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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Natural Science and Integration Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Kajian Pendidikan IPA Journal Of Research and Education Chemistry (JREC) Al Jahiz: Journal of Biology Education Research Biology and Education Journal (BaEJ) AMPLITUDO: Journal of Science & Technology Innovation Jurnal Simki Postgraduate Edcomtech: Jurnal Kajian Teknologi Pendidikan
Suryanti Suryanti
Universitas Islam Riau
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Rasch Model Dalam Evaluasi Instrumen Extraneous Cognitive Load Pada Media Pembelajaran Berbantuan Artificial Intelligence Iffa Ichwani Putri; Nurkhairo Hidayati; Ummi Kalsum; Suryanti Suryanti; Nurul Fauziah; Sepita Ferazona; Andri Hendrizal; Wiwit Yuli Lestari
Jurnal Kajian Pendidikan IPA Vol 6 No 1 (2026): Jurnal Kajian Pendidikan IPA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jkpi.v6i1.43181

Abstract

Extraneous cognitive load (ECL) measurements are important to evaluate the quality of digital learning design, but self-report instruments need to be tested for psychometric quality. This study aims to evaluate students' ECL instruments using the Rasch model. Data was collected through a survey of 38 students using an ECL questionnaire containing 17 items with a Likert scale of 1–5, then analyzed with the Rasch Rating Scale Model to assess reliability-separation, fit items and persons, as well as targeting of persons through the Wright map, The results showed that mapping of person-items on a logit scale could be done, but the targeting was less optimal because the average person was far below the average of items. indicates low ECL dominance and limited item coverage at low range. Category diagnostics show a very uneven distribution of responses (categories 4–5 are hardly used), and the probability curve of categories that do not form a clear peak in the upper categories, so the 5 category scale function is not yet effective. It was concluded that the instrument could be used as an initial measurement of ECL, but it needed to be improved on some items and the addition of items to improve precision and interpretability.Keywords: AI, Biology, ECL, Learning Media, Technology.
Integrating Science, Technology, Engineering, and Mathematics in Digital Learning: The Effectiveness of an E-Module on Ecosystem Material in Secondary Schools Mona Kristina Simatupang; Suryanti Suryanti; Iffa Ichwani Putri; Siti Robiah; Nurul Fauziah
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p267-283

Abstract

This study aimed to analyze the effectiveness and practicality of a Science, Technology, Engineering, and Mathematics (STEM)-integrated e-module for Biology learning on ecosystem material in secondary schools. The study employed a quasi-experimental method using a nonequivalent control group design involving 88 tenth-grade students at SMAN 2 Pekanbaru. The sample consisted of an experimental class that used the STEM-integrated e-module through Project-Based Learning (PjBL) and a control class that used a conventional module through the same learning model. Data were collected using a learning outcomes test and teacher and student response questionnaires. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U test, N-Gain analysis, and effect size analysis. The results showed no statistically significant difference in pretest scores between the experimental and control classes (p = 0.216), whereas a statistically significant difference was found in posttest scores (p < 0.001). The experimental class obtained a higher N-Gain value (0.564) than the control class (0.334), although both were categorized as moderate. The effect size (r = 0.39) indicated a moderate magnitude of difference in learning outcomes between the two groups. Regarding practicality, the e-module obtained average scores of 86% based on teacher responses and 88% based on student responses, both of which were categorized as very practical. These findings suggest that the STEM-integrated e-module can serve as an alternative digital teaching material for ecosystem learning when implemented through PjBL.
Critical Thinking Skills in Biology Learning: A Gender-Based Comparative Study among High School Students in Indonesia Sepita Ferazona; Nurkhairo Hidayati; Suryanti Suryanti; Linda Linda; Amelia Swastika; Nilofar Mulla; Muh. Azhar Kholidi
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.759

Abstract

Critical thinking skills are essential competencies in 21st-century biology learning because they enable students to analyze, evaluate, and interpret scientific evidence. This study aimed to analyze students’ critical thinking skills in biology learning based on gender and school differences. Quantitative comparative design was employed using a critical thinking skills test covering the indicators of interpretation, analysis, inference, evaluation, and explanation. The data were analyzed using descriptive statistics and a two-way ANOVA to examine the effects of gender, school, and their interaction. The results showed that students’ critical thinking skills were generally in the moderate category, with lower achievement in the inference and evaluation indicators, indicating that students still experienced difficulties in drawing evidence-based conclusions and critically evaluating biological information. The two-way ANOVA results revealed that both gender (F = 28.54, p < 0.001, Partial η² = 0.06) and school (F = 4.21, p = 0.02, Partial η² = 0.02) had significant effects on students’ critical thinking skills, whereas the interaction between gender and school was not significant (p = 0.69). Gender showed a stronger influence than school, as indicated by its higher F-value and larger effect size. These findings indicate that both individual characteristics and learning environments contribute to students’ critical thinking skills, although gender accounted for a greater proportion of the explained variance. Therefore, biology instruction should incorporate active and contextual learning strategies that accommodate learner diversity while fostering higher-order thinking and scientific reasoning
Co-Authors Ahmad Fauzi Syahputra Yani Amelia Swastika Andri Hendrizal Dini Fitria Fitriyeni Fitriyeni Laili Rahmi Linda Linda Linda Safitri M. Syahrum Sujudi Mira Hartati Mona Kristina Simatupang Muh. Azhar Kholidi Nilam Cahaya Nilofar Mulla Nurkhairo Hidayati Nurul Fauziah Peny Husna Handayani, Peny Husna Prima Wahyu Titisari Putri, Iffa Ichwani S. Sundari Sepita Ferazona Sepita Ferazona Sepita Ferazona Sepita Setyoko Setyoko Siti Robiah Sri Amanah Tengku Idris, Tengku Ummi Kalsum Vina Yupira Wiwit Yuli Lestari Yola Yulianis