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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 Proceeding Biology Education Conference Borneo Journal of Biology Education (BJBE) SN-Biosper 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 Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health 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

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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  
The Effect of Integrated Problem-Based Learning SDG Point 6 on Improving Sustainability Literacy of High School Students Amalia, Indriyani; Diana, Sariwulan; 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.
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.
Challenges of the Science EduXplore Program and Alternative Solutions in Biology Learning through Outdoor Learning and Digital Transformation Jannah, Miftahul; Defni, Syafira; Juwita, Juju; Supriatno, Bambang; Diana, Sariwulan
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.
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.
Analisis Literasi Keberlanjutan Awal Siswa SMA pada Materi Pencemaran Lingkungan Terintegrasi Sdgs Poin 6 Amalia, Indriyani; Diana, Sariwulan; Riandi, Riandi
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 22, No 1 (2025): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

Sustainability literacy is an important urgency today, this is related to the knowledge and understanding of individuals in making decisions and taking further action on sustainability as an effort to prepare for life in the future. This study aims to analyze the level of initial sustainability literacy of high school students on environmental pollution material integrated with SDGs point 6 regarding the availability of clean water and sustainable sanitation. The research method used is quantitative descriptive with instruments in the form of sustainability literacy essay questions that refer to three main aspects of sustainability literacy, namely knowledge, skills, and mindset. The study was conducted at a high school in Garut Regency in May 2025 with a sample of 70 grade X students selected through purposive sampling techniques. The results showed that most students (60%) were in the very low category in sustainability literacy, especially in the knowledge aspect. This indicates the need for more transformative and contextual learning interventions to increase students' understanding and concern for sustainability issues. This study recommends the integration of the SDGs concept explicitly in the biology learning process in schools.
Perubahan Struktur Konseptual Mahasiswa Pendidikan Biologi tentang Morfologi Daun dan Bunga berdasarkan Pictorial Representation Diana, Sariwulan; Siswandari, Puti; Suwandi, Tri; Amprasto, Amprasto
Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning Vol 21, No 1 (2024): Proceeding Biology Education Conference
Publisher : Universitas Sebelas Maret

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Abstract

Observation skills in biology can be assessed through pictorial representation, which involves asking students to create drawings and add annotations to explain the observed objects. This technique provides insight into students' perceptions and conceptual understanding of biological objects. This study aims to identify students' conceptual changes regarding leaf and flower structures based on a pictorial representation test. This descriptive research involved 35 second-semester students from the Biology Education Program at the Indonesia University of Education, who enrolled in the Plant Morphology course in the even semester of the 2023/2024 academic year. The pictorial representation test was conducted for 15 minutes before and after the lectures (pre-test and post-test) using the inquiry learning model, focusing specifically on leaf and flower structure topics. The test results were evaluated by two lecturers using a mutually agreed-upon scoring guide. The data were analyzed descriptively using a conceptual change scheme from pre-test to post-test. The results showed that there were four patterns of conceptual structure changes identified from pictorial representation of leaf and flower morphology, namely: construction, static, revision, and complementation, while the disorientation pattern was only found in the pictorial representation of flower morphology. Almost half of the students (48.6%) experienced changes in conceptual structure with construction patterns in leaf and flower morphology content. The most dominant final category of concept mastery is good, which is 51.4% and 48.6%, respectively in leaf and flower morphology. In flower morphology, there was a greater increase in the very good category compared to leaf morphology, with a ratio of 25.7% and 14.3%. Apart from a number of students whose concept mastery did not change significantly (static) and one case of disorientation on the concept of flower morphology. Overall, the conceptual change scheme based on pictorial representation results can help to analyze the extent to which learning can improve concept mastery of leaf and flower morphology.
Co-Authors A.A. Ketut Agung Cahyawan W Achmad Ibrahim Afifi Mutiarani Alfyn Abdan Nurahman Amalia, Indriyani Ana Ratna Wulan Ari Widodo Arif Rachmatulloh Aulia Khaerunnisa Aulia Khairunnisa Azkiya Annurbaiti Azzahra, Waliyyatu Bambang Supriatno Defni, Syafira Devi Deratama Devi Deratama* Didik Priyandoko Dina Nur Permatasari Dita Agustian Elis Hidayanti Eni Nuraeni Eni Nuraeni Euis Sri Rahmawati Fadilah, Eva Fakhran Rozali Daulay Fatma Ainul Ilmia Fauzia, Iva Siti Feldina Gustanti Hanna Hanna Yustianisa Haryanto Haryanto Hildawati Febiana Ilannur, Atini Iriawati Iriawati Juwita, Juju Kusdianti Kusdianti Kusdianti Listia Andriani Maulana Yusuf Mauseni Wantika Dewi Miftahul Jannah Mr Amprasto 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 Regina Pacis Riandi Riandi Rizkamariana, Febby Saffanah Nadhirah Salma Salsabila Siswandari, Puti Siti Zumrohatin Sri Anggraeni Sri Redjeki Sri Redjeki Suherman, Dewi Purnamasari Sururi, Zaki Fahreza Suwandi, Tri Topik Hidayat Wahyu Surakusumah Waliyyatu Azzahra Wardani, Rianti Tri Widi Purwianingsih Yunita Yunita