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All Journal Bioscience Bioeducation Journal Jurnal Pendidikan Biologi Indonesia Bio Ilmi: Jurnal Pendidikan Jurnal Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) PENDIPA Journal of Science Education Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi JURNAL PENDIDIKAN TAMBUSAI Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Journal on Education Bioedusiana: Jurnal Pendidikan Biologi Atrium Pendidikan Biologi Jurnal Mangifera Edu Jurnal Pendidikan dan Konseling Penbios: Jurnal Pendidikan Biologi dan Sains Jurnal Ilmiah Profesi Pendidikan Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal On Teacher Education (Jote) Sustainable: Jurnal Kajian Mutu Pendidikan Journal of Digital Learning and Education BIOCHEPHY: Journal of Science Education Al-Alam : Islamic Natural Science Education Journal Ta'dib Symbiotic: Journal of Biological Education and Science Jurnal Serambi Biologi Biodik: Jurnal Ilmiah Pendidikan Biologi
Zulyusri, Zulyusri
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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Journal : Journal of Digital Learning and Education

 1 
Meta-Analisis: Pengaruh Bahan Ajar Berbasis Pendekatan STEM Pada Pembelajaran Ekologi Tomi Apra Santosa; Abdul Razak; Lufri Lufri; Zulyusri Zulyusri; Elmayana Fradila; Fitri Arsih
Journal of Digital Learning and Education Vol. 1 No. 1 (2021): APRIL
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v1i01.24

Abstract

Abstrak: Tujuan penelitian ini untuk menganalisis pengaruh bahan ajar ekologi berbasis pendekatan STEM terhadap pembelajaran Abad-21. Metode penelitian ini adalah meta-analisis dengan menelaah sumber data yang berasal dari jurnal nasional atau internasional terbitan empat tahun terakhir (2016-2020). Hasil penelitian menunjukan bahwa studi meta-analisis berpengaruh pada bahan ajar ekologi berdasarkan pendekatan STEM berdasarkan tingkat pendidikan, jenis media yang digunakan, dan pendekatan STEM dalam pembelajaran ekologi. Temuan penelitian menunjukkan bahwa pengaruh bahan ajar ekologi berdasarkan pendekatan ilmiah memiliki harga rata-rata lebih tinggi di tingkat SMA dibandingkan dengan sekolah dasar dan menengah pertama. Harga ukuran efek rata-rata untuk tingkat pendidikan menengah atas, menengah pertama dan dasar adalah: 1,63; 1,56; dan 1,19 pada kategori tinggi. Sedangkan dari segi media pembelajaran akan lebih efektif jika diaplikasikan dalam modul, dibandingkan dengan media lain, rata-rata effect size modul, LKS/LKPD, dan bahan ajar masing-masing adalah: 2,05; 1,14; dan 0,62 pada kategori tinggi. Berdasarkan hasil belajar kognitif dan keterampilan siswa, pengaruh harga rata-rata terhadap effect size proses sains, hasil belajar, berpikir kritis, dan pemecahan masalah adalah 1,32; 1,61; 2.32; dan 1.83 dengan kategori tinggi maka diikuti kompetensi siswa dengan memberikan pengaruh pada kategori sedang yaitu: 0,61. Kata Kunci: Bahan Ajar, Pendekatan STEM, Ekologi Abstract: The purpose of this study was to analyze the effect of ecology teaching materials based on the STEM approach on 21st-century learning. This research method is a meta-analysis by examining data sources from national or international journals published in the last four years (2016-2020). The results showed that the meta-analysis study affected ecology teaching materials based on the STEM approach based on the level of education, the type of media used, and the STEM approach in ecological learning. The research findings showed that the effect size of ecological teaching materialbased on scientific approach has a higher average prize at senior secondary level compared to primary and junior secondary. The average effect size prices for senior secondary, junior secondary, and primary education levels were: 1.63; 1.56; and 1.19 in the high category. Meanwhile, in terms of learning media, it will be more effective if applied in modules, compared to other media, the average effect size of the module, student worksheet, and teaching materials respectively are: 2.05; 1.14; and 0.62 in the high category. Based on students' cognitive learning outcomes and skills, the effect of the average price on the effect size of the science process, learning outcomes, critical thinking, and problem-solving was 1.32; 1.61; 2.32; and 1.83 with the high category, followed by student competence by giving influence to the medium category, namely: 0.61. Keywords: Teaching Materials, STEM, ecology
Evaluation of Blended Learning in Biology Subject at State Senior High School 1 in Jambi City, Indonesia Mico Arisanto; Zulyusri Zulyusri; Lufri Lufri
Journal of Digital Learning and Education Vol. 3 No. 1 (2023): APRIL 2023
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v3i1.579

Abstract

The aim of this research is to evaluate the implementation of blended learning in the biology subject at State Senior High School 1 in Jambi City, considering various aspects such as context, input, process, and product, as well as analyzing the inhibiting factors of blended learning implementation in the biology subject. This study used a descriptive evaluation research method, utilizing the CIPP evaluation model, and was conducted at State Senior High School 1 in Jambi City. The data was collected through questionnaires and interviews and analyzed both quantitatively and qualitatively. The evaluation results of the context, input, process, and product aspects showed that the implementation of blended learning in the biology subject at State Senior High School 1 in Jambi City has been quite successful and has achieved the objectives of blended learning, which are to accommodate the needs of both students and teachers to achieve all aspects of biology learning competencies. However, inhibiting factors of the blended learning implementation model were identified, including communication technology, such as unstable internet networks, discomfort in interpersonal communication between students and teachers, lack of understanding among students of digital media communication culture, levels of stress and decreased learning motivation, non-conducive learning environment, and low commitment and empathy from teachers.
Analysis of the Importance of Enhancing the Qualifications of Biology Teachers as Professional Educators in the 21st Century Digital Era Wuri Julita; Zulyusri Zulyusri
Journal of Digital Learning and Education Vol. 3 No. 2 (2023): AUGUST
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v3i2.744

Abstract

In the ever-evolving digital era of the 21st century, the realm of education stands at the precipice of transformation. This comprehensive review synthesizes a series of scholarly articles that delve into the pivotal role of enhancing teacher qualifications in shaping a dynamic and effective pedagogical landscape. The synthesis encompasses multifaceted dimensions, each contributing to the symphony of educational excellence. Academic qualifications, pedagogical strategies, and nurturing relationships emerge as foundational pillars, while the fusion of technology, pedagogy, and content knowledge (TPACK) underpins innovative teaching approaches. The review further illuminates the significance of Industry 4.0 expertise, emphasizing the necessity of special qualifications to navigate the evolving digital milieu. Training emerges as a crucible for forging comprehensive competencies, including pedagogical, professional, personal, and social dimensions, while positive work behavior enriches the educational tapestry with values and ethics. Adequate welfare and lifelong learning converge to empower educators, catalyzing optimal performance and nurturing a culture of continuous growth. This synthesis underscores the transformative potential of educator qualifications and competencies, offering insights that resonate with the trajectory of modern education and shape the future of learning.
Co-Authors Abdul Rahman Abdul Razak Abi Suwars Achyar, Afifatul Afifah Pamela Ahmad Subari Ahmad Syukri Al Fahrurz Ardi Ardi Asya Kharisma Atifah, Yusni Ayu Melisa Putri Azwir Anhar Azwir Azwir Berlian Anggraini Desi Wahyuni Despia Lailatul Putri Eby Restudila Elismawati Elismawati Elmayana Fradila Elsa Yuniarti Fadika Hayyuni Fadillah Mutia Festiyed Fitri Arsih Fitri Arsih Hadeli Hadeli Hasna Luthifah Heffi Alberida Helendra Helendra . Helka Yuliati Helsa Rahmatika Hidayat Al Azmi Ida Elfira Ilwandri Ilwandri Indra Hartanto Intan Fathia Rahmi Irdawati Irdawati Isnaini Nur Habibah Jumatul Hafsah Khairatunnisa Khairatunnisa Khodzijah Nur Amalia Kurnia Wulansari Laila Kurnia Sari Lenti Supriwardi Linda Advinda Lucy Petra Kamelsa Lufri Lufri Masyithah Imania Maynisa Putri Melandi Wimudi Melitha Aurora Hasanti Mico Arisanto Muhamad Sholichin Muhyiatul Fadilah Nafisha Vebiola Irani Nanta Mulia Nella Fauziah Nindya Ananda Latifa Nining Efriani Nisa Al Mukarromah Nisrina Zakia Khalel Noni Fatillah Noveridha Utama Novi Indah Lestari Novia Afriliska Novica Ashari Pingki Lestari Putri Sarinami Rahma Lestari Rahmadhani Fitri Rahmawati Darussyamsu Rahmawati Darussyamsu Rahmi Suci Nadira Rahmita Mawadah Ramadhan Sumarmin Relsas Yogica, Relsas Restu Fitriani Revi Gina Gunawan Revi Gina Gunwan Rhavy Ferdyan Ria Anggriyani Ristiono Ristiono Sa'diatul Fuadiyah Sa’diatul Fuadiyah Selaras, Ganda Hijrah Selvi Seftiani Septu Yoelianty Sukma Sintia Putri Suci Fajrina Suhaimi . Tiffany Mantoviana Tomi Apra Santosa Tomi Apra Santosa Tomi Apra Santosa Santosa Upris Yastati Violita Violita Weni Febrianti Wirda Taufik Wuri Julita Yayat Suharyat Yosi Laila Rahmi