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All Journal Publikasi Pendidikan Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Penelitian dan Pembelajaran IPA Edu Sains: Jurnal Pendidikan Sains dan Matematika Biodidaktika : Jurnal Biologi dan Pembelajarannya Jurnal BIOEDUIN : Program Studi Pendidikan Biologi BIOSFER : Jurnal Biologi dan Pendidikan Biologi BIO-EDU: Jurnal Pendidikan Biologi ABSYARA: Jurnal Pengabdian Pada Masyarakat Bioeduca : Journal of Biology Education Bioed : Jurnal Pendidikan Biologi SN-Biosper Biodik: Jurnal Ilmiah Pendidikan Biologi Jurnal Pengabdian Siliwangi Pedagogia : Jurnal Ilmiah Pendidikan
Dea Diella
Universitas Siliwangi
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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CT Test: A Powerful Tool for Assessing Computational Thinking Skills in Biology Ryan Ardiansyah; Dea Diella; Herni Yuniarti Suhendi; Novi Febrianti
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 16 No. 2 (2024)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v16i2.14

Abstract

This research aims to create a tool for assessing students' computational thinking (CT) skills in relation to biology concepts. The study followed a research and development approach, utilizing a modified 4D design model, with the dissemination phase excluded. Various data collection techniques were employed, including observations, literature reviews, documentation, surveys, interviews, and tests. The findings showed that the developed instrument was valid, having been evaluated by three experts. The material expert rated it at 95%, the assessment and evaluation expert at 88%, and the linguist at 90%. In terms of readability, the instrument scored 75%, indicating a "good" rating. The overall validity of the instrument was found to be 0.70, placing it in the high validity range, while its reliability score was 0.82, reflecting a very high level of dependability. The assessment of students' computational thinking skills in biology revealed that 25% of students scored in the low range, 28% in the medium range, and 57% in the high range. From these findings, it can be concluded that the CT test tool is both valid and appropriate for evaluating students' computational thinking skills.
Development and Evaluation of MilleaLab-Based Virtual Reality Media for Learning Plant Anatomy, Cell Biology, and the Nervous System Dea Diella; Ryan Ardiansyah; Egi Nuryadin
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.33005

Abstract

Student engagement in biology learning remains a significant challenge, particularly when students are required to understand abstract concepts such as plant anatomy, cell biology, and the nervous system. Virtual Reality (VR) offers immersive and interactive learning environment that has potential to enhance students’ learning experiences and engagement. This study aimed to develop and evaluate MilleaLab-based Virtual Reality learning media for teaching plant anatomy, cell biology, and the nervous system. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The feasibility of the developed media was assessed by subject matter expert and VR media expert using validation sheets, while student engagement was measured through a student engagement questionnaire. The result indicated that the VR-based learning media achieved feasibility scores above 80%, demonstrating that the media is highly feasible for biology learning. Furthermore, the findings revealed that the VR media contributed positively to students’ behavioral and psychological engagement, with average score above 3.0, while cognitive engagement showed a lower average score below 3.0. These findings suggests that MilleaLab-based VR media can serve as innovative learning alternative for teaching complex biology concepts by promoting active participation and positive learning experiences among students.
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.
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 Andi Mulyadi Ayu Mulyani Diana Hernawati Diana Hernawati Edi Hernawan Edi Hernawan Egi Nuryadin Endang Surahman Fitri Natalia Herni Yuniarti Suhendi Herni Yuniarti Suhendi Mira Nurlailatunisa Mustofa, Romy Faisal Naufalia Qisthi Naufalia Qisthi Nida Chairul Ummah Nissa Apriliani Novi Febrianti Nur Endah Silviani Popo Musthofa Kamil Purwati Kuswarini Suprapto Purwati Kuswarini Suprapto Ria Rahmawati Rita Fitriani Ryan Ardiansyah Ryan Ardiansyah Shinta Aulia Rachman Solihatussa'diah Solihatussa'diah Suharsono Suharsono Syifa Nafisa Fadilla Rohman Syifa Rosdiatul Wahdah Yulia Rosdiana