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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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The Influence of the Problem-Based Learning Model Assisted by Liveworksheets on the Critical Thinking Skills of 11th-grade Students in Biology Subjects Raicha Oktafiani; Nukhbatul Bidayati Haka; Aryani Dwi Kesumawardani; Novi Eka Lestari
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 1 No 2 (2024): November 2024 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v1i2.144

Abstract

Education equips individuals with intellectual intelligence, good attitudes, and skills that benefit both themselves and their surroundings in the future. The problem-based learning model encourages students to develop critical thinking skills. In biology learning, a shift is necessary from teacher-centered instruction to student-centered learning. This study aims to examine the influence of the problem-based learning model assisted by Liveworksheets on the respiratory system material. Liveworksheets introduce an innovative and engaging approach to problem-solving through features like video and audio clips, designed to maximize students' critical thinking skills. This quantitative research employed a quasi-experimental method. The population consisted of all 105 11th-grade science students at SMA N 08 Bandar Lampung, distributed across four classes. The sample was selected using cluster random sampling, with class XI IPA 2 as the control group and class XI IPA 4 as the experimental group. Data were analyzed using an Independent Sample T-Test to test the hypotheses. The normality test was conducted using the Shapiro-Wilk test to determine whether the data followed a normal distribution, while the homogeneity of variance test assessed the uniformity of data variances. The results revealed a significant influence of the problem-based learning model assisted by Liveworksheets on the critical thinking skills of 11th-grade students studying the respiratory system at SMA N 08 Bandar Lampung. This was indicated by a significance value of 0.000 (< 0.05), leading to the rejection of H0 and acceptance of H1. These findings demonstrate the effectiveness of the problem-based learning model assisted by Liveworksheets in enhancing students' critical thinking abilities.
The Contribution of the Islamic-Integrated 9E Learning Cycle Model to Students’ Scientific Literacy Raicha Oktafiani; Bella Satiyo Putri; Aryani Dwi Kesumawardani
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2074

Abstract

This study aims to examine the contribution of the Islamic value-integrated 9E Learning Cycle model to students’ scientific literacy in secondary science education. A quasi-experimental design with a pretest-posttest control group was employed, involving two intact classes selected through cluster random sampling, where the experimental group was taught using the 9E Learning Cycle integrated with Islamic values and the control group received conventional instruction. Data were collected using a validated scientific literacy test, observation sheets, and questionnaires, and analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group achieved higher posttest scores and a moderate N-gain (0.59) compared to the control group (0.34), with statistically significant differences (p < 0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the learning model and scientific literacy, with a contribution of 17.3% to learning outcomes. These findings suggest that the integration of the 9E Learning Cycle with Islamic values effectively enhances students’ ability to interpret scientific phenomena, evaluate evidence, and apply scientific reasoning, while also fostering meaningful engagement in learning. In conclusion, the study confirms that a constructivist learning model enriched with value-based integration can simultaneously improve cognitive and affective dimensions of learning. The implications of this study highlight the importance of designing science instruction that integrates inquiry-based learning with ethical and cultural values to support holistic education and strengthen scientific literacy in diverse educational contexts.
Developing an Eclipse Crossword-Based E-Module to Improve Students’ Critical Thinking in Plant Reproduction Akbar Handoko; Diamah Adilah; Mazalena Mazalena; Raicha Oktafiani; Nukhbatul Bidayati Haka; Aryani Dwi Kesumawardani; Laila Puspita; Ismi Rakhmawati
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.428

Abstract

The integration of digital learning media in biology instruction is increasingly important for enhancing students’ higher-order thinking skills, particularly in topics that involve abstract concepts and complex terminology, such as plant reproductive systems. This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of a crossword puzzle-based e-module using Eclipse Crossword to improve the critical thinking skills of Grade IX students at Madrasah Tsanawiyah Negeri 01 Bandar Lampung. Employing a Research and Development design adapted from Borg and Gall, the study involved expert validation, readability testing, student response analysis, and an effectiveness test using a pretest–posttest control group design. Data were collected through validation sheets, questionnaires, observation, documentation, and critical thinking tests, and were analyzed using percentage scores, N-Gain, paired sample t-test, and independent sample t-test. The results showed that the developed e-module was highly feasible, with validation scores of 89.3% from media experts and 91.7% from material experts. The readability test indicated that 90% of students perceived the module as clear, engaging, and easy to use. The effectiveness test demonstrated a significant improvement in students’ critical thinking skills, with the experimental class achieving a higher posttest mean score than the control class and a moderate N-Gain score of 0.4403, compared with 0.1371 in the control class. Students also responded positively to the module, indicating that it was interactive, challenging, and helpful for understanding biological concepts. These findings imply that Eclipse Crossword-based e-modules can serve as an innovative and practical digital learning medium to support critical thinking development in biology learning.
The Effect of Project Based Learning Model on Creative Thinking Ability and Emotional Intelligence of Grade X Students in Biology Raicha Oktafiani; Dea Fernandilla; Aulia Novitasari; Aryani Dwi Kesumawardani; Meita Dwi Solviana
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.648

Abstract

Creative thinking and emotional intelligence are essential competencies for students facing the demands of twenty-first-century biology learning. Preliminary data at SMA Negeri 12 Bandar Lampung showed that Grade X students' creative thinking ability was still in the less creative category (average 36%), while emotional intelligence was categorized as poor (average 40%). This study examined the effect of the Project Based Learning (PjBL) model on students' creative thinking ability and emotional intelligence in Grade X Biology, particularly on the topic of environmental pollution. A quantitative quasi-experimental method with a pretest-posttest control group design was employed. The population comprised all Grade X students in the even semester of the 2024/2025 academic year (N = 337). Through cluster random sampling, Class X.4 (n = 34) was assigned as the experimental group and Class X.1 (n = 34) as the control group. Data were collected using a validated creative thinking essay test, an emotional intelligence questionnaire, and observation sheets. Instrument reliability was very high for both the creative thinking test (Cronbach's alpha = 0.821) and the emotional intelligence questionnaire (Cronbach's alpha = 0.877). Data were analyzed using descriptive statistics, N-gain, prerequisite testing, and independent samples t-tests through SPSS version 25. The findings showed significant differences between experimental and control groups in creative thinking ability, t(66) = 13.844, p < 0.05, and emotional intelligence, t(66) = 15.440, p < 0.05. The experimental group achieved N-gain scores of 80.91% for creative thinking and 80.51% for emotional intelligence, both in the excellent category, whereas the control group obtained 35.18% and 45.23%, respectively. Visualized indicator-level data further showed that all creative thinking indicators and all emotional intelligence indicators reached very high categories in the experimental group. These results indicate that PjBL is more effective than direct instruction in strengthening creative thinking and emotional intelligence in biology learning. The study contributes empirical evidence for integrating authentic environmental projects into secondary biology instruction.
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