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All Journal Asatiza: Jurnal Pendidikan Bioeduca : Journal of Biology Education
Manik, Manganju
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Education Social Sciences

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Kesiapan Siswa SMP Negeri 2 Siberut Utara dalam Menghadapi Asesmen Nasional Berbasis Komputer Manik, Manganju
Asatiza: Jurnal Pendidikan Vol. 3 No. 1 (2022): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v3i1.422

Abstract

The Computer-Based National Assessment (ANBK) is a government program that aims to map the education quality of primary and secondary school in Indonesia. The purpose of this study was to find out: (1) a description of the student’s readiness in facing the ANBK, (2) what factors were the obstacles for student in preparation for ANBK. This type of research is qualitative research with a case study approach regarding the student’s readiness Utara in facing ANBK. Preparations made by students in facing ANBK include participating in the socialization carried out by teachers who serve as proctors and technicians. Then students participating in computer use training accompanied by teachers which are carried out after school. During this training the teacher provides motivational support to students to stay motivated, enthusiastic, and not worried in facing ANBK There are several obstacles to students' readiness to face ANBK, namely students have low technological literacy, limited available computer equipment, limited power sources as a resource for using computer equipment, and limited internet networks causing students to not be able to participate in simulations on the ANBK website. Although accompanied by obstacles during the preparation process, students have good readiness to participate in the implementation of ANBK, this can be proven by the implementation of ANBK well.
Implementasi Discovery Learning dalam Pembelajaran Biologi Materi Struktur dan Fungsi Jaringan Hewan Manik, Manganju; Harahap, Fauziyah
Bioeduca : Journal of Biology Education Vol. 3 No. 1 (2021): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v3i1.6529

Abstract

Penelitian Tindakan Kelas (PTK) ini dilakukan untuk mendapatkan hasil dari Implementasi Discovery Learning terhadap hasil belajar siswa pada materi struktur dan fungsi jaringan hewan di SMA Negeri 3 Medan. Sistem implementasi ini dilakukan dalam dua siklus, masing - masing siklus terdiri dari empat tahapan yaitu: perencanaan, tindakan, pengamatan (observation) dan refleksi. Terdapat 13 Kelas XI MIA sebagai populasi penelitian, di mana siswa kelas XI MIA-8 yang berjumlah 42 orang terdiri dari 20 siswa laki-laki dan 22 siswa perempuan sebagai subjek penelitian ini. Analisis data menggunakan teknik deskriptif kuantitatif. Peningkatan hasil belajar siswa  mengalami perubahan yakni 85,71% pada siklus ke I dan 97,62% pada siklus ke II. Kesimpulan dari  hasil penelitian menunjukkan bahwa adanya peningkatan hasil belajar siswa dan masuk ke dalam kategori tinggi.
Integrating AI with constructivist pedagogy for science education in marginalized regions: A systematic review Manik, Manganju; Rahmi, Ulfia
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3287

Abstract

Enhancing 21st-century competencies in frontier, remote, and disadvantaged (3T) regions remains challenging due to limited infrastructure, restricted digital access, and the need for culturally relevant science learning. This study employs a systematic literature review of selected peer-reviewed studies published between 2011 and 2025 to examine how constructivist-based science learning integrated with digital technology and artificial intelligence (AI) can support equitable education in low-resource contexts. The findings indicate that effective technology-enhanced learning in 3T regions is pedagogy-driven rather than technology-driven, grounded in the integration of constructivism, progressivism, and social reconstructionism. AI, learning management systems, and interactive digital media can support personalized learning, formative assessment, and the development of scientific literacy, numeracy, and digital literacy when embedded within adaptive instructional frameworks. However, the literature also reveals significant feasibility constraints related to digital access, teacher readiness, and ethical considerations. Therefore, context-aware, low-bandwidth, and teacher-mediated digital solutions are essential to ensure equitable and sustainable science learning in 3T regions.
Co-Authors Fauziyah Harahap Rahmi, Ulfia