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All Journal Biosfer: Jurnal Tadris Biologi Jurnal Ilmu Pendidikan Indonesia Biolearning Journal Jurnal Abdimasa JIPI (Jurnal IPA dan Pembelajaran IPA) Equator Science Journal (ESJ) Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Media Pendidikan Matematika Proceeding UMSurabaya
Abdul Rachman Tiro, Abdul Rachman
Universitas Pendidikan Muhammadiyah Sorong
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Role of Self-Directed Learning in Enhancing Scientific Reasoning Skills: Integrating Project-Based Learning for Biology Education Students Jaharudin, Jaharudin; Mochamad Cholily, Yus; Pantiwati, Yuni; Andi Hidayat, Febrian; Rachman Tiro, Abdul; Citraningrum, Mivtha; Syamsulrizal; Santoso, Budi; Sirojjuddin; Alia Ulfa, Nurul; Hidayatussakinah
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.v17i1.30657

Abstract

This study examines the effectiveness of integrating Self-Directed Learning (SDL) and Project-Based Learning (PjBL) in enhancing students' scientific reasoning skills in biology education. An explanatory sequential mixed-methods design was employed, combining a quasi-experimental one-group pretest–posttest design with qualitative exploration. The participants were 30 undergraduate students in biology education. Quantitative data were collected using a scientific reasoning test, while qualitative data were obtained through semi-structured interviews and reflective writings. The results showed a significant improvement in students’ scientific reasoning scores (p < 0.001) with a very large effect size (Cohen’s d = 2.35). Qualitative findings indicated that learning independence, authentic problem-solving, metacognitive reflection, and scientific collaboration contributed to this improvement. The integration of SDL and PjBL fosters a student-centered learning environment that supports cognitive and metacognitive development. This study offers an integrated pedagogical model and practical implications for enhancing higher-order thinking skills in biology education. Peran Self-Directed Learning dalam Meningkatkan Kemampuan Penalaran Ilmiah: Integrasi Project-Based Learning pada Mahasiswa Pendidikan Biologi ABSTRAK: Penelitian ini bertujuan mengkaji efektivitas integrasi Self-Directed Learning (SDL) dan Project-Based Learning (PjBL) dalam meningkatkan kemampuan penalaran ilmiah mahasiswa pendidikan biologi. Penelitian menggunakan desain explanatory sequential mixed methods dengan pendekatan kuasi-eksperimen one-group pretest–posttest dan eksplorasi kualitatif. Sebanyak 30 mahasiswa berpartisipasi dalam penelitian ini. Data kuantitatif diperoleh melalui tes penalaran ilmiah, sedangkan data kualitatif dikumpulkan melalui wawancara semi-terstruktur dan refleksi tertulis. Hasil menunjukkan adanya peningkatan signifikan pada skor penalaran ilmiah mahasiswa (p < 0,001) dengan ukuran efek sangat besar (Cohen’s d = 2,35). Temuan kualitatif mengungkap bahwa kemandirian belajar, pemecahan masalah autentik, refleksi metakognitif, dan kolaborasi ilmiah berkontribusi terhadap peningkatan penalaran ilmiah. Integrasi SDL dan PjBL menciptakan lingkungan pembelajaran yang berpusat pada mahasiswa serta mendukung proses kognitif dan metakognitif. Penelitian ini berkontribusi dalam pengembangan model pembelajaran terintegrasi untuk meningkatkan keterampilan berpikir tingkat tinggi dalam pendidikan biologi
Analysis of comprehension scientific literacy concept of science education students at UNIMUDA Sorong Abdul Rachman Tiro; Yannika Nidiasari; Rizqi Claudia Wardani H
PROCEEDING UMSURABAYA 2020: Proceding International Webinar on Education 2020
Publisher : Universitas Muhammadiyah Surabaya

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Abstract

Abstract. The aims of this study is to find out how students of science are comprehendedabout science literacy concepts with the indicators of basic concepts of science, process of science, and the concept of science. The research approach is a descriptive study. The formulation of the problem is how to comprehend the concept of literacy in the education students of the Faculty of Teacher Training and Education at UNIMUDA Sorong in the academic year 2018/2019. The sample consisted of 20 students in 3rd semester students who followed in the Science Concept Basic Subject. Data collection techniques used multiple choice tests. The analysis technique used percentage formula. Then it is done through data reduction, data presentation and conclusions. The result of this research showed that most of the students of science already mastered the science literacy concepts. The criteria which has been appointed by PISA 2015 that is, the basic literacy science concept, the students achieved 66% (very high), the content of science is 60% (high), the process of science is 52% (enough), the science application context is 43%. So based on the result it needs to improve sciencelearning in the content and context science through observation, demonstration, and practice process. So the students will be trained in writing practice report and deliver their observation result that has been conduct in science laboratory.
Pemetaan Lanskap Penelitian Kecemasan Belajar Matematika Tahun 2020–2025: Analisis Bibliometrik Menggunakan VOSviewer Moh. Farid La Aca; Heny Sri Astutik; Abdul Rachman Tiro; Mursalim Mursalim
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.19792

Abstract

This study maps the development and intellectual structure of math learning anxiety research using a bibliometric approach. Data were obtained from the Dimensions database (indexed from Scopus) covering publications from 2020 to 2025. Following the PRISMA framework (identification, screening, eligibility), a total of 127 peer-reviewed articles were initially identified, of which 94 articles met the final inclusion criteria. VOSviewer version 1.6.20 was used to generate co-occurrence network, overlay, and density visualizations. Results show a consistent annual increase in publications. Network visualization reveals a strong association between math anxiety and learning outcomes, confirming its role as a significant affective factor. Overlay analysis indicates a thematic shift from early keywords (test, outcome, ability) toward more recent topics (engagement, performance, self-efficacy, academic achievement). Density visualization confirms that student, mathematics, and mathematics anxiety are the most dominant terms, while technology and engagement appear as emerging but low-density themes. These findings confirm that bibliometric visualization effectively maps research trends and intellectual structures, offering a strategic basis for future research agendas.
Co-Authors Alia Ulfa, Nurul Anakotta, Raisa Annisa Luxfiati Wugaje Asrul Asrul Asrul Asrul Citraningrum, Mivtha Dwi Budi Santoso Fathurahman Fathurahman Fathurrahman Fathurrahman Febrian Andi Hidayat Gudivada, Sudarsanam Heny Sri Astutik Heryani Risakotta Hidayatussakinah Hidayatussakinah Hidayatussakinah Irianti, Mustika Jaharudin, Jaharudin Marselina Sawoy MOCHAMAD CHOLILY, YUS Moh. Farid La Aca Mursalim Mursalim Mustika Irianti Nahadi Novranseo Massa Retno Primantiko Riandi Riandi Rizqi Claudia Wardani Rizqi Claudia Wardani H Setiawan Wijayanto Sirojjuddin Supriyadi, Supriyadi Surtikanti*, Hertien Koosbandiah Syamsulrizal Syamsulrizal Tiurlina Siregar Yannika Nidiasari Yuni Pantiwati