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All Journal Bioscience Scientiae Educatia: Jurnal Pendidikan Sains Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal PAJAR (Pendidikan dan Pengajaran) JURNAL PENDIDIKAN TAMBUSAI Islamika: Jurnal Keislaman dan Ilmu Pendidikan Pelita Eksakta Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Best Journal (Biology Education, Sains and Technology) Bionatural: Jurnal Ilmiah Pendidikan Biologi Penbios: Jurnal Pendidikan Biologi dan Sains Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Journal On Teacher Education (Jote) PAKAR Pendidikan Jurnal Filsafat Indonesia BIOCHEPHY: Journal of Science Education PTK: Jurnal Tindakan Kelas Al-Alam : Islamic Natural Science Education Journal UNIVERSE : Journal of Science Education Teaching and Learning Eduvest - Journal of Universal Studies Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Science and Education Journal JIPI (Jurnal IPA dan Pembelajaran IPA) Symbiotic: Journal of Biological Education and Science Biodik: Jurnal Ilmiah Pendidikan Biologi Scientiae Educatia: Jurnal Pendidikan Sains
Muhyiatul Fadilah
Universitas Negeri Padang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Transportation Other

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The Feature of Project-Based Learning and Differentiated Instruction Practices in Biology Learning Suci Fajrina; Ria Anggriyani; Fitri Arsih; Muhyiatul Fadilah; Helendra; Zulyusri; Eby Restudila; Asya Kharisma; Ayu Melisa Putri
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8992

Abstract

This research aims to examine Biology teachers' views on the effectiveness of Project Based Learning (PjBL) in building a conducive learning environment that increases student involvement and socio-cultural awareness in Biology learning in Indonesia. In addition, this research aims to explore the methods used by Biology teachers in implementing differentiation in Biology education in the Indonesian context. The approach was taken with a sequential mixed methods strategy, which ensured comprehensive data collection. and the use of qualitative and quantitative methods starting with distributing questionnaires to 200 Biology teachers, followed by focus group interviews with eight volunteer educators. The results of the study state that Biology educators consider project-based learning as a useful teaching method that contributes to increased student engagement, increased social dynamics in the classroom, cultural appreciation, and effective implementation of strategies for differentiated learning. These findings have implications across multiple domains, including teacher professional development, academic administration, curriculum design, and decision-making processes. Furthermore, the insights gained from this research may extend beyond the boundaries of Biology education, attracting interest from stakeholders in a variety of academic disciplines.
Development of Local Wisdom-Based Inquiry E-Module on Anaerobic Respiration to Improve Students' Science Process and Collaboration Skills in Phase F, State Senior High School 2 Plus Panyabungan Rahmadani Purba; Muhyiatul Fadilah; Helendra; Fitri Arsih
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13335

Abstract

This study was designed to create an inquiry-based e-module that integrates local wisdom for learning the topic of Anaerobic Respiration. The aim was to ensure that this e-module is valid, practical, and effective in improving students' scientific process skills (SPS) and their ability to collaborate, especially for students in Phase F at SMA Negeri 2 Plus Panyabungan. The background of this study is based on the low level of scientific process skills, especially in connecting concepts (11%) and analyzing (24%), as well as weak collaboration skills (53.33% included in the low category). This study followed the research and development (R&D) method using the Plomp model, which consists of three phases: initial investigation, prototype development, and evaluation. The results showed that the developed e-module was highly valid, with an average score of 95.37%, very practical as indicated by student responses (93.01%) and teacher responses (97.92%), and effective in improving scientific process skills, evidenced by significant results (Sig. 0.000 < 0.05), and in improving student collaboration, which increased from the sufficient category to the very high category. Therefore, it can be concluded that this inquiry-based e-module that integrates local wisdom is suitable for use as an innovative learning resource to improve scientific process skills and collaboration among students studying Anaerobic Respiration.
The Development of Biology Module Based on Emotional Spiritual Quotient in Evolution Topic for Senior High School Fatma Rahmadhani; Armen Armen; Rahmawati Darussyamsu; Muhyiatul Fadilah; Dwi Hilda Putri
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 8 No. 2 (2019): December 2019
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v8i2.2525

Abstract

This study aims to produce a valid biology module based on emotional spiritual quotient (ESQ) in an evolution topic for senior high school students grade XII. This conducted research used the Plomp development method. In this model, there were three steps established, such as; preliminary research, developing or prototype phase, and assessment phase. For implementation validity, the research subjects were a biology teacher and five biology lecturers. The instrumentation used were; interview questionnaire, self-evaluation sheet, and validity questionnaire. The obtained data analyzed by qualitative and quantitative methods. From the research, yield a new biology module with ESQ based in evolution lesson for senior high school students grade XII. Based on the expert review, obtained the score of validity 3.71 which indicated very valid criteria.
The Development of LKPD Based on a Scientific Approach to Improve Students' Science Process Skills in Material on the Human Circulatory System and Digestive System Class XI SMA Mia Ramayani; Violita; Abdul Razak; Muhyiatul Fadilah
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.7705

Abstract

The development of Student Worksheets (LKPD) based on a scientific approach to material on the human circulation system and digestive system is based on the teaching materials used at SMA Negeri 16 Padang in the form of Student Worksheets (LKPD). The LKPD is not complete in terms of components or in terms of LKPD elements. The LKPD used only takes the form of sheets containing questions, and does not use an approach that contains activities or learning steps so that it cannot train students' science process skills. This research aims to produce LKPD based on a scientific approach to material on the human circulation system and digestive system that is valid, practical and effective to improve students' science process skills. This research is development research using the Plomp model which consists of three stages, namely preliminary research phase, development or prototyping phase and assessment phase.   The results of the LKPD validity test by the validator obtained a value of 84.67% with very valid criteria.   The results of the LKPD practicality test obtained a score of 90.74% by teachers and 88.30% by students with very practical criteria. The results of the T-test showed differences in values between the experimental and control classes with a significance of 0.000 each in the circulatory system and digestive system material. It can be concluded that LKPD based on a scientific approach is very valid, very practical and effective in improving science process skills.
The Influence of the STEM-Based Problem-Based Learning Model on Students' Science Literacy Skills in Science Learning Arum Zaharani; Syamsurizal; Muhyiatul Fadilah; Moralita Chatri
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13435

Abstract

This research is motivated by the low level of science literacy among students in Indonesia, including at SMP Negeri 17 Kota Jambi. The study aims to determine the effect of the STEM-based PBL model on the science literacy of seventh-grade students at SMP Negeri 17 Kota Jambi. This type of research is a quasi-experiment with a pre-test post-test control group design. The research sample consisted of two classes: the experimental class (VII C) with 32 students who received the STEM-based PBL model treatment, and the control class (VII E) with 31 students who used the direct instruction model.  The research results science literacy skills improved, with an average pre-test score of 58.5 and a post-test score of 79.75, while the control class increased from 38.32 to 60.38. The N-Gain value for science literacy in the experimental class was 50.83 (moderate category), which was higher than the control class's 38.32. The t-test results show a significance value of 0.037 < 0.05, which means there is a significant difference between the two groups. It can be concluded that the implementation of the STEM-based PBL model is effective in improving students' science literacy skills in science learning.
THE EFFECT OF STEM-PjBL ON SEVENTH-GRADE STUDENTS' CREATIVE THINKING SKILLS IN LEARNING SUBSTANCES AND THEIR CHANGES Annisa Fitria Rahayu; Muhyiatul Fadilah; Febri Yanto; Fatma Wati
Universe Vol. 7 No. 1 (2026): Journal of Science Education Teaching and Learning
Publisher : Department of Science Education

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

Abstract

Creative thinking is one of the essential competencies required for learners in the twenty-first century. However, students' creative thinking skills remain relatively low in science learning. Preliminary observations conducted in a seventh-grade class at SMPN 1 Sijunjung revealed that students' creative thinking skills reached only 49%, indicating the need for more innovative instructional approaches. This study aimed to investigate the effect of STEM Project-Based Learning (STEM-PjBL) on seventh-grade students' creative thinking skills in the topic of Substances and Their Changes. A quasi-experimental research design employing a nonequivalent control group design was adopted. The participants were selected using purposive sampling, with one class assigned as the experimental group receiving STEM-PjBL instruction and another class serving as the control group receiving conventional instruction. Data were collected using an essay-based test designed to assess students' creative thinking skills. The collected data were analyzed using normality, homogeneity, and independent-samples t-tests. The results indicated no significant difference between the two groups on the pretest (p = 0.524 > 0.05), confirming comparable initial abilities. However, a statistically significant difference was found in the posttest scores (p = 0.005 < 0.05), indicating that students who learned through STEM-PjBL demonstrated significantly higher creative thinking skills than those who received conventional instruction. Therefore, it can be concluded that STEM Project-Based Learning has a significant positive effect on seventh-grade students' creative thinking skills in learning Substances and Their Changes.
Design of Project-Based Critical Thinking Skills Assessment Instrument for Class X High School Students on Climate Change Materials Oria Lasmana; Festiyed Festiyed; Abdul Razak; Muhyiatul Fadilah
Eduvest - Journal of Universal Studies Vol. 4 No. 10 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i10.1446

Abstract

Critical thinking skills are one of the essential competencies that students in the 21st century must possess. Biology learning in high school emphasizes the development of critical thinking skills, which are essential abilities in understanding, analyzing, and evaluating complex information. This research aims to design a critical thinking skills assessment instrument based on Project-Based Learning for Class X High School Students on climate change material. This study uses a descriptive research method. The data collection technique in this study is by observation and literature study. The preparation of this assessment instrument is designed based on the Scientific Literacy Assessment (SLA). The data that has been collected is then analyzed in three stages, namely data reduction, data presentation, and drawing a conclusion. The results of the study show that a design of observation sheets and assessment instruments has been produced that can be used to measure students' critical thinking skills. This assessment instrument for students' critical thinking skills is designed based on SLAs and is ready to be validated so that a valid assessment instrument is produced. Teachers can use this assessment instrument to assess students' critical thinking skills in project-based learning. This instrument can also be used to provide constructive feedback to students and help them improve their critical thinking skills.
Peningkatan Kemampuan Berpikir Kritis melalui LKM Berbasis Problem Based Learning pada Murid Fase E Aidhea Roza Fifinia; Muhyiatul Fadilah; Yusneli Yusneli
PTK: Jurnal Tindakan Kelas Vol. 6 No. 2 (2026): Mei 2026
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v6i2.947

Abstract

Latar Belakang: Kemampuan berpikir kritis merupakan kompetensi esensial abad ke-21 yang harus dikembangkan dalam pembelajaran biologi. Hasil observasi awal di SMAN 3 Lubuk Basung menunjukkan kemampuan berpikir kritis murid Fase E masih rendah, ditandai nilai harian di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) sebesar 70 dan pembelajaran yang masih konvensional. Tujuan: Penelitian ini bertujuan mendeskripsikan penerapan Lembar Kerja Murid (LKM) berbasis Problem based learning (PBL) dalam meningkatkan kemampuan berpikir kritis murid pada materi Perubahan dan Pelestarian Lingkungan Hidup. Metode: Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) model Kurt Lewin dua siklus di kelas X E.2 SMAN 3 Lubuk Basung pada semester genap 2025/2026, dengan subjek 26 murid. Instrumen meliputi tes uraian berpikir kritis berbasis indikator Ennis, lembar observasi, lembar penilaian LKM, dan pedoman wawancara. Analisis data menggunakan pendekatan kuantitatif deskriptif dan kualitatif dengan triangulasi sumber. Hasil: Penerapan LKM berbasis PBL terbukti efektif meningkatkan kemampuan berpikir kritis murid. Rata-rata nilai pre-test 65,93 (ketuntasan klasikal 73,08%) meningkat menjadi 79,78 pada Siklus I (ketuntasan 100%) dan 84,00 pada Siklus II (ketuntasan 100%), atau total peningkatan +18,07 poin dari kondisi awal. Kesimpulan: LKM berbasis Problem based learning efektif meningkatkan kemampuan berpikir kritis murid Fase E pada materi Perubahan dan Pelestarian Lingkungan Hidup dan dapat menjadi alternatif media pembelajaran kontekstual bagi guru biologi di jenjang SMA.
Analisis Sustainability Literacy Dalam Pembelajaran IPA Dan Biologi: A Literature Review Sintia Wahyuda; Muhyiatul Fadilah; Helendra Helendra; Rahmadhani Fitri
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.1000

Abstract

Abad ke-21 menuntut peserta didik memiliki kompetensi keberlanjutan untuk menghadapi berbagai tantangan sosial, ekonomi, dan lingkungan. Dalam konteks tersebut, Education for Sustainable Development (ESD) berperan penting dalam mengembangkan sustainability literacy melalui pembelajaran IPA dan Biologi. Penelitian ini bertujuan menganalisis perkembangan kajian sustainability literacy dalam pembelajaran IPA dan Biologi melalui pendekatan literature review. Penelitian dilakukan terhadap 20 artikel nasional dan internasional yang dipublikasikan pada rentang tahun 2021–2026 dan dipilih berdasarkan kriteria inklusi dan eksklusi. Data dianalisis menggunakan teknik content analysis untuk mengidentifikasi karakteristik penelitian dan mensintesis temuan utama. Hasil sintesis menunjukkan lima temuan utama, yaitu profil sustainability literacy peserta didik; strategi pembelajaran untuk meningkatkan sustainability literacy; peran environmental literacy dalam mendukung sustainability literacy; Pengembangan Kompetensi Keberlanjutan; serta tren penelitian dan arah pengembangannya. Secara umum, hasil kajian menunjukkan bahwa pengembangan sustainability literacy tidak hanya bergantung pada strategi pembelajaran, tetapi juga pada penguatan environmental literacy serta penggunaan instrumen asesmen yang mampu mengukur kompetensi keberlanjutan secara komprehensif. Temuan penelitian ini diharapkan dapat menjadi referensi bagi pendidik dan peneliti dalam mengembangkan pembelajaran IPA dan Biologi yang mendukung implementasi Education for Sustainable Development (ESD).
PENGARUH PROBLEM BASED LEARNING (PBL) TERHADAP SYSTEM THINKING PESERTA DIDIK DENGAN DIFERENSIASI INTELEKTUAL PADA MATERI SISTEM IMUN KELAS XI SMAN 5 PADANG Syifa Ananda; Muhyiatul Fadilah; Heffi Alberida; Suci Fajrina
BEST Journal (Biology Education, Sains and Technology) Vol 6, No 2 (2023): September 2023
Publisher : Program Studi Pendidikan Biologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/best.v6i2.7610

Abstract

Hasil analisis awal yang menunjukkan kurangnya kemampuan system thinking peserta didik kelas XI SMAN 5 Padang berada pada kriteria yang perlu ditingkatkan. Penerapan model PBL juga masih belum optimal dalam pembelajaran biologi. Hal ini dikarenakan guru yang cenderung belajar dengan metode ceramah. Untuk itu, perlu upaya untuk meningkatkan system thinking peserta didik melalui penerapan model PBL dalam pembelajaran serta melihat faktor IQ peserta didik. Tujuan penelitian ini yaitu untuk mengetahui pengaruh PBL terhadap system thinking peserta didik dengan diferensiasi intelektual kelas XI SMAN 5 Padang.Jenis penelitian kuasi eksperimen dengan rancangan post-test only control group design. Populasi adalah seluruh kelas XI MIPA SMAN 5 Padang tahun pelajaran 2022/2023. Sampel pada penelitian ini adalah peserta didik kelas XI MIPA 1 sebagai kelas kontrol dan XI MIPA 7 sebagai kelas eksperimen. Pengambilan sampel menggunakan teknik purposive sampling. Instrumen penilaian system thinking berupa tes essay yang jawabannya dalam bentuk peta konsep. Analisis data menggunakan uji independent sample t-test dan uji korelasi rank spearman menggunakan SPSS versi 25.Hasil penelitian system thinking pada kelas eksperimen memiliki nilai yang lebih tinggi daripada kelas kontrol dengan nilai rata-rata kelas eksperimen sebesar 67,27 dan kelas kontrol sebesar 54,86. Hasil analisis data pengaruh PBL terhadap system thinking peserta didik sebesar 0,000 0,05, artinya terdapat perbedaan signifikan system thinking antara kelas eksperimen dan kelas kontrol. Hasil penelitian hubungan IQ dan system thinking peserta didik kelas eksperimen lebih tinggi daripada kelas kontrol dengan nilai koefisien korelasi IQ pada kelas eksperimen sebesar 0,446 atau 19,8% dan pada kelas kontrol sebesar 0,091 atau 0,8%. Artinya kelas yang menggunakan model PBL dalam pembelajaran biologi memberikan nilai kontribusi IQ sebesar 19,8% terhadap system thinking dan sisanya dipengaruhi oleh faktor lainnya yaitu faktor eksternal dan faktor internal. Kesimpulan yang diperoleh adalah terdapat pengaruh model PBL terhadap system thinking peserta didik dengan diferensiasi intelektual kelas XI SMAN 5 Padang.
Co-Authors Abdul Razak Ahmad Subari Aidhea Roza Fifinia Ailsa Najma Rahmadani Akwatul sholihati Nora fitri Alda Deria Aldeva Ilhami* Anna Permanasari Annisa Fitria Rahayu Aprilia Muslimah Aprilla Fortuna Ardi Ardi Arifa Chairiyah Armen Armen Arum Zaharani Asya Kharisma Aulia Azhar Ayu Melisa Putri Bagas Fajriansyah Darwas, Rahmadini Dedet Agus setiawan Delmira Syafrini Diini Fitrahtun Nida Diini Fitrahtun Nida Dini Fitrahtun Nida Dwi Hilda Putri Eby Restudila Elifia Zulfa Endela Elsa Yuniarti Elvira Utami Elvira Utami Enok Maryani Fatma Rahmadhani Fatma Wati Febri Yanto Festiyed Fiana Amara Alika Fitri Arsih Ghina Salsabila Heffi Alberida Helendra Helendra . Indra Myraldi Izzatul Kamilatun Nisa Jeniver Jeniver Khairul Fahmi Laiela Rahmadani Lismita Lismita Lufri Lufri Mia Ramayani Moralita Chatri Nada Aulia Asri Oria Lasmana Putri Qalbina Putri Reuni Putri Salsabila R. Riandi, R. Rahimullaily Rahimullaily Rahmadani Purba Rahmadani Rahmadani Rahmadhani Fitri Rahmadhani Fitri Rahmawati Darussyamsu Rahmawati Rahmawati Rahmi, Fitri Olvia Ramos Mardiansyah Ravy Ferdian Relsas Yogica, Relsas Ria Anggriyani Ristiono Ristiono Rivatri Julianti Karila Sa'diatul Fuadiyah Selaras, Ganda Hijrah Shalsabila Maulida Sintia Wahyuda Suci Fajrina Suci Fajrina Syafira Defni Syamsurizal S Syifa Ananda Syifa Ananda Tasya Amelia Tazkiyah Yuanda Titi Iklina Upik Junita Vauzia, Vauzia Violita Violita Yosi Laila Rahmi Yulifa Vellia Yusneli Yusneli Zulyusri, Zulyusri