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All Journal Jurnal Produksi Tanaman Dinamisia: Jurnal Pengabdian Kepada Masyarakat Dharma Raflesia : Jurnal Ilmiah Pengembangan dan Penerapan IPTEKS Prima Abdika: Jurnal Pengabdian Masyarakat Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Indonesian Biodiversity Journal Indonesian Biodiversity Journal Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam Polygon: Jurnal Ilmu Komputer dan Ilmu Pengetahuan Alam IJOT Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi) Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Anatje Lihiang
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Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Veterinary Other

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Penerapan Model Pembelajaran Game-Based Learning untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa pada Materi Gangguan Sistem Pernapasan Manusia Reinelbi Esbi Pabetta; Anatje Lihiang; Masje Wurarah
Jurnal Cakrawala Pendidikan dan Biologi Vol. 3 No. 2 (2026): Juni: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v3i2.1114

Abstract

This study aims to improve student learning activeness and outcomes in eleventh-grade students at SMA Negeri 1 Kawangkoan Barat on the topic of respiratory system disorders through the implementation of the game-based learning (GBL) model. Low student achievement was attributed to passive participation, teacher-centered instruction, and insufficient student engagement during lessons. This study employed a Classroom Action Research (CAR) design executed over two cycles involving 21 students as research subjects. Each cycle comprised four stages: planning, action, observation, and reflection. Multiple-choice test items and observation sheets for student activities served as research instruments. Results showed an improvement in classical learning completeness from 76.19% in Cycle I (mean score: 85.24) to 91.30% in Cycle II (mean score: 88.76), representing an increase of 15.11%, which confirmed that the success criterion (≥85% students achieving mastery) was met. Observations of student activity also revealed an increase from the "Active" category in Cycle I (85.71% active students) to "Very Active" in Cycle II (86.96% active students). These findings demonstrate that the game-based learning model effectively enhances student biology achievement by promoting interactive learning, motivation, and collaborative problem-solving activities.
Pengembangan Instrumen Asesmen Berbasis Higher Order Thinking Skills pada Materi Komponen Ekosistem dan Interaksinya di SMA Negeri 1 Tondano Imelda Febrianti Makalalag; Arrijani Arrijani; Anatje Lihiang
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 5 No. 2 (2026): Agustus : JURRIMIPA: Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v5i2.10012

Abstract

The rapid demands of 21st-century education require assessment instruments capable of measuring higher order thinking skills (HOTS), while classroom assessments in many schools are still dominated by lower order thinking skills (LOTS). This study aims to develop a HOTS-based assessment instrument on ecosystem components and their interactions at SMA Negeri 1 Tondano and evaluate its feasibility based on validity, reliability, item difficulty, discriminating power, and student responses. The study used a Research and Development (R&D) approach with the 3-D model consisting of define, design, and develop stages. The subjects involved 32 tenth-grade students and one biology teacher. The instrument consisted of 20 multiple-choice questions and 5 essay questions designed to measure cognitive levels of analysis (C4), evaluation (C5), and creation (C6). Data were collected through expert validation, validity and reliability testing, item analysis, and student response questionnaires. The results showed an expert validation score of 97.2 (very valid), a trial score of 77.25 (good), and a student response score of 89.87 (very valid). Item analysis indicated that most items were valid, reliable, and had balanced difficulty levels. The developed HOTS-based assessment instrument is valid, practical, and effective for biology learning evaluation.
Co-Authors Alfonds Andrew Maramis Alif, Alfiah Arrijani Arrijani Aser Yalindua Christin Natalia Tutainon Christny Ferdina Evie Rompas Debby Jacqualine Jochebed Rayer Emma M Moko Femmy Roosje Kawuwung Grace Jenny Soputan Heltiana Heltiana Herry Maurits Sumampouw Imelda Febrianti Makalalag Jefry Jack Mamangkey Johanna Zusye Wantania Kasim, Yuriko Lanny Sitanayah Livana Dethris Rawung Masye Wurarah Meity Nelltje Tanor Melisa Paulina Moonik mubarak, azhar aras Pomalingo, Moh Fikri Rahardiyan, Dino Rahmawati Djunuda Regina R. Butarbutar Reinelbi Esbi Pabetta Samaluddin, Samaluddin Sukmarayu P. Gedoan Tumbel, Ferny M. wa, Johanna Zusye Yuvita Satriani Djuli