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All Journal Jurnal Bioterdidik: Wahana Ekspresi Ilmiah BioCONCETTA Jurnal Florea Bio Ilmi: Jurnal Pendidikan Pedagogi Hayati Al Ishlah Jurnal Pendidikan Journal of Natural Science and Integration Perspektif Pendidikan dan Keguruan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Community Education Engagement Journal Jurnal Kajian Pendidikan IPA Hawa : Jurnal Pemberdayaan Dan Pengabdian Masyarakat (HAWAJPPM) Journal Of Biology Education Research (JBER) Jurnal Ilmu Pendidikan Biologi dan IPA Edcomtech: Jurnal Kajian Teknologi Pendidikan
Putri, Iffa Ichwani
Pendidikan Biologi, FKIP, Universitas Islam Riau
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology 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.
Practicality Evaluation of TPACK-Integrated Vertebrate Zoology Teaching Materials Developed Using the Plomp Model Fauziah, Nurul; Yulis, Putri Ade Rahma; Mellisa, Mellisa; Putri, Iffa Ichwani; Erfina, Erfina; Molly, Diana; Rahmi, Ennike Gusti
Journal Of Biology Education Research (JBER) Vol. 7 No. 1 (2026): JBER (Journal Of Biology Education Research), Vol.7 No.1 (2026)
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jber.v7i1.103

Abstract

The availability of relevant, user friendly, and technology integrated teaching materials is an essential requirement in biology learning, particularly in the vertebrate zoology course. However, many learning resources are still dominated by conventional teaching materials that do not adequately integrate Technological Pedagogical Content Knowledge (TPACK) aspects. This condition may limit students' meaningful, context-rich learning experiences. This study aimed to evaluate the practicality of TPACK-integrated vertebrate zoology teaching materials in biology learning. The study employed a research and development approach using the Plomp model, focusing on the prototyping phase. Practicality evaluation was conducted through three stages: one-to-one evaluation, small group evaluation, and field testing. Data were collected using practicality questionnaires and analyzed descriptively using percentage calculations to determine the practicality category of the teaching materials. The results consistently indicated that the developed teaching materials fall within the very practical category across all evaluation stages. These findings suggest that the TPACK-integrated vertebrate zoology teaching materials are highly usable in the learning process. Therefore, the developed materials have the potential to serve as supporting learning resources in higher education biology instruction and provide a foundation for further effectiveness testing in subsequent research stages.
Visualization Animal Tissue: Development of a 3D E-Atlas Based on Problem-Based Learning with a Deep Learning Approach in High School Salsa Belia Ayu Tryani; Nurul Fauziah; Nurkhairo Hidayati; Iffa Ichwani Putri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20814

Abstract

This study aims to develop a 3D E-Atlas based on Problem-Based Learning (PBL) and an in-depth learning approach for teaching animal tissue at the senior high school level and to evaluate its validity and practicality. The study employed a Research and Development (R&D) method using the Plomp development model, which encompasses the preliminary investigation and prototyping stages. The research participants consisted of 67 Grade 11 students from two senior high schools in Riau Province, Indonesia. Data were collected through interviews, needs analysis questionnaires, expert validation sheets, and student practicality questionnaires. The development process involved curriculum analysis, instructional analysis, interviews, needs assessment, self-evaluation, expert feasibility testing, one-to-one evaluation, small-group evaluation, learner practicality testing, and documentation. The findings indicated that the developed 3D E-Atlas achieved a very high level of validity, as reflected in an expert validation score of 97%. Furthermore, the practicality test indicated that the media was categorized as very practical, with a score of 85% in the field test. These findings suggest that the integration of interactive 3D visualization with PBL syntax and immersive learning activities may support students’ learning motivation, engagement, and conceptual understanding of animal tissue. The contribution of this study lies in the development of innovative digital learning media for biology education by integrating 3D visualization technology with a student-centered learning approach to support interactive, contextualized, and meaningful 21st-century learning.
Co-Authors Adi Rahmat Andi Andariana Andri Hendrizal Armayati, Leni Cyintia Kumalasari Delma Saputri Desti Ennike Gusti Rahmi Erfina, Erfina Gita Septi Rahmadwi Halifa, Qiara Nur Heny Nurdiana Herlini, Fira Kurniati, Fatia Lala Septem Riza Lala Septem Riza Lestari, Wiwit Yuli Mellisa Mellisa Mellisa, Mellisa Molly, Diana Mona Kristina Simatupang Nevara, Gita Addelia Nurkhairo Hidayati Nurul Fauziah Nurul Fauziah Nurul Fauziah Nurul Fauziah oktariani oktariani Putri Ade Rahma Yulis Putri Octa Hadiyanti, Putri Octa rahmat, adi Riandi Riandi Riandi Salsa Belia Ayu Tryani Santika, Rosi Sepita Ferazona Sepita Ferazona Siti Robiah SURYANTI Suryanti Suryanti Ummi Kalsum Wiwit Yuli Lestari Yelifra Sari Yeyendra, Yeyendra Yustika, Ayu Trisna