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All Journal BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Atrium Pendidikan Biologi Equator Science Journal (ESJ) Biodik: Jurnal Ilmiah Pendidikan Biologi
Rifki Risma Munandar
Universitas Pakuan
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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IMPLEMENTATION OF KURIKULUM 2013 (K13) USING SEMESTER CREDIT SYSTEM IN BIOLOGY AT SMART EKSELENSIA INDONESIA Mokhammad Reza Azhary; Bibin Rubini; Rifki Risma Munandar
ATRIUM PENDIDIKAN BIOLOGI Vol 7, No 3 (2022): Atrium Pendidikan Biologi
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/apb.v7i3.11606

Abstract

Indonesian education is always developed. One of the innovations is the availability of educational programs to accommodate students to complete study, according to their abilities. The purpose of this research is to describe implementation of Kurikulum 2013 (K13) with Semester Credit System in biology learning. There are four research focuses; planning, organizing, implementing and evaluating. This research is qualitative research with analytical descriptive method. The research was carried out from February to June, 2021, with teachers as informants. The data collected online to avoid spread of COVID-19. The results of research obtained are the planning of biology at SMART Ekselensia Indonesia with additional credits, organizing biology learning using elaboration theory and integrating of Technology Pedagogical Content Knowledge (TPACK), implementation refers to learning designs and learning models according to curriculum demands, and collaboration-based models and using a scientific approach, and learning evaluation includes three assessment domains; cognitive, affective and psychomotor.
COMBINATION OF SCIENCE LEARNING USING 2013 AND CAMBRIDGE CURRICULUM IN MIDDLE SCHOOLS Febri Monica; Bibin Rubini; Rifki Risma Munandar
ATRIUM PENDIDIKAN BIOLOGI Vol 7, No 4 (2022): Atrium Pendidikan Biologi
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/apb.v7i4.11607

Abstract

The curriculum accommodates students to develop students' understanding, knowledge and skills through learning experiences. The 2013 curriculum implicitly follows the Cambridge Curriculum which emphasizes students' abilities in understanding, knowledge, skills and critical thinking. The purpose of this study was to describe and analyze science learning using a combination of the 2013 curriculum and the Cambridge curriculum at Bosowa Bina Insani Junior High School Bogor. This research is a qualitative research with analytical descriptive method. This research was carried out from January - July 2021 with several informants, namely science teachers, school principals, head level programs, deputy head of student affairs, and students. This research was conducted online and offline and obtained two types of data, namely primary data from interviews and observations, and secondary data from documentation studies. Based on data analysis, science learning using a combination of the 2013 curriculum and the Cambridge curriculum is divided into 3 processes including planning, implementation, and evaluation. Learning planning uses a combination of the 2013 curriculum and the Cambridge curriculum which is carried out at the beginning of each school year with all teachers. The implementation of learning is carried out with a scientific approach with various techniques and learning strategies. Learning evaluation is carried out periodically with formative exams and summative exams with various techniques and assessments. References in making instrument questions use the 2013 curriculum book and cambridge exams that refer to Cambridge University.
Pengembangan E-Modul Sigil Software Untuk Meningkatkan Hasil Belajar Siswa Di Masa Pandemi Covid-19: (Development of Sigil Software E-Modules to Improve Student Learning Outcomes During The Covid-19 Pandemic) Rifki Risma Munandar; Rusdianti Cahyani; Eva Fadilah
BIODIK Vol. 7 No. 4 (2021): Desember 2021
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v7i4.15204

Abstract

Learning activities are currently carried out online from home in order to prevent the spread of Covid-19. Appropriate learning alternatives are needed for students in times of pandemics. The purpose of this research is to develop e-modules of ecosystem materials that are expected to support the improvement of student learning outcomes during the Covid-19 pandemic. This research was conducted in January-July 2021 using the Research and Development (R&D) method in the ADDIE model. The client's goal of the product was tested on a limited basis to 27 class X students. The instruments used in this study are media feasibility validation sheets, learning outcome tests to measure the effectiveness of e-modules and questionnaires of student responses to developed media. The results showed that E-modules that have been developed and validated by experts get a very decent category as a learning medium with a value of 92.85% and e-modules developed can improve student learning outcomes. The conclusion obtained that the e-modules developed are feasible and effectively used as teaching materials to help students in the learning process. Abstrak. Kegiatan pembelajaran pada saat ini dilaksanakan secara daring dari rumah dalam rangka pencegahan penyebaran Covid-19. Dibutuhkan alternatif pembelajaran yang tepat bagi siswa di masa pandemi. Tujuan penelitian ini yaitu mengembangkan bahan ajar e-modul materi ekosistem yang diharapkan  dapat menunjang peningkatkan hasil belajar siswa disaat pandemi Covid-19. Penelitian ini dilaksanakan pada bulan Januari-Juli 2021 dengan menggunakan metode Research and Development (R&D) menggunakan model ADDIE. Sasaran klien dari produk hasil penelitian ini diujicobakan secara terbatas kepada siswa kelas X dengan jumlah 27 orang. Instrument yang digunakan dalam penelitian ini berupa lembar validasi kelayakan media, tes hasil belajar untuk mengukur efektivitas e-modul dan angket respon siswa terhadap media yang dikembangkan. Hasil penelitian menunjukkan bahwa E-modul yang telah dikembangkan dan divalidasi oleh ahli mendapat kategori sangat layak sebagai media pembelajaran dengan nilai 92,85% dan e-modul yang dikembangkan dapat meningkatkan hasil belajar siswa. Kesimpulan yang didapat bahwa e-modul yang dikembangkan layak dan efektif digunakan sebagai bahan ajar untuk membantu siswa dalam proses pembelajaran.
Design Gap Analysis of Sustainability-Oriented Biology Teaching Modules among Pre-Service Teachers Using Project-Based Learning Analytics Eva Fadilah; Rifki Risma Munandar
Equator Science Journal Vol. 4 No. 2 (2026): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v4i2.360

Abstract

This study investigates the use of project-based learning analytics as a diagnostic approach to identify gaps between administrative completion and conceptual design quality in sustainability-oriented biology teaching modules developed by pre-service biology teachers. Participants were 63 pre-service biology teachers from two classes (5A = 30 students; 5B = 33 students), who produced 13 group teaching modules. Data included project scores, formative scores, midterm and final examination scores, project-component records, questionnaire responses, and design-gap rubric scores. The data were analyzed using descriptive statistics, comparison between administrative and conceptual components, and percentage-based design-gap analysis across curriculum alignment, assessment design, digital pedagogy, deep learning, and sustainability integration. Results showed that overall student performance was relatively good and homogeneous, with a mean final score of 81.34 and a standard deviation of 2.23. However, full administrative completion of project drafts and progress reports (100.00%) did not correspond to conceptual design quality. The final teaching modules achieved only 34.90% of the target criteria for coherent integration of module components. The largest design gap was found in sustainability integration (76.90%), followed by deep learning (69.20%), assessment design (61.50%), digital pedagogy (53.80%), and curriculum alignment (46.20%). These findings indicate that project completion does not automatically ensure coherent instructional design. This study contributes by demonstrating that project-based learning analytics can reveal hidden weaknesses in sustainability-oriented instructional design that are not captured by final grades or document completion alone. The findings highlight the need for operational rubrics, formative feedback, model modules, and explicit design scaffolding.
Pengembangan Media Augmented Reality Pop-Up Diorama untuk Meningkatkan Literasi Biodiversitas Siswa pada Pembelajaran Ekosistem Eva Fadilah; Rifki Risma Munandar
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 3 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/vy40c142

Abstract

This study aimed to develop an Augmented Reality Pop-Up Diorama as an interactive ecosystem learning medium to enhance students’ biodiversity literacy. The research method used was research and development with the ADDIE model, consisting of the analysis, design, development, implementation, and evaluation stages. The results showed that the medium was categorized as highly valid with an average score of 93.75%. The teacher response reached 95.00%, while the student response reached 90.70%. The students’ average score increased from 51.23 on the pretest to 85.77 on the posttest, with an N-Gain score of 0.71, which was categorized as high. This study concludes that the Augmented Reality Pop-Up Diorama is valid, practical, and effective in supporting ecosystem learning and improving students’ biodiversity literacy. Keywords: Augmented Reality, Biodiversity Literacy, Ecosystem Learning, Interactive Learning Media, Pop-Up Diorama
Co-Authors Bibin Rubini Eva Fadilah Febri Monica Mokhammad Reza Azhary Rusdianti Cahyani