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All Journal Quagga Jurnal Florea Biodidaktika : Jurnal Biologi dan Pembelajarannya Jurnal Bioedukatika Bioedukasi: Jurnal Pendidikan Biologi Bioedusiana: Jurnal Pendidikan Biologi BIO-EDU: Jurnal Pendidikan Biologi ABSYARA: Jurnal Pengabdian Pada Masyarakat SN-Biosper Abdi Cendekia: Jurnal Pengabdian Masyarakat Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat
Rita Fitriani
Jurusan Pendidikan Biologi FKIP Universitas Siliwangi
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Implementasi e-Modul Interaktif Sundanese Edible Plants Melalui Problem Based Learning untuk Meningkatkan Plant Awareness Peserta Didik Wina Sakinah; Diana Hernawati; Rita Fitriani
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 1 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i1.705

Abstract

Rendahnya plant awareness peserta didik berpotensi menurunkan kepedulian terhadap tumbuhan dan kelestarian keanekaragaman hayati lokal. Dengan demikian, diperlukan inovasi pembelajaran yang kontekstual dan berbasis masalah guna meningkatkan kesadaran tersebut. Penelitian ini bertujuan untuk meningkatkan plant awareness peserta didik melalui implementasi e-modul interaktif Sundanese edible plants melalui problem-based learning (PBL) pada materi klasifikasi makhluk hidup di kelas X SMAN 2 Kota Tasikmalaya. Penelitian menggunakan quasi-experimental menggunakan rancangan non-equivalent control group design. Penentuan sampel dilakukan dengan purposive sampling sehingga diperoleh dua kelas, masing-masing 31 peserta didik. Instrumen berupa 19 soal pilihan majemuk tervalidasi yang mengukur empat domain plant awareness, yaitu persepsi visual terhadap tumbuhan, kemampuan mengkategorikan tumbuhan sebagai makhluk hidup, pengetahuan tentang tumbuhan, dan sikap terhadap tumbuhan, yang diukur melalui pretest dan posttest. Uji hipotesis menggunakan uji non-parametrik Quade’s Rank Test. Hasil penelitian menunjukkan perbedaan signifikan (Sig. = 0,000 < 0,05) dengan nilai partial eta squared (η²) sebesar 0,224 yang termasuk kategori efek besar. Temuan ini menunjukkan bahwa e-modul interaktif Sundanese edible plants melalui PBL efektif dalam meningkatkan plant awareness peserta didik. Penelitian ini turut berperan dalam pengadaan perangkat pembelajaran yang mengangkat potensi lokal guna mewujudkan edukasi biologi yang relevan serta berorientasi pada pelestarian tumbuhan.
Pelatihan Strategi Belajar Efektif untuk Meningkatkan Pemahaman dan Kebiasaan Belajar Siswa SMPN 2 Tasikmalaya Rina Fitriani; Ida Wati; Ai Anisa Asaidah; Suhartini Suhartini; Rita Fitriani; Dita Agustian
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.790

Abstract

Pendidikan tidak hanya menekankan penguasaan materi, tetapi juga kemampuan siswa dalam menerapkan strategi belajar yang efektif. Hasil survei awal di SMPN 2 Tasikmalaya menunjukkan bahwa kebiasaan belajar siswa masih berada pada kategori cukup, terutama pada aspek manajemen waktu, strategi belajar, kemandirian, dan konsentrasi belajar. Kondisi tersebut menyebabkan siswa cenderung belajar hanya saat menghadapi ujian dan belum memiliki pola belajar yang konsisten. Kegiatan pengabdian ini bertujuan meningkatkan pemahaman siswa mengenai strategi belajar efektif serta membangun kebiasaan belajar yang lebih positif. Kegiatan dilaksanakan pada April 2026 di SMPN 2 Tasikmalaya dengan melibatkan 35 siswa. Metode yang digunakan meliputi tahap persiapan, pelaksanaan, dan evaluasi. Pelatihan ini dilakukan melalui pendekatan active learning berupa diskusi, tanya jawab, dan refleksi belajar. Evaluasi kegiatan menggunakan pretest-posttest serta angket kebiasaan belajar siswa. Hasil kegiatan menunjukkan adanya peningkatan rata-rata nilai siswa dari 91,51 menjadi 93,90 dengan nilai N-Gain sebesar 0,28 kategori rendah. Hasil angket menunjukkan kebiasaan belajar siswa masih berada pada kategori cukup dengan persentase 51%–57%, yang menandakan bahwa siswa telah mulai menerapkan kebiasaan belajar positif, namun belum secara konsisten dalam mengelola waktu, menjaga konsentrasi, dan belajar mandiri. Meskipun demikian, siswa mulai menyadari pentingnya pengelolaan waktu, konsistensi belajar, dan pengurangan kebiasaan menunda belajar. Selain itu, sebagian besar siswa memberikan respon positif terhadap kegiatan yang dilaksanakan. Kegiatan pelatihan strategi belajar efektif mampu meningkatkan pemahaman awal siswa mengenai pentingnya strategi belajar yang terarah sebagai langkah awal membentuk kebiasaan belajar yang lebih mandiri dan positif.
Pemberdayaan Anak Usia Sekolah melalui Pengenalan Anthocya Latte sebagai Media Edukatif dalam Meningkatkan Literasi Gizi dan Alternatif Minuman Sehat Putri Syarifa; Yunita Ayudhia Anzani; Sri Raspati; Rita Fitriani; Dita Agustian
Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): RUANG PENGABDIAN: Jurnal Pengabdian kepada Masyarakat
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/rp/v6i1.hal.34-45

Abstract

Rendahnya literasi gizi pada anak usia sekolah dasar berdampak pada tingginya konsumsi jajanan dan minuman tinggi gula yang berpotensi menimbulkan berbagai masalah kesehatan. Kondisi ini menunjukkan pentingnya kegiatan edukatif yang kontekstual dan berbasis pengalaman dalam menanamkan kebiasaan konsumsi sehat sejak dini. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberdayakan anak usia sekolah melalui pengenalan Anthocya Latte sebagai media edukatif dalam mendukung peningkatan literasi gizi sekaligus memperkenalkan alternatif minuman sehat berbasis bahan alami. Kegiatan dilaksanakan di SDN Mekarjaya, Kecamatan Padakembang, Kabupaten Tasikmalaya dengan melibatkan 44 peserta didik kelas V. Metode yang digunakan yaitu pendekatan partisipatif-edukatif berbasis experiental learning melalui penyuluhan literasi gizi, demonstrasi pembuatan Anthocya Latte, pemanfaatan media digital berbasis QR code, serta evaluasi menggunakan pre-test dan post-test. Data diperoleh melalui observasi, angket respon, dan dokumentasi kegiatan. Peserta didik dilibatkan secara aktif dalam diskusi, praktik, dan penggunaan media digital sehingga proses pembelajaran berlangsung interaktif dan menyenangkan. Hasil kegiatan menunjukkan peningkatan pemahaman peserta didik mengenai pentingnya memilih minuman sehat, yang ditunjukkan oleh kenaikan rata-rata nilai dari 86,7 pada pre-test menjadi 96,4 pada post-test, dengan hasil analisis N-Gain sebesar 0,73 yang termasuk dalam kategori tinggi. Selain itu, peserta didik memberikan respon positif terhadap Anthocya Latte sebagai alternatif minuman sehat serta mampu mengakses media edukasi digital secara mandiri. Kegiatan ini menunjukkan bahwa edukasi gizi berbasis pengalaman langsung dan inovasi pangan lokal berpotensi mendukung peningkatkan literasi gizi serta kesadaran konsumsi sehat pada anak usia sekolah dasar.
The Influence of the Problem Based Learning Model on Students' Communication Skills in Biology Learning: Pengaruh Model Problem Based Learning terhadap Kemampuan Komunikasi Peserta Didik pada Pembelajaran Biologi Wafiq Azizah Ramdani Maarif; Suharsono; Rita Fitriani
BIO-EDU: Jurnal Pendidikan Biologi Vol. 10 No. 3 (2025): BIO-EDU: Jurnal Pendidikan Biologi - December 2025
Publisher : Jurusan Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jbe.v10i3.9101

Abstract

This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students' communication skills in biology learning for tenth-grade students at SMA Negeri 3 Ciamis. The research employs a quasi-experimental method using a matched-only posttest-only control group design. The population consists of all tenth-grade students at SMA Negeri 3 Ciamis for the 2023/2024 academic year, totaling 376 students across 11 classes. The sample was selected using a purposive sampling technique, with class X-1 assigned as the experimental group and class X-2 as the control group. The research instrument used is a communication skills test comprising eight descriptive questions. Data analysis was conducted using an independent sample t-test. The results indicate that the Problem-Based Learning model significantly influences students' communication skills in biology learning in the 2023/2024 academic year.
Integrasi Artificial Intelligence sebagai Inovasi Perancangan Perangkat Pembelajaran dan Asesmen Guru IPA Ryan Ardiansyah; Purwati Kuswarini Suprapto; Rita Fitriani; Dea Diella; Herni Yuniarti Suhendi
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 6 No 1 (2025): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v6i1.27964

Abstract

The rapid development of artificial intelligence (AI) offers great potential to enhance the quality of education, particularly in supporting the implementation of the Merdeka Curriculum. This community service program aimed to improve teachers’ competencies in utilizing AI, specifically ChatGPT and GEMINI, to develop innovative learning tools. The training and mentoring activities were conducted at SMPN 1 Singaparna, Tasikmalaya Regency, involving 26 science teachers. Evaluation was carried out through pretests and posttests to measure participants’ knowledge improvement, workshops to produce learning products, and monitoring of classroom implementation. Pretest results showed that 65% of participants had a low understanding of AI concepts and the Merdeka Curriculum. After the training, 85% demonstrated good understanding. The workshop produced 10 AI-based learning tools that were assessed as innovative, relevant, and creative. Monitoring indicated that 75% of participants successfully integrated these tools into their classroom practices. This success was influenced by hands-on training, continuous mentoring, and teacher collaboration. However, some participants still faced challenges in adapting the tools to individual student needs. The program demonstrates that collaborative practice-based training and mentoring effectively enhance teacher competencies and foster the creation of technology-based learning innovations aligned with the demands of the Merdeka Curriculum.
Enhancing Botanical Literacy through Project-Based Learning with Botanipedia: A Study on Plant Diversity and Classification Risma Perdila Anggaresta; Diana Hernawati; Rita Fitriani
Bioedukasi: Jurnal Pendidikan Biologi Vol 18, No 2 (2025): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi.v18i2.102760

Abstract

Botanical literacy among students remains relatively low, as reflected in recent studies highlighting students’ limited understanding and appreciation of plant diversity and its essential role in ecosystems and human life. This condition underscores the urgency to implement innovative learning strategies to improve students’ botanical literacy. This study aims to analyze the effect of the Project-Based Learning (PjBL) model assisted by Botanipedia media on students’ botanical literacy in plant diversity and classification. As part of biological literacy, botanical literacy includes knowledge, inquiry skills, and the ability to connect plant concepts to real-life contexts. This research applied a quasi-experimental design with a nonequivalent control group. The sample consisted of two Grade X classes at SMA Negeri 2 Tasikmalaya, selected through purposive sampling. Class X-1 (experimental group) was taught using PjBL assisted by Botanipedia, while class X-3 (control group) was taught using PjBL without additional media. Botanical literacy was measured using a 15-item multiple-choice test developed based on Uno and Bybee’s framework. Data were analyzed using Quade Rank Analysis of Covariance. The results showed a significant improvement in the experimental group compared to the control group (p = 0.031, p &lt; 0.05). The integration of Botanipedia enhanced students’ botanical literacy across all indicators. These findings support using interactive media to strengthen botanical literacy through project-based learning.
The Effect of the Bio-entrepreneurship-based PJBL Model on Students' Collaborative Problem-Solving Skills Mira Nurlailatunisa; Rita Fitriani; Dea Diella
Biodidaktika : Jurnal Biologi dan Pembelajarannya Vol 21, No 1 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/biodidaktika.v21i1.34805

Abstract

The demands of 21st-century education require students not only to master conceptual knowledge but also to develop essential skills such as collaboration and problem-solving. These skills are particularly important in biology learning, which often emphasizes real-world applications and teamwork. This study aims to determine the effect of the Bio-entrepreneurship-based Project-Based Learning (PJBL) model on students' collaborative problem-solving (CPS) skills. This study was conducted at a public high school in Tasikmalaya City in the even semester of the 2024/2025 academic year using a quasi-experimental method and a matching-only post-test control group design. The population consisted of 432 tenth-grade students from 12 classes, with samples selected through purposive sampling: class XE-9 as the experimental group and class XE-12 as the control group. Data were collected using an 18-item CPS questionnaire on a 1–4 Likert scale. The results showed that the experimental class achieved a higher mean CPS score (M = 3.01) compared to the control class (M = 2.80). Based on the independent sample t-test, the significance value was 0.043 (p < 0.05), indicating that the Bio-entrepreneurship-based PJBL model had a significant effect on students’ collaborative problem-solving skills in biotechnology learning. These findings imply that integrating entrepreneurial contexts into biology instruction can effectively enhance students’ 21st-century skills, particularly collaborative problem-solving
Co-Authors Ahmad Nana Permana Ai Anisa Asaidah Dea Diella Dhika Deviyanti Diana Hernawati Dina Maulina Dita Agustian Edi Hernawan Edi Hernawan Endang Surahman Endang Surahman Fifit Puspita Dewi Herni Yuniarti Suhendi Ida Wati Intan Azzahrah Mira Nurlailatunisa Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Putra, Rinaldi Rizal Putri Syarifa Rina Fitriani Rinaldy Rizal Putra Risma Perdila Anggaresta Ryan Ardiansyah Sophya Latansya Amaliah Sri Raspati SUHARSONO Suhartini Suhartini Wafiq Azizah Ramdani Maarif Wina Sakinah Yunita Ayudhia Anzani