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All Journal SAINSMAT bionature Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) UNM Journal of Biological Education Biology Teaching and Learning Jurnal IPA Terpadu Pendas : Jurnah Ilmiah Pendidikan Dasar Biosel: Biologi Science and Education Biolearning Journal JPBIO (Jurnal Pendidikan Biologi) Jurnal Biotek Jurnal Eduscience (JES) Jurnal Biogenerasi Jurnal Amal Pendidikan Journal Evaluation in Education (JEE) Seminar Nasional Pengabdian Kepada Masyarakat Journal of General Education and Humanities SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Seminar Nasional Hasil Penelitian LP2M UNM Jurnal Amal Pendidikan Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat Jurnal Abdi Negeriku SMART: Jurnal Pengabdian Kepada Masyarakat Jurnal Pemikiran dan Pengembangan Pembelajaran International Journal of Educational Practice and Policy
Nurhayati B
UNIVERSITAS NEGERI MAKASSAR
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Predicting Biology Identity from Plant Literacy, Systems Thinking, and Reflective Judgment: A PLS-SEM Approach Ismail Ismail; Yusminah Hala; Nurhayati B; Suhartini Azis; Asham Bin Jamaluddin
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.418

Abstract

This study examined the relationships among plant literacy, systems thinking, reflective judgment, and biology identity among university students. Using a quantitative non-experimental approach with a cross-sectional survey design, data were collected in January 2026 from students of the Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar. The data were obtained through a structured questionnaire using a 1–7 Likert scale and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that the measurement model met the required reliability and validity criteria, with all indicator loadings above 0.70, AVE values above 0.50, and HTMT values below 0.90. In the structural model, plant literacy had a positive and significant effect on biology identity (β = 0.603, p < 0.001), and reflective judgment also had a positive and significant effect (β = 0.275, p < 0.001). In contrast, systems thinking had a negative but non-significant effect (β = -0.026, p = 0.647). The model explained 68.6% of the variance in biology identity. These findings indicate that biology identity is more strongly associated with students’ connection to core biological content and reflective engagement with knowledge than with systems thinking as a direct predictor.
THE INFLUENCE OF PHENOMENON BASED LEARNING ON CREATIVE THINKING AND COLLABORATION SKILLS Khatimah, Khusnul; Adnan, Adnan; Mu'nisa, A.; Daud, Firdaus; B, Nurhayati
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.9072

Abstract

Purpose – This study aimed to investigate the effect of PhBL learning applied with three variations of PhBL (direct phenomenon, indirect phenomenon, and combined phenomenon) on students' creative thinking and collaboration skills.Methodology – This study used a quasi-experimental, pretest–posttest control-group design. Participants were drawn from all Grade XI students, with four classes serving as the research sample. Creative thinking skills were measured through open-ended questions, while collaboration skills were assessed via observation sheets administered before and after PhBL. The collected data were then analyzed using both descriptive and inferential statistical methods.Findings – Results revealed that PhBL affected creative thinking and collaboration skills. Although no significant differences were observed among the three experimental groups in creative thinking, each experimental group differed significantly from the control group. Similarly, for collaboration skills, experimental groups did not differ significantly from one another. However, significant differences from the control group were observed only in experimental groups 1 and 2, whereas experimental group 3 showed no significant differences.Contribution – This study shows that PhBL can be applied in the learning process to improve students' creative thinking and collaboration skills.
Enhancing students’ communication and collaboration skills through project-based learning in biology Isrul, Muhammad; Azis, Andi Asmawati; B, Nurhayati; Daud, Firdaus; Palennari, Muhiddin
JPBIO (Jurnal Pendidikan Biologi) Vol 11, No 1 (2026): April 2026
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v11i1.6356

Abstract

Biology learning requires mastery of concepts as well as communication and collaboration skills relevant to the 21st century. This study aims to analyze the effect of implementing deep learning-based Project-Based Learning (PjBL) compared to deep learning-based Direct Instruction (DI) on students’ communication and collaboration skills. The study employed a quasi-experimental method using a pretest-posttest nonequivalent control group design. The sample consisted of two 12th-grade classes at State High School 3 Makassar, selected through purposive sampling. The instruments consisted of validated questionnaires on communication and collaboration skills. Data were analyzed using ANCOVA at a significance level of 0.05. The results showed that the learning model had a significant effect on communication skills (F=53.59; p<0.05) and collaboration skills (F=8.89; p<0.05) after controlling for initial ability. The posttest average for communication in the PjBL class (84.81) was higher than that in the DI class (70.60), as was the case for collaboration (81.26 vs. 74.00). This study concludes that the deep learning-based PjBL model is more effective than the deep learning-based DI model in improving students’ communication and collaboration skills in biotechnology learning.
Semester-Based Differentiation of Communication and Collaboration Competencies in Biology Education: A Quantitative Approach Sumadi, Sri Wahyuni; B, Nurhayati; Faisal, Faisal
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2607

Abstract

Purpose of the study: The aim of this study is to analyze the impact of academic semesters on the development of communication and teamwork skills among students in the Biology Education program. Methodology: This study uses a quantitative comparison design with multivariate analysis. Data was collected from 232 students using surveys. Statistical tools and software were employed to analyze the development of communication and teamwork skills across different academic semesters. Main Findings: Communication competency improved significantly from Semester II to Semester IV, indicating meaningful development in the early-to-mid study phases; however, it showed no further gains by Semester VI. In contrast, teamwork competency remained consistently low and did not differ significantly across semesters, suggesting that routine academic progression alone may be insufficient to strengthen collaborative skills. Novelty/Originality of this study: The findings indicate that communication competence may develop through mid-program learning experiences, while teamwork competence requires more intentional and sustained instructional support. This study provides new insights into the development of communication and teamwork skills in Indonesian higher education, highlighting gaps in teamwork development and suggesting the need for educational innovations aligned with MBKM and 21st-century competencies. It contributes to the limited research on skills development across academic levels.
Semester-Based Differentiation of Communication and Collaboration Competencies in Biology Education: A Quantitative Approach Sumadi, Sri Wahyuni; B, Nurhayati; Faisal, Faisal
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2607

Abstract

Purpose of the study: The aim of this study is to analyze the impact of academic semesters on the development of communication and teamwork skills among students in the Biology Education program. Methodology: This study uses a quantitative comparison design with multivariate analysis. Data was collected from 232 students using surveys. Statistical tools and software were employed to analyze the development of communication and teamwork skills across different academic semesters. Main Findings: Communication competency improved significantly from Semester II to Semester IV, indicating meaningful development in the early-to-mid study phases; however, it showed no further gains by Semester VI. In contrast, teamwork competency remained consistently low and did not differ significantly across semesters, suggesting that routine academic progression alone may be insufficient to strengthen collaborative skills. Novelty/Originality of this study: The findings indicate that communication competence may develop through mid-program learning experiences, while teamwork competence requires more intentional and sustained instructional support. This study provides new insights into the development of communication and teamwork skills in Indonesian higher education, highlighting gaps in teamwork development and suggesting the need for educational innovations aligned with MBKM and 21st-century competencies. It contributes to the limited research on skills development across academic levels.
The Effect of Project-Based Learning (PjBL) with STEM Approach on Students’ Metacognitive Awareness, Conceptual Understanding, and Biology Problem-Solving Ability Nia Febrianti; Firdaus Daud; Yusminah Hala; Muhiddin Palennari; Nurhayati B
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.15006

Abstract

This study aims to analyze effect of the Project-Based Learning model based on the STEM approach on metacognitive awareness, conceptual understanding, and biology problem-solving abilities of grade XI students of SMA Negeri 13 Bone. The novelty of this study lies in integration of PjBL-STEM which simultaneously measures three high-level cognitive aspects in one experimental design. This study is a quasi-experimental study with a Pretest-Posttest Nonequivalent Control Group Design. The sample consisted of two classes (n=72) using a purposive sampling technique. Instruments included the MAI questionnaire, an essay test based on the SOLO taxonomy (prestructural to expanded abstract), and a problem-solving test based on Polya's stages, all of which have met high validity and reliability. Data were analyzed using ANCOVA (α = 0.05). The results showed that PjBL-STEM had a significant effect on metacognitive awareness (p=.004), conceptual understanding (p=.01), and biology problem-solving ability (p<.001). The experimental group showed a higher average increase compared to the control, indicating the effectiveness of PjBL-STEM in enhancing systematic and reflective thinking to support development of 21st century skills. Limitations of this study include quasi-experimental design without full randomization and sample size limited to one school. Further research is needed to test the generalizability of the findings.
PENDAMPINGAN GURU SDN 155 ATAKKA SOPPENG DALAM INTEGRASI STEAM DAN KETERAMPILAN PROSES SAINS MELALUI PROYEK PEMBUATAN PUPUK ORGANIK CAIR BERBASIS SDGS Nurhayati B; Ismail Ismail; Yusminah Hala; Suhartini Azis; Abdul Hadis; Muhammad Isrul; Andi Rahmat Saleh; Syamsul Syamsul
Jurnal Abdi Negeriku Vol 5, No 1 (2026): Jurnal Abdi Negeriku
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/jan.v5i1.85307

Abstract

This community service program aimed to improve teachers’ understanding and skills at SDN 155 Atakka Soppeng in integrating STEAM and Science Process Skills (SPS) through an SDGs-based Liquid Organic Fertilizer (LOF) project. The program employed an empowerment-based mentoring approach consisting of socialization, training, hands-on LOF production, pre-test and post-test evaluation, and sustainability reflection. The pre-test indicated that teachers’ initial understanding of STEAM, SPS, and LOF was varied and not yet applicable. After mentoring, the post-test showed improved understanding, positive responses to the activity, and teachers’ ability to connect LOF with science learning activities, such as observing, measuring, drawing conclusions, and communicating findings. The hands-on activity also produced LOF with observable changes in color, odor, and texture, indicating the fermentation process. These findings demonstrate that the LOF project can serve as a contextual learning medium that connects teacher capacity building, STEAM learning, SPS development, organic waste management, and sustainability education in elementary schools. Further mentoring on LOF application, growing media, hydroponics, and formulation development is recommended to support sustainable environmentally-based IPAS learning. 
ANALISIS KETERLAKSANAAN PRAKTIKUM BIOLOGI DI SMA NEGERI 9 MAKASSAR Rahman, Muhammad Afuw; B, Nurhayati; Andi Rahmat Saleh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47631

Abstract

This study aimed to examine the implementation of Biology laboratory activities at SMA Negeri 9 Makassar based on three stages: preparation, implementation, and closing activities. This research employed a descriptive quantitative approach involving 137 eleventh-grade Biology students as respondents. Data were collected through a Likert-scale questionnaire consisting of 30 statements and were supported by interviews and observations of Biology teachers. The data were analyzed descriptively by calculating the mean scores for each indicator of laboratory implementation. The results indicated that the overall implementation of Biology laboratory activities was categorized as good, with a mean score of 4.04. The preparation stage obtained a mean score of 4.02, the implementation stage 4.17, and the closing stage 3.96, all of which were classified as good. The implementation stage achieved the highest score, while the closing stage showed a relatively lower score although it remained in the good category. These findings were supported by interview results indicating that teachers had conducted laboratory activities systematically; however, several constraints remained, particularly limited laboratory equipment and instructional time. Therefore, improvements are needed in evaluation and laboratory report preparation as well as in providing adequate laboratory facilities to optimize the implementation of Biology laboratory activities.
The Influence of the Problem-Based Learning (PBL) Model Oriented Towards the Deep Learning Approch in Biology Learning on Cognitive Learning Outcomes and Science Literacy Ermy Amelia; Firdaus Daud; Andi Asmawati Azis; Nurhayati B; Faisal Faisal
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1449

Abstract

The dominance of lecture-based instruction in biology learning limits students’ ability to relate concepts to real-life phenomena, interpret graphical or tabular data, and construct scientific arguments, resulting in low cognitive achievement and inadequate science literacy. This study aims to examine the effect of a Deep Learning-based Problem-Based Learning (PBL) model on students’ cognitive learning outcomes and science literacy. A quantitative, quasi-experimental design was employed, involving an experimental and a control class selected via simple random sampling. Data were collected using pretest-posttest instruments and analyzed using descriptive statistics and the Independent Samples T Test. The results showed that the experimental class achieved higher average posttest scores for cognitive learning outcomes (60.86 vs. 56.33) and science literacy (72.25 vs. 68.67) compared to the control class. Hypothesis testing confirmed that the Deep Learning-oriented PBL model significantly influenced cognitive learning outcomes (t = −7.577; p = 0.000 < 0.05) and science literacy (t = −8.391; p = 0.000 < 0.05). These findings indicate that the Deep Learning-oriented PBL model is more effective than the Deep Learning-oriented Direct Instruction model in developing students’ cognitive learning outcomes and science literacy in 21st-century biology education.
Co-Authors A. Mushawwir Taiyeb, A. Mushawwir Abd. Hadis Adawiyah, Ridhoyatul Adnan Adnan Adnan Adnan Alimuddin Ali Alimuddin Sa’ban Miru Andi Asmawati Azis Andi Faridah Arsal Andi Rahmat Saleh Andi Rahmat Saleh Arsad Bahri Arsy Rohayunilla Asham Bin Jamaluddin Aswida, Aswida Baharsyah, Vivi Salvia Chaer, Muhammad Ainun Dini, Dwi Rahayu Endang Ayu Patrianingsih Ermy Amelia Ernawati S Kaseng Faisal Faisal Faisal Faisal Fathur Rahman Firdaus Daud Firdaus Daud Fitri, Suci Ramdani Hadis, Abdul Halifah Pagarra Haming Abdullah, Maulvi Maulidah H Hamsinar Hamid, Hamsinar Hartati Hartati Hilda Karim Hiola, Siti Fatmah Idris, Irma Suryani Ilmi R.H, Nurul Inayah Saleh Husnul, Inayah Saleh Ismail . Ismail Ismail Kamaruddin, Fatmah Khatimah, Khusnul Kurnianti, Pelasari Latif, Rahmawati Lodang, Hamka M, Nuramina Mu'nisa, A. Muhammad Isrul Muhammad Isrul Muhammad Jafar Muhammad Junda Muhiddin Palennari Mu’nisa, A Nia Febrianti Nur, Buraeda Nurhidayah Nurhidayah Nurul Alia Ulfa Nurul Ilmi R H Oslan Jumadi Patongai, Dian Dwi Putri Ulan Sari Patongai, Sari Pratiwi, Rezki Eka Purwoko, Agus Rachmawaty Rachmawaty, Rachmawaty Rahayu, Syamsiar Rahman, Muhammad Afuw Rifka Almunawarah Rosdiana Ngitung Roslina Roslina, Roslina Salmawati Salmawati Sastrawati Hasmar AR, Arni Sitti Saenab, Sitti St. Fatmah Hiola Suhartini Azis Sumadi, Sri Wahyuni Suriyani Suriyani, Suriyani Syahirah, St Syamsiah, Syamsiah Syamsul Syamsul Tayieb, Mushawwir Tenriawaru Eka Pratiwi, Tenriawaru Ulan, Dian Dwi Putri Usman Usman Wilma Sari Yusmina Hala Yusminah Hala