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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Online Learning in Educational Research
Ika Rifqiawati
Universitas Sultan Ageng Tirtayasa, Indonesia
Education Mathematics Social Sciences

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Revisi dan Respon Siswa Kelas XI SMA terhadap Lembar Kerja Siswa (LKS) Berbasis Problem Based Learning Materi Sistem Sirkulasi Manusia Fifi Fatmawati Rahayu; Ika Rifqiawati; Mila Ermila Hendriyani; Rida Oktorida Khastini
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 2 (2022): April Pages 1601- 3200
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i2.2307

Abstract

Penelitian ini bertujuan untuk merevisi dan mendesain ulang Lembar Kerja Siswa (LKS) berbasis Problem Based Learning (PBL) pada materi sistem sirkulasi manusia untuk siswa SMA kelas XI MIPA serta untuk mengetahui respon siswa terhadap LKS yang dikembangkan. Desain penelitian ini mengacu pada model pengembangan Sugiyono yaitu melanjutkan pada tahap revisi desain, dan uji coba produk. Revisi dilakukan meliputi penetapan ulang indikator pencapaian kompetensi pembelajaran, dan langkah-langkah PBL yang difasilitasi di dalam LKS. Hasil validasi ahli materi memperoleh nilai keseluruhan sebesar 81,2% dengan kategori sangat layak, sedangkan validasi ahli media memperoleh nilai keseluruhan sebesar 95% dengan kategori sangat layak. Berdasarkan respon siswa terhadap penggunaan LKS berbasis PBL secara keseluruhan adalah 80,7% menunjukkan bahwa LKS berada pada kategori sangat layak
LifeSTEM: An Inquiry-Driven Digital Module for Scientific Literacy in Biology Teacher Education Iing Dwi Lestari; Evi Amelia; Rifki Survani; Desi Eka Nur Fitriana; Mila Ermila Hendriyani; Dwi Ratnasari; Ika Rifqiawati; Indah Juwita Sari
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1107

Abstract

Scientific literacy is a fundamental competency for future biology teachers, yet existing STEM-based digital learning resources rarely address the interdisciplinary demands of biology teacher education. This study developed and evaluated LifeSTEM, an integrated digital learning module that combines plant anatomy, STEM learning, inquiry-based activities, and engineering design tasks to strengthen scientific literacy among pre-service biology teachers. Guided by the ADDIE instructional design framework, the study involved needs analysis, expert validation, iterative module development, and classroom implementation with 30 pre-service biology teachers using a one-group pre-test–post-test design. Data were collected through needs assessment, expert validation, scientific literacy tests, and learner response questionnaires. The findings indicate that the LifeSTEM module achieved high content validity and was positively received by students as an engaging and accessible learning resource. Its implementation substantially enhanced scientific literacy, particularly students' ability to explain scientific phenomena, interpret scientific evidence, and apply procedural knowledge within authentic biological contexts. The integration of inquiry-oriented STEM activities with interactive digital learning promoted meaningful engagement with complex biological concepts while encouraging evidence-based reasoning. This study contributes to biology teacher education by demonstrating how integrated digital instructional design can strengthen scientific literacy through contextual and inquiry-driven STEM learning, providing a transferable framework for preparing future science teachers in technology-enhanced learning environments.
Co-Authors Desi Eka Nur Fitriana Dwi Ratnasari Evi Amelia Fifi Fatmawati Rahayu Iing Dwi Lestari Indah Juwita Sari Mila Ermila Hendriyani Rida Oktorida Khastini Rifki Survani