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All Journal Biosfer: Jurnal Tadris Biologi 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 Integrated Science Education Journal Jurnal Ilmiah Wahana Pendidikan 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 Al Jahiz: Journal of Biology Education Research Journal on Biology and Instruction (JouBIns) Jurnal Esabi (Jurnal Edukasi dan Sains Biologi) JIPI (Jurnal IPA dan Pembelajaran IPA) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Jurnal Inovasi dan Teknologi Pendidikan Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 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 Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance 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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Evaluating the Validity, Practicality, and Effectiveness of a Flipbook-Based E-Module on Bacteria for Tenth-Grade Students Ramadansur, Rahmat; Sutomo, Edi; Syahdan, Syahdan; Siswati, Bea Hana; Umarella, Melati. I. S.
Biosfer: Jurnal Tadris Biologi Vol 17 No 1 (2026): Biosfer: Jurnal Tadris Biologi
Publisher : UNIVERSITAS ISLAM NEGERI RADEN INTAN LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/biosfer.v17i1.31383

Abstract

This study evaluated the validity, practicality, and effectiveness of a flipbook-based e-module for teaching bacteria to tenth-grade students. The study used a research and development design with the 4D model: define, design, develop, and disseminate. Participants included 90 students from experimental and control classes and six expert validators. Data were collected using validation sheets, response questionnaires, and pretest and posttest instruments. The results showed that the e-module was highly valid in terms of content, language, and media quality. Teacher and student responses indicated that the module was practical, attractive, and easy to use. Students who used the flipbook e-module achieved better learning outcomes than those taught with conventional materials. These findings indicate that interactive digital media can strengthen students’ understanding of bacteria and support more active biology learning. Mengevaluasi Validitas, Kepraktisan, dan Efektivitas Modul Elektronik Berbasis Flipbook tentang Bakteri untuk Siswa Kelas Sepuluh ABSTRAK: Penelitian ini mengevaluasi validitas, kepraktisan, dan efektivitas e-modul berbasis flipbook pada materi bakteri untuk siswa kelas X. Penelitian menggunakan desain penelitian dan pengembangan dengan model 4D, yaitu define, design, develop, dan disseminate. Subjek penelitian terdiri atas 90 siswa pada kelas eksperimen dan kontrol serta enam validator ahli. Data diperoleh melalui lembar validasi, angket respons, serta instrumen pretest dan posttest. Hasil penelitian menunjukkan bahwa e-modul sangat valid pada aspek materi, bahasa, dan media. Respons guru dan siswa menunjukkan bahwa e-modul praktis, menarik, dan mudah digunakan. Siswa yang menggunakan e-modul memperoleh hasil belajar lebih baik daripada siswa yang belajar dengan bahan konvensional. Temuan ini menunjukkan bahwa media digital interaktif dapat memperkuat pemahaman konsep bakteri dan mendukung pembelajaran biologi yang lebih aktif.
An An Innovative SETS-Based Problem-Based Learning Model to Improve Critical Thinking and Cognitive Outcomes in Biology Fitria Nurhafisah; Bea Hana Siswati; Inggrit Aulya Hartono; Gita Eka Ayu Saputri
Journal on Biology and Instruction Vol. 5 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

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Abstract

In order to enhance students’ cognitive learning outcomes and critical thinking abilities in Biology classes, this study implements a SETS-based Problem-Based Learning (PBL) model. The purpose of this study was to determine the effect of the SETS-based Problem-Based Learning (PBL) model on the cognitive learning outcomes and critical thinking skills of Grade X Biology students in industrial agricultural settings. A quasi-experimental design was applied, consisting of a control class and an experimental class that was taught using the SETS-based PBL approach. Students’ cognitive learning outcomes were evaluated through ANCOVA, while their critical thinking skills were analyzed using the non-parametric Mann–Whitney test. The ANCOVA results revealed a significance value of 0.041 (<0.05), indicating a significant improvement in students’ cognitive learning outcomes, whereas the Mann–Whitney test produced a significance value of 0.002 (<0.05), confirming a significant enhancement in critical thinking skills. Based on these findings, it can be concluded that the implementation of the SETS-based PBL model effectively improves both cognitive learning outcomes and critical thinking skills of Grade X students in industrial agricultural areas.
Space Debris Debate; Implementation of Socio-Scientific Issues in Science Learning to Improve Argumentation Skills Ainun Ilmi Wahidah; Supeno Supeno; Bea Hana Siswati
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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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
Empowering Elementary School Teachers through AI and Deep Learning Training Based on Participatory Action Research: Pemberdayaan Guru Sekolah Dasar melalui Pelatihan AI dan Deep Learning Berbasis Participatory Action Research Sunoko Setyawan; Aan Erlyana Fardhani; Zakiyah Tasnim; Bea Hana Siswati
DARMADIKSANI Vol 5 No 4 (2025): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i4.8378

Abstract

This community service program aims to enhance elementary school teachers' technology literacy through training in artificial intelligence (AI) and deep learning technologies, conducted within the Teacher Working Group (KKG) Cluster 02, Rambipuji District, Jember Regency. The activities were carried out using a Participatory Action Research (PAR) approach, consisting of planning, action implementation, reflection, and evaluation stages. Evaluation results showed a significant improvement in participants' knowledge scores, with the average increasing from 51.1 (pre-test) to 81.8 (post-test). Participant engagement was also high, with over 85% of teachers attending all sessions and actively participating in discussions and hands-on practices. Classroom implementation reflections indicated that 80% of the teachers successfully attempted to create digital-based teaching media, although most still required further assistance. These outcomes demonstrate that the PAR approach, supported by practical modules and contextual mentoring, is effective in improving elementary school teachers’ technology literacy, while also promoting creative and adaptive learning in the digital era. This program can be recommended as a teacher empowerment model that is replicable in other regions with appropriate local contextual adjustments.
Enhancing Teachers’ Competence in AI-Integrated Learning through Participatory Training: A Community Service Program in the Society 5.0 Era Bea Hana Siswati; Iwan Wicaksono; Mohamad Safwat Ashahri Bin Mohd Salim
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.16830

Abstract

Digital transformation in education requires teachers to possess adequate competencies in utilizing Artificial Intelligence (AI) to support adaptive and data-driven learning. However, preliminary observations at SMA Negeri 1 Ngoro Mojokerto indicated that AI utilization in classroom practices remained limited. This community service program was therefore implemented as a participatory training initiative to strengthen teachers’ competence in integrating AI into teaching and learning activities. The program employed a Participatory Action Research (PAR) framework as a method for implementing community service, consisting of planning, implementation, reflection, and evaluation stages. Program outcomes were evaluated through comparisons of teachers’ competency scores before and after the training, complemented by observations and reflective discussions. The results demonstrated an increase of more than 45% in teachers’ average competency scores across knowledge, skills, and attitudes toward AI integration. In addition, 85% of teachers successfully developed AI-integrated lesson plans (RPP), and 70% implemented them in classroom learning. Qualitative findings further revealed the emergence of an internal teacher learning community and a shift toward more adaptive and innovative teaching practices. These findings suggest that contextual, practical, and participatory training is an effective strategy for building teachers' capacity to respond to educational challenges in the Society 5.0 era.
The Effect of Experimental-Based Problem-Based Learning on Undergraduate Students’ Scientific Writing and Presentation Skills in a Basic Physics Course Lutfiana Ditta Sari; Sudarti Sudarti; Bea Hana Siswati
Integrated Science Education Journal Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i1.2454

Abstract

Purpose of the study: This study aims to examine the effect of experimental-based Problem-Based Learning (PBL) on students’ scientific writing and presentation skills in a Basic Physics course. Methodology: The study employed a quasi-experimental posttest-only control group design involving 73 undergraduate students from the Biology Education program. Participants were divided into an experimental group receiving experimental-based PBL instruction and a control group receiving conventional learning. Data were collected using validated rubrics for scientific writing and scientific presentation skills. Data analysis was conducted using descriptive statistics, independent samples t-tests, One-Way ANOVA, and the Mann–Whitney U test. Main Findings: The results show that students in the experimental group achieved significantly higher scientific writing scores (M = 562.97) than those in the control group (M = 518.19), with significant differences across most writing components (p < 0.05). One-Way ANOVA results indicate a very large effect size (Partial Eta Squared = 0.970). In addition, scientific presentation skills were significantly higher in the experimental group across all assessed indicators, including contribution, collaboration, confidence, content mastery, and communication (p = 0.000). Novelty/Originality of this study: This study provides empirical evidence that experimental-based PBL effectively enhances both scientific writing and presentation skills in an interdisciplinary Basic Physics learning context. The findings highlight the role of inquiry-oriented and experimental learning in strengthening scientific communication skills and offer practical implications for improving scientific literacy in higher education.
Co-Authors ., Suratno Aan Erlyana Fardhani 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 Alwiana Hamidah Nugroho Amrina Rosyadah Andang Subaharianto Aris Singgih Budiarso Ariyani, Retno Astri Rino Oktivasari Aulia Fitrotun Nurullah Aulia, Ratna Putri Avril Ley Ann R. Llave Bachtiar, Ahmad Adam Bevo Wahono Budhi Utami Bunyamin, Muhammad Abd Hadi Dila Elpin Setiani Duran Corebima Aloysius Eka Lestari Elis Irmayanti Elviana Nur Salsabilla Endang Sri Mujiwati Ericka Darmawan Ervan Prasetyo Febrianti, Intan Fiarani, Hajar Syifa Fitria Nurhafisah Gita Eka Ayu Saputri Gunawan, Arvidhea Safira Guruh Sukma Hanggara Herawati, Elysabet Heru Budiono Hikmah Buroidah Ida Rahmawati Indriyani, Dita Inggrit Aulya Hartono I’lman Hadi Asy’ari Jekti Prihatin Kamalia Fikri Kamalia Fitri Karunia Galih Permadani, Karunia Galih Khoiriyah Khoiroh, Kamilatul Lutfiana Ditta Sari Majid, Inas Aulia Maulidah, Lailatul Mohamad Amin Mohamad Safwat Ashahri Bin Mohd Salim Muhamad Khoirul Anwar Nadia Fatimah Az Zahra Nadyatul Ilma Indah Savira Nana Mardiana Nisa, Alifa Khairatun Nurhaliza, Leny Paramitra, Monica Dewi Permatasari, Annisaa Dwi Ayu Pitaloka , Firda Ayu Poppy Rahmatika Primandiri Purnamasari, Nuraida Delia Putra*, Pramudya Dwi Aristya Rafiantika Megahnia Prihandini Rahmat Ramadansur Ratna Putri Aulia Rif’ati Dina Handayani Rizhal Hendi Ristanto Sari, Lutfiana Ditta Setiawan, Antonius Hendy Setyowidodo, Irwan Shah, Dianna Suzieanna Mohamad Shefa Dwijayanti Ramadani Singgih Bektiarso Siti Aizah Slamet Hariyadi Slamet Hariyadi Slamet Hariyadi Slamet Haryadi Suciningsih, Kurnia Sudarti Sudarti Sudarti Sudarti Sujarwoko Sujarwoko, Sujarwoko Sulistiono Sumardi Sumardi Sunoko Setyawan Supeno Suratno Suratno Suratno Suratno Suratno Sutarto Sutarto Sutomo, Edi Syahdan Syahdan, Syahdan Taufik, Nur Tri Julianto TUTUT INDAH SULISTIYOWATI Umarella, Melati. I. S. Wahid Ibnu Zaman Wahidah, Ainun Ilmi Wardani, Diana Widyaningtyas Wicaksono, Iwan Wiji Arianti Yulianna Puspitasari Zakiyah Tasnim