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All Journal Jurnal Pendidikan Biologi Indonesia QUANTUM: Jurnal Inovasi Pendidikan Sains Biosfer: Jurnal Pendidikan Biologi Natural: Jurnal Ilmiah Pendidikan IPA Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Jurnal Pengabdian Masyarakat Borneo Borneo Journal of Biology Education (BJBE) Biopedagogia Jurnal Pendidikan Indonesia Gemilang Indonesian Journal on Learning and Advanced Education (IJOLAE)
Aidil Adhani
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Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pre-service Biology Teachers’ Digital Competences Profile Adhani, Aidil; Nursia, Nursia
Jurnal Pendidikan Indonesia Gemilang Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v4i1.355

Abstract

Education in the digital era increasingly demands teachers to have the ability to utilize technology as a tool in the learning process. Pre-service biology teachers need to understand and master various technologies related to the biology field, such as educational software, online learning platforms, and other digital media. This study aimed to objectively and comprehensively describe the profile of digital competence among biology pre-service teachers. This study utilizes a quantitative descriptive research design. The data collection uses a specially designed questionnaire to measure the digital competence of biology pre-service teachers. The research findings found that the average score of the average level of digital competency among pre-service biology teachers is 3.13, indicating a moderate level. The findings can be the basis for developing training programs and enhancing digital competence for pre-service biology teachers.
Efektivitas Pembelajaran Dengan Kegiatan Praktikum Berbasis Jelajah Alam Sekitar (JAS) di SMA Negeri 3 Balaesang Kecamatan Balaesang Kabupaten Donggala Sulawesi Tengah Hariyati, Hariyati; Vlorensius, Vlorensius; Adhani, Aidil
Biopedagogia Vol 7, No 2 (2025): November
Publisher : Program Studi Pendidikan Biologi Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/biopedagogia.v7i2.6887

Abstract

Achieving learning objectives requires a strong understanding of the learning approach. One method that can aid in the learning process is the JAS approach, which places a strong emphasis on learning activities that are relevant to everyday life and the environment as a source of knowledge. The aim of this study was to assess how well students in class X of SMAN 3 Balaesang learned through practical activities centred on investigating the surrounding environment. This study employed a quasi-experimental research design using quantitative research methods. Learning outcome assessments and learning motivation questionnaires were used to gather data. 56 participants were selected from two classes XC, which included 29 students as a control group and XD, which included 27 students as an experimental group for this study's sample. The z test was used to determine the classical completeness of the control and experimental classes, and the independent sample t-test was utilized to determine the difference in learning outcomes between the two groups. The study's findings demonstrated that the experimental class utilizing JAS and the control class using the conventional approach had different learning outcomes, with the JAS-using students achieving better learning outcomes than the traditional approach. According to the z-test results, less than 70% of students in the control class using the traditional method obtained the KKM score, whereas more than 70% of students in the experimental class utilizing JAS received a passing mark. Students in the experimental class were more motivated to learn. than those in the control group.
Canonical Correlation Analysis for Understanding Foundational-Advanced Chemistry Classes Relationship and Their Role in Preparing Preservice Teacher Almubarak, Almubarak; Prayogi, Restu; Yasim, Sukmawati; Adhani, Aidil
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.10974

Abstract

Mental models and the strength of basic chemistry concepts are the primary foundation for students to avoid obstacles in highly complex material. On the other hand, students' understanding of basic chemistry concepts has not been optimally developed, even though this situation impacts understanding complex material at the advanced level. However, simultaneous analysis of the relationship between foundational and advanced level courses using a statistical test approach is rarely done, even though this condition impacts learning success at the upper level. The purpose was to determine (1) the simultaneous relationship between prerequisite and advanced level courses, and (2) the contribution of each prerequisite course in predicting student academic achievement in advanced level classes. This study used a quantitative correlational design with canonical correlation analysis, involving introductory chemistry and school chemistry courses as prerequisites and basic organic chemistry and physical organic chemistry as advanced-level variables. Data collection used documentation techniques for students' cognitive learning outcomes in the chemistry education study program. The study results showed that the first canonical function (function 1) obtained a correlation of 0.99398 with p = 0.000 and an eigenvalue of 82.31551. This indicates a significant simultaneous relationship, with introductory chemistry contributing the most, while school chemistry contributed little. This study emphasises the importance of strengthening mastery of basic chemistry concepts and integrating pedagogical content to support student academic success and preparedness. This study provides a fundamental foundation for the importance of developing chemistry education programs that impact student academic performance while preparing them to face increasingly inclusive and connected global challenges through modern learning.
A CIPP Model Evaluation: Advancing Learning Through Interest Based-Learning Media Program in Higher Education Almubarak, Almubarak; Nahadi, Nahadi; Sriyati, Siti; Adhani, Aidil; Yasim, Sukmawati
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 2, May 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i2.16045

Abstract

Evaluation of interest-based education programs is an essential component of assessing a program's effectiveness in higher education. However, valid, contextual, and relevant instruments for curriculum development objectives, such as those in chemistry education, remain limited. The purpose of this study was to determine how to (1) design and develop program evaluation instruments based on the Context, Input, Process, Product (CIPP) model, (2) program effectiveness by looking at evaluation results in each aspect of the model, and (3) relevance between evaluation results and the Model structure. The study used an evaluative approach with the CIPP evaluation model as the main framework. The instrument was developed independently and validated by experts with a logical-theoretical-empirical approach, with samples of chemistry education students in the chemistry learning media lecture program. Data were collected using a questionnaire, analysed using a statistical approach, and the evaluation results were reported. The evaluation results show that (1) the designed and developed evaluation instrument meets the valid criteria (0.91 or high validity), (2) this program has high effectiveness with an average score of Context (3.75), Input (3.5), Process (3.0), and Product (3.5), and (3) the evaluation results show relevance to the model structure and can be used effectively. These results confirm that the CIPP model can not only measure program effectiveness, but also identify areas that still need improvement for continuous improvement. CIPP model-based evaluation can be an effective tool for assessing the effectiveness of interest-based lecture programs in higher education.
Co-Authors Abdul Wahid Agustina Dai Pain Almubarak, Almubarak Andari, Kadek Dewi Wahyuni Basnawati Basnawati Bhekti Ramadani Bua, Agustinus Toding Clara Maria Ariesta Endik Deni Nugroho Fadhlan Muchlas Abrori Fatmawati Fatmawati Fatmawati Fatmawati Hariyati Hariyati Ibrahim Ibrahim Iin Ridwan Kamelia Kamelia Khatimah, Khusnul Linta Annisa Nurul Aini Listiani Listiani Lolyta Damanik Mia Siska Muhammad Rivaldi Muhammad, Mahatir Nahadi Nurlina Nurlina Nursia Nursia Nursia, Nursia Restu Prayogi Rupa, Darius Sarira, Nelsiani Thomas Silfia Ilma Siti Sriyati Sri Handayani Suhaya Suhaya Susi Yantika Siahaan Syarifah Novianur Muhammad Syarifah Novianur Muhammad Tricirisna Prakash Ramadhan Vlorensius Vlorensius Wijarini, Fitri Yasim, Sukmawati Yoga Noval Kurniawan Yusuf Tomy Harsoyo Zulfadli Zulfadli Zulfadli Zulfadli