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All Journal International Journal of Evaluation and Research in Education (IJERE) Biosfer: Jurnal Tadris Biologi Tadris: Jurnal keguruan dan Ilmu Tarbiyah Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Ibrahim, Nor Hasniza
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Immunology & microbiology Social Sciences Other

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Experiential learning using Google Classroom on students’ academic performance and motivation in language subject Ping, Loh Boon; Mohd Zaid, Norasykin; Ibrahim, Nor Hasniza; Surif, Johari; Megat Zakaria, Megat Aman Zahiri; Permadi, Hendro
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.29489

Abstract

This study investigates the effectiveness of experiential learning using Google Classroom on year 2 students’ academic performance and motivation in Malay language. This study also highlighted the elements in Google Classroom’s experiential learning that motivate students to achieve academic performance. The study conducted with 32 students at Chinese primary school in Johor Bahru; utilized online pre-tests, post-tests, and 5-point Likert scale online questionnaire to identify students’ motivation level. Results revealed significant improvements in students’ Malay language post-test scores, indicating the effectiveness of experiential learning using Google Classroom. Descriptive statistics showed a high level of student motivation, significantly motivated by the experiential learning treatment using Google Classroom, with the materials provided by the teacher being the most preferred by students and effective element in motivating them to achieve academic success. The study suggests that implementing experiential learning with Google Classroom positively influences academic performance in Malay language. Teachers, schools, and communities are suggested to review current learning methods and platforms; and strive to incorporate experiential learning through Google Classroom to enhance students’ academic performance in Malay language. Future studies are encouraged to provide more reliable data, particularly within the context of Chinese primary schools in Malaysia, to further enrich educational practices.
Project-based environmental module for indigenous students in Malaysia Ee, Low Suan; Ibrahim, Nor Hasniza; Surif, Johari; Abdullah, Abdul Halim; Abdul Talib, Corrienna
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.32047

Abstract

The removal of forests has become a major challenge for indigenous students in Malaysia called Orang asli. The younger generations of Orang asli need to equip themselves with relevant knowledge to deal with changes within their living environment. However, they faced difficulties during learning such as irrelevant curriculum, lack of materials and inappropriate approaches. A project-based environmental module is constructed which employs the analyze, design, develop, implement and evaluate (ADDIE) instructional model with three projects: the construction of habitat, soil acidity and infiltration of pesticides. This study aimed to develop this module and assess its suitability to inculcate scientific attitudes and noble values among the Orang asli primary six students. The data were collected through validation questionnaires that were given to three validators. The data obtained are further analyzed to identify their improvement towards the module. The validation results show that the module is very feasible (85.83%) to be used. Many opine that this module creates a learning experience for them through scientific reasoning, inquiring, cooperating, and decision-making so that they find the relevancy of knowledge in the Orang asli context. The enhancement of this module provides useful educational guidance to learn environmental knowledge from a scientific perspective.
How can the ASICC learning model improve students' critical thinking skills on green/blue economy issues? Santoso, Agus Muji; Primandiri, Poppy Rahmatika; Maulina, Dina; Zubaidah, Siti; Ibrahim, Nor Hasniza
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 10 No. 02 (2025): Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v10i02.2407

Abstract

Learning that integrates the green/blue economy through the ASICC model has improved students' critical thinking skills. However, there was currently no scientific explanation for this case. Therefore, this study was aimed to reveal how the ASICC learning model can improve students' critical thinking skills. The case study was conducted in a class that implementing the ASICC learning model. Data of critical thinking skills was collected using a critical thinking test instrument integrated with essay test questions for conceptual understanding. Learning activity scores at each stage of the ASICC model are assessed using a rubric that has been developed. Multiple regression analysis was used to obtain contribution scores for each stage of student learning activities. This study revealed that the interpretation stage has the highest influence or contribution compared to other stages, namely reaching 51.71% towards increasing students' critical thinking scores. In order to improve students' critical thinking scores through the ASICC model integrated with green/blue economy issues, teachers should allocate sufficient time to students at the interpretation stage.
Integrating SDGs into Problem-Based Learning on the Climate Change Material to Strengthen Students’ Science Literacy and Learning Motivation Maulina, Dina; Abdurrahman; Dewi, Pramita Sylvia; Meriza, Nadya; Riyanti, Marisky Catur; Fathimah, Ismah; Ibrahim, Nor Hasniza
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28619

Abstract

Integrating the Sustainable Development Goals (SDGs) into climate change instruction can provide an authentic context for Problem-Based Learning (PBL) and may enhance students’ scientific literacy and learning motivation. This quasi-experimental study employed a non-equivalent control-group pretest–posttest design with 65 tenth-grade students from SMA Muhammadiyah 2 Bandar Lampung (Indonesia), selected through purposive sampling. The experimental group learned through SDG-oriented PBL, while the control group received guided inquiry instruction. Data were collected using a scientific literacy test and a learning motivation questionnaire; interviews and a student response questionnaire were used to enrich interpretation. Learning gains were calculated using normalized gain (N-gain). Because the data violated normality and homogeneity assumptions, group differences were tested using the Mann–Whitney U test, followed by effect size estimation and correlation analysis. The experimental group achieved a moderate improvement in scientific literacy (N-gain = 0.55) with a large effect size (0.63) and higher post-intervention learning motivation (M = 82.00). A firm positive relationship was observed between scientific literacy and learning motivation (r = 0.97, p < .001). Overall, SDG-oriented PBL on climate change shows promise for strengthening students’ scientific literacy and learning motivation. The findings suggest that integrating SDGs into science education can be an effective strategy for improving both students’ cognitive and affective learning outcomes, providing implications for educators to adopt context-based and meaningful learning approaches in teaching climate change and other global challenges.
Integrated SDGs in PBL with Ethnocomics Rempong Damar to Stimulate Students' Critical Thinking Skills and Sustainability Awareness Maulina, Dina; Abdurrahman, Abdurrahman; Nurhanurawati, Nurhanurawati; Meriza, Nadya; Fathimah, Ismah; Priadi, Median Agus; Balqis, Balqis; Ibrahim, Nor Hasniza
Biosfer: Jurnal Tadris Biologi Vol 17 No 1 (2026): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v17i1.29565

Abstract

This study explores how SDGs-integrated Problem-Based Learning (PBL), supported by Repong Damar ethno-comics, contributes to the development of students’ critical thinking and sustainability awareness. A quasi-experimental approach with a non-equivalent control group design was applied to two tenth-grade classes at Senior High School Perintis Bandar Lampung selected purposively. Students’ critical thinking was assessed using essay tests, while sustainability awareness was measured through questionnaires. The findings revealed a statistically significant difference between groups (p < 0.05). The experimental class demonstrated a higher N-gain (0.64, moderate) compared to the control class (0.47, moderate). In addition, sustainability awareness in the experimental group reached a high category (85.8%). These results highlight the potential of combining SDGs-oriented PBL with culturally relevant media to create meaningful learning experiences that support both cognitive and sustainability-related competencies. Integrasi SDGs dalam Problem-Based Learning Berbantuan Etnokomik: Pengaruhnya terhadap Keterampilan Berpikir Kritis dan Kesadaran Keberlanjutan Siswa ABSTRAK: Penelitian ini mengkaji peran pembelajaran Problem-Based Learning (PBL) terintegrasi SDGs yang didukung etno-komik Repong Damar dalam mengembangkan keterampilan berpikir kritis dan kesadaran keberlanjutan siswa. Metode yang digunakan adalah kuasi eksperimen dengan desain non-equivalent control group pada dua kelas X SMA Perintis Bandar Lampung yang dipilih secara purposive. Data keterampilan berpikir kritis diperoleh melalui tes esai, sedangkan kesadaran keberlanjutan diukur menggunakan angket. Hasil penelitian menunjukkan adanya perbedaan signifikan antara kedua kelompok (p < 0,05). Kelompok eksperimen memiliki nilai N-gain lebih tinggi (0,64, kategori sedang) dibandingkan kelompok kontrol (0,47, kategori sedang). Selain itu, tingkat kesadaran keberlanjutan pada kelompok eksperimen berada pada kategori tinggi (85,8%). Temuan ini menunjukkan bahwa integrasi PBL berbasis SDGs dengan media kontekstual berbasis budaya lokal mampu memberikan pengalaman belajar yang bermakna serta mendukung pengembangan kemampuan kognitif dan kesadaran keberlanjutan siswa.
Co-Authors Abdul Talib, Corrienna Abdullah, Abdul Halim Abdurahman Abdurrahman Agus Muji Santoso Balqis Balqis Dina Maulina Ee, Low Suan Ismah Fathimah, Ismah Johari Surif, Johari Median Agus Priadi Megat Zakaria, Megat Aman Zahiri Meriza, Nadya Mohd Zaid, Norasykin Nurhanurawati Nurhanurawati Permadi, Hendro Ping, Loh Boon Poppy Rahmatika Primandiri Pramita Sylvia Dewi Riyanti, Marisky Catur Siti Zubaidah