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<![CDATA[Integrating Potential and Local Wisdom: Exploring the Ethnopedagogical Value of the Toraja Tribe in Biology Education ]]>
<![CDATA[Sura, Sunarto Arif]]>;
<![CDATA[Sriyati, Siti]]>;
<![CDATA[Purwianingsih, Widi]]>;
<![CDATA[Lembang, Angela Meirici]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 7, No 1 (2026) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v7i1.2442
<![CDATA[The Merdeka Curriculum is designed to provide flexibility and autonomy for schools in Indonesia to create learning experiences that align with local contexts and the individual needs of students. Education plays a vital role in integrating local potential and wisdom to achieve relevance at both the local and individual levels. Indonesia's rich cultural heritage offers numerous opportunities for integration into learning; however, many of these potentials remain underexplored and underutilized in scientific educational contexts. This study aims to identify and examine the potential and local wisdom of the Toraja people relevant to biological concepts and to develop an ethnopedagogical framework as a foundation for contextualized learning materials for senior high school students in Phases E and F. Employing a systematic literature review guided by the PRISMA model, the research screens, selects, and analyzes sources addressing the scientific relevance of the Toraja community's local potential and wisdom on topics such as biodiversity, genetics, anatomy, and more. Findings reveal that the local potential and indigenous knowledge embedded in Toraja wisdom can be adapted into scientific concepts that support the achievement of biology learning outcomes at the senior high school level in Phases E and F. This study contributes to the advancement of ethnopedagogy as an innovative educational approach that aligns teaching practices with local cultural values. Moreover, it provides a framework that can guide the development of learning content, modules, student worksheets, projects, quizzes, and assessment tools to foster meaningful and contextualized learning experiences.]]>
<![CDATA[Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses ]]>
<![CDATA[Erlin, Euis]]>;
<![CDATA[Rahmat, Adi]]>;
<![CDATA[Purwianingsih, Widi]]>
<![CDATA[ Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
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DOI: 10.21009/biosferjpb.38102
<![CDATA[The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process]]>
<![CDATA[Apakah TPACK Guru Biologi Dipengaruhi Budaya Daerah/Lokal? (Studi tentang peranan budaya daerah/lokal dalam pembentukan TPACK guru biologi SMA) ]]>
<![CDATA[Riandi, R]]>;
<![CDATA[Purwianingsih, Widi]]>;
<![CDATA[Hasibuan, Khoirunnisa]]>
<![CDATA[ Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2019: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Technological, pedagogical content knowledge (TPACK) merupakan gambaran unik yang dimiliki seorang guru tentang bagaimana memilih materi ajar esensial, memilih metode dan teknologi yang cocok satu sama lain yang didapat dari pengalaman mengajarnya. Penelitian deskriptif ini bertujuan untuk mengidintifikasi peranan budaya daerah/lokal dalam membentuk TPACK guru biologi SMA. Data perkembangan TPACK guru dijaring melalui wawancara dan observasi sebelum, selama dan sesudah pembelajaran kepada tujuh orang guru sebagai partisipan penelitian. Partisipan guru biologi SMA berasal dari Jawa Barat dan Sumatera Barat dipilih berdasarkan perbedaan budaya yang kental. Data hasil penelitian dianalisis mengikuti tahapan analisis data Miles dan Huberman (1992) yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan secara umum guru biologi telah memiliki pengetahuan teknologi, pedagogik dan konten yang dibelajarkan, namun ketiga pengetahuan tersebut masih bersifat umum dan terpisah-pisah belum terintegrasikan ke dalam TPACK. Penentuan konsep-konsep biologi, dan metode pembelajaran lebih banyak didasarkan kepada silabus yang bersifat nasional. Para guru belum dapat mengintegrasikan teknologi, pedagogi dan konten daerah/lokal ke dalam TPACK-nya, walau pun sebagian besar guru mengetahui macam-macam teknologi, pedagogi dan materi ajar (konten) biologi yang ada di kalangan masyarakat adat/daerah.]]>
<![CDATA[Peningkatan Life Skills Siswa SMA melalui Pembelajaran Project Based Learning Daur Ulang Limbah ]]>
<![CDATA[Purwianingsih, Widi]]>;
<![CDATA[Santy, S]]>;
<![CDATA[Sanjaya, Yayan]]>
<![CDATA[ Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) 2019: Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[Limbah merupakan salah satu permasalah lingkungan yang perlu ditanggulangi. Penanggulangan limbah dapat melibat seluruh elemen masyarakat termasuk siswa SMA, diantaranya melalui pembelajaran. Penelitian ini bertujuan menganalisis peningkatan life skills siswa SMA setelah penerapan pembelajaran project based learning (PjBL) daur ulang limbah. Metode yang digunakan dalam penelitian ini adalah quasi eksperiment. Desain penelitian menggunakan nonequivalent control group design dengan teknik pengambilan sampel secara purposive sampling. Penelitian ini dilaksanakan di salah satu SMA daerah Karawang. Subjek penelitian sebanyak 70 orang siswa kelas X dari dua kelas (Eksperimen n=35, Kontrol n=35), kelas eksperimen menggunakan pembelajaran project based learning dan kelas kontrol menggunakan pembelajaran praktikum. Instrumen terdiri dari: (1) pretest dan posttest untuk mengukur life skills siswa; (2) penilaian kegiatan proyek; (3) lembar observasi kegiatan diskusi dan presentasi; (4) angket respon siswa; dan; (5) lembar observasi keterlaksanaan pembelajaran pada siswa. Untuk melihat peningkatan life skills digunakan data N-Gain. Hasil penelitian menunjukkan bahwa peningkatan life skills siswa lebih tinggi pada kelas eksperimen daripada kelas kontrol. N-Gain peningkatan life skills pada kelas eksperimen lebih tinggi (0.91) dibandingkan kelas kontrol (0.29). Siswa memberikan respon positif terhadap pembelajaran yang diberikan pada kedua kelas. Penerapan pembelajaran project based learning daur ulang limbah mampu meningkatkan life skills lebih tinggi dibandingkan dengan penerapan melalui praktikum daur ulang limbah]]>
<![CDATA[Penggunaan e-modul Berbasis Isu Sosio-saintifik Dalam Upaya Meningkatkan Keterampilan Argumentasi dan Pengambilan Keputusan Siswa SMA ]]>
<![CDATA[Fadha, Ghaida Sekarlita]]>;
<![CDATA[Purwianingsih, Widi]]>;
<![CDATA[Solihat, Rini]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i9.3507
<![CDATA[The use of e-modules based on socio-scientific issues can be used as a way to provide argumentation and decision-making skills. This study aims to determine the use of e-modules based on socio-scientific issues in improving the argumentation and decision-making skills of high school students. This study used a quasi-experimental method. The research design used was the non-equivalent control group design. The sample in this study was class X students consisting of 132 people who were determined by purposive sampling technique. The research was conducted on two classes, namely the experimental class (learning using e-modules based on socio-scientific issues) and the control class (learning using modules not based on socio-scientific issues). The results showed that there was a significant difference in the mean between the experimental class and the control class in argumentation skills. The Mann-Whitney test on the value of argumentation skills shows a number (2-tailed = 0.000) < α (0.05) which means that there is a difference in the effectiveness of using socio-scientific issue-based e-modules with ordinary modules to improve students' argumentation skills. Then the results of the study showed that there was a significant difference in the average between the experimental class and the control class in student decision-making, shows that the Mann-Whitney test score on the value of argumentation skills shows the number (2-tailed = 0.000) < α (0.05) which means that there is a difference in the effectiveness of using socio-scientific issue-based e-modules with regular modules to improve student decision making. As for the criteria for the N-Gain score, the use of e-modules based on socio-scientific issues to improve students' argumentation skills is included in the moderate category (N-gain = 0.42), and the use of e-modules based on socio-scientific issues to improve student decision making is included in the medium category (N-gain = 0.56).]]>
<![CDATA[Learning the Discovery Learning Model How to Blended Learning in Practicum Using a Simple Volumetric Gasometer to Support Scientific Literacy ]]>
<![CDATA[Rahmawati, Annisa]]>;
<![CDATA[Purwianingsih, Widi]]>;
<![CDATA[Supriatno, Bambang]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i6.3872
<![CDATA[Education in the 21st century requires innovation and creativity as well as skills including scientific literacy skills and numeracy literacy, one of which is experimental learning. Often experiments are constrained by insufficient learning time so that learning becomes less meaningful. The purpose of this study was to determine the effect of applying the discovery model using the blended learning method using a simple volumetric gasometer in supporting scientific literacy. This research is an experimental research conducted in February 2023 at a Bandung high school. The research population was 432 students of class X at a senior high school in Bandung, which were divided into 12 classes. The sampling technique used simple random sampling so that 70 students were obtained consisting of 35 people from one control class and 35 people from one experimental class. The instrument used is a PISA question with the theme of innovation in alcoholic fermentation technology. Instruments were in the form of multiple choice questions and true wrong choice questions to measure scientific literacy profiles. Based on the results of the research, it was found that the learning outcomes of the discovery model by means of blended learning with practical methods using a simple volumetric gasometer can support scientific literacy.]]>
<![CDATA[Analysis and Reconstruction of Student Practicum Worksheets on Food Carbohydrate Testing ]]>
<![CDATA[Ghurrotul Bariroh]]>;
<![CDATA[Widi Purwianingsih]]>;
<![CDATA[Kusnadi]]>
<![CDATA[ Quagga: Jurnal Pendidikan dan Biologi Vol 16 No 2 (2024): QUAGGA : Jurnal Pendidikan dan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v16i2.341
<![CDATA[Practicum worksheets are a tool used by students to increase their understanding of various biological concepts through experiments and direct observation. However, there are many biology practicum worksheets used today often do not meet the appropriate standards. Therefore, this research aims to analyze conceptual, procedural, and knowledge construction aspects based on vee diagrams on students' practicum worksheets. The method used in this research is qualitative-descriptive. The samples were selected using purposive sampling so that six samples of practicum worksheets for phase F students in the Merdeka Curriculum were obtained with material testing carbohydrates in food. The research results show that conceptually, the practicum content is not in accordance with the learning outcomes in the Merdeka Curriculum. Procedurally, the practicum worksheets still need to be improved in terms of tools, materials, procedures, phenomenon objects, and data recording. This has an impact on students' difficulties in constructing their knowledge. It is hoped that the results of the reconstruction of practicum worksheets based on conceptual, procedural, and knowledge construction analysis can be used as a reference and basis for teachers in designing practicum activities specifically on digestive system material.]]>
<![CDATA[Reconstruction of Laboratory Activity Design Using Vee Diagram Analysis on Blood Type Test Based on ABO System in High School ]]>
<![CDATA[Indriyani Amalia]]>;
<![CDATA[Widi Purwianingsih]]>;
<![CDATA[Kusnadi]]>;
<![CDATA[Bambang Supriatno]]>;
<![CDATA[Amprasto]]>
<![CDATA[ Quagga: Jurnal Pendidikan dan Biologi Vol 17 No 1 (2025): QUAGGA : Jurnal Pendidikan dan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v17i1.342
<![CDATA[Practicum is a series of activities that allow students to apply their skills to produce proof of a concept being studied, practicum focuses on the design of laboratory activities (DKL) that are first prepared by educators or school institutions. The purpose of this study was to analyze and reconstruct DKL blood type tests based on the ABO system taken from a collection of DKL at a school, the DKL analysis used an instrument based on the Novak & Gowin (1984) vee diagram. The method used in this study was descriptive qualitative, sampling was carried out by purposive sampling with one DKL blood type test ABO system taken from the practicum guidelines at a school compiled by the science lab team. Research activities follow the ANCOR stages (Analysis, Trial and Reconstruction). The results of the analyzed DKL research showed a value of 50% which means it is sufficient to be used, but there are deficiencies in the focus questions, records/data transformations, knowledge claims that are not in accordance with the vee diagram, so that a reconstruction is carried out which is expected to optimize the DKL in accordance with the vee diagram according to Novak & Gowin (1984) used by students and can support the objectives of the practicum activities.]]>
<![CDATA[Application of Vee Diagram in Reconstructing Laboratory Activity Design on Diffusion-Osmosis Concept ]]>
<![CDATA[Ahmad Soleh]]>;
<![CDATA[Widi Purwianingsih]]>;
<![CDATA[Kusnadi]]>;
<![CDATA[Bambang Supriatno]]>;
<![CDATA[Amprasto]]>
<![CDATA[ Quagga: Jurnal Pendidikan dan Biologi Vol 17 No 2 (2025): QUAGGA : Jurnal Pendidikan dan Biologi ]]>
Publisher : <![CDATA[Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan ]]>
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DOI: 10.25134/quagga.v17i2.411
<![CDATA[Implementing the Merdeka curriculum is a record of Indonesia's long journey of education dynamics. One of the reforms visible from implementing the Merdeka curriculum is the existence of science process skills (KPS), as stated in the learning outcomes, especially in the skills element. Diffusion and osmosis are materials that are consistently included in the curriculum. As one part of science learning, diffusion-osmosis cannot escape the practicum learning method that involves science process skills and needs to contain aspects of Vee Diagram knowledge construction. The ideal Laboratory Activity Design (DKL) as a support for diffusion-osmosis practicum activities is still minimal, especially since the implementation of the Merdeka curriculum is still relatively new. Through the descriptive qualitative research method with an analysis-try-reconstruction (ANCOR) approach, this research aims to analyze the quality of diffusion-osmosis student worksheets (DKL) in high school textbooks and then test and reconstruct the DKL. The analysis and pilot test findings showed that DKL was unsuitable for knowledge construction. The results of DKL reconstruction use aspects of the Vee Diagram and Science Process Skills (KPS) to align with the expected competency achievements in implementing the Merdeka Curriculum.]]>
<![CDATA[The effectiveness of service learning-esd content in equipping students with problem-solving skills ]]>
<![CDATA[Nurhaliza Nurhaliza]]>;
<![CDATA[Nuryani Rustaman]]>;
<![CDATA[Widi Purwianingsih]]>;
<![CDATA[Salahuddin Salahuddin]]>
<![CDATA[ JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 4 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy (IICET) ]]>
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DOI: 10.29210/020244319
<![CDATA[Service learning contains ESD is one of the learning approaches that is suitable for students in the field of science. This research aims to measure the level of students' problem-solving skills. The method used in this study is a quasi-experimental experiment or Quasi Experimental Design, the experimental design used is one group pre-test-post test. The instrument used in this study is in the form of a test consisting of 15 description questions according to five aspects of problem-solving skills. The instruments were given to students in the experimental class and the control class. The results showed that there was a significant influence on the problem-solving skills of students in the experimental class with the medium N-gain category. It can be concluded that through service learning contains ESD, students have better problem-solving skills.]]>
