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All Journal International Journal of Evaluation and Research in Education (IJERE) Bio-Pedagogi : Jurnal Pembelajaran Biologi Biosfer: Jurnal Tadris Biologi Proceeding International Conference on Global Resource Conservation Jurnal Pendidikan Biologi Indonesia Jurnal Florea Jurnal Dinamika Pengabdian (JDP) Al Ishlah Jurnal Pendidikan DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Biosfer: Jurnal Pendidikan Biologi JURNAL PENDIDIKAN TAMBUSAI Jurnal Kreativitas PKM Bioedusiana: Jurnal Pendidikan Biologi Atrium Pendidikan Biologi Jurnal Review Pendidikan dan Pengajaran (JRPP) UNM Environmental Journals Jurnal Biogenerasi AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Paedagogy Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Community Education Engagement Journal JIPB (Jurnal Inovasi Pembelajaran Biologi) Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Kajian Pendidikan IPA Concept: Journal of Social Humanities and Education Biology and Education Journal (BaEJ) Jurnal Penelitian Ilmu Pendidikan Indonesia Multiverse: Open Multidisciplinary Journal Jurnal Edukasi Biologi Cendikia: Jurnal Pendidikan dan Pengajaran Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika AMPLITUDO: Journal of Science & Technology Innovation Jurnal Edukasi Pengabdian Masyarakat: EDUABDIMAS Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Pendidikan Sains dan Teknologi Terapan Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) DIDAKTIKA Hawa : Jurnal Pemberdayaan Dan Pengabdian Masyarakat (HAWAJPPM) PAIDAGOGIA Jurnal Ilmu Pendidikan Biologi dan IPA Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK) JIPI (Jurnal IPA dan Pembelajaran IPA)
Nurkhairo Hidayati
Biology Education Department, Faculty Of Teacher Training And Education, Universitas Islam Riau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Kajian Awal Pengembangan E-LKPD Berbasis Deep Learning Untuk Mata Pelajaran Ipa Kelas VIII SMPN 4 Siak Hulu Laily Rahmahwati; Nurkhairo Hidayati
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 1 (2026): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i1.1134

Abstract

This study aims to analyze the need for developing a deep learning–based Electronic Student Worksheet (E-LKPD) for science learning in Grade VIII at UPT SMP Negeri 4 Siak Hulu. The study employed a descriptive quantitative approach to obtain a comprehensive overview of teachers’ and students’ needs related to digital learning media. The research subjects consisted of one science teacher and 36 students of class VIII.2. Data were collected through classroom observations, structured interviews with the science teacher, and questionnaires distributed to students. Interview data were analyzed using descriptive qualitative techniques, while questionnaire data were analyzed quantitatively by calculating the percentage of needs based on predetermined criteria. The results indicated that the need for digital learning media reached 85%, categorized as very high. The suitability of learning media to students’ characteristics obtained a percentage of 80%, also categorized as very high. Meanwhile, the availability and utilization of learning media in schools reached 73%, categorized as needed. Students’ expectations toward the development of a deep learning based E-LKPD reached 80%, indicating a very high level of need. Teacher interview results supported these findings, revealing that digital learning media, particularly E-LKPD, are required to enhance students’ motivation, active engagement, learning independence, and understanding of abstract science concepts. These findings indicate that the development of a deep learning–based E-LKPD is highly necessary as an innovative learning solution to support effective, interactive, and meaningful science learning in accordance with the characteristics of 21st-century learners.
Eksplorasi Persepsi Guru Terhadap Modul Ajar Biologi Berbasis Inkuiri Di Sma Negeri 5 Pekanbaru Hafifa Nur Ramadhani; Mellisa; Nurkhairo Hidayati
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 1 (2026): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i1.1195

Abstract

Abstract Biology learning requires active student involvement in the concept discovery process, yet the availability of teaching materials facilitating such activities remains limited. This study aims to explore biology teachers' perceptions regarding the development of inquiry-based teaching modules at SMA Negeri 5 Pekanbaru. The approach used was mixed methods with a sequential explanatory design. The subjects consisted of three biology teachers selected using purposive sampling technique. Data collection was conducted through perception questionnaires and semi-structured interviews. Data analysis techniques employed descriptive statistics for quantitative data and thematic analysis for qualitative data. The results showed that teacher perception was classified as positive with an overall average percentage of 77.50%. The indicator of module needs and relevance obtained the highest score of 81.67%, indicating a high urgency for the availability of innovative teaching materials. Meanwhile, the support and barriers indicator obtained the lowest score of 73.33%. Qualitative analysis revealed that although teachers had a good conceptual understanding of inquiry, classroom implementation was constrained by time management and administrative burdens. There is a discrepancy between teachers' pedagogical competence in designing modules and the technical operational constraints in the field. This study concludes that teachers strongly require ready-to-use inquiry-based teaching modules and expect expert assistance in their development to enhance the quality of biology learning.
Validitas Dan Reliabilitas Instrumen Regulasi Diri Untuk Siswa Kelas Xii SMA Marini Fitria; Nurul Fauziah; Nurkhairo Hidayati
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 1 (2026): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i1.1256

Abstract

Penelitian ini dilakukan untuk menilai validitas dan reliabilitas instrumen regulasi diri yang diterapkan pada siswa kelas XII SMA, mengingat regulasi diri berperan penting dalam menunjang kemandirian serta keberhasilan belajar siswa, khususnya pada jenjang akhir pendidikan menengah dengan tuntutan akademik yang semakin kompleks. Penelitian menggunakan pendekatan kuantitatif dengan desain pengujian instrumen, melibatkan 23 siswa kelas XIII IPA 6 SMA Negeri 2 Pekanbaru sebagai subjek penelitian. Data dikumpulkan secara daring melalui angket regulasi diri yang disusun berdasarkan empat indikator utama, yaitu perencanaan belajar, pemantauan diri, pengendalian diri, serta refleksi dan evaluasi diri. Pengujian validitas dilakukan menggunakan korelasi Product Moment Pearson antara skor item dan skor total, sementara reliabilitas instrumen dianalisis menggunakan koefisien Cronbach’s Alpha dengan bantuan perangkat lunak SPSS. Hasil analisis menunjukkan bahwa seluruh 20 butir instrumen memiliki tingkat reliabilitas yang sangat tinggi, sehingga instrumen regulasi diri yang dikembangkan dinyatakan valid, reliabel, dan layak digunakan untuk mengukur regulasi diri siswa kelas XII SMA.
Integration of Higher Order Thinking Skills and Biological Literacy Among Students: A Gender Comparison Study Gita Septi Rahmadwi; Iffa Ichwani Putri; Nurkhairo Hidayati; Nurul Fauziah; Sepita Ferazona; Andri Hendrizal
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1884

Abstract

Measuring biological literacy and higher order thinking skills (HOTS) is crucial, yet evidence on how assessment types and gender impact these competencies remains limited. Therefore, this study aims to analyze students’ integrated HOTS in biological literacy based on assessment types and gender. Employing a quantitative approach with a comparative design involving 129 11th-grade high school students, comprising 42 males and 87 females. The research instrument consisted of a biological literacy integrated HOTS test comprising 20 multiple-choice questions and 5 essay questions on the human digestive system. The instrument was validated by learning experts and biology subject experts, and its reliability was tested using Cronbach’s alpha. Data were analyzed using descriptive statistics and an independent samples t-test. The results showed the instrument was highly valid category (92.71%) and reliable (0.785 for multiple-choice questions and 0.780 for essay questions). Findings revealed that students’ HOTS achievement on multiple-choice questions (80.89) was higher than on essay questions (62.33). Additionally, a significant gender difference was found 0.041 (<0.05), where female students achieved a higher average HOTS score than male students. This study indicates that integrating HOTS with biological literacy through graphical representations, tables, and images can support the assessment of students’ analytical, evaluative, and creative thinking skills in biology learning
Utilization of Generative Artificial Intelligence in Biology Learning: Expert and Empirical Validation Analysis in High School Students Lizawati Lizawati; Iffa Ichwani Putri; Nurkhairo Hidayati; Yeyendra Yeyendra; Andri Hendrizal
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.1889

Abstract

The rapid integration of generative artificial intelligence (AI) in education offers transformative potential, yet its implementation in specific subjects like biology often lacks validated evaluation instruments. This study aims to analyze the results of expert and empirical validation of the use of generative artificial intelligence in biology learning at the high school level. This study used a quantitative approach with an evaluative design. The main stages of the study consisted of expert validation and empirical testing. Data analysis was conducted descriptively and empirically. The empirical test was conducted on 35 high school students to test the validity and reliability of the items using correlation product-moment and Pearson. The results of the study indicate that the content validity index (CVI) analysis of the generative AI instrument in biology learning is highly valid, with an average indicator percentage of 94.17. The results of empirical testing of 40 questionnaires on the use of generative AI through product-moment correlation found 32 valid items (80%) and 8 invalid items (20%). Meanwhile, testing with Pearson correlation showed 22 highly significant items (55%), 6 significant items (15%), and 12 insignificant items (30%). The reliability test showed a value of 0.925 (highly reliable). Based on these findings, it can be concluded that the results of expert and empirical validation can be declared valid and reliable. Furthermore, this instrument can be implemented in schools
Visualization Animal Tissue: Development of a 3D E-Atlas Based on Problem-Based Learning with a Deep Learning Approach in High School Salsa Belia Ayu Tryani; Nurul Fauziah; Nurkhairo Hidayati; Iffa Ichwani Putri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20814

Abstract

This study aims to develop a 3D E-Atlas based on Problem-Based Learning (PBL) and an in-depth learning approach for teaching animal tissue at the senior high school level and to evaluate its validity and practicality. The study employed a Research and Development (R&D) method using the Plomp development model, which encompasses the preliminary investigation and prototyping stages. The research participants consisted of 67 Grade 11 students from two senior high schools in Riau Province, Indonesia. Data were collected through interviews, needs analysis questionnaires, expert validation sheets, and student practicality questionnaires. The development process involved curriculum analysis, instructional analysis, interviews, needs assessment, self-evaluation, expert feasibility testing, one-to-one evaluation, small-group evaluation, learner practicality testing, and documentation. The findings indicated that the developed 3D E-Atlas achieved a very high level of validity, as reflected in an expert validation score of 97%. Furthermore, the practicality test indicated that the media was categorized as very practical, with a score of 85% in the field test. These findings suggest that the integration of interactive 3D visualization with PBL syntax and immersive learning activities may support students’ learning motivation, engagement, and conceptual understanding of animal tissue. The contribution of this study lies in the development of innovative digital learning media for biology education by integrating 3D visualization technology with a student-centered learning approach to support interactive, contextualized, and meaningful 21st-century learning.
E-Module Focused on Problem-Based Learning Incorporating Medicinal Plants from Riau for Teaching About the Digestive System Laila Witra; Sepita Ferazona; Nurkhairo Hidayati; Nurul Fauziah
AS-SABIQUN Vol 8 No 5 (2026): SEPTEMBER
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i5.6553

Abstract

The limited availability of diverse, engaging, and contextually relevant learning resources remains a challenge in biology education, particularly in facilitating students’ understanding of the digestive system. This study aimed to develop a Problem-Based Learning (PBL) electronic module integrating local medicinal plants from Riau for Grade XI students. A Research and Development (R&D) approach was employed using the Analyze, Design, and Development phases of the ADDIE model. Participants comprised 72 students from SMAN 2 Siak Hulu and SMAN 03 Siak Hulu, selected through purposive sampling, as well as three expert validators and two biology teachers. Data were collected through interviews, needs-assessment questionnaires, expert-validation forms, student-response questionnaires, and documentation and were analyzed using qualitative and quantitative descriptive techniques. The electronic module achieved an overall validity score of 95%, comprising scores of 94% from the subject-matter expert and 96% each from the media and instructional experts. Student responses were also highly positive, with an overall score of 92% across visual design, readability, language, content, and presentation. These findings indicate that the developed electronic module is suitable as supplementary instructional material for teaching the digestive system. By integrating medicinal plants from Riau, the module contextualizes biological concepts within students’ familiar environment and offers a locally relevant resource for PBL-based instruction. Further research should undertake the Implementation and Evaluation phases of the ADDIE model and assess the module’s effectiveness in improving learning outcomes and other educational competencies. Keywords: Digestive System; Electronic Module; Local Medicinal Plants; Problem-Based Learning; Riau Contextual Learning
A Development of Module for Grade XI Students: A Preliminary Study at SMAN 2 Siak Hulu Alia Ramadani; Nurkhairo hidayati; Putri Ade Rahma Yulis
DIDAKTIKA Vol. 3 No. 1 (2025): April 2025
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v3i1.89

Abstract

This study examines teachers' experiences designing instruction, particularly regarding instructional models and teaching materials used in the classroom. The research stems from issues in the field, namely the lack of updated teaching materials such as e-modules. To address this, the researcher interviewed teachers, exploring their teaching experiences and their design and use of teaching materials. The study was conducted at SMA Negeri 2 Siak Hulu in December 2024. Data collection techniques included questionnaires and interviews. The questionnaire data were analyzed using a Likert scale, while interview data were analyzed descriptively. This research employed a mixed-methods design, combining quantitative and qualitative approaches, specifically using a Sequential Explanatory model and an Interpretative Phenomenological Analysis (IPA) approach. The results showed that the questionnaire-based observation sheet indicated a teaching material needs score of 78.2% (high need). Interview findings revealed that teachers' experiences applying the Problem-Based Learning (PBL) model were well-structured and systematic. Moreover, the instructional model was integrated with a Scientific Approach that aligned with the students' characteristics, enhancing learning engagement and improving understanding of science literacy. Teachers perceived that the development of e-modules would greatly support both school-based and independent learning processes.
Needs Assessment for Developing Digital Learning Media in Chemistry for Grade XI Students at SMA Negeri 2 Siak Hulu Manja Septi Wulandari; Nurkhairo hidayati; Putri Ade Rahmayulis
DIDAKTIKA Vol. 3 No. 1 (2025): April 2025
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v3i1.90

Abstract

This study aims to analyse the needs for developing digital-based learning media for teaching chemistry in Grade XI of senior high school. The research was conducted at SMA Negeri 2 Siak Hulu in January 2025. Data collection techniques included questionnaires and interviews. The questionnaire data were collected using the Likert scale, while the interview data were analysed descriptively. This research employed a mixed-methods approach, combining qualitative and quantitative methods, with a phenomenological perspective using Interpretative Phenomenological Analysis (IPA). The results showed that the need for digital-based learning media at SMA Negeri 2 Siak Hulu reached 75%, categorised as "moderately needed." Furthermore, the interview findings supported the quantitative data, revealing that the school requires digital learning media development. Therefore, this study concludes that it is necessary to develop digital-based learning media to support the chemistry learning process for Grade XI students to enhance teaching effectiveness and student engagement.  
Critical Thinking Skills in Biology Learning: A Gender-Based Comparative Study among High School Students in Indonesia Sepita Ferazona; Nurkhairo Hidayati; Suryanti Suryanti; Linda Linda; Amelia Swastika; Nilofar Mulla; Muh. Azhar Kholidi
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.759

Abstract

Critical thinking skills are essential competencies in 21st-century biology learning because they enable students to analyze, evaluate, and interpret scientific evidence. This study aimed to analyze students’ critical thinking skills in biology learning based on gender and school differences. Quantitative comparative design was employed using a critical thinking skills test covering the indicators of interpretation, analysis, inference, evaluation, and explanation. The data were analyzed using descriptive statistics and a two-way ANOVA to examine the effects of gender, school, and their interaction. The results showed that students’ critical thinking skills were generally in the moderate category, with lower achievement in the inference and evaluation indicators, indicating that students still experienced difficulties in drawing evidence-based conclusions and critically evaluating biological information. The two-way ANOVA results revealed that both gender (F = 28.54, p < 0.001, Partial η² = 0.06) and school (F = 4.21, p = 0.02, Partial η² = 0.02) had significant effects on students’ critical thinking skills, whereas the interaction between gender and school was not significant (p = 0.69). Gender showed a stronger influence than school, as indicated by its higher F-value and larger effect size. These findings indicate that both individual characteristics and learning environments contribute to students’ critical thinking skills, although gender accounted for a greater proportion of the explained variance. Therefore, biology instruction should incorporate active and contextual learning strategies that accommodate learner diversity while fostering higher-order thinking and scientific reasoning
Co-Authors Ade Siti Khairunnisa Siregar Aisya, Selvira Al Abrar, Said Muhammad Alia Ramadani Alviany Dwi Syafitri Alvina Tuzzahra Salsabila Amelia Swastika Andi Andariana Andri Hendrizal Anthonia, Salshadilla Aprilia, Minel Apriza Fitriani Armayati, Leni Aulia, Nur Rahmatul Bekti Pardana, Sanovriharisa Budi, Setia Cahaya, Nilam Cahyana, Rendra Chairunnisa, Sheilla Danti Aulia Sari Delma Saputri Desti Desti Desti Desti, Desti Dhia Awalia Putri Diana Molly Edo Praguna Elfis Elfis, Elfis Farid Agung Prasetyo Fernandez, Vandi Fira Herlini Fitri Arsih Fitriyeni Fitriyeni Fitriyeni Fitriyeni, Fitriyeni Gita Septi Rahmadwi Gita Septi Rahmadwi Hafifa Nur Ramadhani Hajar , Ibnu Hasniyati, Hasniyati Heny Nurdiana Hermalia, Rosa Hidayah, Marissa Nur Ibnu Hajar Ibnu Hajar Ibnu Hajar Ichwani Putri, Iffa Iffa Ichwani Putri imania Imania Imania, Imania Jhanah Hafizah Kasih Maylani Laila Witra Laila Witra Laili Rahmi, Laili Laily Rahmahwati Lala Oktaviani Leni Armayati Leni Indriana Linda Linda Linda Safitri Lismayani Fauziyah Lizawati Lizawati Luthfi Qolbiah Maharani, Dhiyah Manja Septi Wulandari Marini Fitria Marwiyah Marwiyah Maylani, Kasih Mega Khairani Ulfa Meli Astriani mellisa Mellisa Mellisa Mellisa Mellisa, Mellisa Muh. Azhar Kholidi Mutiara Mutiara Nababan, Bunga Nabila Yenanta Nabila, Putri Naswa Adinda Ramadhani Nilam Cahaya Nilofar Mulla Novita Ayu Novriandini Nur Fitri Mitha Sayuti Nurani, Fitri Nurmalinda Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah Oktariani Oktaviani, Lala Pamayanti, Evi Pebriani Pebriani Peny Husna Handayani, Peny Husna Puspitasari, Sandra Putri Ade Rahma Yulis Putri Ade Rahmayulis Putri, Iffa Ichwani Putri, Nur Diana Rahmayulis, Putri Ade Rahmayumita, Restesa Rani, Dewi Atika Reni Gustriya Restesa Rahmayumita Restesa Rahmayumita Restesa Rahmayumita Restu Anastiya Riadatil Fitri Rika Deliana Rini Dwi Lestari Rini Dwi Lestari Rini Dwi Lestari, Rini Dwi Rini Santia Ritawati, Tengku Robiah, Siti Rosa Hermalia Safitri, Linda Said Muhammad Al Abrar Salsa Belia Ayu Tryani Salsa Mulani Putri Salsabila, Zahra Anandita Salshadilla Anthonia Santika, Rosi saputri, delma Sari Herlina Sari Nainggolan, Natalia sari, yelfira Selvi Rahma Yulita Selvira Aisya Sepita Ferazona Sepita Ferazona Sepita Ferazona Sepita Ferazona Septina Anggraini Simamora, Jenny Br Siska Ferastia Siska Firanda Siti Nurhalizah Siti Nurhayati Siti Robiah Siti Robiah Siti Sofea Siti Zubaidah Sri Amnah Sukarni Sulistiawati, Dea Sumandar Suryanti SURYANTI Suryanti Suryanti Suryanti Suryanti Suryanti Swastika, Amelia Tasya Bahira Tengku Idris, Tengku Tengku Ritawati Tengku Ritawati Tunnisa, Liza Fadillah Ummi Kalsum Vera Rahmadhani Wahyu Anggrayeni Wahyuni, Fadma Waltriandi, Yandri Windy Martuty Wiwit Yuli Lestari Wulandari Saputri, Wulandari Yandri Waltriandi Yandri Waltriandi yelfira sari Yeyendra Yeyendra Yeyendra Yeyendra Yunia Dwi Rahmawati Yustini, Suri Zakiah Rizky Riyanti