nur Akbar Muhammad Anas Muhammad Yasser Mustamin Ibrahim Mustaqimah, Nur Nadia Fajri Panyilie Noka, Isara Abda Novi Safitri Lamangida Nur Hayati Nur Mustaqimah Nurhayati Nurhayati B. Nurul Fajryani Usman Nurul Maulida Alwi Pobela, Juliani Pramudibyo, Sugeng Pransiska Sunarti Daud Prasetyawati, Fila Rahmatia Ramlawati, Ramlawati Riska Iman Rusman, Rizkiyanto Sabrina Mohamad, Sitti Sadikin, Agriani Safri Muhaimin Datau Sindyawati Lasangole Sitti Resti Despianti Sri Ayu Ashari Sri Deysi Ramna A. Pakaya Sri Fujiatun Mardjun Sudiarta, I Made Supartin, Supartin Syahriani Syahriani Syam S. Kumaji Syamsul Tamboo, Cicin Igirisa Tiska Rasyid Trifandi Lasalewo Uno, Wirnangsi Din. Usman, Nurul Fajriyani Waode Eti Hardianti Wirnangsih D. Uno Wiwin Kobi Yuliana Retnowati Yuszda K Salimi Zuliyanto Zakaria