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All Journal Kolaboratif Bioeducation Journal Bio-Pedagogi : Jurnal Pembelajaran Biologi Bio Ilmi: Jurnal Pendidikan Jurnal Bioedukasi Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan JURNAL PENDIDIKAN ROKANIA Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Ensiklopedia of Journal FONDATIA Jurnal Dedikasi Pendidikan JURNAL BIOEDUCATION Atrium Pendidikan Biologi Thinking Skills and Creativity Journal Pelita Eksakta Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Best Journal (Biology Education, Sains and Technology) Journal On Teacher Education (Jote) Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat JURNAL BIOSHELL Jurnal Jendela Pendidikan Journal of Digital Learning and Education Journal for Lesson and Learning Studies BIOCHEPHY: Journal of Science Education EduNaturalia: Jurnal Biologi dan Kependidikan Biologi Jurnal Pendidikan dan Pembelajaran Al-Alam : Islamic Natural Science Education Journal Tsaqofah: Jurnal Penelitian Guru Indonesia YASIN: Jurnal Pendidikan dan Sosial Budaya ANWARUL: Jurnal Pendidikan dan Dakwah Educativo: Jurnal Pendidikan JURNAL PENDIDIKAN DAN KEGURUAN Jurnal Edukasi Biologi Asian Journal of Early Childhood and Elementary Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan Symbiotic: Journal of Biological Education and Science Jurnal Serambi Biologi Biodik: Jurnal Ilmiah Pendidikan Biologi
Selaras, Ganda Hijrah
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Hubungan PU Dan BI Pada Peserta Didik Pengguna Scola Pembelajaran Biologi Di SMA Dedikasi Edukasi Kualiva Nadila Aulya Putri; Relsas Yogica; Syamsurizal Syamsurizal; Ganda Hijrah Selaras; Vauzia Vauzia
BEST Journal (Biology Education, Sains and Technology) Vol 6, No 2 (2023): September 2023
Publisher : Program Studi Pendidikan Biologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/best.v6i2.7428

Abstract

Salah salah media yang dapat digunakan dalam pembelajaran biologi adalah media pembelajaran berbasis e-learning. Platform e-learning yang digunakan di SMA DEK yaitu Scola. Namun sampai saat ini belum diketahui bagaimana penerimaan peserta didik terhadap Scola. Tujuan penelitian yaitu untuk mengetahui hubungan Perceived Usefulness (PU) dengan Behavioral Intention (BI) pada peserta didik pengguna Scola pembelajaran biologi di SMA DEK. Jenis penelitian ini yaitu deskriptif korelasi menggunakan pendekatan kuantitatif. Teknik analisis data yang digunakan yaitu uji korelasi Pearson Product Moment dan uji t setelah data diketahui terdistribusi normal. Hasil penelitian menunjukkan bahwa nilai PU yang didapatkan yaitu 74,06 %  dan nilai BI yaitu 70,90 % sehingga dikatakan dalam kategori tinggi. Nilai r yang didapatkan yaitu 0,78 dan nilai thitung yaitu 8,5 dibandingkan dengan ttabel 1,679 yang berarti bahwa thitung ttabel. Dengan demikian hasil penelitian menunjukkan bahwa terdapat korelasi yang kuat dan positif antara Perceived Usefulness (PU) dengan Behavioral Intention (BI) pada peserta didik pengguna Scola pada pembelajaran biologi di SMA DEK.
Hubungan PEU dengan ATU pada Peserta Didik Pengguna Scola Pembelajaran Biologi di SMA Dedikasi Edukasi Kualiva Nur'aini Nur'aini; Relsas Yogica; Syamsurizal Syamsurizal; Ganda Hijrah Selaras; Rahmadhani Fitri
BEST Journal (Biology Education, Sains and Technology) Vol 6, No 2 (2023): September 2023
Publisher : Program Studi Pendidikan Biologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/best.v6i2.7554

Abstract

Tujuan penelitian ini adalah untuk mengetahui bagaimana hubungan Perceived Ease of Use (PEU) dengan Attitude Toward Using (ATU) pada peserta didik pengguna Scola pembelajaran biologi di SMA Dedikasi Edukasi Kualiva. Metode penelitian ini adalah deskriptif korelasi dengan pendekatan kuantitatif. Sampel penelitian diambil menggunakan teknik total sampling. Instrumen yang digunakan adalah angket yang mengukur respon peserta didik terhadap PEU dan ATU terkait penggunaan Scola pembelajaran biologi. Angket ini terdiri dari 32 pernyataan yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan dengan menggunakan uji korelasi Pearson Product Moment, dan dilanjutkan dengan uji signifikansi menggunakan rumus t. Hasil penelitian menunjukkan bahwa nilai PEU yang diperoleh yaitu 66,67%, sedangkan nilai ATU sebesar 62,5%. Kedua nilai ini menunjukkan kategori tinggi. Terdapat hubungan positif yang kuat antara PEU dan ATU, dengan nilai korelasi (r) sebesar 0,66. Hasil uji signifikansi menunjukkan bahwa nilai thitung 5,97 dibandingkan dengan ttabel 1,679. Hal ini menunjukkan thitung ttabel, yang berarti terdapat hubungan yang signifikan antara PEU dan ATU. Melalui penelitian ini kami menemukan bahwa Perceived Ease of Use (PEU) memiliki hubungan positif yang signifikan terhadap Attitude Toward Using (ATU) pada peserta didik pengguna Scola pembelajaran biologi di SMA Dedikasi Edukasi Kualiva.
Meta Analisis : Pengaruh Model Guided Discovery Learning (GDL) terhadap Kemampuan Berpikir Kritis Siswa SMA Lara Eliza Firma; Ganda Hijrah Selaras
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 4 (2025): Oktober 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i4.3012

Abstract

The Guided Discovery Learning (GDL) model is an educational method designed to cultivate students’ critical thinking through a guided exploration process. This study aims to investigate how the GDL model influences the critical thinking development of high school students. The research method employed is a literature review, involving an analysis of five relevant scholarly articles focusing on GDL implementation in learning environments. The results demonstrate that the GDL approach effectively enhances students’ ability to think critically—particularly in evaluating problems, analyzing data, and drawing reasoned conclusions. Furthermore, students involved in GDL-based instruction tend to be more engaged, capable of constructing hypotheses, and able to carry out simple investigative tasks. These improvements contribute not only to better academic results but also to the growth of reflective and analytical thinking, which are essential competencies in today’s digital era. Based on the findings, the GDL model is highly recommended as a teaching strategy that supports the advancement of students' critical thinking abilities within the school setting.
Implementasi problem-based learning berbasis education for sustainable development terhadap kemampuan berpikir kritis peserta didik Veronica Christiani Gurning; Ganda Hijrah Selaras
Bio-Pedagogi : Jurnal Pembelajaran Biologi Vol 14, No 1 (2025): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v14i1.88657

Abstract

ENLearning plays a crucial role in the educational process; therefore, educators need to apply learning models that can improve students' critical thinking skills. One of the most effective approaches is to use a Problem-Based Learning model centered on education for Sustainable Development, which aligns with 21st-century competencies. The Education for Sustainable Development approach is critical to understanding environmental changes from the perspective of developing students' character. This research aims to review the literature on the Problem-Based Learning model centered on Education for Sustainable Development in improving students' critical thinking capacities. The methodology was a literature review of 20 papers from the last five years found in scientific databases like Sinta and Scimago. There were five articles in the sampling. Based on the analysis, the ESD-based Problem-Based Learning model positively influences students' critical thinking skills.IDPembelajaran merupakan komponen penting dalam proses pendidikan, sehingga diperlukan model pembelajaran yang dapat meningkatkan kemampuan berpikir kritis peserta didik. Salah satu cara yang paling efektif adalah dengan menerapkan model pembelajaran Problem Based Learning berbasis Education for Sustainable Development yang sesuai dengan kompetensi di era abad 21. Pendekatan Education for Sustainable Development sangat penting untuk memahami perubahan lingkungan hidup dari sudut pandang pengembangan karakter peserta didik. Tujuan penelitian ini adalah untuk mengkaji literatur terkait model Problem Based Learning berbasis Education for Sustainable Development dalam membantu peserta didik untuk meningkatkan kemampuan berpikir kritis. Metode yang digunakan adalah studi literatur terhadap 20 artikel dari database ilmiah seperti Scimago dan jurnal yang terindeks Sinta dengan rentang 5 tahun terakhir. Sampel yang digunakan adalah 5 artikel. Berdasarkan hasil analisis, model Problem Based Learning berbasis ESD memiliki pengaruh positif terhadap kemampuan berpikir kritis peserta didik.
Studi Literatur: Pengaruh Ragam Model Pembelajaran terhadap Kemampuan Berpikir Kritis Peserta Didik SMA : Literature Study: The Influence of Various Learning Models on High School Students' Critical Thinking Skills Sisri Wiguna; Ganda Hijrah Selaras
Al-Alam: Islamic Science Education Journal Vol 4 No 2 (2025): (Edisi Juli) Inovasi dalam Pembelajaran Sains
Publisher : LP2M UIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/al-alam.v4i2.13729

Abstract

Critical thinking skills are very important in the Biology learning process because they enable students to understand concepts in depth, analyze natural phenomena, and solve problems logically. This study aims to determine the effect of various learning models on students' critical thinking skills in Biology. The method used in this study was a literature review by collecting and analyzing 10 articles published between 2017 and 2024. The results of the study indicate that critical thinking skills in Biology learning can be influenced by various learning models that can improve students' critical thinking skills. Learning models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Discovery Learning have been proven effective in improving critical thinking skills.
PENGARUH MODEL PROBLEM BASED LEARNING BERBASIS TUTOR TEMAN SEBAYA TERHADAP LITERASI SAINS MURID: KAJIAN LITERATUR Zafit, Vernika; Ganda Hijrah Selaras; Lufri; Rahmadhani Fitri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44120

Abstract

Science literacy is a key competence in biology education, as it plays an important role in developing students’ ability to understand scientific phenomena, think critically, and make decisions based on scientific evidence. However, the use of appropriate learning models to enhance science literacy, particularly through peer tutor-based Problem Based Learning (PBL), has not yet been comprehensively explored. This study aims to examine the influence of the peer tutor-based Problem Based Learning (PBL) model on improving science literacy in biology education based on findings from previous research.  The study employed a literature review method to analyse ten national research articles published between 2019 and 2025. Data were analysed using content analysis by examining the research objectives, characteristics of the learning model, indicators of science literacy, and the main findings of each article.  The findings indicate that the Problem Based Learning (PBL) model can improve students’ science literacy through problem-solving, investigation, and data analysis activities, while the use of peer tutors enhances learning interactions and increases student engagement. Overall, this study suggests that the peer tutor-based Problem Based Learning (PBL) model is an effective learning strategy for improving students’ science literacy and can serve as a reference for developing more active and meaningful biology learning. 
Literature Review : Implementasi Model Pembelajaran PjBL guna Meningkatkan Keterampilan Berpikir Kreatif Peserta Didik pada Pembelajaran Biologi Salsabilla Forendra; Ganda Hijrah Selaras
YASIN Vol 3 No 5 (2023): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i5.1434

Abstract

One of the higher thinking skills is creative thinking skills. Indonesia was ranked 74th out of 79 countries in the 2018 PISA results. These findings show the importance of developing one's creative thinking skills while studying. The aim of this article is to see how far PjBL can be applied to creative thinking. Utilizing digital libraries such as Google Scholar and Crossref, a prism-style Systematic Literature Review is the preferred approach. To obtain scientific articles about science learning in the biology sub-chapter published in 2018–2023, the Systematic Review is used to synthesize various relevant studies. The findings show that the PjBL model can improve science learning in the biology sub-sector by increasing critical thinking, communication, collaboration, creativity, and innovation (4C), as well as learning outcomes, communication, concepts and understanding.
Penerapan Problem Based Learning dalam Meningkatkan Hasil Belajar dan Cara Berpikir Kritis Siswa SMA pada Pelajaran Biologi Riska Multi Azura; Ganda Hijrah Selaras
ANWARUL Vol 3 No 4 (2023): ANWARUL: Jurnal Pendidikan dan Dakwah
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v3i4.1305

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) learning model in improving learning outcomes and critical thinking of high school students in biology subjects. The data collection technique was carried out by searching for articles through Google Scholar, Garuda and Sinta. From the search results, 25 National Journals were obtained that met the specified inclusion criteria. The analysis applied is by paying attention to the score before the test or pretest of Problem Based Learning (PBL) learning with after the PBL learning action with the score before the test or posttest as the amount of increase in the pretest process, then dividing the score before the learning action using the PBL model to determine the size influence on PBL learning actions. Based on the results of the analysis of the PBL learning model, it succeeded in having a positive impact. For an effect size of 0.52 with a strong category. The conclusion of this study is that the problem-based learning or PBL method in increasing knowledge and critical thinking of high school students in biology subjects can increase learning outcomes from the lowest 01.03% to the highest 97.43%. This clearly shows that the use of the PBL method in teaching and learning activities can improve learning outcomes and critical thinking of high school students in biology learning in high school.
Peningkatan Hasil Belajar Biologi dengan Penerapan Model Jigsaw Puspita Zakiya Mumtaza; Ganda Hijrah Selaras
ANWARUL Vol 3 No 4 (2023): ANWARUL: Jurnal Pendidikan dan Dakwah
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v3i4.1307

Abstract

The use of learning models such as a jigsaw with a helpful methodology is one of the methods to further develop biology learning outcomes. In Jigsaw learning, students give opinions to each other and are required to help each other. The motivation behind doing this research is to find out how far the Jigsaw model further develops biology learning outcomes. Literature review or literature study is the research method used in this research. It can be proven from the findings of articles and journals that the Jigsaw model can increase student activity, learning outcomes, and collaboration between students.
Mind Mapping sebagai Strategi Peningkatan Daya Ingat pada Pembelajaran Biologi SMA Al Ghani, Suci Salsabila; Zulyusri; Muhyiatul Fadilah; Ganda Hijrah Selaras
JURNAL BIOEDUCATION Vol 13 No 2 (2026): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

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

Abstract

Biology instruction at the senior high school (SMA) level involves complex and abstract subject matter characterized by interlinked concepts; consequently, students are required not only to comprehend the material but also to retain the information they have learned. One instructional strategy that can support this process is Mind Mapping a technique that organizes information visually through central concepts, branches, keywords, and inter-concept relationships. This study aims to analyze the use of Mind Mapping as a strategy to enhance memory retention in high school biology learning, based on synthesis from relevant prior research. A narrative literature review method was employed, examining various research articles published between 2020 and 2026. Articles were selected based on relevance: studies involving senior high school students (or equivalent), the use of Mind Mapping in biology instruction, and the measurement of memory, retention, learning outcomes, conceptual understanding, or relevant cognitive abilities. Data were analyzed descriptively and synthesized based on study characteristics, Mind Mapping implementation methods, measured variables, and research findings. The review indicates that Mind Mapping generally exerts a positive influence on biology learning particularly regarding learning outcomes, conceptual understanding, critical thinking, creativity, and learning engagement as well as on retention in studies specifically measuring memory. Studies utilizing retention measurements or delayed tests demonstrate that students who learn using Mind Mapping exhibit superior information retention compared to those taught via conventional methods. The effectiveness of Mind Mapping in supporting memory is linked to its capacity to help students organize information, connect concepts, and utilize visual representations as cues for material recall. Thus, Mind Mapping holds potential as an instructional strategy to support improved memory retention and conceptual mastery among high school students in biology learning.
Co-Authors Abdul Razak Achyar, Afifatul Afdal Afdal, Afdal Al Fahrurz Al Ghani, Suci Salsabila Amalia Suci Erliza Aprilia Muslimah Ardi Ardi Ardi Ardi Ardi Ardi Armen Armen Armen Armen Ayu Wulandari Azizah Rahmalia Juwita Azmi Wandraini Azwir Anhar Chici Anugrah Darussyamsu, Rahmawati Dezi Handayani Dhea Azizah Diah Rahmah Suci Dian Novika Permatasari Dwi Hilda Putri Edwin Edwin Eka Vidya Putra Elifia Zulfa Endela Elisa Aulia Elsa Suci Ramanda Elsa Yuniarti Eriza, Rizka Fadhilla, Muhyiatul FAJRINA, SUCI Fanny Felecia Audia Farahani, Narulita Fardilla, Midratul Farikh, Muhammad Fatma, Muthia Try Febi Oktavani Fevria, Resti Fitri Arsih Fitri Arsih Fitri Handayani Fitri Handayni Fitri, Rahmadhani Frisca Rinaldi Putri Galbinur, Elfi Gustina Indriati Haany Irwan Haniza Sara Hasri Hidayati Hayatul Novita Heffi Alberida Helendra . Helsa Rahmatika Hidayati, Hasri Ilham Sepriadi Indah Permata Bunda Indra Hartanto Intan Dwi Putri Cahyani Intan Maghvira Irdawati Irdawati Irma Lailani Eka Putri Kardiman, Reki Khalif Alfajri Kiki Mulyani Kurniawan Santoso Lara Eliza Firma Lufri Lufri Mades Fifendy Maharani, Indah Marisa Defri Marten, Threo Wanda Mega Iswari Mega Syafril Miftahul Husni Arta Mitha Safitri Moralita Chatri Muhyiatul Fadilah Muhyiatul Fadilah Multi Asmul Sovia Mulyani Dwi Putri Musarillawanty, Nora Mutia Pramadani Nadila Aulya Putri Nadya Khairiyah Syafti Natasya Tiara Kinanti Nilam, Nadia Nisa Ayunda Rahmi Mutia Novita, Yeni Nur Huda Nur'aini Nur'aini Nur'aini, Nur'aini Nurul Aulia Rahmi Puput Putri Puspita Zakiya Mumtaza Putri Silmi Nurul Fadila Putri, Nadila Aulya Rahmadhani Fitri Rahmadhani Fitri Rahmatillah Putri Rahmawati Darussyamsu Rahmawati Darussyamsu Rahmi Kurniati Rahmi, Fitri Olvia Ramadhan Sumarmin Ramadhan Sumarmin Relsas Yogica, Relsas Reni Rahayu Restudila, Eby Ria Anggriyani Riana Aftafia Rika Andima Rintan Rahmana Sari Rintia Mawaddah Ririn Indria Sari Riska Multi Azura Riska Ulandari Ristiano Ristiono Ristiono Ristiono Ristiono Rivatri Julianti Karila Rizka Eriza Rizki Rahman Putra Roza, Sri Yenica Rustiono Rustiono S. Syamsurizal Salsabilla Forendra Sani, Anindita Fildzah Sasmeri Sasmeri Sa’diatul Fuadiyah Selviza Selviza Sepriadi, Ilham Shasfiyah, Hemi Sherly Amelia Siska Alicia Farma Siska Purnama Sari Sisri Wiguna SUCI FAJRINA Syamsurizal - - Syamsurizal Syamsurizal Tita Sonia Tri Putri Wahyuni Ummi Kalsum Harahap Urfa, Walmursalati Vauzia Vauzia Vauzia, Vauzia Vauzia, Vauzia Veronica Christiani Gurning Wilny Chintya Winda Tri Wahyuni Witri Adriani Wulandari Ramadhani Yogi Nabilla Fitra Yosi Laila Rahmi Yoszi Mingsi Anaperta Yudha Ikhwal Maryanto Yudi Agustira Rahmatullah Yuni Ahda Zafira , Zafit, Vernika zedri Zulyusri Zulyusri, Zulyusri