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All Journal Cakrawala Pendidikan Bioscience WAPFI (Wahana Pendidikan Fisika) Jurnal Pengajaran MIPA EDUSAINS Journal of Education and Learning (EduLearn) Jurnal Pendidikan IPA Indonesia Jurnal Inspirasi Pendidikan Biogenesis: Jurnal Ilmiah Biologi Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Penelitian dan Pembelajaran IPA Phenomenon : Jurnal Pendidikan MIPA Berkala Ilmiah Pendidikan Fisika Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Biodidaktika : Jurnal Biologi dan Pembelajarannya Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA Jurnal Bioedukatika Jurnal Ilmiah Pendidikan Fisika Journal of Natural Science and Integration Journal of Science Education Research PENDIPA Journal of Science Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal BIOEDUIN : Program Studi Pendidikan Biologi Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Pedagonal : Jurnal Ilmiah Pendidikan BIOSFER : Jurnal Biologi dan Pendidikan Biologi Edunesia : jurnal Ilmiah Pendidikan BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioed : Jurnal Pendidikan Biologi BIOCHEPHY: Journal of Science Education Indonesian Journal of Teaching in Science PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Jurnal Basicedu Gunung Djati Conference Series Jurnal Penelitian ICONESTH JIPI (Jurnal IPA dan Pembelajaran IPA) AMPLITUDO: Journal of Science & Technology Innovation Jurnal Pengabdian Isola SEARCH: Science Education Research Biodik: Jurnal Ilmiah Pendidikan Biologi Unnes Science Education Journal Jurnal Pendidikan IPA Indonesia JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Abmas
R. Riandi, R.
Universitas Pendidikan Indonesia
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Application of the Inquiry-Based Learning Model with Education for Sustainable Development to Enhance Critical Thinking Skills and Sustainable Awareness Lidya Betty Setiyaningsih; Riandi Riandi; Amprasto Amprasto; Mardiyah Mardiyah
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8943

Abstract

To improve the quality of education and develop students' 21st-century competencies, particularly critical thinking, the inquiry-based learning model presents itself as a viable option to enhance students' cognitive abilities and awareness of sustainability. Incorporating Education for sustainable development into the inquiry-based learning model introduces a relevant approach to addressing contemporary global challenges, especially in sustainable development education. This research seeks to assess the enhancement of students' critical thinking skills and sustainable awareness through the application of the inquiry-based learning model infused with ESD content. The research method used in this study is a quasi-experiment with a non-equivalent control group design. This research was conducted on class X students at one of the MAN in Bandar Lampung, with each class consisting of 35 and 36 students. Data were obtained from the results of pre-tests and post-tests of critical thinking skills, sustainable awareness questionnaires, and student response surveys. The results of the study indicate that there was an improvement in students' critical thinking skills between the experimental and control classes. There was also a significant difference in sustainable awareness between the experimental and control classes. The inquiry-based learning model integrated with ESD content showed a significant and fairly strong positive correlation between students' critical thinking skills and sustainable awareness
Ethnoscience Course Program Oriented Towards Education for Sustainable Development (ESD): A Needs Assesment Aldeva Ilhami; Topik Hidayat; Riandi Riandi; Siti Sriyati
SEARCH: Science Education Research Journal Vol. 4 No. 2 (2026): SEARCH: April 2026
Publisher : IAIN Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/search.v4i2.2813

Abstract

Ethnoscience is one of the compulsory courses in the Science Education program. The implementation of Education for Sustainable Development (ESD) should be integrated into the ethnoscience course to enhance the awareness of prospective science teachers regarding the environment and sustainability. This study aims to analyze the implementation of the ethnoscience course program at a Teacher Training Institution (LPTK) in Riau Province. A case study methodology was employed, involving the analysis of ethnoscience course documents, observation and interviews with lecturers. The data were analyzed using qualitative descriptive methods based on the Miles-Huberman framework. The course implementation plan has met the established standards, and the majority of the learning outcomes align with the qualifications set by the Indonesian National Qualification Framework (KKNI). The ethnoscience course uses a research approach that examines the reconstruction of indigenous knowledge into scientific knowledge, though it has yet to emphasize sustainability literacy. Lecturers face challenges in accommodating the depth of content derived from student projects. Stakeholders should consider policies for collaborative teaching,like citizen science project in ethnoscience to support the optimization of achieving the course’s expected competencies.
Profil Pembelajaran Fisika dalam Penerapan Kurikulum Merdeka dan P5 di Sekolah Menengah Atas Febrian Virijai; Riandi Riandi; Diana Rochintaniawati; Eka Cahya Prima; Dadi Rusdiana; Resti Warliani; Diah Wahyuni; Mellyzar Mellyzar; Ridwan Ridwan; Adhara Jasid
JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) Vol. 8 No. 2 (2024): November Edition
Publisher : Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/jipfri.v8i2.3451

Abstract

This study aims to analyze the implementation of physics learning in the context of the Independent Curriculum and the Pancasila Student Profile (P5) in one of the state senior high schools in Indragiri Hilir Regency, Riau Province. The Independent Curriculum is designed to provide greater freedom to schools and teachers in designing and implementing the learning process, with an emphasis on project-based learning and the development of student competencies as a whole. This requires case study research to see the obstacles in the implementation of KM and P5. This study uses a mixed methods, qualitative with interviews with physics teachers and analysis of learning device documents and quantitative with observation of questionnaires to 28 students. The results of the study indicate that the implementation of the Independent Curriculum in physics learning has been implemented, but there are obstacles in teacher readiness, difficulty in student understanding, and limited laboratory equipment and materials. In conclusion, the implementation of physics learning with the Independent Curriculum and P5 in Indonesia shows great potential in improving the quality of education and developing student skills and character. However, teacher readiness in implementation and infrastructure are needed to ensure the success of this implementation evenly across schools.
The Effect of Integrated Problem-Based Learning SDG Point 6 on Improving Sustainability Literacy of High School Students Indriyani Amalia; Sariwulan Diana; Riandi Riandi
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1366

Abstract

This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with SDG point 6 on students’ sustainability literacy related to water pollution. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed involving two tenth-grade classes at a senior high school in Garut, selected through convenience sampling. The research instrument consisted of 15 essay questions measuring three aspects of sustainability literacy: knowledge, skills, and mindset. The instrument was validated by experts and demonstrated high reliability (Cronbach’s α = 0.92). Data were analyzed through normality and homogeneity tests followed by an Independent Samples T-test. The results indicated that there was no statistically significant difference in total post-test scores between the experimental class using SDG-integrated PBL and the control class using discovery learning (two-tailed Sig. = 0.07). However, the experimental class showed greater mean improvements, particularly in the skills and mindset aspects, compared to the control class. In conclusion, PBL integrated with SDG 6 shows a tendency to enhance students’ sustainability literacy, especially in terms of skills and mindset, although its overall effect was not statistically significant. The findings imply the need for better alignment between assessment instruments and learning contexts, student habituation to PBL, longer intervention periods, and further analyses to more sensitively evaluate instructional effectiveness.
Investigation of AR and VR Technologies in Plant Physiology Education: Assessment of Student Motivation and Preliminary Comprehension Aulia Afza; Diana Susanti; Nursyahra Nursyahra; Mourend Devegi; Bambang Supriatno; Riandi Riandi; Lince Meriko
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i1.508

Abstract

Plant Physiology Education often faces challenges in visualizing complex internal and conceptual processes, such as photosynthesis, transpiration, and mineral nutrition. Traditional teaching methods often fail to motivate students and facilitate in-depth understanding. Investigation of AR and VR Technologies in Plant Physiology Education. This study employed a quantitative methodology with a descriptive design and correlational analysis, involving 50 students who completed a questionnaire regarding their motivation and comprehension of interactive digital books utilizing Augmented Reality (AR) and Virtual Reality (VR). The findings indicated a substantial enhancement in students' motivation and comprehension following the utilization of this technology. The Pearson correlation test indicated a positive link between students' motivation and comprehension, with a significance level of p-value <0.01. The t-test further validated a significant disparity in students' motivation and comprehension when utilizing AR and VR. This technology facilitates a more dynamic and immersive learning experience, aiding students in comprehending complex principles of plant physiology that are challenging to grasp through traditional techniques. This study advocates for the utilization of augmented reality (AR) and virtual reality (VR) technologies to enhance the quality of education in biology, particularly in the area of plant physiology
The Influence of Ethnoscience-Technology-based Science Instructional Design on the Learning Interest of Junior High School Students in Nagekeo Regency Yohanes Freadyanus Kasi; Ari Widodo; Achmad Samsudin; Riandi Riandi; Ari Syahidul Shidiq
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.121137

Abstract

Current educational issues center on technology, cultural integration, and the challenge of equity. The primary focus is how to cultivate a generation of critical, digitally literate individuals while preserving local moral values amidst the onslaught of global culture. The purpose of this study is to analyze the effect of science instructional designs based on ethnoscience-technology on the learning interests of junior high school students in Nagekeo district. This research uses quantitative methods to analyze teachers' abilities to design ethnoscience-technology-based instructional designs and students' learning interests when taught by teachers. The participants were science teachers and students at junior high schools in Nagekeo District, NTT. Data collection techniques used questionnaires and observation sheets and analysis used quantitative descriptive and correlation analysis. The results show that teachers have linked the science material taught with cultural activities in Nagekeo district and included technology (ethnoscience-technology). Furthermore, there is a very strong and significant positive relationship between the quality of science teacher's instructional designs based on ethnoscience-technology and the learning interest of junior high school students in Nagekeo Regency with r=0.981. The conclusion of this research explains that science teachers in Nagekeo district have designed ethnoscience-technology based science instruction and it correlates with students' learning interests
Eksplorasi Pengetahuan Lokal tentang Rafflesia sp. dalam Persepektif Etnosains dan Potensinya sebagai Sumber Belajar Sains Berbasis Potensi Lokal Bengkulu Yena Harmelayati; Siti Sriyati; Riandi Riandi
Bioed : Jurnal Pendidikan Biologi Vol 14, No 1 (2026): Bioed : Jurnal Pendidikan Biologi
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jpb.v14i1.23561

Abstract

Integrasi etnosains dalam pembelajaran biologi berperan penting dalam menghubungkan pengetahuan lokal dengan konsep ilmiah sehingga menghasilkan pembelajaran yang kontekstuall dan bermakna. Penelitin ini bertujuan untuk mengekplorasi pengetahuan lokal masyarakat Bengkulu tentang Rafflesia sp., khususnya Rafflesia arnoldii, dalam perspektif etnosains serta enganalisis potensinya sebagai sumber belajar sains berbasis potensi lokal. Data diperoleh melalui observasi lapangan, wawancara mendalam, serta studi literatur, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa masyarakat lokal memiliki pengetahuan spesifik terkait Rafflesia sp., meliputi : (1) karakterisitik habitat yang lembab, teduh, dan berada di hutan hujan tropis; (2) ketergantungan mutlak pada tanaman inang Tetrastigma sp.; (3) fase pertumbuhan; serta (4) interaksi ekosistem dan nilai kesadaran memiliki dalam masyarat lokal. Temuan ini menunjukkan adanya kesesuaian antara pengetahuan lokal dan konsep ilmiah dalam biologi, khususnya pada materi ekologi, parasitisme, pertumbuhan dan perkembangan, serta konservasi keanekaragaman hayati. Integrasi etnosains berpotensi dikembangkan sebagai sumber belajar berbasis potensi lokal yang mampu meningkatkan literasi ilmiah, kesadaran konservasi, dan penguatan identitas budaya khas peserta didik secara berkelanjutan. Kata kunci: Etnosains, rafflesia, pembelajaran biologi, potensi lokal
Empowering Pre-service Biology Teachers through Sustainability Action: An Ethnobotanical Inventory Project in Cirebon Bambang Ekanara; Riandi Riandi; Taufik Rahman; Rini Solihat; Lilit Rusyati
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.v21i1.38229

Abstract

Integrating Education for Sustainable Development (ESD) into teacher education requires shifting from theoretical knowledge to practical action competence. This study aims to describe how an Ethnobotanical Inventory Project empowers pre-service biology teachers to navigate the complexities of community-based conservation. Employing a qualitative case study design, the research focuses on three student working groups at UIN Siber Syekh Nurjati Cirebon who investigated distinct cultural sites: the Mundu coastal area, the Buyut Trusmi sacred site, and the Singkup agrarian village. Data were collected through field observations, semi-structured interviews, and analysis of student artifacts. The results demonstrate that the project successfully cultivated sustainability agency. Students developed interpersonal competence by negotiating access with traditional custodians (Paraji and Kuncen) and demonstrated scientific literacy by validating local knowledge with botanical taxonomy in their dissemination products (Pocket Books). Furthermore, the inventory highlighted a dichotomy in plant conservation: "Cultural Keystone Species" driven by ritual needs in Mundu and Trusmi (e.g., Jasminum sambac), versus pharmacologically validated medicinal plants in Singkup (e.g., Curcuma xanthorrhiza). It is concluded that incorporating local wisdom into biology learning serves as a strategic pedagogical tool to foster future teachers who are scientifically literate, culturally sensitive, and capable of leading sustainability actions.
Virtual Laboratory Implementation in Molecular Biotechnology: Change in Prospective Biology Teachers’ Self-System and Mental Procedures Tengku Idris; Adi Rahmat; Topik Hidayat; Riandi Riandi; Mustafa Çakir
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 2 (2026): June 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i2.44610

Abstract

Limitations in laboratory facilities and the demands of 21st-century learning require technology-based instructional innovations in molecular biotechnology courses. Therefore, the use of virtual laboratories has become a relevant solution for improving students’ procedural skills and fostering the development of their self-system in a sustainable manner. The objective of this study is to observe the influence of and improvements in students’ self-system and mental procedures during molecular biotechnology lectures using a virtual lab, as well as the relationship between these two variables. This study used two methods: an experimental single-group pretest-posttest design and a diary study. The research sample was selected purposively from two universities. The instruments used in this study were questionnaires, questions, and observation sheets. The research data were analyzed descriptively, using the Wilcoxon Signed-Rank test to test for differences in means, the Spearman's rho correlation test, and linear regression testing.  The results showed a moderate increase in the self-system category (N-gain = 0.59) from 67.60 to 87.58 and in the mental procedural category (N-gain = 0.69) from 15.42 to 68.94. Both increases were significant, with p-values (0.000) > α (0.05) and an effect size of 0.87 in the large category. Both variables showed a significant relationship (ρ = 0.40) and a self-system contribution to 11.5% increase in mental procedures. The findings of this study indicate that the use of virtual labs in biotechnology lectures can significantly improve students' self-system and mental procedural abilities.
Developing STEM Literacy through Interdisciplinary Learning on Environmental Change Dida Firgiawan; Ari Widodo; Riandi Riandi; Sri Angraeni
Unnes Science Education Journal Vol. 15 No. 2 (2026): August 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i2.44613

Abstract

This study aimed to develop and evaluate an interdisciplinary STEM learning model integrated with Education for Sustainable Development to enhance senior high school students’ STEM literacy on environmental change topics. A mixed-methods approach with a quasi-experimental pretest–posttest control group design was employed, supported by qualitative analysis of students’ learning processes. Quantitative data were collected using a validated 24-item test measuring four dimensions of STEM literacy science, technology, engineering, and mathematics and analyzed using comparative statistics and normalized gain. Qualitative data were analyzed thematically to examine students’ systemic understanding. The results showed that the experimental group achieved higher improvement (mean pretest = 60.88; posttest = 93.39; normalized gain = 0.86, high) compared to the control group (mean pretest = 59.02; posttest = 85.87; normalized gain = 0.69, moderate). Across the four STEM literacy dimensions, the experimental group reached the high category on science (0.86), technology (0.89), engineering (0.81), and mathematics (0.75), whereas the control group reached the high category only on engineering (0.74) and remained in the moderate category on science (0.57), technology (0.68), and mathematics (0.59). It can be concluded that integrating Education for Sustainable Development into interdisciplinary STEM learning effectively enhances students’ holistic STEM literacy and supports sustainability-oriented science learning.
Co-Authors A Widodo A. Suhandi Achmad Samsudin Ade Yulianto Adhara Jasid Adnan Muchsin Afridha Laily Alindra agustina, tri wahyu Aisyah Zumira Aji Solehudin Aldeva Ilhami Andhika Baruri Anisa Anisa Anna Argiyanti Anna Permanasari Annisa Latifah Nur'aeni Annisa Nurramadhani Annisa Rahmawati Any Fitriani Arfiyana Destaria Tarmizi Ari Syahidul Shidiq Ari Widodo Ari Widodo Ari Widodo Arif Hidayat Arrifa, Filza Huaina Asep Kadarohman Asep Supriatna Aulia Afza Azura Salsabila B Supriatno Bambang Ekanara Bambang Suprianto Bambang Supriatno Budi Manfaat Budi Manfaat Chika Raritzah Putri Cut Intan Evtia Nurina Cut Intan Evtia Nurina Cut Intan Evtia Nurina Cut Intan Evtia Nurina D N Juita Dadang Sudirno Dandan Luhur Saraswati Dede Salim Nahdi Defrizal Hamka Diah Wahyuni Diana Ayu Rostikawati Diana Rochintaniawati Diana Susanti Dida Firgiawan Dieni Asma Mardiyah Dindin Nasrudin Donna Karolina Br Surbakti Dwie Saptarani E Ervina E. C. Prima Eka Cahya Prima Eliyawati Eliyawati Enok Maryani Evi Roviati Evi Suryanti Febrian Virijai Firman, Harry Fitriani Nurzeha Fransisca Sudargo Ghina Rohmatulloh Ghullam Hamdu Handi Suganda Harry Firman Hazrati Ashel Heli Siti Halimatul Hendra Yulisman I Y N Hizqiyah Ida Kaniawati Ilhami, Aldeva Indri Andriyatno Indrie Prihastuti Indriyani Amalia Intan Khairani Intania Zainul Nurul Huda Ipin Aripin Ipin Aripin Ipin Aripin Ivo Novidsa Kestianty, J. Kindy, N. Lidya Betty Setiyaningsih Liliasari . Lilit Rusyati Lince Meriko Mardiyah Mardiyah Marfuatun . Meili Yanti Mellyzar, Mellyzar Mestika Sekawinahyu Minnathul Khasanah Mivtha Citraningrum Mourend Devegi Mr Sjaeful Anwar Mr Sumar Hendayana Mrs Sariwulan Diana Mrs Siti Sriyati Muhyiatul Fadilah Muslim Muslim Mustafa Çakir N. Novia, N. Nahadi Najihah Fakhirah Siregar Nastitisari Dewi Nastitisari Dewi Nisa Ayunda Rahmi Mutia Nisrina Nur Rahmi Nor Hidayati Nova Vivi Clara Saputri Novia Novia Novia Novia Novianawati, Noor Novidsa, I. Nugroho, Oktian Fajar Nurhasanah, Zakia Nursyahra Nursyahra Nuryani Rustaman Nuryani Rustaman Nuryani Rustaman Nuryani Rustaman Nuryani Rustaman Nuryani Y Rustaman Nuryani Y. Rustaman Nuryani Y. Rustaman Nuryani Y. Rustaman Nuwangi, Pohaci Puspa oktariani P. Sinaga Pohaci Puspa Nuwangi Purwaningsih, Widi Purwianingsih, W. Putri Amelia Solihah Putri Angjelina Rahayu, Yuyu Rahmi Zulva Ratih Mar'atus Sholihah Resmi Ningrum Rhodentia Sri Hastuti Tamba Ridho Ilafi Sukma Ridwan Ridwan Rifda Tanfiziyah Rini Solihat Rizki Maulana Ashidiq Rohwan Maulana Luthfi Rukayadi, Y. S Hendayana S Sriyati S Syamsu Santi Setiani Hasanah* Siswahyudianto Siti Sriyati Siti Tahany Rifa Faidah Sjaeful Anwar Sri Angraeni Sri Maryanti Sri Redjeki Surtikanti Hertien Koosbandiah, Surtikanti T. Liana Taj Rosyidah Taufik Rahman Taufik Rahman Rahman Tengku Idris Tina Rizqiyati Rohimah Topik Hidayat Vitta Yaumul Hikmawati Wahyu Sopandi Wahyu Surakusumah Warliani, Resti Widi Purwianingsih Widya Cristanti Wiwit Yuli Lestari YAYAN SANJAYA Yena Harmelayati Yohanes Freadyanus Kasi Yohanes Freadyanus Kasi Yuyun Maryuningsih Zakia Nurfadilah Zakia Nurhasanah Zevira Fransisca Aurora Zulkarnaen Zulkarnaen