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<![CDATA[POTENTIAL ANALYSIS OF THE BIOLARVACIDAL PLANT ON Aedes aegypti FROM THE COMMUNITY YARD OF GUNUNGPUYUH SUB-DISTRICT, SUKABUMI CITY ]]>
<![CDATA[Munadiah, Hilda]]>;
<![CDATA[Saraesa, Muhammad Nur Azzura]]>;
<![CDATA[Ratnasari, Jujun]]>
<![CDATA[ JURNAL BIOSAINS Vol. 10 No. 1 (2024): JBIO : JURNAL BIOSAINS (THE JOURNAL OF BIOSCIENCES) ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jbio.v10i1.40339
<![CDATA[Dengue hemorrhagic fever (DHF) is an infectious disease caused by the dengue virus and transmitted through the bite of the Aedes sp. mosquito. This disease is one of the main problems in Indonesia. Sukabumi is one of the cities in West Java that has the highest case di DHF. Chemical larvicides were used to control the Aedes aegypti mosquito. But its cause resistance in mosquito larva, so the seek for alternatives larvicides from natural and environmentally friendly are sought. Many studies had carried out on alternatives larvicides derived from natural product (biolarvicides). Natural larvicides have one advantage, that they do not cause resistance in mosquitoes. Several studies on biolarvicides are summarized to obtain information on several plants planted by the community in Gunungpuyuh District, Sukabumi City, which have the potential as biolarvicides. Of the 343 species of plants planted by the community, seven species of plants have high effectiveness with an LC (Median Lethal Concentration) LC50 value of <750 ppm. Lemongrass, cucumber, soursop, and kaffir lime were plants that potencial as biolarvicides compared to the others with LC50 values of 1.553 ppm, 189.261 ppm, 279.882 ppm, and 603 ppm. This plant is easy to cultivate and can be used as a biolarvicides by the community.]]>
<![CDATA[Enhancing Cognitive Learning Outcomes in MA Al Manar Class XII MIA Students using a Problem-Based Learning Method on Biotechnology Materials ]]>
<![CDATA[Sahidin, Ujang]]>;
<![CDATA[Ratnasari, Jujun]]>
<![CDATA[ Jurnal Report of Biological Education Vol 3 No 1 (2022): Report of Biological Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Sukabumi ]]>
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DOI: 10.37150/rebion.v3i2.1677
<![CDATA[Background: Classroom action research aims to determine the application of problem-based learning methods to biotechnology material in improving cognitive learning outcomes for students in class XII MIA MA Al Manar Purwakarta. Methods: This study was carried out in class XII MIA MA Al Manar Purwakarta, which is located on Jalan Purnawarman Barat No. 71 in Purwakarta. The author had 21 students participate in this study as respondents. The method implemented in classroom action research is problem-based learning. This study's instruments included observation sheets, questionnaires, field notes, and tests. Results: Based on the research conducted, there was a significant increase in the value of biology from 23.81% to 80.95% between the odd semester and even semester of the 2021-2022 school year. Conclusion: Thus, the results of this study can improve students' cognitive learning outcomes. Keywords : Classroom action research; problem based learning method]]>
<![CDATA[The Effects of Using an Environmentally Based Inquiry Learning Model on SMA Students' Cognitive Abilities and Concern for the Environment on Air Pollution Concept ]]>
<![CDATA[Fitriyani, Nera]]>;
<![CDATA[Munadiah, Hilda]]>;
<![CDATA[Ratnasari, Jujun]]>
<![CDATA[ Jurnal Report of Biological Education Vol 3 No 2 (2022): Report of Biological Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Sukabumi ]]>
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DOI: 10.37150/rebion.v3i2.2683
<![CDATA[Background: In class X at SMA Negeri 3 Sukabumi City, research has been done on how integrating an environmental-based inquiry learning approach affects students' cognitive capacities and environmental concern around the notion of air pollution. The purpose of this study is to: (1) ascertain how the environmental-based inquiry learning paradigm affects students' environmental consciousness and cognitive capacities. (2) to ascertain how the environmental-based inquiry learning paradigm was received by the students. Research of this kind is quasi-experimental. All SMA Negeri 3 Sukabumi City class X pupils made up the study's population. Two sixty-six-student classes were selected as samples, one of which served as the experimental class and the other as the control class. Class X IPA has as many as 33 students as the experimental class using the environment-based inquiry learning model, while class X IPA has as many as 33 students as the control class using the STAD-type cooperative learning model with a nonrandom sampling technique, namely, purposive sampling. Methods: The analysis technique used is a non-parametric test, namely the Wilcoxon test for analyzing pretest and posttest data, and a parametric test, namely the t test for analyzing student concern for the environment questionnaire data. Results: The results of the study with α = 0.05% and 95% confidence level showed: (1) the environment-based inquiry learning model does not affect students' cognitive abilities with Whitung =188.5 > Wtabel (0.05)(33) =170. (2) The environment-based inquiry learning model does not affect students' concern for the environment, with tcount = 0.72 < ttable (0.975)(64) =1.9987. (3) Student responses in the experimental class showed a positive response to the environment-based inquiry model. Based on the research as a whole, it can be concluded that the environment-based inquiry learning model does not affect students' cognitive abilities or students' concern for the environment, but shows a positive response to the environment-based inquiry learning model applied to the experimental class. Keywords : Environment-based inquiry learning model; cognitive abilities; students' concern for the environment.]]>
<![CDATA[Profile of Research Skills in the Integrated Guided Inquiry Model Research Skill Development (RSD) Framework ]]>
<![CDATA[Neni Nuryani]]>;
<![CDATA[Jujun Ratnasari]]>;
<![CDATA[Sistiana Windyariani]]>
<![CDATA[ Quagga: Jurnal Pendidikan dan Biologi Vol 16 No 2 (2024): QUAGGA : Jurnal Pendidikan dan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v16i2.64
<![CDATA[Research skills are one of the skills that exist in educational goals, research skills must be possessed to be able to face the 21st century. Research skills of students in Indonesia are still in the low category, this is evidenced by research that has been conducted by previous researchers with an average score -average 68.5 out of 100 points. This study aims to determine the research skill profile of students in one of the MAN schools in Sukabumi City. This study used a descriptive method, the subjects in this study were class XI students, totaling 22 students, determined by a sampling technique, namely purposive sampling. The instruments used were an attitude scale for research skills, and a Research Skill Development (RSD) assessment rubric. The results showed that students' research skill profiles were in the good category with an average score on the attitude scale of 83 ± 6.2% and on the practicum report 71 ± 8.5%. Therefore, it can be seen that the research skills profile of students using the guided inquiry learning model integrated with the Research Skill Development (RSD) Framework in this study is in the good category.]]>
<![CDATA[PROFIL KEMAMPUAN BERPIKIR KRITIS BERBASIS GENDER DAN DIFERENSIASI PADA PEMBELAJARAN BIOLOGI BERBASIS ETNOSAINS ]]>
<![CDATA[Ubaidillah, Ibnu]]>;
<![CDATA[Setiono, Setiono]]>;
<![CDATA[Ratnasari, Jujun]]>
<![CDATA[ JURNAL BIOEDUCATION Vol 10 No 2 (2023): Jurnal Bioeduction ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Pontianak ]]>
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DOI: 10.29406/bioed.v10i2.5577
<![CDATA[Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis berbasis gender dan diferensiasi pada pembelajaran biologi berbasis etnosains. Subjek penelitian adalah siswa kelas IX dari salah satu SMP di Kabupaten Sukabumi dengan sampel sebanyak 62 peserta didik. Metode penelitian yang digunakan adalah metode eksperimen semu atau quasi eksperimen dengan desain non-equivalent control group. Instrumen yang digunakan adalah soal tes kemampuan berpikir kritis berupa pilihan ganda sebanyak 15 soal dan angket sikap sebanyak 7 soal dengan 5 indikator kemampuan berpikir kritis. Data hasil penelitian menunjukan pembelajaran biologi berbasis etnosains dapat meningkatkan kemampuan berpikir kritis peserta didik yang terlihat dari adanya peningkatan dari nilai n-gain pretest dan posttest sebesar 0,58 atau kategori sedang. Kemampuan berpikir kritis peserta didik laki-laki lebih unggul dibandingkan peserta didik perempuan dan peserta didik kelompok kelas atas lebih tinggi dibandingkan peserta didik kelompok tengah dan bawah. Rata-rata angket sikap kemampuan berpikir kritis sebesar 76,61 atau kategori sangat baik. Hasil uji Korelasi berganda nilai Sig. F Change adalah 0,040 atau <0,05 maka terdapat hubungan antara gender dan diferensiasi terhadap kemampuan berpikir kritis. Simpulan dalam penelitian ini, kemampuan berpikir kritis berbasis gender dan diferensiasi meningkat pada pembelajaran biologi berbasis diferensiasi.]]>
<![CDATA[Profile of Science Literacy of Grade 10 Students Using Computer-Supported Collaborative Learning (CSCL) Model ]]>
<![CDATA[Januaresty, Wita Wulan]]>;
<![CDATA[Windyariani, Sistiana]]>;
<![CDATA[Ratnasari, Jujun]]>
<![CDATA[ Bioedukasi: Jurnal Pendidikan Biologi Vol 14, No 2 (2021): Bioedukasi: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un ]]>
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DOI: 10.20961/bioedukasi-uns.v14i2.51528
<![CDATA[This study aims to determine the effect of the CSCL model on science literacy (SL). SL is considered as the abilities to use science knowledge to solve the science problem by utilizing the critical thinking skills. The quasi-experimental with a non-equivalent group design was applied as the research method. Subjects of this research were grade 10 students (N=50). Different tests were carried out to determine the existence of science literacy. There are 3 aspects of knowledge assessed in SL skills, i.e., content, procedural, and epistemic knowledge. The instruments used was a 15 questions of science literacy consisting of 5 content knowledge, 5 procedural, 5 epistemic questions, and an assessment of interest in SL. The results showed the average of content knowledge of experimental class was 76.92% or in a high category, and control class was 73.33% or in moderate category. The average of procedural knowledge of the experimental class was 66.92% and the control class was 64.99%, or both were moderate. And the average of epistemic knowledge of the experimental class was 64.61% and the control class was 60.99% or both moderate. The assessment of attitudes towards SL aims to give an idea that students have an interest in the components of SL attitudes.]]>
<![CDATA[Real-World Learning Based on SDG 6 to Enhance Students' Systems Thinking in Nature Schools ]]>
<![CDATA[Ajeng Niamul Maula]]>;
<![CDATA[Aa Juhanda]]>;
<![CDATA[Jujun Ratnasari]]>;
<![CDATA[Ridwansyah]]>
<![CDATA[ Quagga: Jurnal Pendidikan dan Biologi Vol 18 No 2 (2026): QUAGGA : Jurnal Pendidikan dan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v18i2.483
<![CDATA[To promote sustainable development, learning must provide real-world experiences that train students to think systemically. One essential competency to be developed is systems thinking ability. This study aims to analyze the systems thinking skills of students in a nature-based school through Real-World Learning (RWL) based on Sustainable Development Goal (SDG) 6, which focuses on clean water and sanitation. A quasi-experimental method with a non-equivalent control group design was employed. The study involved 42 eighth-grade students from Fathia Nature Junior High School in Sukabumi, assigned to experimental and control groups using a non-equivalent control group design. The findings showed that the average percentage scores of the experimental class were higher than those of the control class across all indicators. The highest indicators in the experimental class were recognizing hidden dimensions and making generalizations (each at 84%), while the lowest was identifying dynamic relationships (73%). The post-test results revealed a significant difference between the two classes (Sig. = 0.000 < 0.05). This study demonstrates that SDG 6-based RWL is effective in enhancing students’ systems thinking in environmental education.]]>
<![CDATA[Effect of Brain-Based Learning on Students’ Conceptual Understanding of Plant Tissues ]]>
<![CDATA[Zulfa Safinatun Naja Medina]]>;
<![CDATA[Jujun Ratnasari]]>;
<![CDATA[Setiono]]>
<![CDATA[ Quagga: Jurnal Pendidikan dan Biologi Vol 18 No 1 (2026): QUAGGA : Jurnal Pendidikan dan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v18i1.484
<![CDATA[Understanding plant tissue structure is a fundamental yet challenging topic in biology learning due to its abstract and microscopic characteristics. Innovative and contextual learning models are needed to improve students’ cognitive learning outcomes. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants were 44 eleventh-grade students from a public senior high school in Sukabumi, divided into an experimental group taught using the Brain-Based Learning (BBL) model with local plants and a control group taught using the Discovery Learning model. Data were collected through pre-tests and post-tests and analyzed using N-Gain analysis and an independent sample t-test. The results showed that the experimental group achieved a higher average N-Gain score (0.6748, medium-high category) compared to the control group (0.3790, medium category). The independent sample t-test indicated a statistically significant difference between the two groups (p < 0.05), demonstrating the effectiveness of the BBL model in improving students’ cognitive learning outcomes. The integration of local plants as contextual learning media within the BBL framework supports students’ conceptual understanding based on Bloom’s Taxonomy, particularly in interpreting, summarizing, and explaining plant tissue concepts. The Brain-Based Learning model is an effective alternative approach for enhancing cognitive learning outcomes in biology, especially for complex conceptual materials such as plant tissue structure.]]>
<![CDATA[Socialization and training processing cooking oil waste (jelantah) on household scale ]]>
<![CDATA[Jujun Ratnasari]]>;
<![CDATA[Lela Mukmilah]]>;
<![CDATA[Salsabilla Dwita]]>;
<![CDATA[Siti Hanipah]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 10 No. 1 (2026) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jpm.v10i1.15810
<![CDATA[Used cooking oil is still widely used by the general public, which can be harmful to health. Otherwise, it is typically disposed of directly into the environment, becoming a hazardous pollutant. This was necessary to provide knowledge about the dangers of used cooking oil to health and to train the community to reduce waste cooking oil pollution in the environment. The outreach provided information on the definition of used cooking oil, its contents, and the negative impacts of using used cooking oil on health. The training was conducted using the PRA method so that the community could directly practice processing used cooking oil for reuse. The effectiveness of the training was measured using questionnaires before and after the activity. The results of the questionnaire showed that more than 80% of participants agreed or strongly agreed with the statement that they really needed training and materials to process used cooking oil. More than 80% agreed and strongly agreed that this outreach and training should be expanded to other communities. Participants were very enthusiastic and have positive respons about recycling used cooking oil that they believed could provide economic benefits and reduce the amount of oil waste dumped into the environment]]>
<![CDATA[Efektivitas Project Based Learning Berbasis Ekopedagogik dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMP pada Materi Pencemaran Air: (The Effectiveness of Eco-Pedagogical Project-Based Learning in Improving Junior High School Students’ Critical Thinking Skills on Water Pollution Topics) ]]>
<![CDATA[Septia Tri Andini, Sheni]]>;
<![CDATA[Ratnasari, Jujun]]>;
<![CDATA[Suhendar, Suhendar]]>
<![CDATA[ BIODIK Vol. 12 No. 02 (2026): June 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi FKIP Universitas Jambi ]]>
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DOI: 10.22437/biodik.v12i02.56739
<![CDATA[This study aimed to determine the effect of the Project Based Learning model integrated with an ecopedagogical approach on junior high school students' critical thinking skills in the topic of water pollution. This study employed a quasi-experimental method using a pretest–posttest control group design. The research instrument was a critical thinking skills test administered to the experimental and control classes. The results showed that the experimental class achieved an N-Gain score of 0.76 (high category), while the control class achieved 0.48 (moderate category). The Mann–Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.000 (p < 0.05), indicating a significant difference in the improvement of critical thinking skills between the two classes. Therefore, the Project Based Learning model integrated with an ecopedagogical approach had a significant effect on improving students' critical thinking skills in the topic of water pollution. Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning berbasis ekopedagogik terhadap kemampuan berpikir kritis siswa SMP pada materi pencemaran air. Penelitian ini menggunakan metode quasi-experimental dengan desain pretest–posttest control group design. Instrumen penelitian berupa tes kemampuan berpikir kritis yang diberikan kepada kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa nilai N-Gain kelas eksperimen sebesar 0,76 (kategori tinggi), sedangkan kelas kontrol sebesar 0,48 (kategori sedang). Hasil uji Mann–Whitney U menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,000 (p < 0,05), yang menunjukkan adanya perbedaan peningkatan kemampuan berpikir kritis yang signifikan antara kedua kelas. Dengan demikian, model Project Based Learning berbasis ekopedagogik berpengaruh signifikan terhadap kemampuan berpikir kritis siswa pada materi pencemaran air.]]>
