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All Journal Wahana-Bio: Jurnal Biologi dan Pembelajarannya Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal SOLMA Bio Educatio : The Journal of Science and Biology Education Best Journal (Biology Education, Sains and Technology) Indonesian Journal Of Educational Research and Review Journal of Mathematics Science and Computer Education Biocaster : Jurnal Kajian Biologi Journal of Bioresources and Environmental Sciences Biodik: Jurnal Ilmiah Pendidikan Biologi Journal Of Biology Education Research (JBER)
Zevira Fransisca Aurora
Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Immunology & microbiology Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Implementasi Pembelajaran Problem Based Learning Berorientasi Socio-Scientific Issues untuk Meningkatkan Keterampilan Pemecahan Masalah Rina Oktaviana; Zevira Fransisca Aurora; Opik Prasetyo; Ulya Ruwaida; Hery Fajeriadi; Nurul Aulia
Biocaster : Jurnal Kajian Biologi Vol. 5 No. 4 (2025): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v5i4.663

Abstract

Problem-solving skills are an essential aspect that learners must have to deal with complex problems in real life. However, various studies show that students in Indonesia still have a low level of ability in this aspect. This study aims to measure the improvement of problem-solving skills through the application of Problem-Based Learning (PBL) based on Socio-Scientific Issues (SSI) on the topic of environmental change. This study uses a pre-experimental method with a one-group pretest-posttest design involving 34 students of class XI MIPA 1 at SMAN 1 Banjarmasin for the 2025/2026 school year. Sample selection was carried out by total sampling technique. The post-test results showed that the students' problem-solving skills were in the good category, with an average of 83.15%. MANOVA's analysis produced a significance value of 0.000 (< 0.05) which confirms that SSI-based PBL has a significant influence on improving problem-solving skills while fostering students' awareness of environmental conservation efforts. The findings of this research are expected to be a practical guide for educators in designing learning that is able to foster problem-solving skills as one of the competencies of the 21st century.
From Knowledge Acquisition to Competency Development: A Systematic Review of Deep Learning Approaches in Science Education Opik Prasetyo; Silvita; Rina Oktaviana; Ulya Ruwaida; Zevira Fransisca Aurora
Indonesian Journal of Educational Research and Review Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v9i1.102658

Abstract

Science education requires a pedagogical shift from knowledge transmission toward competency development that prepares students for complex twenty-first-century challenges. This study systematically reviewed the implementation of deep learning approaches in science education and their contribution to students’ twenty-first-century skills. The review followed the PRISMA framework through identification, screening, eligibility assessment, and inclusion. Searches conducted in Scopus and Google Scholar identified 505 records published between 2016 and 2025, of which 19 articles met the inclusion criteria. Data were extracted according to publication year, country, educational level, instructional strategy, targeted competencies, and principal findings. Results showed a clear increase in publications, with Indonesia contributing the largest number of studies and higher education representing the dominant research setting. Various strategies, including project-based learning, problem-based learning, inquiry-based learning, STEAM, blended learning, flipped classrooms, and self-directed learning, were used to operationalize deep learning principles. These strategies consistently supported critical thinking, creativity, communication, collaboration, self-regulation, self-efficacy, and student engagement. The findings confirm that deep learning functions as an integrated pedagogical orientation that connects conceptual understanding, authentic application, active participation, and reflection. Greater research attention is needed at primary and secondary levels, alongside longitudinal and cross-cultural studies examining sustained competency development. The review provides practical guidance for curriculum design and teacher development.
Co-Authors Aisya Nabila Savitri Amalia Rezeki Aminuddin Prahatama Putra Aulia Ajizah Bambang Supriatno Diana Rochintaniawati Dita Amalia Hery Fajeriadi Hery Fajeriadi Hery Fajeriadi Hery Fajeriadi M. Arsyad, M. Mahrudin Mahrudin Maulana Khalid Riefani Nazwa Nabila Nisrina Nur Rahmi Nor Hidayati Norliani Norliani Nurul Aulia Nurul Aulia Nurul Aulia Nurul Aulia Nurul Hidayati Utami Nurwijayanti Opik Prasetyo Opik Prasetyo Opik Prasetyo Opik Prasetyo Opik Prasetyo Opik Prasetyo R. Riandi, R. Rina Oktaviana Rina Oktaviana Rina Oktaviana Rina Oktaviana Rina Oktaviana Rina Oktaviana Rina Oktaviana RUWAIDA, ULYA Silvita Silvita Sri Amintarti Sri Anggraeni Ulya Ruwaida Ulya Ruwaida Ulya Ruwaida Ulya Ruwaida ULYA RUWAIDA Ulya Ruwaida