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All Journal Biosfer: Jurnal Tadris Biologi Jurnal Bioterdidik: Wahana Ekspresi Ilmiah Pendas : Jurnah Ilmiah Pendidikan Dasar EDUKATIF : JURNAL ILMU PENDIDIKAN Biopendix: Jurnal Biologi, Pendidikan dan Terapan SIMBIOSA Journal of Biology Learning Jurnal Abdi Masyarakat Indonesia Journal of Advanced Sciences and Mathematics Education JEID Indonesian Science Education Journal (ISEJ) SAKAGURU: Journal of Pedagogy and Creative Teacher SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Women, Education, and Social Welfare
Aryani Dwi Kesumawardani
Universitas Islam Negeri Raden Intan Lampung
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Early Marriage among Generation Z Women in Indonesia: A Systematic Literature Review Intan Agilliana; Aryani Dwi Kesumawardani; Rizka Fatiha Salma; Wahyu Igo Pratama
Women, Education, and Social Welfare Vol. 1 No. 2 (2024): (December) Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v1i2.295

Abstract

This study systematically reviews research on early marriage among Generation Z women in Indonesia between 2014 and 2024 using the PRISMA 2020 framework. A total of 1,100 records were identified across Scopus, Google Scholar, and ScienceDirect databases, with 19 eligible studies analyzed thematically. The findings indicate that cultural traditions, educational inequality, economic insecurity, and digital media exposure interact to sustain early marriage practices. Despite modernization, patriarchal norms and social expectations persist, particularly in rural and low-income regions. Education remains a key protective factor, whereas low digital literacy and online misinformation exacerbate risky decisions regarding marriage readiness. The study introduces a novel “Digital-Cultural Intersection Model,” demonstrating how social media shapes generational identity and marriage perception among Indonesian youth. The review highlights the need for integrated interventions that combine gender-sensitive education, digital literacy, and socio-economic empowerment. It concludes that early marriage among Generation Z women is a multidimensional adaptation to cultural and digital realities requiring holistic preventive policies.
PENGARUH MODEL SELF ORGANIZIED LEARNING ENVIRONMENT BERBANTUAN GOOGLE SITES TERHADAP LITERASI SAINS DAN SELF REGULATION KELAS XI PADA MATA PELAJARAN BIOLOGI Kesumawardani, Aryani Dwi; Huda, Nur; Sari, Aulia Novita; Oktafiani, Raicha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33667

Abstract

Quality education plays a crucial role in shaping students to become critical thinkers, independent learners, and scientifically literate individuals. However, suboptimal instructional models continue to hinder the development of students’ science literacy and self-regulation skills. This study aims to investigate the effect of the SelfOrganized Learning Environment (SOLE) model assisted by Google Sites on students' science literacy and self-regulation abilities. A quantitative approach with a quasi-experimental design was employed, and samples were selected purposively from Grade XI students. Data were collected through post-tests and questionnaires administered at the end of the learning process. The results show that the implementation of the SOLE model facilitated active student engagement, encouraged independent learning management, and promoted effective use of digital learning resources. Students responded positively to the learning process, demonstrating high enthusiasm and increased autonomy in organizing their learning. These findings suggest that the SOLE model assisted by Google Sites has a positive impact on enhancing students’ science literacy and self-regulation. This model offers a promising alternative learning strategy aligned with the demands of 21st-century education.
PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN CANVA TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN LITERASI DIGITAL SISWA KELAS X PADA MATA PELAJARAN BIOLOGI DI SMA NEGERI 1 TANJUNG BINTANG Kesumawardani, Aryani Dwi; Nazira, Aydellia; Sada, Heru Juabdin; Oktafiani, Raicha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33663

Abstract

Critical thinking skills and digital literacy are essential competencies for students to face the challenges of the 21st century. These skills enable learners to analyze information effectively, solve complex problems, and use technology responsibly in various contexts. However, in many classrooms, these competencies are often underdeveloped due to the predominance of conventional, teacher-centered learning methods that do not actively engage students in problem-solving or technology integration. This study aims to analyze the effect of the Problem Based Learning (PBL) model assisted by Canva on the critical thinking skills and digital literacy of tenth-grade students in Biology at SMA Negeri 1 Tanjung Bintang. The research employed a quantitative approach with a quasi-experimental design, specifically a pretest-posttest control group design, to compare the performance of students in two learning conditions. The population consisted of 359 students, with a sample of 36 students in class X.1 as the experimental group using PBL assisted by Canva, and 36 students in class X.2 as the control group using the Discovery Learning model. Instruments included an essay-based critical thinking skills test and a digital literacy questionnaire developed based on established indicators. Both instruments underwent validity and reliability testing prior to use. Data were analyzed using the Independent T-test with SPSS version 25 after testing for normality and homogeneity. The results showed a significant effect of the PBL model assisted by Canva on both critical thinking skills and digital literacy, indicated by significance values of less than 0.05 for both variables. Therefore, the PBL model assisted by Canva is proven effective in enhancing students’ higher-order thinking and digital competencies, making it a recommended approach for Biology learning and potentially for other science subjects in secondary education. Keywords: Problem Based Learning, Critical Thingking, Digital Literacy
PENGEMBANGAN MEDIA PEMBELAJARAN MINI BOOK DIGITAL BERBASIS WEB GOOGLE SITES PADA MATA PELAJARAN IPA BIOLOGI Aryani Dwi Kesumawardani; Riska Gusti Yani; Nukhbatul Bidayati Haka; Raicha Oktafiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09 No. 03 September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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

Abstract

This research is motivated by the lack of use of varied, creative and innovative learning media in the classroom so that students often feel bored or have difficulty absorbing learning material. Therefore, researchers are encouraged to develop google web-based digital mini book learning media for junior high school biology science subjects. This study uses research and development (R&D) methods, while the procedures in this study use a 4D development model consisting of define, design, development and disseminate. The product validation stage involves 2 media, material, and language validators. The product trial sample was applied to small groups involving 20 people while the field test involved 60 grade VIII students. The results of the research show that the resulting media product is a mini book digital web-based google sites that have been validated by expert validators obtained an average score of 3,98 (media expert), 3,795 (material expert), and 3,87 (language expert) with the criteria “Valid” and feasible used. In addition, in the small group test the student response questionnaire obtained an average score of 3,815, while in the field test an average score of 3,845 was obtained in the “Very Interesting” category.
Problem-based learning (PBL) model: How does it influence metacognitive skills and independent learning? Vina Nopia Saputri; Aryani Dwi Kesumawardani
Journal of Advanced Sciences and Mathematics Education Vol. 1 No. 1 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.784 KB) | DOI: 10.58524/jasme.v1i1.18

Abstract

The problem-based learning (PBL) model creates an active and creative learning atmosphere. It is expected to positively influence students' cognitive skills and learning independence. This research aimed to determine whether the PBL model influence 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. This research was a quasi-experimental research with a Posttest-Only Control Group Design. This research employed the quantitative method with the cluster sampling technique. The instruments of this research were a metacognitive skill description test and a learning independence questionnaire. The research hypothesis was tested using the MANOVA test after the data had been tested for their normality and homogeneity. The results showed that the PBL model influenced 1) students' metacognitive skills; 2) students' learning independence; and 3) metacognitive skills and learning independence simultaneously. The results indicated that the PBL model produced a better result on students’ metacognitive skills and learning independence compared to the conventional learning model.
PENGARUH MODEL PEMBELAJARAN SOMATIC, AUDITORY, VISUAL, INTELLECTUAL TERHADAP KEMAMPUAN METAKOGNITIF DAN KECERDASAN EMOSIONAL PADA MATERI SISTEM EKSKRESI KELAS VIII DI MTsN Aryani Dwi Kesumawardani; Fitri Nurmalasari; Heru Juabdin Sada; Raicha Oktafiani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46293

Abstract

This research aims to determine the effect of the Somatic, Auditory, Visual, Intellectual learning model on the metacognitive ability and emotional intelligence of eighth-grade students at MTsN 1 Bandar Lampung. This study was driven by the low metacognitive ability and emotional intelligence observed among students, as indicated by pre-research scores. This condition was mainly influenced by conventional learning processes that lacked active student participation, thus necessitating a contextual innovation to enhance more active, meaningful, and sustainable engagement. The research method used was a quasi-experimental approach with a posttest-only control design. The research sample was obtained using cluster random sampling, involving two classes, namely class VIII A as the experimental class, which implemented the Somatic, Auditory, Visual, Intellectual learning model, and class VIII B as the control class, which applied the Discovery Learning model. The instruments used in this study consisted of essay questions to measure metacognitive ability and a questionnaire to assess emotional intelligence. The data analysis technique employed was the Independent Sample T-Test. Based on the hypothesis testing results, the Sig. (2-tailed) value obtained was 0.000 < 0.05, indicating that the implementation of the Somatic, Auditory, Visual, Intellectual learning model had a significant effect on improving students’ metacognitive ability and emotional intelligence at MTsN 1 Bandar Lampung. Therefore, the Somatic, Auditory, Visual, Intellectual learning model is effective in enhancing metacognitive ability and emotional intelligence.
Development of Augmented Reality-Assisted Flashcards to Improve Tenth-Grade Students’ Conceptual Mastery in Biology Raicha Oktafiani; Alvia Syarifah Aini; Aryani Dwi Kesumawardani; Irwandani; Muhammad Farhan Barata
ISEJ : Indonesian Science Education Journal Vol. 7 No. 1 (2026): October-January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i1.2168

Abstract

The development of technology-enhanced instructional media is increasingly important in biology education, particularly for topics that require students to understand abstract ecological processes. This study aimed to develop augmented reality-assisted flashcards and examine their feasibility and effectiveness in improving tenth-grade students’ conceptual mastery of ecosystem components and interactions. The study employed a Research and Development design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The participants involved material experts, media experts, language experts, biology teachers, and tenth-grade students at SMA Negeri 15 Bandar Lampung, Indonesia. Data were collected through needs analysis questionnaires, expert validation sheets, student response questionnaires, and pre-test and post-test measures of conceptual mastery. The product was developed using Canva and Assemblr Edu to integrate printed flashcards with interactive three-dimensional augmented reality objects. The validation results indicated that the media was highly feasible, with scores of 87.06% from media experts, 89.16% from material experts, and 86.60% from language experts. The effectiveness test showed that students in the experimental class achieved a higher N-Gain score than those in the control class, with an N-Gain of 0.82 in the high category compared with 0.50 in the moderate category. The independent-samples t-test also indicated a statistically significant difference between the two groups, with a significance value of 0.000. These findings suggest that augmented reality-assisted flashcards are feasible and effective as an innovative instructional medium for supporting conceptual mastery in biology learning. The study implies that integrating printed visual media with interactive digital objects can strengthen students’ understanding of abstract biological concepts and provide a more engaging learning experience.
Menjembatani Transisi dari Kesadaran ke Aksi Lingkungan: Pendekatan Partisipatif Berbasis Keterlibatan Komunitas melalui Inovasi Ecobrick dalam Pemberdayaan Masyarakat Raicha Oktafiani; Aryani Dwi Kesumawardani; Muhammad Farhan Barata; Salsabila
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.286

Abstract

This study examines the implementation of an economic ecobrick program conducted by community service students (KKN) in Sumur Batu Village, Teluk Betung Utara District, Bandar Lampung. The program aimed to reduce plastic waste while fostering community empowerment through creative and environmentally friendly activities. Using a qualitative descriptive approach, data were collected through. Interviews, observations, and documentation during a 30-day period of engagement. The findings show that community participation, particularly from local women’s groups (PKK), was highly enthusiastic. Several creative products were successfully produced, including keychains, headbands, and decorative mirrors made from household plastic waste, as well as compact ecobrick bottles that served as simple building prototypes. Environmentally, the program contributed to reducing plastic waste and raising community awareness about sustainable waste management. Economically, the products demonstrated initial potential as marketable items, although their development remained limited by the availability of raw materials and variations in product design. In conclusion, the ecobrick program not only functioned as a solution for plastic waste management but also as a means of fostering local creative economy initiatives. The program’s sustainability requires continued support from community organizations and local government
Kontribusi Pendidikan Biologi Terhadap Pencapaian Delapan Tujuan SDGs: Systematic Literature Review Ranti Fauziah; Aryani Dwi Kesumawardani; Eko Kuswanto; Raicha Oktafiani
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.507

Abstract

Sustainable Development Goals (SDGs) emphasize the importance of education in supporting sustainable development, including through biology education. However, studies discussing the contribution of biology education to SDGs remain fragmented and generally focus on specific aspects. Therefore, this study aimed to identify publication trends, map the contribution of biology education toward SDG 4, SDG 6, SDG 7, SDG 11, SDG 12, SDG 13, SDG 14, and SDG 15, and formulate directions for sustainability-oriented biology learning development based on literature synthesis. This study employed a descriptive qualitative approach using the Systematic Literature Review (SLR) method with PRISMA stages, including identification, screening, eligibility, and inclusion. Articles were collected through Google Scholar using the Publish or Perish application. From 1,121 identified articles, 30 articles published between 2021–2025 in SINTA and Scopus-indexed journals were selected based on inclusion and exclusion criteria. The results indicated that biology education contributed significantly to SDG 4, SDG 13, and SDG 15 through innovative learning models, Education for Sustainable Development (ESD), scientific literacy, climate change education, biodiversity conservation, and ecology-based learning. Meanwhile, contributions to SDG 7, SDG 12, and SDG 14 were still limited. These findings indicate that biology education plays a strategic role in developing sustainability competencies by integrating scientific understanding, environmental awareness, and sustainability-related skills within the learning process. The findings may serve as a basis for developing ESD-oriented biology curricula and strengthening future research on underrepresented SDGs, particularly sustainable energy, responsible consumption and production, and marine ecosystem conservation. Nevertheless, the findings should be interpreted within the methodological scope of this review, which relied on Google Scholar as the primary database and did not include a formal quality appraisal process.
Pengaruh Model Pembelajaran RICOSRE-FC Terhadap Penalaran Ilmiah dan Self Esteem Peserta Didik Kelas X Pada Mata Pelajaran Biologi di SMA Akbar Handoko; Wulandari Wulandari; Aryani Dwi Kesumawardani; Mazalena Mazalena; Raicha Oktafiani; Nukhbatul Bidayati Haka; Nur Hidayah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.427

Abstract

This study aims to analyze the effect of the RICOSRE-FC learning model on the scientific reasoning and self-esteem of Grade X students in Biology. This study was motivated by students’ limited ability to connect Biology concepts with everyday life phenomena, present evidence-based scientific arguments, and demonstrate confidence during the learning process. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The population consisted of all Grade X students at SMA Perintis 2 Bandar Lampung in the 2025/2026 academic year, while the sample consisted of class X-3 as the experimental class and class X-4 as the control class, with 32 students in each class selected through cluster random sampling. The research instruments consisted of a scientific reasoning test, a self-esteem questionnaire, observation sheets, and documentation. The data were analyzed using normality tests, homogeneity tests, N-Gain, and an independent samples t-test at a significance level of 0.05. The results showed that the experimental class achieved higher improvement than the control class, with an N-Gain score of 70.067% for scientific reasoning in the high category and an N-Gain score of 70.398% for self-esteem in the high category. The hypothesis test showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating that the RICOSRE-FC learning model had a significant effect on students’ scientific reasoning and self-esteem. This study concludes that RICOSRE-FC is effective in improving students’ cognitive and affective aspects through active, independent, collaborative, and reflective learning. The implication of this study indicates that RICOSRE-FC can be used as an alternative Biology learning model to strengthen scientific reasoning while building students’ confidence in 21st-century learning.
Co-Authors Akbar Handoko Alvia Syarifah Aini Anisa Oktina Sari Pratama Aulia Novitasari Aulia Novitasari Aulia Novitasari Bella Satiyo Putri Berti Yolida Dea Fernandilla Diamah Adilah Eko Kuswanto Endang Sawitri Fatma Alawiyah Febriyana, Anggun Fiani, Raicha Okta Fitri Nurmalasari Hardiyansyah Masya Hardiyansyah Masya Heru Juabdin Sada Heru Juabdin Sada Intan Agilliana Iqlima Amelia Irwandani Ismi Rakhmawati Ismi Rakhmawati Laila Puspita Laila Puspita, Laila Mazalena Mazalena Meita Dwi Solviana Mirani, Elsa Hesty Mivtha Citraningrum Muhammad Farhan Barata Muhammad Farhan Barata Muhammad Farhan Barata nazira, aydellia Ningrum, Mivtha Citra Novi Eka Lestari Nukhbatul Bidayati Haka Nur Hidayah Oktafiani, Raicha Raicha Oktafiani Raicha Oktafiani Rakhmawati, Ismi Ranti Fauziah Rini Rita T Marpaung Riska Gusti Yani Rizka Fatiha Salma Salsabila Salsabila Sari, Aulia Novita Satitiningrum, Yuni Sherly Qhotifa Sintasari, Rantrika Supriyadi Supriyadi Vina Nopia Saputri Wahyu Igo Pratama Wati, Cindy Ira Wati, Eka Rina Wulandari Wulandari