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Developing a weblog-based additive and addictive substance teaching module to improve critical thinking skills Anugrah, Ade Nur; Muzzazinah, Muzzazinah; Masykuri, Mohammad
Jurnal Pendidikan Kimia Vol. 16 No. 2 (2024): August
Publisher : Pascasarjana Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jpkim.v16i2.58490

This study aims to develop and obtain a webb-based teaching module on the material of additives and addictive substances. Also to determine the feasibility of the module, improvement think critical students, knowing which is better, learning using developed modules or existing books and to find out students' responses after being taught with the module substance additives and addictive based webb developed. The research method with R&D using the ADDIE model. The Webb-based teaching module was validated by 7 validators, then the valid module was presented to 20 students as a limited trial. The subjects of this study were 2 classes of class VIII students of Junior High School 8 Binjai, each class consisting of 28 students. The test instrument consisted of 15 critical thinking questions and non-test instruments in the form of BSNP questionnaires and student response questionnaires. The results of the study showed that the webb-based learning module on the material of Additive and Addictive Substances developed was categorized as Valid at a validity of 3.4 or an average percentage of 85%. While the results of the n-gain test were 82% in the experimental class with a high category and 73% in the control class with high category. t- test results shows that critical thinking skills student which using module teach based on webb which has developed more higher than the critical thinking skills of students who are taught using books package which exists at school. Results of student response questionnaire analysis show that student give response positive as big as 86%. Thus, the webb-based teaching module developed is ready to be used in learning the material on additives and addictive substances in food in order to improve students' critical thinking skills.

UJI KUALITAS EKSTRAK DAUN TUMBUHAN PUTRI MALU (Mimosa pudica L.) SEBAGAI PEWARNA ALAMI DENGAN KOMBINASI BIOMORDAN SIMPLOKOS Muzzazinah, Muzzazinah; Ihsan, Nabila Farrasnisa
Berita Biologi Vol 24 No 3 (2025): Berita Biologi
Publisher : BRIN Publishing (Penerbit BRIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55981/berita_biologi.2025.13524

Mimosa pudica L. merupakan tumbuhan dari kelas Magnoliopsida mengandung senyawa yang dapat dimanfaatkan sebagai pewarna alami. Penelitian ini bertujuan untuk mengkaji potensi warna yang dihasilkan dari ekstrak daun M. pudica sebagai pewarna alami dengan menggunakan biomordan simplokos serta mengetahui ketahanan warna yang dihasilkan. Daun M. pudica mengandung klorofil yang memberikan warna hijau dan berpotensi dimanfaatkan sebagai pewarna alami. Penelitian ini mengeksplorasi potensi daun putri malu sebagai pewarna alami kain melalui perbedaan variasi konsentrasi ekstrak daunnya. Metode pewarnaan terdiri atas beberapa tahapan, yaitu pencucian kain, proses mordanting, ekstraksi pewarna, pewarnaan kain, dan fiksasi. Hasil penelitian menunjukkan bahwa ekstrak daun Mimosa pudica L. menghasilkan variasi warna pada kain katun primissima, seperti kuning kecoklatan, hijau, hingga kuning kehijauan, tergantung proporsi daun muda dan tua. Hasil uji ketahanan warna menunjukkan bahwa ekstrak ini cukup stabil terhadap pencucian, keringat asam, gosokan, dan panas, dengan nilai ketahanan warna pada kisaran 3-5. Dengan demikian, daun putri malu berpotensi sebagai pewarna alami yang memiliki ketahanan warna yang baik.

A Deep Learning–Based Electronic Module for Global Warming: An Analysis of Validity and Readability to Support Critical Thinking Skills Razak, Ziyana Walidah; Muzzazinah, Muzzazinah; Indrowati, Meti
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2480

Purpose of the study: This study aims to analyze the validity and readability of a deep learning–based electronic module (e-module) designed to improve students’ critical thinking skills on global warming material. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed e-module integrates deep learning principles—mindful, meaningful, and joyful learning—into a Google Sites platform and is enriched with multimedia elements, including videos, animations, interactive worksheets, Padlet, and a carbon footprint calculator. The validity of the e-module was evaluated by six experts, including media experts, subject matter experts, and linguists, using Aiken’s V formula. Main Findings: The results showed that all validation aspects achieved Aiken’s V values ranging from 0.83 to 1.00, exceeding the minimum validity threshold (V > 0.78), indicating that the e-module is highly valid. Readability testing involved ten junior high school students and two science teachers and was analyzed using percentage-based criteria. The readability scores ranged from 88% to 100%, categorized as excellent across content, format, presentation, and language aspects. These findings indicate that the deep learning–based e-module is not only valid but also highly readable and user-friendly. Novelty/Originality of this study: The developed e-module has strong potential to be implemented as an innovative digital teaching material to support science learning and foster students’ critical thinking skills, particularly in addressing contextual and global environmental issues such as global warming.

Analysis of HOTS-Based TPACK Ability Based on Self-Assessment of Teacher Professional Education Students Atmojo, Idam Ragil Widianto; Isnantyo, Fajar Danur; Muzzazinah, Muzzazinah; Triastuti, Rini; Ekawati, Elvin Yusliana; Sukarno, Sukarno
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.87027

In the era of 21st-century education, mastery of Technological Pedagogical Content Knowledge (TPACK) is not enough without having higher-order thinking skills (HOTS). This study aimed to analyze HOTS-based TPACK ability in the field of Elementary School Teacher Education (ESTE). This study employed a quantitative descriptive approach with a survey design and data collection through self-assessment instruments. 1644 ESTE students of Teacher Professional Education (TPE) who filled out the instrument from various regions in Indonesia. The students consisted of 94 prospective teachers (Pre-service teachers of TPE) and 1550 TPE students who had become teachers (In-service teachers of TPE). The results showed that ESTE students of TPE showed very good mastery of HOTS-based TPACK. In the Content Knowledge aspect, 90% of students were categorized as having a high level of competence, indicating strong mastery. The ability to solve problems (53.7%) and evaluate student understanding (55.3%) were categorized as medium. In the Pedagogical Knowledge domain, the ability to manage classrooms (69.2%) and select appropriate learning strategies (66.5%) fell into the high category. For Technological Knowledge, 76.2% of students demonstrated a high ability to utilize technology effectively, although 16.9% still had difficulties in evaluating software, which was classified as low. Meanwhile, in the integrative TPACK aspect, 62.8% of students were in the high category in assessing student learning outcomes using a HOTS-based approach. In conclusion, ESTE students of TPE showed very good mastery of HOTS-based TPACK competencies, with high abilities in content knowledge, pedagogy, and technology even though challenges in evaluating software remain to exist. This study implies the need to strengthen training in technology evaluation and the application of higher-order thinking skills to ensure comprehensive and sustainable TPACK competence in teacher education programs.

A Deep Learning–Based Electronic Module for Global Warming: An Analysis of Validity and Readability to Support Critical Thinking Skills Razak, Ziyana Walidah; Muzzazinah, Muzzazinah; Indrowati, Meti
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2480

Purpose of the study: This study aims to analyze the validity and readability of a deep learning–based electronic module (e-module) designed to improve students’ critical thinking skills on global warming material. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed e-module integrates deep learning principles—mindful, meaningful, and joyful learning—into a Google Sites platform and is enriched with multimedia elements, including videos, animations, interactive worksheets, Padlet, and a carbon footprint calculator. The validity of the e-module was evaluated by six experts, including media experts, subject matter experts, and linguists, using Aiken’s V formula. Main Findings: The results showed that all validation aspects achieved Aiken’s V values ranging from 0.83 to 1.00, exceeding the minimum validity threshold (V > 0.78), indicating that the e-module is highly valid. Readability testing involved ten junior high school students and two science teachers and was analyzed using percentage-based criteria. The readability scores ranged from 88% to 100%, categorized as excellent across content, format, presentation, and language aspects. These findings indicate that the deep learning–based e-module is not only valid but also highly readable and user-friendly. Novelty/Originality of this study: The developed e-module has strong potential to be implemented as an innovative digital teaching material to support science learning and foster students’ critical thinking skills, particularly in addressing contextual and global environmental issues such as global warming.

Pengembangan e-modul struktur dan fungsi jaringan tumbuhan bagi peserta didik kelas XI SMA Wijayanto, Ricky; Rinanto, Yudi; Muzzazinah, Muzzazinah
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 12, No 1 (2023): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v12i1.58070

ENPenelitian dilakukan sebagai salah satu solusi dari permasalahan pembelajaran peserta didik karena keterbatasan dan ketidakefektifan dalam pembelajaran yang tidak dapat dilakukan dimanapun dan kapanpun secara ringkas, oleh karena itu peneliti membuat media pembelajaran e-modul dengan metode penelitian pengembangan mix method: concurrent triangulation design yang menghasilkan e-modul pembelajaran materi struktur dan fungsi jaringan tumbuhan yang layak untuk digunakan melalui validasi oleh ahli materi, ahli media, guru, dan uji coba lapangan pada siswa dan mahasiswa. Hasil dari penelitian ini menunjukkan bahwa e-modul dapat diterima untuk digunakan dalam kegiatan pembelajaran, berdasarkan hasil validasi oleh ahli dan guru serta uji coba lapangan pada siswa setelah diolah dengan menggunakan metode RASCH dengan aplikasi Winstep (Ministep). IDResearch carried out as one of the solutions for the problem of learning of learners due to limitations and ineffectiveness in learning that cannot be done anywhere and anytime concisely. Therefore, researchers create e-module learning media with research methods development mix method: concurrent triangulation design that produces e-module for material learning of structure and function plant tissue suitable for use through validation by material experts, media experts, teachers, and field tests on students and college students. Results of this study show that e-modules can be accepted for use in a learning activity, based on validation results by experts and teachers as well as field trials on students after being processed by using RASCH methods with Winstep (Minister) applications.

Pengembangan e-booklet “Tumbuhan Survival” sebagai sumber belajar pada materi keanekaragaman hayati Rahma, Ahnisa Nur Ridha; Muzzazinah, Muzzazinah; Widoretno, Sri
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 13, No 2 (2024): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v13i2.85554

ENThe research aims to (1) Identify the results of survival plant inventory in Tlogodlingo, Tawangmangu District (2) Identify the benefits of plant inventory results in Tlogodlingo as a learning resource in the form of e-booklets (3) Identify the viability of survival plant e-booklets as a learning resource on biodiversity material. The research applied is Research and Development (R&D). Research data were collected through observation, interviews, plant descriptions, and questionnaires. Plant samples were obtained using the purposive sampling method. The data collection instrument is an expert assessment questionnaire to assess the viability of e-booklet media as a learning resource on plant classification and utilization of biodiversity. The results showed that the identification of survival plants found in Tlogodlingo, Tawangmangu District are divided into 13 plants as food and seven plants as medicine. The validation test results are valid with a percentage value of 87,5% by media expert validators, 85% by linguist validators, and 80% by material expert validators. Learning resources in e-booklets are suitable for use with significant improvements. IDPenelitian bertujuan untuk (1) Mengetahui hasil inventarisasi tumbuhan survival di Tlogodlingo, Kecamatan Tawangmangu (2) Mengetahui manfaat hasil inventarisasi tumbuhan di Tlogodlingo sebagai sumber belajar dalam bentuk e-booklet (3) Mengetahui kelayakan e-booklet tumbuhan survival sebagai sumber belajar pada materi keanekaragaman hayati. Penelitian menerapkan metode penelitian dan pengembangan atau Research and Development (R&D). Pengambilan data penelitian melalui observasi, wawancara, deskripsi tumbuhan, dan angket. Sampel tumbuhan didapatkan menggunakan metode purposive sampling. Instrumen pengumpulan data berupa angket penilaian ahli untuk menilai kelayakan media e-booklet sebagai sumber belajar pada sub-materi klasifikasi tumbuhan dan pemanfaatan keanekaragaman hayati. Hasil penelitian menunjukkan bahwa hasil identifikasi tumbuhan survival yang ditemukan di Tlogodlingo Kecamatan Tawangmangu terbagi atas 13 tumbuhan sebagai makanan dan 7 tumbuhan sebagai obat. Hasil uji validasi adalah valid dengan persentase nilai sebesar 87,5% oleh validator ahli media, 85% oleh validator ahli bahasa, 80% oleh validator ahli materi Sumber belajar berupa e-booklet layak digunakan dengan perbaikan yang berarti.

Perbedaan kemampuan argumentasi siswa dengan penerapan argument mapping materi sistem sirkulasi ditinjau dari academic self efficacy Salsabila, Nadia; Oetomo, Dwi; Muzzazinah, Muzzazinah
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 12, No 2 (2023): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v12i2.71172

ENThis study aims to (1) find out differences in students' argumentation abilities between learning using argument mapping media and not, (2) find out differences in students' argumentation abilities with different levels of academic self-efficacy, (3) find out interaction between mapping media arguments and academic self-efficacy on students' argumentation abilities. This research is quasi-experimental with a posttest-only pattern and nonequivalent design. The research was conducted at a High School in Boyolali for the 2022/2023 academic year. The instrument for argumentation skills uses an essay test, while for academic self-efficacy, students use a questionnaire with a Likert Scale of 1-4. Data analysis techniques for argumentation skills and academic self-efficacy use the two-way ANOVA test and the LSD (Least Significance Different) test. The results showed that: (1) There are differences in students' argumentation skills between learning by applying media argument mapping; the highest difference lies in the aspects of warrants and backing with a range of scores far enough between the experimental and control classes, namely 22.14 and 15.49 respectively, (2) There are differences in the argumentation abilities of students with different levels of academic self-efficacy. Students with high and moderate academic self-efficacy have better argumentation skills than students with low academic self-efficacy. (3) There is no interaction between media argument mapping and academic self-efficacy on students' argumentation abilities. Academic self-efficacy and media argument mapping have their effects on argumentation ability. IDPenelitian ini bertujuan untuk : (1)mengetahui perbedaan kemampuan argumentasi siswa antara pembelajaran yang menggunakan media argument mapping dan tidak, (2)mengetahui perbedaan kemampuan argumentasi siswa dengan tingkat academic self efficacy berbeda, (3)mengetahui interaksi antara media argument mapping dan academic self efficacy terhadap kemampuan argumentasi siswa. Penelitian ini merupakan penelitian quasi-experimental design dengan pola posttest only with nonequivalent design. Penelitian dilaksanakan di salah satu SMA Negeri di Boyolali Tahun Ajaran 2022/2023. Data kemampuan argumentasi siswa dikumpulkan menggunakan tes essay, sedangkan untuk academic self efficacy siswa menggunakan angket dengan Skala Likert 1-4. Teknik analisis data untuk kemampuan argumentasi dan academic self efficacy menggunakan uji ANOVA 2 jalur (two ways ANOVA) dan uji LSD (Least Significant Different). Hasil menunjukkan bahwa: (1) Terdapat perbedaan kemampuan argumentasi siswa antara pembelajaran dengan penerapan media argument mapping. Perbedaan tertinggi terletak pada aspek warrant dan backing dengan rentang skor cukup jauh antara kelas eksperimen dan kontrol, yakni masing-masing 22,14 dan 15,49, (2) Terdapat perbedaan kemampuan argumentasi siswa dengan tingkat academic self efficacy berbeda. Siswa yang memiliki academic self efficacy tinggi dan sedang memiliki kemampuan argumentasi yang lebih baik dibandingkan siswa dengan tingkat academic self efficacy rendah, (3) Tidak ada interaksi antara media argument mapping dan academic self efficacy terhadap kemampuan argumentasi siswa. Academic self efficacy dan media argument mapping memiliki pengaruh sendiri-sendiri terhadap kemampuan argumentasi.

Modul ajar keanekaragaman hayati daerah karst berbasis project-based learning berbantu reflective journal untuk meningkatkan kemampuan mengevaluasi dan merefleksi siswa Wijaya, Maulana Panca; Ramli, Murni; Muzzazinah, Muzzazinah
Bio-Pedagogi: Jurnal Pembelajaran Biologi Vol 14, No 2 (2025): Bio-Pedagogi: Jurnal Pembelajaran Biologi
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bio-pedagogi.v14i2.101594

ENBiology learning is an effort to find scientific truth through a series of process skills. The demands of Biology learning are responsive learning to global issues and play an active role in providing problem solving. One of the learning models that is expected to train students' process skills is Project-Based Learning (PjBL). This study aims to analyze the effect of teaching modules for biodiversity of karst areas based on Project-Based Learning assisted by reflective journals on the ability to evaluate and reflect on class X students of SMA Wonogiri in the 2024/2025 academic year. This research is a quasi-experimental research with post-test only control group design. Sampling was done randomly, with 1 class as a control class and 1 class as an experimental class. The learning outcomes analyzed were the ability to evaluate and the ability to reflect on students and their correlations. Data analysis was carried out using the independent sample t test and Pearson correlation test. Based on the results of the research and data analysis that has been carried out, it can be concluded that there is a significant effect of the application of teaching modules for biodiversity of karst areas based on Project-Based Learning assisted by reflective journals on the ability to evaluate and reflect on studentsIDPembelajaran Biologi merupakan upaya menemukan kebenaran ilmiah melalui serangkaian keterampilan proses. Tuntutan pembelajaran Biologi adalah pembelajaran responsif terhadap isu-isu global dan berperan aktif dalam memberikan penyelesaian masalah. Salah satu model pembelajaran yang diharapkan dapat melatih keterampilan proses siswa adalah project-based learning (PjBL). Penelitian ini bertujuan untuk menganalisis pengaruh modul ajar keanekaragaman hayati daerah karst berbasis project-based learning berbantu reflective journal terhadap kemampuan mengevaluasi dan merefleksi siswa kelas X di SMA Wonogiri tahun pelajaran 2024/2025. Penelitian ini merupakan penelitian quasi-experimental dengan desain post-test only control group design. Pengambilan sampel dilakukan secara acak, dengan 1 kelas sebagai kelas kontrol dan 1 kelas sebagai kelas eksperimen. Hasil belajar yang dianalisis ada kemampuan mengevaluasi dan kemampuan merefeleksi siswa serta korelasinya. Analisis data dilakukan dengan menggunakan uji independent sample t test dan uji korelasi pearson. Berdasarkan hasil penelitian dan analisis data yang telah dilakukan, maka dapat disimpulkan bahwa terdapat pengaruh yang signifikan penerapan modul ajar keanekaragaman hayati daerah karst berbasis project-based learning berbantu reflective journal terhadap kemampuan mengevaluasi dan merefleksi siswa

Implementasi Model Guided Discovery Learning Terhadap Keterampilan Kolaborasi Siswa Kelas VII pada Materi Tata Surya Astari, Mardhiyah Ayu; Muzayyanah, Nidaul; Muslimah, Nisa Fathin; Muzzazinah, Muzzazinah; Budiyono, Santosa
INKUIRI: Jurnal Pendidikan IPA Vol 14, No 3 (2025): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v14i3.101360

Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatkan keterampilan kolaborasi siswa dengan menggunakan model Guided Discovery Learning siswa kelas VII pada materi Tata Surya. Penelitian ini terdiri dari empat siklus, pada setiap siklus mempunyai empat tahapan tindakan yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas VII D yang terdiri dari 31 siswa. Sumber data dalam penelitian ini adalah guru dan siswa dengan teknik pengumpulan data menggunakan metode wawancara dan observasi. Teknik analisis data menggunakan analisis deskriptif-kualitatif. Hasil penelitian pada pra siklus, siswa kelas VII D memiliki keterampilan kolaborasi rendah. Setelah dilakukan tindakan, keterampilan kolaborasi siswa terus meningkat setiap siklusnya. Persentase ketuntasan siswa pada siklus 1 19,35%, siklus 2 sebesar 35,48%, siklus 3 sebesar 61,29 persen dan pada siklus 4 mencapai 83,87%. Berdasarkan hasil penelitian dapat disimpulkan bahwa, penerapan model pembelajaran Guided Discovery Learning dapat meningkatkan keterampilan kolaborasi siswa kelas VII pada materi Tata Surya.This research is Classroom Action Research (CAR) which aims to improve students' collaboration skills using the Guided Discovery Learning model for class VII students on the Solar System subject. This research consists of four cycles, each cycle has four stages of action, namely planning, implementation, observation and reflection. The research subjects were class VII D students consisting of 31 students. The data sources in this research are teachers and students with data collection techniques using interview and observation methods. The data analysis technique uses descriptive-qualitative analysis. The results of pre-cycle research show that class VII D students have low collaboration skills. After taking action, students' collaboration skills continue to improve each cycle. The percentage of student completion in cycle 1 was 19.35%, cycle 2 was 35.48%, cycle 3 was 61.29 percent and in cycle 4 it reached 83.87%. Based on the research results, it can be concluded that the application of the Guided Discovery Learning learning model can improve the collaboration skills of class VII students on the Solar System subject.

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