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All Journal Jurnal Daya Matematis Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA BIOMA Jurnal Pendidikan Bahasa Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Indonesian Journal of Biology Education JURNAL PENDIDIKAN SAINS DAN APLIKASINYA JPBIO (Jurnal Pendidikan Biologi) GERVASI: Jurnal Pengabdian kepada Masyarakat Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Indonesian Journal of Natural Science Education Research and Development in Education (RaDEn) EDUCATUM: Scientific Journal of Education Science and Education Journal Jurnal Pengabdian Masyarakat
Handi Darmawan
Universitas PGRI Pontianak
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Analisis Perbedaan Pemahaman Konsep Siswa Yang Diajar Menggunakan Model Project Based Learning Dan Think Pair Share Pada Materi Ekosistem Meri Andani; Handi Darmawan; Mustika Sari
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.838

Abstract

Penelitian ini bertujuan untuk mengetahui pemahaman konsep siswa yang diajar menggunakan model Project Based Learning (PjBL), pemahaman konsep siswa yang diajar menggunakan model Think Pair Share (TPS), serta perbedaan pemahaman konsep siswa antara kedua model pembelajaran pada materi ekosistem. Penelitian menggunakan metode kuantitatif dengan pendekatan quasi experiment dan rancangan posttest-only control group design. Sampel penelitian terdiri atas 27 siswa kelas eksperimen yang diajar menggunakan model PjBL dan 25 siswa kelas kontrol yang diajar menggunakan model TPS. Teknik pengumpulan data menggunakan tes pemahaman konsep berbentuk esai. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, dan uji Independent Sample t-Test. Hasil penelitian menunjukkan bahwa rata-rata pemahaman konsep siswa yang diajar menggunakan model PjBL sebesar 78,58, sedangkan rata-rata pemahaman konsep siswa yang diajar menggunakan model TPS sebesar 75,34. Hasil uji hipotesis menunjukkan nilai signifikansi (2-tailed) sebesar 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara pemahaman konsep siswa yang diajar menggunakan model PjBL dan TPS. Nilai mean difference sebesar 3,252 menunjukkan bahwa pemahaman konsep siswa yang diajar menggunakan model PjBL lebih tinggi dibandingkan siswa yang diajar menggunakan model TPS. Dengan demikian, model Project Based Learning (PjBL) lebih efektif dibandingkan model Think Pair Share (TPS) dalam meningkatkan pemahaman konsep siswa pada materi ekosistem kelas X SMA Negeri 3 Sengah Temila.
Design thinking model integrating Naik Dango local wisdom to foster junior high students’ 4C skills Handi Darmawan; Pitalis Mawardi; Basuki Wibowo; Eka Trisianawati; Nurbani Nurbani
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 2 (2026): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i2.44642

Abstract

Background: In biology learning, integrating the local wisdom with design thinking offers a contextual and innovative approach to empowering students’ 4C skills. However, previous studies have rarely integrated local wisdom as a pedagogical mechanism within the design thinking framework. Methods: This study employed a Research and Development approach based on the Plomp model, consisting of three stages: preliminary research, prototyping, and assessment. Participants were 85 junior high school students in Ngabang City, West Kalimantan, divided into an experimental group and a control group. Data were collected through validation, observation, and questionnaires, and analyzed using ANCOVA to assess the model’s validity, practicality, and effectiveness. Results: The results of the validity test showed that all learning materials were valid, with reliability ranging from substantial to perfect. The practicality evaluation indicated that the Naik Dango learning model integrated with design thinking was very well received by students, with an average positive response rate of 87.20%. The effectiveness test revealed a significant improvement in students’ 4C skills, as indicated by p-values of less than 0.05 for each skill dimension. Conclusion: The Naik Dango learning model integrated with design thinking was valid, practical, and effective in enhancing students’ 4C skills.  
Optimalisasi Penyusunan LKPD Berbasis ReCLif MGMP IPA Kabupaten Mempawah Handi Darmawan; Eka Trisianawati; Mustika Sari; Nawawi; Herditiya Herditiya; Tesa Manisa; Novi Nurmayanti; Ninda Permasari
Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 4 No. 1 (2026)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/judimas.v4i1.726

Abstract

Guru IPA di Kabupaten Mempawah menghadapi kendala dalam merancang LKPD yang menumbuhkan keterampilan abad ke-21 dan relevan dengan konteks lokal. Untuk mengatasi tantangan tersebut, Program Studi Pendidikan Biologi melaksanakan Program Kemitraan Masyarakat yang berfokus pada optimalisasi penyusunan LKPD berbasis model pembelajaran ReCLif bagi 15 guru IPA melalui pelatihan lima hari. Metode pelaksanaan mencakup ceramah, demonstrasi, diskusi, praktik terarah, penugasan penyusunan LKPD, serta sesi klinik berbasis umpan balik sejawat. Hasil pelatihan menunjukkan peningkatan kompetensi guru, ditunjukkan oleh 60% peserta yang mampu menyusun kerangka LKPD secara mandiri pada tahap awal dan meningkat menjadi 73,3% guru yang menghasilkan draft LKPD layak setelah proses revisi. Uji coba awal LKPD di tiga sekolah mitra memperlihatkan respons positif siswa, peningkatan partisipasi bertanya, dan kemampuan mengaitkan konsep IPA dengan fenomena nyata. Selain itu, 86,7% guru menyatakan sangat puas terhadap praktik penyusunan LKPD dan 80% merasa terbantu oleh pendampingan fasilitator. Dengan demikian, kegiatan PKM ini terbukti meningkatkan kompetensi guru dalam mendesain LKPD berbasis ReCLif sekaligus memperkuat komunitas profesional MGMP. Namun, pendampingan lanjutan dan replikasi praktik masih diperlukan untuk memperluas dampak pembelajaran di daerah.
ReCLif: PROBLEM-BASED LEARNING MODEL TO IMPROVE CRITICAL THINKING FOR BEGINNER LEARNERS Handi Darmawan; Suherdiyanto; Muhammad Lahir
EDUCATUM: Scientific Journal of Education Vol. 2 No. 3 (2024): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v2i3.89

Abstract

Indonesia's SDGs Roadmap 2030 underlines the importance of improving critical thinking skills to achieve sustainable development goals. Students still experience difficulties in developing critical thinking in biology learning. Conventional models are often considered less effective while complex problem-based learning models can be cognitively burdensome for novice learners. Another factor contributing to this problem is the lack of opportunities for students to apply their knowledge in real situations and solve complex problems. This research aims to develop and test the effectiveness of the ReCLif model as a simple and more effective alternative to problem-based learning for beginner learners. The ReCLif model is designed to provide challenges appropriate to the cognitive level of novice learners. This research uses research and development methods from Plomp and Nieveen as well as an experimental design to compare the ReCLif model with a control group. The research results show that the development of the ReCLif model learning syntax is an integration of complex thinking teaching and learning strategies with 3C3R design problems and 4C/ID instructional design with three learning stages (1) exploring real life; (2) using complex thinking skills; and (3) creating solutions for life situations. The results of the quade rank analysis of covariance test, obtained a Sig value. (0.000) <0.05 (?), then H0 is rejected and the research hypothesis is accepted. This means that there are significant differences in critical thinking skills in students between classes given learning using the ReCLif model, CTL model and TPS model. The results of the Bonferroni Dunn test show that the corrected mean value for the ReCLif model is 80.46, the TPS model is 71.27 and the CTL model is 70.57. It can be concluded that there is a significant difference in the mean value of critical thinking skills between the ReCLif learning model and the CTL and TPS models.
PENERAPAN MODEL RECLIF DAN PROBLEM SOLVING MENINGKATKAN KEMAMPUAN METAKOGNITIF SISWA PADA MATERI KLASIFIKASI MAKHLUK HIDUP Aprillia Lustela; Handi Darmawan; Tesa Manisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60732

Abstract

This study aimed to determine students’ metacognitive abilities after the implementation of ReCLif and Problem Solving learning models and to analyze the differences in metacognitive abilities on the topic of living organism classification in Grade VII of SMP Negeri 1 Sengah Temila. The study employed a quasi-experimental method with a Posttest-Only Control Group Design. Data were collected through a metacognitive ability test and analyzed using an Independent Sample t-Test. The results showed that students taught using the ReCLif model achieved a high level of metacognitive ability with an average percentage of 72.46% and a posttest score of 72.39. Students taught using the Problem Solving model also achieved a high level with an average percentage of 67.75% and a posttest score of 68.83. The t-test result indicated a significance value of 0.000 (<0.05), showing a significant difference between the two learning models. The ReCLif model was found to be more effective than the Problem Solving model in improving students’ metacognitive abilities.
Co-Authors Anita Anita Annisa Rahmi Aprillia Lustela Arinda Eka Lidiastuti Arinda Eka Lidiastuti Basuki Wibowo Boisandi Budi, Samuel Dewi Liesnoor Setyowati Dwi Fajar Saputri Eka Trisianawati Eka Trisianawaty Eti Sukadi Guido Famula Hendra Sulistiawan Henny Sulistiany Herditiya Heri Rustanto Ivan Eldes Dafrita Lia Angraeni Marhadi Saputro Meri Andani Muhammad Lahir Muhammad Tahir Muhammad Thamimi Mustika Sari Nawawi Nawawi Nawawi Netti Yuniarti Ninda Permasari Ninda Permasari Novi Nurmayanti Noviansyah Kusmahardhika Nurbani Nurbani Nurhayati Nurussaniah Pitalis Mawardi Baging Rikardus Herak Rio Wardhani Siswahyudianto Stephani Yane Suherdiyanto Syarifah Jumiati Wulansari Tesa Manisa Tran Thi Huong Xuan Utin Edsyaraharja V. Prawnya Wahyudi Wahyudi