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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Prosiding Seminar Biologi Bioedukasi Jurnal Pengajaran MIPA EDUSAINS Jurnal Pendidikan IPA Indonesia Biogenesis: Jurnal Ilmiah Biologi Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Formica Education Online Bioedukasi: Jurnal Pendidikan Biologi Journal of Indonesian Coral Reefs Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Jurnal Studi Agama dan Masyarakat Scientiae Educatia: Jurnal Pendidikan Sains BIOMA Pedagogi Hayati Journal of Biology Education Biodidaktika : Jurnal Biologi dan Pembelajarannya Unnes Science Education Journal Indonesian Journal of Educational Research (IJER) DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Metodik Didaktik Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Visipena Assimilation: Indonesian Journal of Biology Education Bio Educatio : The Journal of Science and Biology Education Jurnal Basicedu Jurnal Lentera Pendidikan Pusat Penelitian LPPM UM Metro Jurnal Pembelajaran Biologi : Kajian Biologi dan Pembelajarannya Jurnal Mangifera Edu Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan JPPS (Jurnal Penelitian Pendidikan Sains) DIFFRACTION: Journal for Physics Education and Applied Physics BERNAS: Jurnal Pengabdian Kepada Masyarakat Proceeding Biology Education Conference BIOCHEPHY: Journal of Science Education Asean Journal of Science and Engineering (AJSE) JSEP (Journal of Science Education and Practice) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Educational Sciences Jurnal Basicedu Journal on Biology and Instruction (JouBIns) Gunung Djati Conference Series Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Archipelago: Jurnal Pengabdian Kepada Masyarakat Iain Ternate JIPI (Jurnal IPA dan Pembelajaran IPA) Journal of Environment and Sustainability Education Jurnal Penelitian Pendidikan Indonesia U-Teach: Journal of Young Physics Education Teacher Jurnal Serambi Ilmu Journal of Research and Educational Research Evaluation IJIS Edu : Indonesian Journal of Integrated Science Education
Nuryani Rustaman
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Implementation of project based learning containing esd to improve students' creative thinking skills Adetia Yeyen Purnamasari; Nuryani Rustaman; Widi Purwianingsih; Weni Lestari
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 4 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244321

Abstract

21st century learning demands critical thinking, creativity, collaboration and communication competencies. Therefore, integrating 21st century skills into the learning process effectively is very important, both teachers and students are expected to be able to master these skills. However, there are still many students who have not mastered 21st century skills, one of which is creative thinking skills. To achieve this competency, students need to experience a supportive process, active learning, and involve the problems around them, one of which is learning using PjBL which contains ESD. The data collection technique uses case-based essay questions about the diversity of wild plants in the area. Data were analyzed using the N Gain test, normality test, homogeneity test and hypothesis test. The research was conducted over five meetings with the implementation of PjBL containing ESD which aims to improve students' creative thinking skills. The results of the research that has been carried out show that the creative thinking skills of students in the experimental group obtained an average N Gain value of 0.58 in the medium category, while in the control group an N-Gain value of 0.25 was obtained in the low category. So it can be concluded that the use of the PjBL model containing ESD can improve students' creative thinking skills.
Exploring the interrelationships between critical thinking, practical skills, and summative achievement in secondary biotechnology education Nurhayati, Nurhayati; Rusyati, Lilit; Rustaman, Nuryani Y.; Sihombing, Rizky Agassy
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.170

Abstract

Modern science education faces a persistent challenge: the disconnect between theoretical critical thinking development and hands-on practical competencies. This study investigated the relationships among critical thinking skills, practical performance, and summative achievement in ninth-grade biotechnology education within Indonesia's Merdeka Curriculum framework, which emphasizes conceptual understanding, scientific process skills, and 21st-century competencies. The research objective was to examine whether and how critical thinking abilities and practical performance independently or jointly predict summative academic achievement in biotechnology. Using a correlational design, data were collected from 113 ninth-grade students across four intact classes at a public junior high school in Bandung, West Java. Three validated assessment instruments measured the target variables: a critical thinking skills test based on Ennis indicators assessing analytical reasoning abilities, a performance rubric evaluating hands-on laboratory proficiency during practical sessions, and a standardized summative biotechnology examination measuring overall content mastery. Descriptive statistics revealed varied performance across assessment types, with mean scores of 59.7 for critical thinking skills, 86.6 for practical performance, and 70.4 for summative achievement. Pearson correlation analyses conducted in SPSS indicated a moderate positive relationship between critical thinking and summative scores, a weak positive association between practical performance and summative achievement, but critically, no significant correlation between critical thinking and practical performance. These findings suggest that while analytical reasoning contributes to theoretical academic success, procedural competencies operate largely independently from cognitive reasoning abilities in biotechnology contexts. The study suggests that science educators should implement integrated teaching methods deliberately bridging practical skills development with explicit critical thinking instruction to foster holistic scientific literacy.
Exploration cognitive, logical, and metacognitive abilities of biology education students across academic semesters Dewi, Safira Permata; Riandi, Riandi; Rustaman, Nuryani
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 1 (2026): February 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i1.23756

Abstract

Cognitive, logical, and metacognitive abilities are core competencies for preservice science teachers; however, comprehensive cross-semester mapping of these abilities using an integrated approach remains limited. This study aimed to explore the profiles and interconnections of cognitive, logical thinking, and metacognitive abilities of biology education students across early and mid-academic semesters. A mixed-method design was employed. Quantitative data were collected from 64 second- and fourth-semester students through a Marzano-based cognitive test, the Test of Logical Thinking (ToLT), and the Metacognitive Awareness Inventory (MAI), followed by qualitative exploration using open-ended questionnaires and semi-structured interviews with 10 purposively selected students. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis to explain and elaborate the quantitative results. The findings revealed similar patterns across both semesters, characterized by low achievement in error analysis (35.42%–40.63%), experimentation (45.83%–50.00%), control of variables and correlational reasoning in ToLT (≤38%), as well as planning and evaluation aspects of metacognitive regulation (79.05-80.09%). Qualitative findings indicated that students tended to focus on procedural aspects and showed limited ability to conduct conceptual error analysis and experimental evaluation. The consistency of these patterns across semesters suggests that predominantly recipe-based learning experiences have not sufficiently supported the development of higher-order reasoning and metacognitive reflection. This study concludes that inquiry-based instructional designs that explicitly integrate error analysis, generalization, variable control, and metacognitive reflection are necessary to enhance learning quality and better prepare future science teachers.Abstrak. Kemampuan kognitif, berpikir logis, dan metakognitif merupakan kompetensi inti yang harus dikembangkan secara terintegrasi pada calon guru sains, namun pemetaan ketiga kemampuan tersebut lintas semester masih jarang dikaji secara komprehensif, khususnya dengan pendekatan campuran. Penelitian ini bertujuan untuk mengeksplorasi profil dan keterkaitan kemampuan kognitif, berpikir logis, dan metakognitif mahasiswa pendidikan biologi pada semester awal dan menengah. Penelitian menggunakan desain mixed-method dengan strategi explanatory sequential. Sebanyak 64 mahasiswa semester 2 dan 4 dipilih secara acak untuk pengumpulan data kuantitatif melalui tes kognitif berbasis taksonomi Marzano, Test of Logical Thinking (ToLT), dan Metacognitive Awareness Inventory (MAI), yang kemudian diperdalam melalui kuesioner terbuka dan wawancara semi-terstruktur terhadap 10 mahasiswa terpilih. Data kuantitatif dianalisis secara deskriptif, sedangkan data kualitatif dianalisis menggunakan analisis tematik untuk menjelaskan dan memperkuat temuan kuantitatif. Hasil penelitian menunjukkan pola yang relatif serupa pada kedua semester, dengan capaian rendah pada indikator analisis kesalahan (35,42%–40,63%), eksperimen (45,83%–50,00%), pengontrolan variabel dan penalaran korelasional pada ToLT (≤38%), serta perencanaan dan evaluasi dalam regulasi metakognitif (79.05%–80.09%%). Temuan kualitatif mengungkap bahwa mahasiswa cenderung berfokus pada prosedur teknis dan belum mampu melakukan analisis kesalahan serta evaluasi eksperimen secara konseptual. Kesamaan pola lintas semester mengindikasikan bahwa pengalaman belajar yang dominan bersifat resep belum secara optimal melatihkan penalaran tingkat tinggi dan refleksi metakognitif. Penelitian ini menyimpulkan bahwa diperlukan desain pembelajaran berbasis inkuiri yang secara eksplisit mengintegrasikan pelatihan analisis kesalahan, generalisasi, pengontrolan variabel, dan refleksi metakognitif untuk meningkatkan kualitas pembelajaran dan kesiapan calon guru di masa depan.
Exploring the Relationship between Logical Reasoning Skills, Scientific Literacy, and Academic Achievement in Science Courses Among Secondary Students: A Mixed Method Study Saputra, Winata Tegar; Rustaman, Nuryani Y.; Rusyati, Lilit
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9547

Abstract

This study explores the correlation between Scientific Literacy (SL) results from PISA 2015 released items, the Test of Logical Thinking (TOLT), and Science Score Achievement (SSA). The method of this study used an explanatory sequential research design with cross-sectional and convenience sampling. Ninety-two 15-year-old students and science teachers participated. The correlation between SL, TOLT, and SSA was positive but moderately weak. The average SL score was low at 33.04%. TOLT results showed that 64.13% of students demonstrated concrete reasoning, 32.61% proportional reasoning, and 3.26% formal reasoning. SSA scores averaged 81.90, with 53 students scoring above average. Interviews with teachers suggested low SL and LT scores resulted from a lack of hands-on activities, as teachers relied heavily on lectures. Science textbooks also lacked inquiry-based learning tasks. The limitations of this research are that it does not cover gender comparison, school curriculums, or school locations, whether urban or suburban. The psychological aspects regarding the students’ interest or efficacy are not included in the discussion or provided. Also, students with positive learning experiences in science have good results in SL, and TOLT has not been proven empirically.
Co-Authors Aa Juhanda Aay Susilawati Abd. Rasyid Syamsuri Achmad Munandar Achyani Achyani, Achyani Adetia Yeyen Purnamasari Adi Pasah Kahar Adi Rahmat Adisenjadja, Yusuf Hilmi Adun Rusyana Agustiani, Eka Danti Aldri Frinaldi Alif Yanuar Zukmadini Ana Ratna Wulan Any Fitriani Ari Widodo Ari Widodo Asep Kadarohman Asmawi Zainul Baiq Fatmawati Bambang Supriatno Benny Suprapto Brotosiswoyo Chandra, Didi T. D Hendriwijaya D. Herdiwijaya Dadang Sudirno Dadi Rusdiana Dede Salim Nahdi Devi Nandita Choesin Devi Nandita Choesin Devi Nandita Choesin, Devi Nandita Diah - Kusumawaty Dian Amirulloh Diana Rochintaniawati Didik Priyandoko Didit T Chandra Dindin Nasrudin Djam'an Satori Dr. Saefudin DWI SURYANTO E. Ermayanti Efendi, Ridwan Eka Cahya Prima Emilia Candrawati Endang Susilawati Esther Sanda Manapa Evi Apriana Fadillah, Nuke Siti Fardhani, Indra Febrian Virijai Fenny Roshayanti Hazrati Ashel Hertien K Hertien K. Surtikanti Hidayat, Toni I Nyoman P Aryantha I Nyoman Pugeg Aryantha I. Ismail, I. Ida Hamidah Ida Kaniawati Ijang Rohman Imtiyaz, Nisrina Zakiyyah Ipin Aripin Ipin Aripin Iriawati Iriawati Irvani, Asep Irvan Iwan Kustiawan Khairul Amri Liliasari , Lilik Hasanah Lilit Rusyati Lilit Rusyati Luky Adrianto Mara Bangun Harahap Mellyta Uliyandari Uliyandari Mimin Nurjhani K Mimin Nurjhani K Minsu Ha Minsu Ha Mr Amprasto Mr Asmawi Zainul Mr Kusnadi Mr Riandi Mr Saefudin Mr Taufik Rachman Mr. Saefudin, Mr. Mrs Kantika Subekti Mrs Sariwulan Diana Mrs Siti Sriyati Mrs Sri Redjeki Muhammad Syaipul Hayat Natadiwijaya, Ismail Fikri Nia Nurdiani Nurhaliza Nurhaliza Nurhaliza Nurhaliza, Nurhaliza Nurhayati Nurhayati Oerip S Santoso Oerip S. Santoso Parlindungan Sinaga Purnamasari, Adetia Yeyen Purwati K. Suprapto Purwati Kuswarini Suprapto Putra, Apriza Hongko R. Riandi, R. Regina P. Octavianda, Regina P. Riandi Riandi Riandi Riandi Ridwan Ridwan Rini Solihat Rochman, Syaiful Russamsi Martomidjojo S. Saefudin SADIJAH ACHMAD Saefudin Saefudin Safira Permata Dewi Salahuddin Salahuddin Salahuddin Salahuddin Saputra, Winata Tegar Saputra, Winata Tegar Saputra Satori, Djam'an Setiono Sigit Saptono Sihombing, Rizky Agassy Siti Sriyati Siti Sriyati Situmorang, Sundy M. S. Sondang R Manurung Sri Anggraeni Sri Maryanti Sri Redjeki Sri Redjeki Sri Redjeki Subekti, Kantika Suroso Mukti Leksono Surtikanti Hertien Koosbandiah, Surtikanti Susanti Wulandari Susilawati, Aay TATI NURHAYATI Taufik Rachman Taufik Ramlan amalis Toni Hidayat Topik Hidayat Tri Wahyu Agustina Uus Toharudin Vitta Yaumul Hikmawati Vitta Yaumul Hikmawati Wawan Setiawan Wawan Setiawan Wawan Wahyu Weni Lestari Weni Lestari, Weni Widi Purwianingsih Winny Liliawati Yanti Herlanti Yanti Herlanti Yenny Anwar Yusuf Hilmi A Yusuf Hilmi Adisendjaja Yuyun Maryuningsih