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All Journal Jurnal Bios Logos Bioeducation Journal Jurnal Ilmu Dasar Jurnal Pengajaran MIPA EDUSAINS Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Jurnal Penelitian Pendidikan REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Biosfer: Jurnal Pendidikan Biologi Assimilation: Indonesian Journal of Biology Education Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan BIO-EDU: Jurnal Pendidikan Biologi Edunesia : jurnal Ilmiah Pendidikan Bioscientist : Jurnal Ilmiah Biologi EduBiologia: Biological Science and Education Journal Borneo Journal of Biology Education (BJBE) SN-Biosper Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Al Jahiz: Journal of Biology Education Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan MIPA
Mrs Sariwulan Diana
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Control & Systems Engineering Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Effectiveness of the Think Talk Write Learning Strategy toward Concept Mastery of Cell for High School Biology Students Muzakki, Naufal Ahmad; Diana, Sariwulan; Priyandoko, Didik
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In cells, many phenomena occur such as metabolism to protein synthesis, these become abstract and cause students to have difficulty understanding them. A good learning experience is needed so that students can understand the concept correctly. One learning strategy that provides a learning experience to discover and understand concepts is the Think Talk Write learning strategy. This study uses a pre-experimental design method. The subjects in this study were students of class XI science at Muhammadiyah 5 Rancaekek high school. Mastery of concepts measured in this study were C1 (memorization), C2 (understanding), C3 (application), and C4 (Analysis). Based on the results of data processing, the pretest value was 47.22 while the posttest value was 65.28. The results of the analysis using the paired sample TTest obtained from the pretest and posttest values of 0.00, this value indicates that sign <α = 0.00 <0.05. Based on the results of the data analysis, it can be concluded that there is an effectiveness of using the Think Talk Write learning strategy on mastery of concepts in cell material.   Keywords: think talk write, concept mastery, cell DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1539-1547  
Enhancing students' numeracy literacy in human heredity material through a brain-based learning model Waliyyatu Azzahra; Sariwulan Diana; Eni Nuraeni
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 6, No 2 (2024): June 2024
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v6i2.19527

Abstract

In this digital era, data and information in biology are increasingly presented in quantitative form that must be processed and interpreted. To deal with this, students' numeracy literacy becomes essential to train. This study aims to reveal an increase in students' numeracy literacy by implementing the brain-based learning model. This study used a quasi-experimental method with a pretest-posttest non-equivalent group design. The sample consisted of 28 students in the experimental class and 30 students in the control class who had been selected by random sampling. The instruments used were question sheets with various types, such as the Minimum Competency Assessment (MCA) questions. The findings of this study indicate that the experimental class has a higher N-Gain Score, which is 0.71 with high criteria, while in the control class, it is 0.60 with a moderate category. The better N-Gain Score can also be seen from each numeracy literacy indicator's analysis. This indicates that the brain-based learning model improves students' numeracy literacy more effectively. Based on these findings, further research can conduct a long-term study of applying the brain-based learning model to students' numeracy literacy to understand the sustainability of the improvements.Abstrak. Di era digital ini, data dan informasi dalam ilmu biologi semakin banyak disajikan dalam bentuk kuantitatif yang harus diproses dan diinterpretasikan. Dalam rangka menghadapi hal tersebut, literasi numerasi siswa menjadi hal yang penting untuk dilatih. Tujuan penelitian ini adalah untuk mengungkap adanya peningkatan literasi numerasi siswa melalui implementasi Model Brain Based Learning. Penelitian ini menggunakan metode eksperimen semu dengan desain pretest posttest non-equivalent group design. Sampel terdiri dari 28 siswa pada kelas eksperimen dan 30 orang siswa kelas kontrol yang telah dipilih secara random sampling. Instrumen yang digunakan adalah lembar soal dengan berbagai tipe seperti pada soal Asesmen Kompetensi Minimum (AKM). Temuan penelitian ini menunjukkan bahwa kelas eksperimen memiliki N-Gain Score yang lebih tinggi, yaitu sebesar 0.71 dengan kriteria tinggi, sedangkan pada kelas kontrol sebesar 0.60 dengan kategori sedang. Perolehan N-Gain Score yang lebih baik juga terlihat dari analisis setiap indikator literasi numerasi yang diteliti. Hal ini menandakan bahwa model Brain Based Learning lebih efektif dalam meningkatkan literasi numerasi siswa. Berdasarkan temuan tersebut, penelitian berikutnya dapat melakukan analisis jangka panjang dari penerapan Model Brain Based Learning terhadap literasi numerasi siswa untuk memahami keberlanjutan peningkatan yang dicapai.
Exploring Students’ Mental Models of Photosynthesis: A Five-Tier Diagnostic Case Study in Senior High School Alfyn Abdan Nurahman; Ari Widodo; Sariwulan Diana
Al Jahiz Vol 7 No 1 (2026): Al-Jahiz: Journal of Biology Education Research, January-June 2026 (In Progress)
Publisher : Faculty of Tarbiyah and Teacher Training UIN Jurai Siwo, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/al-jahiz.v7i1.11212

Abstract

Understanding students’ mental models is essential to identify conceptual and representational challenges in learning intricate biological processes such as photosynthesis. This study explores senior high school students’ mental models of photosynthesis using a five-tier open-ended diagnostic test that integrates conceptual and visual understanding. A qualitative case study was conducted with 27 students in Bandung, Indonesia. The results revealed that only 22.8% of students demonstrated scientific understanding of the light reaction, and just 16.0% did so for the dark reaction. The majority of students exhibited initial or synthetic models, indicating fragmented knowledge, misconceptions, and difficulties in depicting key photosynthesis processes. Visualization results further highlighted students’ limited ability to construct accurate scientific representations, especially for the dark reaction. These findings suggest a need for model-based teaching strategies, multimodal representations, and formative assessments to enhance students’ conceptual and visual understanding of photosynthesis.
Upaya Remediasi Miskonsepsi Pada Materi Sel Menggunakan Model Pembelajaran Think Talk Write Naufal Ahmad Muzakki; Sariwulan Diana; Didik Priyandoko
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.3470

Abstract

In cell material, many concepts are abstract and can cause students to experience difficulties in understanding them. Every concept in biology learning is interconnected so that every concept that is built can influence the formation of the next concept. However, often students' initial concepts are misconceptions, namely the concepts possessed by students conflict with the concepts raised by experts. A good learning experience is needed so that students can understand the concept correctly. One learning model that provides a learning experience to discover and understand concepts is the Think Talk Write learning model. The purpose of this research is to remediate misconceptions about cell material by using the Think Talk Write learning model. This study used an experimental method with the type of pre-experimental research and one-group pretest-posttest research design. The subjects in this study were students of class XI IPA at SMA Muhammadiyah 5 Rancaekek consisting of 36 students. Based on the results of data processing, it was found that misconceptions in the pretest resulted in 12.78% and in the posttest it decreased to 6.25%. So it can be concluded that the Think Talk Write learning model can reduce students' misconceptions about cell material.
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.
Socio-Scientific Issues (SSI)-Based E-Module on Indragiri River Pollution and Land Conversion: A Needs Analysis from the Perspective of Biology Teachers at Senior High School Hasni Hasni; Bambang Supriatno; Sariwulan Diana
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20410

Abstract

The low levels of environmental literacy and decision-making skills among senior high school students remain a pressing concern, particularly in regions facing real ecological challenges such as Keritang District, Indragiri Hilir Regency. This study aimed to: (1) describe the current condition of teaching materials used in Biology learning; (2) examine teachers' perspectives on students' environmental literacy and decision-making skills; (3) explore the relevance of local issues as socio-scientific issue (SSI) contexts; and (4) identify teachers' needs regarding the characteristics of an SSI-based e-module. A qualitative approach with a single case study embedded units design was employed, involving three Biology teachers from all active senior high schools (SMA/MA) in Keritang District, selected through total sampling. Data were collected through semi-structured interviews and lesson plan documentation, analyzed using the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation and member checking. The findings reveal that: (1) the teaching materials currently used do not incorporate local contexts from Keritang District, as indicated by lesson plans that lack integration of area-specific environmental issues; (2) from teachers’ perspectives, students' environmental literacy remains at the awareness level, while their decision-making skills are still limited; (3) the issues such as pollution of the Indragiri River pollution and land conversion are highly relevant as local SSI contexts due to their rich scientific, social, economic, and ethical dimensions; and (4) there are differences in implementation readiness across schools: public high schools are more prepared to use digital e-modules, while private madrasah require printed modules due to limited access to digital devices. Nevertheless, both require teaching materials that include authentic local data, higher-order thinking (HOTS) activities, e-modules accessible offline via smartphones and printable as an alternative, as well as alignment with the curriSculum. These findings represent a needs analysis as the first phase in the development of an e-module, with the design and validation stages planned as subsequent phases. The results of this needs analysis provide an empirical basis for designing a locally grounded SSI-based e-module to improve the quality of Biology learning in Keritang district.
Challenges of the Science EduXplore Program and Alternative Solutions in Biology Learning through Outdoor Learning and Digital Transformation Miftahul Jannah; Syafira Defni; Juju Juwita; Bambang Supriatno; Sariwulan Diana
BIO-EDU: Jurnal Pendidikan Biologi Vol. 11 No. 1 (2026): BIO-EDU: Jurnal Pendidikan Biologi - April 2026
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.v11i1.10385

Abstract

This study aims to analyze the implementation challenges of the Science EduXplore 2025 program and identify alternative solutions for its future development. The program represents an innovative biology learning model that integrates outdoor learning and digital transformation approaches. This research employed a descriptive quantitative method with a cross-sectional design. Data were collected through questionnaires completed by 30 junior high school participants and analyzed using descriptive statistics. The results indicate that participants generally responded positively to the program, particularly in terms of engagement, meaningfulness, and facilities. However, several challenges were identified, including limited exploration time, difficulties in using scientific tools, and the perceived relevance of the material. Based on these findings, alternative solutions were proposed, such as utilizing QR codes, mobile-based scientific sensor applications, and developing interactive e-modules. In addition, a differentiated approach based on educational levels (junior and senior high school) was implemented to align the complexity of the material. These findings suggest that integrating outdoor learning with digitalization holds significant potential to foster active, contextual, and reflective biology learning, and can serve as a foundation for sustainable educational program development.
Co-Authors A.A. Ketut Agung Cahyawan W Achmad Ibrahim Afifi Mutiarani Alfyn Abdan Nurahman Ana Ratna Wulan Ari Widodo Arif Rachmatulloh Aulia Khaerunnisa Aulia Khairunnisa Azkiya Annurbaiti Azzahra, Waliyyatu Bambang Supriatno Devi Deratama Devi Deratama* Didik Priyandoko Dina Nur Permatasari Dita Agustian Elis Hidayanti Eni Nuraeni Eni Nuraeni Euis Sri Rahmawati Eva Fadilah Fakhran Rozali Daulay Fatma Ainul Ilmia Fauzia, Iva Siti Feldina Gustanti Hanna Hanna Yustianisa Haryanto Haryanto Hasni Hasni Hildawati Febiana Ilannur, Atini Indriyani Amalia Iriawati Iriawati Juju Juwita Kusdianti Kusdianti Kusdianti Listia Andriani Maulana Yusuf Mauseni Wantika Dewi Miftahul Jannah Muzakki, Naufal Ahmad Naufal Ahmad Muzakki Naufal Ahmad Muzakki Naufal Ahmad Muzakki Naufalia Zahrannanda Nur Ilmiah Sakinah Nurlistia Chandra Kirana Nuryani Rustaman Nusayba Abdul Wahid R. Riandi, R. Regina Pacis Rizkamariana, Febby Saffanah Nadhirah Salma Salsabila Siti Zumrohatin Sri Anggraeni Sri Redjeki Sri Redjeki Suherman, Dewi Purnamasari Sururi, Zaki Fahreza Syafira Defni Topik Hidayat Wahyu Surakusumah Waliyyatu Azzahra Wardani, Rianti Tri Widi Purwianingsih Yunita Yunita