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All Journal Biology Teaching and Learning Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Indo-MathEdu Intellectuals Journal
Muarifah, Muarifah
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Biochemistry, Genetics & Molecular Biology Education Mathematics Other

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The Influence of The Super Item Learning Model on The Biology Learning Outcomes Of High School Students Muarifah, Muarifah; Hiola, Siti Fatmah; Bahri, Arsad; Muis, Abd.; Palennari, Muhiddin
Biology Teaching and Learning Vol 8, No 1 (2025): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i1.73612

Abstract

Abstract. This study aims to determine the effect of super item learning model on biology learning outcomes of high school students. This type of research is a pseudo experiment with pretest-posttest control group design. The research population included all students of class XI SMAN 1 Gowa, the research sample consisted of class XI MIPA 4 as an experimental class with 36 students and class XI MIPA 5 as a control class with 36 students, selected using random sampling technique. The instrument used was multiple choice test. Data were analyzed using normality test, homogeneity test, and hypothesis testing with ANCOVA test. The results showed that the value of student learning outcomes in the experimental class experienced a significant increase with very good, good, and sufficient categories, but generally in the good category. This shows the effect of the super item learning model on the biology learning outcomes of high school students.Key words: learning outcomes, super items 
Efektivitas Model Pembelajaran Problem Posing Setting Think Pair Share pada Materi Bangun Ruang Sisi Datar terhadap Kemampuan Berpikir Kritis dan Kepercayaan Diri Mardiah, Ainun; Maryam, Andi; Marshanawiah , Andi; Muarifah, Muarifah
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2659

Abstract

This study aims to determine the effectiveness of the problem-posing learning model with the Think Pair Share (TPS) setting on flat-sided solid geometry material in relation to students' critical thinking skills and self-confidence. The study employs a pretest-posttest control group experimental design. The sample was randomly selected, followed by a pretest to measure initial abilities and a posttest to evaluate learning outcomes. The research instruments include lesson plans (RPP), student worksheets, pretest and posttest critical thinking tests, as well as a self-confidence questionnaire. Data were analyzed using a t-test for critical thinking skills and the Mann-Whitney test for self-confidence. The results show that the TPS learning model is more effective than conventional teaching methods in improving students' critical thinking skills and self-confidence in the flat-sided solid geometry material at SMP 23 Sinjai. Based on pretest data for critical thinking skills and self-confidence between the experimental and control classes, no significant average differences were observed. However, posttest analysis results indicate significant values of 0.021 for critical thinking and 0.002 for self-confidence, both of which are less than 0.05. This indicates that the problem-posing learning model with the TPS setting is more effective than conventional methods in enhancing students' critical thinking skills and self-confidence
STRATEGI PBL-GREEN UNTUK MENINGKATKAN LITERASI SAINS, KETERAMPILAN METAKOGNITIF, DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI Kadir, St. Fatima; Muarifah, Muarifah; Muhiddin Palennari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36610

Abstract

Biology learning in the 21st century faces challenges in enhancing students’ scientific literacy, metacognitive skills, and environmental awareness. Problem-Based Learning (PBL) and the Reading-Questioning-Answering (RQA) strategy have proven effective in empowering cognitive and metacognitive abilities; however, they have not explicitly integrated environmental education and ecolo-gical character formation. This article aims to synthesize relevant literature and introduce an innovative strategy called PBL-GREEN as an extension of PBL-RQA. The method employed is a literature study analyzing national and international journals and books related to PBL, RQA, scientific literacy, metacognition, and environmental education. PBL-GREEN integrates five key stages: Guided Rea-ding, Raising Questions-Answering, Exploring Problems, Environmental Action, and Nurturing Attitudes. This strategy has the potential to enhance scientific literacy through guided scientific reading, foster metacognitive skills through ques-tioning and reflection, and cultivate environmental care through real actions and ecological character development. Therefore, PBL-GREEN offers an integrative approach that connects knowledge, skills, and environment-based learning.
TPACK Dalam Pembelajaran Sains Abad 21: Systematic Literature Review Kadir, St. Fatima; Arifin, Arifah Novia; Ahqaf, Nurul Afifah; Muarifah, Muarifah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4316

Abstract

Penelitian ini bertujuan untuk meninjau secara sistematis Technological Pedagogical Content Knowledge (TPACK) dalam pembelajaran sains abad ke-21 yang mencakup 4C (Critical Thinking, Creativity, Communication, dan Collaboration). Penelitian ini menggunakan metode Systematic Literature Review (SLR) terhadap 31 artikel yang dipublikasikan antara tahun 2023 hingga 2025 melalui basis data Scopus. Hasil kajian menunjukkan bahwa tren penelitian TPACK dalam pembelajaran sains mengalami peningkatan selama tiga tahun terakhir, yang mencerminkan meningkatnya perhatian terhadap integrasi teknologi, pedagogi, dan konten dalam pendidikan abad ke-21. Analisis juga mengungkapkan bahwa Technological Pedagogical Content Knowledge (TPACK) berkontribusi signifikan terhadap penguatan keterampilan abad ke-21 melalui pembelajaran berbasis proyek, penggunaan teknologi inovatif seperti augmented reality (AR), virtual laboratory, dan artificial intelligence (AI), serta strategi pedagogis yang berpusat pada peserta didik. Secara keseluruhan dapat disimpulkan bahwa penerapan Technological Pedagogical Content Knowledge (TPACK) terbukti dapat mendorong pembelajaran sains yang lebih interaktif, kolaboratif, dan kontekstual, sekaligus memperkuat kompetensi berpikir kritis, kreatif, komunikatif, dan kolaboratif peserta didik.
Co-Authors Abd Muis Ahqaf, Nurul Afifah Ainun Mardiah Andi Marshanawiah Andi Maryam Arifah Novia Arifin, Arifah Novia Arsad Bahri Hiola, Siti Fatmah Kadir, St. Fatima Muhiddin Palennari