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All Journal Biosfer: Jurnal Tadris Biologi Bioedukasi: Jurnal Pendidikan Biologi Indonesian Journal of Science and Education Biosfer: Jurnal Pendidikan Biologi LENSA (Lentera Sains): Jurnal Pendidikan IPA SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Indonesian Journal of Biology Education JPBIO (Jurnal Pendidikan Biologi) Alpen: Jurnal Pendidikan Dasar Community Empowerment Bioscientist : Jurnal Ilmiah Biologi Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Indonesian Journal of Educational Development (IJED) Archive: Jurnal Pengabdian Kepada Masyarakat Biodik: Jurnal Ilmiah Pendidikan Biologi Bioma : Jurnal Ilmiah Biologi Research Journal of Social Economics Empowerment (ROSEE) Journal of Current Studies in SDGs Journal of Current Studies in SDGs Pengabdian: Jurnal Abdimas
Ericka Darmawan
Biology Education, Faculty Of Teacher Training And Education, Universitas Tidar, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Analisis Kesulitan Guru Biologi dalam Mengembangkan Modul Ajar pada Kurikulum Merdeka di Sekolah Penggerak Kabupaten Temanggung Darmawan, Ericka; Rachman, Fikri; Sukmawati, Ika
Bioscientist : Jurnal Ilmiah Biologi Vol. 12 No. 1 (2024): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v12i1.9982

Abstract

The new policies included in the independent curriculum certainly have several different aspects. One of the differences here is in the teaching tools. In the independent curriculum, the Learning Implementation Plan (RPP) is referred to as a teaching module. Teachers can choose or even modify their own teaching modules that have been provided by the central government. Teachers need to develop teaching modules, but in reality there are still many teachers who experience difficulties in developing teaching modules. This research aims to determine the difficulties experienced by high school biology teachers in developing teaching modules. This study used qualitative research methods. The research subjects taken were the population of class X and XI Biology teachers at SMA Negeri 2 Temanggung, SMA Negeri 1 Candiroto, and SMA Negeri 1 Pringsurat. Data collection techniques used in research include observation, interviews and questionnaires. The research results show that the difficulty of Biology teachers in developing teaching modules is 45%. The level of difficulty is found in indicators of analysis and mapping of student needs, determining the dimensions of the Pancasila student profile, clarity of learning objectives, organizing teaching materials, determining learning models, determining and carrying out assessments, evaluating learning and following up on teaching modules, as well as difficulties in analyzing learning outcomes. will be reduced to a teaching module. The factors that make it difficult for Biology teachers to develop teaching modules are: 1) the number of students; 2) difficulty reading Learning Outcomes (CP); 3) the material is very short and unsystematic; 4) time constraints; 5) minimal reference for the implementation of the assessment; and 6) level of technological mastery. Thus, it can be concluded that the difficulties of high school biology teachers in developing teaching modules in the independent curriculum at Temanggung driving schools are in the "sufficient" category.
Enhancing preservice teachers’ metacognition and critical thinking through the ERIC Darmawan, Ericka; Ramadani, Shefa Dwijayanti; Normawati, Afi; Krisma, Dita Aldila; Admawati, Harsi; Agustyaningrum, Nina
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i3.5026

Abstract

Metacognitive and critical thinking skills are essential skills for being an effective learner. However, the results of previous studies indicate that these two skills in preservice teachers still require improvement. This research aimed to investigate the potential impact of the Exploring-Resuming Integrated Criticizing (ERIC) learning strategy on enhancing the metacognitive and critical thinking skills of preservice teachers. The study employed a quasi-experimental research design with a pretest and post-test component. The research population consisted of all biology education students at a university in Magelang City, Central Java, Indonesia. The sample consisted of 54 students from two classes enrolled in Plant Physiology, selected via cluster random sampling. Data on metacognitive and critical thinking skills were collected through pretest and posttest essay assessments. The data were analyzed using Analysis of Covariance (ANCOVA). The results of this study showed that the ERIC learning strategy has a significant impact on the preservice teachers’ metacognitive and critical thinking skills. We found that implementing ERIC learning led to higher metacognitive and critical thinking skills than those taught with a traditional approach. The research results recommend that ERIC be implemented as an active learning strategy to encourage the development of metacognitive and critical thinking skills.
Development of a Guided Inquiry-Based Biology Practicum Guidebook Integrating Scientific Literacy in Support of SDG 4: Quality Education Ericka Darmawan; Weni Anggraini; Setya Agustina
Journal of Current Studies in SDGs Vol. 3 No. 2 (2027): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.2.174

Abstract

Objective: To develop and evaluate the feasibility and practicality of a guided inquiry-based biology practicum guidebook integrating scientific literacy for Grade XI high school students. The guidebook was designed to support structured laboratory learning and contribute, at the instructional-resource level, to Sustainable Development Goal 4 by providing a quality learning resource for biology education.  Method: Employed a research and development approach using the 4-D model modified into three stages: define, design, and develop. Data were collected through interviews, needs-analysis questionnaires, expert validation, and limited-scale trials. The developed product was assessed by material and media experts and evaluated using response questionnaires completed by two biology teachers and participating students. The quantitative data were analyzed using descriptive percentage analysis. Results: The material expert validation produced an average score of 98.66%, while the media expert validation reached 98%, with both categorized as very good. Teacher responses yielded an average practicality score of 93.52%, whereas student responses reached 84.53%, also within the very good category. These findings demonstrate that the guidebook is highly feasible and practical as a supporting resource for biology practicum activities. Novelty: To integrate guided inquiry stages, laboratory procedures, safety guidance, reporting formats, and scientific literacy tasks within a single practicum guidebook aligned with Phase F biology learning. This integrated design offers a contextual instructional resource that facilitates active investigation, evidence-based reasoning, and quality science education consistent with SDG 4.
Development of a Guided Inquiry-Based Biology Practicum Guidebook Integrating Scientific Literacy in Support of SDG 4: Quality Education Ericka Darmawan; Weni Anggraini; Setya Agustina
Journal of Current Studies in SDGs Vol. 3 No. 2 (2027): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.2.174

Abstract

Objective: To develop and evaluate the feasibility and practicality of a guided inquiry-based biology practicum guidebook integrating scientific literacy for Grade XI high school students. The guidebook was designed to support structured laboratory learning and contribute, at the instructional-resource level, to Sustainable Development Goal 4 by providing a quality learning resource for biology education.  Method: Employed a research and development approach using the 4-D model modified into three stages: define, design, and develop. Data were collected through interviews, needs-analysis questionnaires, expert validation, and limited-scale trials. The developed product was assessed by material and media experts and evaluated using response questionnaires completed by two biology teachers and participating students. The quantitative data were analyzed using descriptive percentage analysis. Results: The material expert validation produced an average score of 98.66%, while the media expert validation reached 98%, with both categorized as very good. Teacher responses yielded an average practicality score of 93.52%, whereas student responses reached 84.53%, also within the very good category. These findings demonstrate that the guidebook is highly feasible and practical as a supporting resource for biology practicum activities. Novelty: To integrate guided inquiry stages, laboratory procedures, safety guidance, reporting formats, and scientific literacy tasks within a single practicum guidebook aligned with Phase F biology learning. This integrated design offers a contextual instructional resource that facilitates active investigation, evidence-based reasoning, and quality science education consistent with SDG 4.
The Assistance of Sukosari Bandongan Elementary School Teachers through STEM Education as a Provision for Learning Innovation Aprilia Nurul Chasanah; Arief Budi Wicaksono; Ericka Darmawan; Bagas Ardiyanto; Maryam Abdulloh
Pengabdian: Jurnal Abdimas Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/abdimas.v2i1.351

Abstract

Background. This community service program is encouraged by the need for partners, which is the absence of specific activities related to the development of science and technology. Therefore, through the introduction of STEM (science, technology, engineering, and mathematics) in the learning, it is expected that this program can provide a lighter for the Sukosari Bandongan Elementary School teachers. STEM forms quality human resources to reason, think critically, logically, and systematically so that later they can be useful in facing global challenges and solving problems in everyday life. Purpose. This program aims to provide teachers with learning innovations through STEM education. Method. The activity consists of training in making simple products from the surrounding environment which can later be used as learning media. The training is carried out using lecture, discussion, practice, and mentoring methods. Results. The expected output is an increase in basic knowledge, especially in the field of science and technology which is manifested in simple STEM-based products. There are also some other products like training modules, posters, and publications of service results on social media. Conclusion. STEM education is a form of assistance to Sukosari elementary school teachers in improving learning innovation. The teachers need assistance to explore learning materials that can be integrated with STEM. They have very good motivation in practicing simple STEM-based tools. This can be seen from those who actively participate in the training sessions, practice properly, and ask some questions about some matters they do not yet clearly understand. The created simple products can be simple demonstration examples in a STEM-nuanced learning.
Co-Authors A. D. Corebima A. D. Corebima Aan Nurfahrudianto Abdulloh, Maryam Admawati, Harsi Afandi, Zainal Afi Normawati Agus Muji Santoso Alamsyah, Muhammad Radian Nur Ani Setiyowati Aprilia Nurul Chasanah Ardiyanto, Bagas Arief Budi Wicaksono Arsa Pratama, Rakha Asifa Nas Arif Astri Rino Oktivasari Bagas Ardiyanto Barkah Susanto Bea Hana Siswati Betari Maharani Bevo Wahono Birran, Regan A.K.P.Y Budhi Utami Chasanah, Aprilia Nurul Christiyani Kusumaningrum, Serafica Btari Desy Nurhikmahyanti Diana Vivanti Sigit Dila Elpin Setiani Dini, Mia Saktian Elis Irmayanti Endang Sri Mujiwati Erik Setiawan Erna Mufidatul Hijriyah Fitria, Rizky Nur Giesty Trienita Guruh Sukma Hanggara Hasan, Salwaa Fauziyyah Herawati, Elysabet Heru Budiono Humairoh, Dewi Fatma Ida Rahmawati Ika Sukmawati Ika Sukmawati, Ika Ilham Majida Yasa Indah Suryani Indiani Dwi Kusuma Istiawan, Nurcholis Jok, Felix Kapti Kapti, Kapti Karunia Galih Permadani Karunia Galih Permadani, Karunia Galih Khalimah Dwi Kurniawati Khoiriyah Krisma, Dita Aldila Kusumaningrum, Serafica Btari Christiyani Maryam Abdulloh Mohamad Amin Murni Sapta Sari Nina Agustyaningrum Nina Ndaru Arlintang Noviyanti, Rahmawati Eka Nur Hidayah Nurkhayati, Sri Nurul Mufidah, Elyza Rohman Oktarifada, Ervina Rinka Pamungkas, Megita Dwi Pamungkas, Sekar Jati Permadani, Kurnia Galih Poppy Rahmatika Primandiri Pujiyanti, Nastiti Rahayu Purwaning Budi Lestari, Purwaning Budi Putri, Ririn Anindiana Rachman, Fikri Rahma, Amelia Refirman Djamahar Rizhal Hendi Ristanto Rizqil Ghozi Mubarok Rizqul Mubarok, Salman Salsa Hanifatul Fathima Salwaa Fauziyyah Hasan Saputri, Panca Dewi Setiyo Prajoko Setiyo Prajoko Setiyo Prajoko Setiyo Prajoko Setiyo Prajoko Setya Agustina Setyowidodo, Irwan Shefa Dwijayanti Ramadani Sihab, Mutia Ayaar Siti Aizah Siti Zubaidah Siti Zubaidah Siti Zubaidah Slamet Hariyadi Sujarwoko Sujarwoko, Sujarwoko Sukma Auranisha Shifania Sulistiono Susriyati Mahanal Syuhada Abdi Ra’uuf Tri Asih Wahyu Hartati Tri Asih Wahyu Hartati Tri Julianto Tri Suwarni Wahyudiningsih TUTUT INDAH SULISTIYOWATI Wahid Ibnu Zaman Wakhidatunnisa, Yunika Nurma Weni Anggraini Wiji Arianti Yeza Febriani Yufita, Andira Yuli Brasilita Yulianna Puspitasari Yunita Yunita Zamzami, Muhammad Rizal Akbar