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PENGEMBANGAN MODEL PEMBELAJARAN QUESTIONING, ORGANIZING, GUIDE, ASSESS & EVALUATE (QOGAE) UNTUK MENINGKATKAN LITERASI SAINS SISWA Sri Wahyuni; Erwing Erwing; Muh. Ilham; Nia Febrianti
Binomial Vol 6 No 2 (2023): Jurnal Binomial
Publisher : Pendidikan Biologi FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/bn.v6i2.1899

Penelitian ini bertujuan untuk melihat kemampuan dan daya literasi sains tiap peserta didik melalui proses pembelajaran. Penelitian ini merupakan penelitian yang menggunakan pengembangan Plomp dengan design non-equivalent control group dengan fokus penelitian pada mata pelajaran Biologi kelas XI SMA Negeri 1 Bone semester genap tahun pelajaran 2022/2023. Sampel dalam penelitian ini adalah seluruh siswa kelas XI MIPA dengan jumlah siswa sebanyak 110 orang. Hasil analisis pengujian data tes literasi sains yang telah dilakukan menunjukkan penerapan model pembelajaran QOGAE (Questioning, Organizing, Guide, Assess dan Evaluate) mempunyai pengaruh yang signifikan terhadap peningkatan kemampuan literasi sains siswa. Model pembelajaran ini mampu memicu siswa untuk dapat berkolaborasi dengan sesamanya serta bekerja sama untuk menemukan konsep dan keterampilan sains dengan menghasilkan karya yang kreatif sehingga model pembelajaran QOGAE dapat meningkatkan kemampuan literasi sains siswa. Respon yang positif dari guru dan siswa terhadap penerapan model pembelajaran QOGAE ini mendukung keberhasilan dalam membangun keterampilan literasi sains siswa.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE ROTATING TRIO EXCHANGE DALAM PEMBELAJARAN BIOLOGI TERHADAP KEMAMPUAN METAKOGNITIF DAN HASIL BELAJAR SISWA SMA NEGERI 13 BONE Nia Febrianti; Sri Wahyuni; Muliana Muliana
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 14, No 4 (2023): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v14i4.17633

Abstrak: Pembelajaran dengan metode diskusi kelompok belum membantu siswa untuk memiliki kemampuan pemecahan masalah dan rasa ingin tahu sehingga kemampuan mengontrol pengetahuan kognitifnya kurang maksimal. Oleh karena itu, peneliti menghadirkan model pembelajaran RTE. Penelitian ini bertujuan untuk: (1) menggambarkan pengaruh penerapan model pembelajaran kooperatif tipe Rotating Trio Exchange (RTE) dalam pembelajaran biologi terhadap kemampuan metakognitif siswa SMA Negeri 13 Bone, (2) membuktikan pengaruh penerapan model pembelajaran kooperatif tipe Rotating Trio Exchange (RTE) dalam pembelajaran biologi terhadap hasil belajar siswa SMA Negeri 13 Bone. Penelitian yang digunakan adalah penelitian kuantitatif dengan jenis penelitian Pre-Experimental Design. Instrumen penelitian menggunakan lembar angket MAI, Tes hasil belajar dan dokumentasi. Sampel penelitian yaitu kelas XI MIPA 4 berjumlah 34 siswa. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Teknik analisis data yang digunakan adalah teknik analisis statatistik deskriptif dan inferensial. Adapun hasil penelitian yaitu: (1) Rata-rata keseluruhan indikator kemampuan metakognitif siswa berada pada kategori baik dengan skor 78,42, (2) Nilai rata-rata pre-test siswa sebesar 49 sedangkan nilai rata-rata post-test siswa sebesar 85 dengan hasil uji t didapatkan signifikansi sebesar 0,000 < 0,05 sehingga ada pengaruh yang signifikan penerapan model pembelajaran terhadap hasil belajar siswa.Abstract: Learning using group discussion method hasn’t helped students have problem solving abilities and curiosity so their ability to control cognitive knowledge is less than optimal. Therefore, researchers present the RTE learning model. This study aims to: (1) describe effect of applying Rotating Trio Exchange (RTE) cooperative learning model in biology learning on the metacognitive abilities students of SMA Negeri 13 Bone, (2) prove the effect of applying Rotating Trio Exchange (RTE) cooperative learning model in learning biology on student learning outcomes SMA Negeri 13 Bone. The research used quantitative research with the type research Pre-Experimental Design. The research instrument used a questionnaire sheet MAI, learning achievement tests and documentation. The research sample class XI MIPA 4 of 34 students. Sampling was using purposive sampling technique. The data analysis technique used is descriptive and inferential statistical analysis techniques. The research results is: (1) The overall average students' metacognitive ability indicators was in the good category with a score 78.42, (2) The average score students' pre-test was 49 while the average value of students' post-test 85 with the results t test obtained a significance of 0.000 <0.05 so that there’s a significant influence application of the learning model on student learning outcomes.

Student’s Critical Thinking Ability In Ethnoscience-Based Biology Learning In The Era Of Digitalization Muh Ilham; Sri Wahyuni; Muliana Muliana
Journal of Biology Education Vol 12 No 3 (2023): November 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jbe.v12i3.74659

This research aims to analyze the critical thinking abilities of MAN 1 Bone students in ethnoscience-based biology learning in the era of digitalization. This type of research is descriptive qualitative. The data processed are the results of student's critical thinking ability tests, observations and interviews with biology subject teachers and students with the highest test scores, three representatives from each class X.1, X.2 and X.5. The research results showed that student's critical thinking abilities based on the results of critical thinking ability tests in ethnoscience-based biology learning with ecosystem subjects for the even semester of the 2022-2023 academic year were in a very low category. Meanwhile, from learning activities, student's abilities are at varying levels based on critical thinking indicators. The indicator of providing further statements or explanations is at a fairly good level for the results of critical thinking ability tests and student learning activities. The indicators of providing basic statements or explanations, providing reasons for a decision, drawing conclusions or inferences, and providing feedback & reinforcement are at a level that is not good for critical thinking ability tests, while student learning activities are at a fairly good level. The results of this study indicate that it is important to increase student's mastery and understanding by integrating ethnoscience in learning so that they have critical thinking skills amidst the trend in the use of information technology.

Persepsi Guru dan Siswa dalam Pemanfaatan Daur Ulang Sampah sebagai Media Pembelajaran di SMP 5 Anggeraja Nurhelmi Prayunda; Sitti Asmah; Sri Wahyuni
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 1: Desember 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i1.6304

The recycling process to be used as a learning medium is one of the efforts in waste processing. The aim of this research is to find out the types of learning media that can be made from waste or used goods and to find out the perceptions of teachers and students of SMP 5 Anggeraja, Enrekang Regency regarding the use of recycled waste as a learning media. This research was carried out at SMP 5 Anggeraja, Enrekang Regency using descriptive qualitative research using the interview method as a research instrument. The subjects in this research were 15 teachers and students of SMP 5 Anggeraja, Enrekang Regency, with 1 science subject teacher and 14 class IX students. Overall, functional learning media from used goods that can be used in science learning activities in schools are Chromosome, DNA and Enzyme media.

Building a Sustainable Learning Ecosystem: The School's Role in Promoting Environmental Awareness among Students Didi Sudrajat; Sri Wahyuni; Dwi Yuniasih Saputri; Hadi Prayitno
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/70em1n19

Growing environmental degradation has become a pressing global issue, highlighting the importance of education in shaping the environmental awareness of the younger generation. This study aims to fill the gap in the literature regarding the contribution of schools in building sustainable learning ecosystems that promote environmental awareness among students. This study uses a qualitative method with a case study approach in several schools that implement environmental education programs. Data were obtained through in-depth interviews with principals, teachers, and students, observation of school activities, and document analysis of environment-related education policies. The results showed that the integration of environmental issues in the curriculum, the implementation of nature-based extracurricular programs, and the management of environmentally friendly school facilities play a significant role in building students' awareness of sustainability. Activities such as reforestation, waste management and environmental campaigns allow students to be directly involved in sustainability practices, which in turn increases their understanding of and responsibility for environmental conservation. The involvement of various stakeholders, including families and communities, to support the creation of an effective learning ecosystem. This research provides strategic recommendations for policy makers to design a more integrated and impactful environmental education program. This research is expected to serve as a guide in efforts to strengthen environmental awareness through an educational approach

AI-Supported Collaborative and Reflective Biology Learning: A Needs Assessment in Teacher Education Sri Wahyuni; Muhiddin Palennari; Andi Asmawati Azis; Adnan; Ismail Ismail
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.818

Artificial intelligence creates new opportunities to transform biology teacher education; however, its pedagogical integration must be grounded in students’ actual learning needs. This study examined biology education students’ needs for AI-supported collaborative and reflective biology learning as a preliminary foundation for developing a pedagogical model. A quantitative descriptive survey was conducted with 290 biology education students from higher education institutions in South Sulawesi, Indonesia. Data were collected using a 29-item questionnaire covering five constructs: social-emotional learning, metacognitive awareness, self-regulated learning, reflective thinking, and collaborative-interactive biology learning context. The data were analyzed using descriptive statistics, reliability analysis, convergent validity indices, and inter-construct correlations. The findings showed that all constructs were categorized as high, with mean scores ranging from 3.628 to 3.738 and percentage scores ranging from 72.570% to 74.760%. Reflective thinking obtained the highest mean score (M = 3.738; 74.760%), followed by metacognitive awareness (M = 3.712; 74.240%), indicating the importance of reflective and metacognitive scaffolding in AI-supported biology learning. The questionnaire demonstrated acceptable measurement quality, with standardized loadings of 0.621–0.907, Cronbach’s Alpha values of 0.800–0.938, Composite Reliability values of 0.871–0.951, and AVE values of 0.632–0.765. Strong positive inter-construct correlations (0.804–0.903) suggest that students’ learning needs are closely interconnected. This study positions AI as a pedagogical scaffold for reflective, collaborative, metacognitive, and self-regulated learning rather than merely as a technology-driven intervention.

Building a Sustainable Learning Ecosystem: The School's Role in Promoting Environmental Awareness among Students Didi Sudrajat; Sri Wahyuni; Dwi Yuniasih Saputri; Hadi Prayitno
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/70em1n19

Growing environmental degradation has become a pressing global issue, highlighting the importance of education in shaping the environmental awareness of the younger generation. This study aims to fill the gap in the literature regarding the contribution of schools in building sustainable learning ecosystems that promote environmental awareness among students. This study uses a qualitative method with a case study approach in several schools that implement environmental education programs. Data were obtained through in-depth interviews with principals, teachers, and students, observation of school activities, and document analysis of environment-related education policies. The results showed that the integration of environmental issues in the curriculum, the implementation of nature-based extracurricular programs, and the management of environmentally friendly school facilities play a significant role in building students' awareness of sustainability. Activities such as reforestation, waste management and environmental campaigns allow students to be directly involved in sustainability practices, which in turn increases their understanding of and responsibility for environmental conservation. The involvement of various stakeholders, including families and communities, to support the creation of an effective learning ecosystem. This research provides strategic recommendations for policy makers to design a more integrated and impactful environmental education program. This research is expected to serve as a guide in efforts to strengthen environmental awareness through an educational approach

Pengaruh Model Pembelajaran Inquiry Learning Berbasis Lesson Study terhadap Keterampilan Komunikasi Siswa Kelas X di SMAN 3 Bone Swellmy Swellmy; Sri Wahyuni; Sitti Asmah
JURNAL PENDIDIKAN MIPA Vol. 15 No. 4 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i4.3510

Penelitian ini dilatarbelakangi oleh kurangnya keterampilan komunikasi siswa dalam memahami konsep biologi akibat penggunaan model atau metode konversional yang kurang efektif. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Inquiry Learning berbasisLesson Study terhadap keterampilan komunikasi siswa kelas X di SMAN 3 Bone. Penelitian kuantitatif dengan jenis penelitian Pre-Experimental Design dan tipe One Group Pretest-Posttest Design digunakan dalam penelitian ini. Sampel penelitian adalah kelas X.9 dengan jumlah responden sebanyak 34 partisipan dilibatkan dalam penelitian ini. Teknik pengumpulan data yang terapkan yaitu pemberian Pra dan Pasca angket keterampilan komunikasi siswa bersama dengan dokumentasi. Data kemudian dianalisis dengan menggunakan SPSS Versi 23. Berdasarkan hasil penelitian, data memiliki distribusi normal dan bersifat homogen. Oleh karena itu, pengujian hipotesis dilakukan dengan memperlihatkan sig (0,000) < 0,05, maka hipotesis nol ditolak dan hipotesis alternatif diterima. Ini berarti bahwa dampak penggunaan model pembelajaran Inquiry Learning berbasis Lesson Study berpengaruh signifikan terhadap keterampilan komunikasi siswa. Hasil penelitian ini dapat dijadikan referensi oleh para pendidik dalam meningkatkan keterampilan siswa dalam proses pembelajaran.

PENGARUH MODEL SOCIO-SCIENTIFIC ISSUE (SSI) BERBASIS LITERASI SAINS TERHADAP COMMUNICATION SKILL SISWA KELAS XI SMA Ika Paradina Kusma; Sitti Asmah; Sri Wahyuni
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.13958

Communication skills are essential 21st-century competencies, yet many students still demonstrate limited ability to communicate scientific ideas because biology instruction has not fully encouraged discussion, argumentation, and evidence-based communication. Although the Socio-Scientific Issues (SSI) learning model has been widely investigated for improving scientific literacy, critical thinking, and argumentation, studies examining the effectiveness of science literacy-based SSI in enhancing senior high school students' communication skills remain limited. This study aimed to examine the effect of the science literacy-based SSI learning model on the communication skills of eleventh-grade students at SMA Negeri 15 Bone. A quantitative approach with a quasi-experimental design using a Nonequivalent Control Group Design was employed. The sample consisted of 66 students selected through purposive sampling. Data were collected using communication skills questionnaires, observation sheets, and documentation, and analyzed through descriptive and inferential statistics. Since the data were not normally distributed, the hypothesis was tested using the Mann–Whitney U test. The findings revealed that the science literacy-based SSI learning model had a significant positive effect on students' communication skills. These findings provide empirical evidence that integrating SSI with scientific literacy effectively promotes communication skills as a key competency for 21st-century learning. ABSTRAK Keterampilan komunikasi merupakan salah satu kompetensi abad ke-21 yang masih tergolong rendah karena pembelajaran biologi belum sepenuhnya mendorong siswa untuk berdiskusi, berargumentasi, dan mengomunikasikan gagasan secara ilmiah. Meskipun model Socio-Scientific Issue (SSI) telah banyak dikaji dalam meningkatkan literasi sains, berpikir kritis, dan argumentasi, penelitian yang secara khusus menguji efektivitas SSI berbasis literasi sains terhadap keterampilan komunikasi siswa SMA masih terbatas. Penelitian ini bertujuan untuk membuktikan pengaruh model pembelajaran Socio-Scientific Issue (SSI) berbasis literasi sains terhadap keterampilan komunikasi siswa kelas XI SMA Negeri 15 Bone. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experiment tipe Nonequivalent Control Group Design. Sampel berjumlah 66 siswa yang dipilih melalui purposive sampling. Instrumen penelitian meliputi angket keterampilan komunikasi, lembar observasi, dan dokumentasi. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil uji normalitas menunjukkan bahwa data tidak berdistribusi normal, sehingga pengujian hipotesis dilakukan menggunakan uji Mann–Whitney U. Hasil penelitian menunjukkan bahwa model SSI berbasis literasi sains berpengaruh signifikan terhadap keterampilan komunikasi siswa. Temuan ini memberikan bukti empiris bahwa integrasi SSI dan literasi sains efektif mendukung pengembangan keterampilan komunikasi sebagai kompetensi penting abad ke-21.

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