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All Journal SAINSMAT bionature Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan PENA SAINS 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 Jurnal Biotek Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Biogenerasi Jurnal Amal Pendidikan Journal Evaluation in Education (JEE) Seminar Nasional Pengabdian Kepada Masyarakat Journal of General Education and Humanities Jurnal Pendidikan Terapan 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 Edubiotik : Jurnal Pendidikan, Biologi dan Terapan International Journal of Educational Practice and Policy SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam
Nurhayati B
UNIVERSITAS NEGERI MAKASSAR
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT 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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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.
EFFECTIVENESS OF VIDEO-BASED MICROLEARNING IN ENHANCING STUDENTS’ LEARNING OUTCOMES ON THE CONCEPT OF HUMAN COORDINATION SYSTEM Eka Lestari; Ismail Ismail; Nurhayati B
JURNAL PENA SAINS Vol 13, No 1 (2026): Jurnal Pena Sains
Publisher : Program Studi Pendidikan IPA, Fakultas Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/jps.v13i1.34439

Abstract

This study aims to determine the effectiveness of the use of microlearning video coordination system in improving the learning outcomes of grade XI students of SMA Negeri 2 Makassar. This study used a pre-experimental design method with a One Group Pretest-Posttest design. The research sample consisted of 30 grade XI Biology 1 students selected using a purposive sampling technique. The research instrument used was a multiple-choice learning outcome test consisting of 15 questions given before learning (pretest) and after learning (posttest). The research data were analyzed using descriptive statistical analysis and the N-Gain test to determine the improvement in student learning outcomes after the implementation of microlearning videos. The results showed that there was an increase in student learning outcomes after the implementation of microlearning videos. The average pretest score of 49.77 increased to 79.77 in the posttest. In addition, the results of the N-Gain analysis obtained an average of 60.83 which is in the moderate or quite effective category. Most students are in the quite effective category with a percentage of 63.43%, while 3.33% are in the effective category. These results indicate that the use of microlearning videos has a positive impact on improving student learning outcomes in the coordination system material. Therefore, microlearning videos can be used as an alternative, engaging, flexible, and effective learning medium in biology learning.
Developing a Local Socio Scientific Issues-Based Biology Module Using the RQA Approach for Environmental Change A Aida Ariya; Muhiddin Palennari; Nurhayati B; Firdaus Daud; Alimuddin Ali
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1368

Abstract

Purpose: This study was conducted to design a Biology module grounded in local Socio Scientific Issues (SSI) and integrated with (RQA) approach for environmental change topics. It also aimed to evaluate the module’s validity, practicality, and effectiveness in facilitating Biology learning at the senior high school level. Methods: This research employed a Research and Development (R&D) design adapted from the Borg and Gall development model. The study was conducted at UPT SMA Negeri 2 Sinjai with 59 tenth-grade students and two Biology teachers. Data collection was carried out using expert validation instruments, practicality questionnaires completed by teachers and students, and learning achievement tests administered through pretest and posttest. The collected data were then analyzed using Gregory’s content validity coefficient to determine validity, percentage analysis to assess practicality, and N-Gain analysis to measure the increase in students’ learning outcomes. Findings: The developed module achieved a Content Validity coefficient of 1.00, which reflects a very high level of validity. This result was supported by the strong ratings given by both validators across all 35 assessed indicators. In terms of practicality, the module received an average score of 94% from teachers and 89% from students, placing both results in the highly practical category. Furthermore, the effectiveness evaluation produced an average N-Gain score of 0.77, which falls within the high category, with 73% of students demonstrating a high level of learning improvement. Research Implications: The module can be used as an alternative contextual teaching material that supports active learning and improves students’ understanding of environmental change. Originality: This study offers a locally contextualized Biology module that uniquely integrates SSI with the RQA approach to connect biological concepts with real environmental issues.
Deep learning in biotechnology: Comparing PjBL and direct instruction on students’ critical and creative thinking skills Isrul, Muhammad; Azis, Andi Asmawati; Nurhayati, B.; Daud, Firdaus; Palennari, Muhiddin
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.3140

Abstract

Developments in 21st-century education highlight critical and creative thinking as essential competencies that must be strengthened in biology learning, especially in biotechnology, which requires analysis, problem-solving, and science-based decision-making. However, empirical evidence on the integration of deep learning approaches into project-based learning (PjBL) and direct instruction models in biotechnology learning remains limited. This study aimed to analyze the effect of integrating deep learning approaches into PjBL and direct instruction on students’ critical and creative thinking skills. A quasi-experimental non-randomized pretest–posttest control group design was employed. The participants were 72 twelfth-grade students from State High School 3 Makassar, equally assigned to two groups. The experimental group learned through PjBL integrated with deep learning, whereas the control group learned through direct instruction integrated with deep learning. Data were collected using critical and creative thinking skills tests and analyzed using ANCOVA. The results showed that the instructional model significantly affected students’ critical thinking skills, with p-value = 0.005 (p < 0.05), and creative thinking skills, with p-value = 0.018 (p < 0.05). Students taught through PjBL integrated with deep learning obtained higher scores than those taught through direct instruction. Therefore, this model is more effective for biotechnology learning overall.
Pengaruh Kesadaran Metakognitif, Kemandirian Belajar dan Regulasi Diri Terhadap Hasil Belajar Biologi Peserta Didik Kelas XI SMA Negeri di Kabupaten Polewali Mandar Ulfa Auliah Dwiyanti; Yusminah Hala; Andi Mu’nisa; Firdaus Daud; Nurhayati B
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15758

Abstract

This study aims to analyze the influence of metacognitive awareness, learning independence, and self-regulation on the biology learning outcomes of Grade XI students at state high schools (SMA Negeri) in Polewali Mandar Regency. The study employs a quantitative approach with an *ex post facto* design. The population consisted of 1,524 students, from which a sample of 228 students was selected using purposive sampling. Data were collected via Likert-scale questionnaires and multiple-choice tests, then analyzed using multiple linear regression. Simple regression analysis results indicate that metacognitive awareness significantly influences biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 42.9%; learning independence significantly influences biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 37.7%; and self-regulation significantly influences biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 27.9%. Simultaneously, these three variables have a positive and significant effect on biology learning outcomes (significance value 0.000 < 0.05) with a contribution of 55.1%. Based on effective contribution, metacognitive awareness provided the largest contribution (26.2%), followed by learning independence (16.3%) and self-regulation (12.5%). These findings indicate that enhancing metacognitive awareness, learning independence, and self-regulation is crucial for improving students' biology learning outcomes, even though the current levels of these variables remain in the moderate category.
Pengaruh Media Pembelajaran Kahoot terhadap Minat dan Hasil Belajar Kognitif Peserta Didik SMAN 9 Gowa Ummu Salamah B. Hi. Muhammad; Muhiddin Palennari; Nani Kurnia; Nurhayati B; Arifah Novia Arifin
UNM Journal of Biological Education Vol 8, No 2 (2026): Vol 8 No 2 September 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ujbe.v8i2.85677

Abstract

Penelitian ini merupakan penelitian eksperimen yang bertujuan untuk mengetahui pengaruh penggunaan media Kahoot terhadap minat dan hasil belajar kognitif peserta didik di SMA Negeri 9 Gowa. Subjek penelitian adalah peserta didik kelas XI SMA Negeri 9 Gowa yang dipilih menggunakan teknik purposive sampling. Data minat dan hasil belajar diperoleh melalui tes hasil belajar setelah penerapan media pembelajaran Kahoot. Analisis data dilakukan menggunakan uji ANCOVA untuk mengetahui pengaruh penerapan media pembelajaran Kahoot terhadap minat dan hasil belajar peserta didik kelas XI di SMA Negeri 9 Gowa. Hasil penelitian menunjukkan bahwa penggunaan media pembelajaran Kahoot belum memberikan pengaruh yang signifikan terhadap minat belajar maupun hasil belajar kognitif peserta didik. Meskipun terdapat kecenderungan peningkatan secara deskriptif, perbedaan yang dihasilkan belum menunjukkan makna secara statistik. Dengan demikian, penggunaan Kahoot dalam pembelajaran berperan sebagai media pendukung yang dapat meningkatkan interaksi dan keterlibatan peserta didik, namun belum menjadi faktor utama dalam meningkatkan minat dan hasil belajar peserta didik.
Co-Authors A Aida Ariya A. Mushawwir Taiyeb, A. Mushawwir Abd. Hadis Adawiyah, Ridhoyatul Adnan Adnan Adnan Adnan Alimuddin Ali Alimuddin Ali Alimuddin Sa’ban Miru Andi Asmawati Azis Andi Faridah Arsal Andi Mu’nisa Andi Rahmat Saleh Andi Rahmat Saleh Arifin, Arifah Novia Arsad Bahri Arsy Rohayunilla Asham Bin Jamaluddin Aswida, Aswida Baharsyah, Vivi Salvia Chaer, Muhammad Ainun Dini, Dwi Rahayu Eka Lestari Endang Ayu Patrianingsih Ermy Amelia Ernawati S Kaseng Fadhilah H.M, Nurul 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 Husnul Inayah Saleh Idris, Irma Suryani Ilmi R.H, Nurul Inayah Saleh Husnul, Inayah Saleh Ismail . Ismail Ismail Kamaruddin, Fatmah Kurnianti, Pelasari Latif, Rahmawati Lodang, Hamka M, Nuramina Muhammad Isrul Muhammad Isrul Muhammad Jafar Muhammad Junda Muhiddin Palennari Mu’nisa, A Nani Kurnia, Nani 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 Ulfa Auliah Dwiyanti Ummu Salamah B. Hi. Muhammad Usman Usman Wilma Sari Yusmina Hala Yusminah Hala