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All Journal Jurnal Pendidikan Biologi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika BIOEDUKASI Biosfer: Jurnal Pendidikan Biologi LENSA (Lentera Sains): Jurnal Pendidikan IPA Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Bio-Lectura BIOSFER : Jurnal Biologi dan Pendidikan Biologi JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan JPPS (Jurnal Penelitian Pendidikan Sains) JPKMI (Jurnal Pengabdian Kepada Masyarakat Indonesia) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Jurnal Penelitian Pendidikan Matematika dan Sains JURNAL BIOSHELL JIPB (Jurnal Inovasi Pembelajaran Biologi) Jurnal PkM (Pengabdian kepada Masyarakat) Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Jurnal Ilmu Pendidikan Sekolah Dasar Archive: Jurnal Pengabdian Kepada Masyarakat Journal on Biology and Instruction (JouBIns) Jurnal Esabi (Jurnal Edukasi dan Sains Biologi) JIPI (Jurnal IPA dan Pembelajaran IPA) Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Proceeding of International Conference on Biology Education, Natural Science, and Technology
Bea Hana Siswati
Universitas Jember
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Optimalisasi Model Brain-Based Learning dengan Media AI Plant Net Identifier dalam Meningkatkan Minat Belajar dan Keterampilan Berargumentasi Siswa SMA Purnamasari, Nuraida Delia; Prihatin, Jekti; Siswati, Bea Hana
Jurnal Inovasi Pembelajaran Biologi Vol 6 No 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jipb.v6n1.p52-64

Abstract

Biology learning is a study of science with complex material, making it difficult for students to understand and reducing their interest and motivation to learn. Therefore, engaging and meaningful learning methods, such as the Brain-Based Learning (BBL) model using the AI Plant Net Identifier media, are needed. This study aimed to determine the effect of the BBL model using the AI Plant Net Identifier media on students' learning interest and argumentative skills. The research method employed a quantitative quasi-experimental method involving two classes: an experimental class and a control class. Data analysis was conducted using ANACOVA tests for learning interest and argumentative skills. Learning interest obtained a significance value of 0.011, while argumentation skills obtained a significance value of 0.000. Thus, it was concluded that the Brain-Based Learning model using the AI Plant Net Identifier media influenced students' learning interest and argumentation skills. The average scores obtained in the experimental and control classes for learning interest were 62.4, categorized as interested, and 57.7, categorized as moderately interested. The average scores for argumentation skills in the experimental and control classes were 71.4, categorized as high, and 60.5, categorized as moderate.
Analyzing the Relationship Between Critical Thinking, Learning Outcomes, and Retention Using Jigsaw Learning Model Aini, Intan Nur; Siswati, Bea Hana; Fiarani, Hajar Syifa
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp75-87

Abstract

Abstract: Critical thinking skills are one of the key skills needed to face the challenges of the 21st century. However, based on the 2015 PISA study, students' critical thinking skills in Indonesia are still low. Various studies have shown a significant contribution of critical thinking skills to learning outcomes. In addition, the development of critical thinking skills in biology learning can improve student retention. However, not many studies have specifically examined the relationship of critical thinking skills with learning outcomes and student retention, especially with the use of the Jigsaw cooperative learning model. This study aims to examine the relationship of critical thinking skills with student learning outcomes and retention through the Jigsaw learning model. This correlational study involved 72 students in grades X5 and X6 at SMA Negeri 4 Jember. The results of product moment correlation analysis showed a significant relationship between critical thinking skills with learning outcomes (R = 0.967, R² = 93.5%, significance < 0.001) and student learning retention (R = 0.511, R² = 26.1%, significance < 0.001). Thus, critical thinking skills contributed 93.5% to learning outcomes, while 6.5% was influenced by other factors. Meanwhile, on student retention, the contribution of critical thinking skills was 26.1%, with 73.9% influenced by other factors.       Keywords: critical thinking skills, learning outcomes, retention, Jigsaw learning model.
Innovative 21st-century teaching: effectiveness of pbl in enhancing 4c skills on genetic diversity Indriyani, Dita; Siswati, Bea Hana; Savira, Nadyatul Ilma Indah
Biosfer: Jurnal Pendidikan Biologi Vol. 18 No. 2 (2025): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.53327

Abstract

Developing 4C skills (critical thinking, creativity, communication, and collaboration) is crucial for students' success, yet many Indonesian students still struggle to master these competencies. This study evaluates the impact of PBL on 10th-grade students' 4C skills in the genetic diversity topic at SMAN 3 Jember. Using a quasi-experimental design, 72 students were divided into control (36) and experimental (36) groups. Pre- and post-tests assessed critical and creative thinking, while communication and collaboration were observed directly. Data were analyzed with ANCOVA and Kruskal-Wallis tests in IBM SPSS Statistics 24.  The findings revealed significant improvement in the experimental group, moving from "poor" to "critical, creative, communicative, and collaborative," The control group showed only “modest” progress to "fair."  In conclusion, PBL is an effective approach to enhancing students' 4C skills, offering a valuable model for innovative teaching aligned with 21st-century education goals.
Quantum teaching based on augmented reality to elevate critical thinking and metacognition of senior high school students in Indonesia Siswati, Bea Hana; Pitaloka , Firda Ayu; Wahono, Bevo
Journal on Biology and Instruction Vol. 5 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/joubins.v5i1.12945

Abstract

This study investigates the effect of the Augmented Reality (AR)-based Quantum Teaching model on high school students’ critical thinking and metacognitive skills in biology. The need for innovative learning models is urgent to enhance students’ higher-order thinking abilities, which are crucial for meeting the demands of 21st-century learning. This research employed a quasi-experimental pre-test post-test control group design involving grade XI biology students at Pakusari State High School during the 2023/2024 academic year. Random sampling assigned class XI 5 as the experimental group and XI 4 as the control group. Data collection methods included observations, interviews, essay tests, and documentation. Data analysis using ANCOVA via SPSS version 26 revealed significant improvements in both critical thinking and metacognitive skills in the experimental group compared to the control group. These findings demonstrate that the AR-based Quantum Teaching model effectively enhances students’ cognitive and selfregulatory skills in biology learning. The study concludes that integrating AR technology within innovative teaching models can foster critical competencies essential for students’ academic success and lifelong learning. The implications of this research suggest that schools and educators should consider adopting AR-supported pedagogies to enrich the learning experience and promote deeper understanding. Educational stakeholders are encouraged to invest in teacher training and digital infrastructure to support the successful implementation of such models. Furthermore, this study provides a foundation for developing curriculum innovations that combine interactive technology and student-centered approaches, aiming to prepare learners with the critical and metacognitive skills necessary for future academic and professional challenges.  
Transformative Learning Sebagai Inovasi Kurikulum Pendidikan Guru Biologi: Dampaknya Terhadap Self-Efficacy Calon Guru Buroidah, Hikmah; Siswati, Bea Hana; Fikri, Kamalia
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 9 No. 2 (2025): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v9i2.982

Abstract

Self-efficacy calon guru berperan penting dalam memengaruhi motivasi untuk mengajar serta kegigihan dalam menghadapi rintangan khususnya dalam proses pembelajaran. Transformative learning sebuah pendekatan yang membantu calon guru untuk mengoreksi paradigma lama sehingga mampu mengkonstruk ulang keyakinan negatif yang berdampak pada peningkatan keyakinan diri calon guru untuk melaksanakan tugas pengajaran. Penelitian ini bertujuan untuk mengetahui adakah perbedaan self-efficacy calon guru biologi sebelum dan sesudah intervensi transformative learning dan bagaimana dampaknya. Penelitian ini menggunakan metode sequential explanatory design yang dilaksanakan pada Maret-Mei 2025 di Pendidikan Biologi Universitas Jember. Data kuantitatif self-efficacy mahasiswa calon guru (n=36) diperoleh dari sebelum dan sesudah intervensi transformative learning dianalisis menggunakan paired sample t-test yang menunjukkan adanya peningkatan self-efficacy mahasiswa setelah adanya intervensi (p value<0.05). Data kualitatif (n=3) diperoleh dari wawancara semiterstruktur dan dianalisis secara tematik. Hasil analisis menunjukkan tiga temuan yang mendukung bagaimana intervensi transformative learning dapat mendukung peningkatan self-efficacy, yaitu (1) perubahan paradigma dan keyakinan meningkatkan self-efficacy; (2) pengetahuan pedagogis berdampak pada self-efficacy calon guru; dan (3) antusiasme dan kesiapan praktik lapangan sebagai proyeksi self-efficacy ke lapangan. Penelitian ini secara praktis dapat menjadi acuan untuk memasukkan elemen-elemen transformative learning dalam kurikulum pendidikan calon guru sehingga dapat membentuk calon guru yang lebih reflektif, kompeten, dan profesional.
Integration of EduCanva in Google Sites to Improve Student Collaboration Skills in the Context of Agroindustry Elviana Nur Salsabilla; Slamet Haryadi; Suratno; Kamalia Fitri; Hikmah Buroidah; Bea Hana Siswati; Muhamad Khoirul Anwar; Bevo Wahono; Nana Mardiana
BIOEDUKASI: Jurnal Biologi dan Pembelajarannya Vol. 23 No. 3 (2025): Vol. 23, No. 3, October 2025
Publisher : PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/bioedu.v23i3.53794

Abstract

This study aims to develop Google Sites-based digital learning media integrated with EduCanva to improve students' collaboration skills in agro industrial schools. The research method uses a research and development design with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, questionnaires, tests, interviews, and observations, then analyzed based on validity, practicality, and effectiveness. Expert validation results showed a percentage of 97.22% from subject matter experts, 84.375% from media experts, and 84.375% from learning experts in the highly valid category. The practicality test obtained a 100% response from teachers and a 92.29% response from students, both of which were categorized as very practical. The effectiveness test showed an increase in learning outcomes with an N-gain value of 0.53 (moderate category) and an increase in student collaboration skills of 11.38% from cycle I to cycle II, which was categorized as fair to good. These findings prove that Google Sites-based learning media integrated with EduCanva is feasible, practical, and effective for use in learning. The novelty of this research lies in the combination of two digital platforms that are rarely studied in the context of biology learning in agro industrial areas. This media not only improves conceptual understanding but also strengthens collaboration skills as an important 21st-century competency.
Pengaruh Model Pembelajaran Problem Based Learning Berbantuan Liveworksheets terhadap Kemampuan Metakognitif dan Kemampuan Berpikir Kritis Siswa SMA di Kawasan Pertanian Industrial Nurhaliza, Leny; Siswati, Bea Hana; Wahono, Bevo
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 8 No. 1 (2024): JPPMS Vol. 8 No. 1 Tahun 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v8n1.p1-6

Abstract

The metacognitive abilities and critical thinking abilities of high school students in Indonesia tend to be low. An appropriate learning model is needed to hone students' metacognitive and critical thinking skills. The learning model that can be applied is Problem Based Learning which is a problem-based learning model related to daily life and the surrounding environment. Problem-based learning can hone students' abilities in finding solutions to problems through the thinking process. This research aims to determine the effect of the Problem Based Learning learning model assisted by Liveworksheets on the metacognitive abilities and critical thinking abilities of high school students in industrial agricultural areas. This research was conducted using a quasi-experimental method at SMA Negeri 3 Jember with research subjects as class X students and data analysis using ANAKOVA. The research results show that the Problem Based Learning learning model assisted by Liveworksheets has an effect on metacognitive abilities with a significance level of 0.007 (Sig<0.05) and has an effect on students' critical thinking skills with a significance level of 0.000 (Sig<0.05).
Space Debris Debate; Implementation of Socio-Scientific Issues in Science Learning to Improve Argumentation Skills Wahidah, Ainun Ilmi; Supeno, Supeno; Siswati, Bea Hana
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Space Debris Debate; Implementation of Socio-Scientific Issues in Science Learning to Improve Argumentation Skills. Objectives: This study aims to assess the impact of implementing science learning with a socio-scientific issue approach and debate on space debris on scientific argumentation skills. Methods: The type of research applied was a quasi-experiment using a non-equivalent control group design. In the experimental class, learning science with debate activities on space debris within the socio-scientific issue framework was applied for four lessons, while in the control class, the usual learning was carried out by the teacher. The test data was analyzed using a t-test to determine whether the treatment had an impact on argumentation skills. Findings: Implementation of science learning with a socio-scientific issue approach and debate activities on space debris had a significant impact on scientific argumentation skills. Students defend their argument from other rebuttals by showing scientific evidence and providing scientific explanations. Conclusion: Science debate about space debris in science learning with a socio-scientific issue approach can provide a dynamic learning experience, students can provide claims accompanied by scientific evidence and reasoning that connects claims with evidence. Keywords: science debate, socio-scientific issue, space debris, argumentation skills.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202482
The Effect of Active Learning Integrated with Everyone Is A Teacher Here Strategy Based on Questioning and Answering on The Critical Thinking Skills and Biology Learning Retention of Class XI Senior High School Students In The Industrial Agriculture Area Suciningsih, Kurnia; Siswati, Bea Hana; Savira, Nadyatul Ilma Indah
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2023: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to improve student’s critical thinking skill and student retention in learning biology through active learning strategy innovation Everyone Is A Teacher Here (ETH) based on Questioning and Answering (Q&A). Moreover, the type of research used is a quasi-experimental research using a pre-test, post-test, and re-test research pattern. In addition, the research was conducted at SMAN 3 Jember in the even semester of the 2022/2023 academic year. The XI MIPA 2 class was selected as the experimental class and XI MIPA 4 as the control class. Based on the results of this study, the ETH strategy based on Q&A has a significant effect on students' critical thinking skills and retention in biology class XI. This is evidenced by the results of the significance of the Anakova test using SPSS, critical thinking skills have a significance of 0.000 (p<0.05) and student retention has a significance of 0.000 (p<0.05). The innovative learning strategy used in this study can be applied in class because it can increase student focus and motivation, especially in biology.
The Effect of STEM (Science, Technology, Engineering, and Mathematics) based Textbooks in Biotechnology Learning Material on The Critical Thinking Skills and Learning Results of Senior High School Students in The Industrial Agriculture Area Khoiroh, Kamilatul; Siswati, Bea Hana; Fikri, Kamalia
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2023: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study entitled the effect of STEM (Science, Technology, Engineering, and Mathematics) based textbooks in biotechnology learning material on the critical thinking skills and learning results of senior high school students in the industrial agriculture area. The purpose of this study was to determine the effect of STEM-based textbooks on the subject of biotechnology on critical thinking skills and student learning outcomes in industrial agriculture areas. This type of research is quasi-experimental research (quasi experiment). The sampling technique was carried out through the normality test and ANOVA homogeneity test using the end of semester exam scores for biology subject then the determination of the sample was carried out randomly (random sampling). The research samples were class XII MIPA 2 as the experimental class and XII MIPA 4 as the control class. The place of this research is at SMAN 3 Jember. Data analysis used the covariance analysis test (Anacova) and Independent Sample T-Test for data that met the parametric test requirements, namely normal and homogeneous. The significance value obtained was <0.05 so it can be concluded that there is an influence of STEM (Science, Technology, Engineering, and Mathematics) based textbooks on the subject of biotechnology on critical thinking skills and learning outcomes.
Co-Authors ., Suratno Aan Erlyana Fardhani, Aan Erlyana Aan Nurfahrudianto Aditya Kurniawan Afandi, Zainal Agus Muji Santoso Aini, Intan Nur Ainun Ilmi Wahidah Albertus Djoko Lesmono, Albertus Djoko Aloysius Duran Corebima Aloysius Duran Corebima Aloysius, Duran Corebima Amrina Rosyadah Andang Subaharianto Astri Rino Oktivasari Aulia, Ratna Putri Bachtiar, Ahmad Adam Bevo Wahono Budhi Utami Bunyamin, Muhammad Abd Hadi Dila Elpin Setiani Elis Irmayanti Elviana Nur Salsabilla Endang Sri Mujiwati Ericka Darmawan Ervan Prasetyo Febrianti, Intan Fiarani, Hajar Syifa Gunawan, Arvidhea Safira Guruh Sukma Hanggara Herawati, Elysabet Heru Budiono Hikmah Buroidah Ida Rahmawati Indriyani, Dita Jekti Prihatin Kamalia Fikri Kamalia Fitri Khoiriyah Khoiroh, Kamilatul Majid, Inas Aulia Mohamad Amin Muhamad Khoirul Anwar Nadyatul Ilma Indah Savira Nana Mardiana Nisa, Alifa Khairatun Nurhaliza, Leny Permatasari, Annisaa Dwi Ayu Pitaloka , Firda Ayu Poppy Rahmatika Primandiri Purnamasari, Nuraida Delia Putra*, Pramudya Dwi Aristya Rafiantika Megahnia Prihandini Ratna Putri Aulia Rif’ati Dina Handayani Rizhal Hendi Ristanto Setyowidodo, Irwan Singgih Bektiarso Siti Aizah Slamet Hariyadi Slamet Hariyadi Slamet Hariyadi Slamet Haryadi Suciningsih, Kurnia Sujarwoko Sujarwoko Sulistiono Sumardi Sumardi Sunoko Setyawan Supeno Suratno Suratno Suratno Suratno Suratno Sutarto Sutarto Tri Julianto TUTUT INDAH SULISTIYOWATI Wahid Ibnu Zaman Wahidah, Ainun Ilmi Wardani, Diana Widyaningtyas Wicaksono, Iwan Wiji Arianti Yulianna Puspitasari Zakiyah Tasnim