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Andi Asmawati Azis
UNIVERSITAS NEGERI MAKASSAR
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AI-Supported Collaborative and Reflective Biology Learning: A Needs Assessment in Teacher Education Sri Wahyuni; Muhiddin Palennari; Andi Asmawati Azis; Adnan; Ismail Ismail
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.818

Abstract

Artificial intelligence creates new opportunities to transform biology teacher education; however, its pedagogical integration must be grounded in students’ actual learning needs. This study examined biology education students’ needs for AI-supported collaborative and reflective biology learning as a preliminary foundation for developing a pedagogical model. A quantitative descriptive survey was conducted with 290 biology education students from higher education institutions in South Sulawesi, Indonesia. Data were collected using a 29-item questionnaire covering five constructs: social-emotional learning, metacognitive awareness, self-regulated learning, reflective thinking, and collaborative-interactive biology learning context. The data were analyzed using descriptive statistics, reliability analysis, convergent validity indices, and inter-construct correlations. The findings showed that all constructs were categorized as high, with mean scores ranging from 3.628 to 3.738 and percentage scores ranging from 72.570% to 74.760%. Reflective thinking obtained the highest mean score (M = 3.738; 74.760%), followed by metacognitive awareness (M = 3.712; 74.240%), indicating the importance of reflective and metacognitive scaffolding in AI-supported biology learning. The questionnaire demonstrated acceptable measurement quality, with standardized loadings of 0.621–0.907, Cronbach’s Alpha values of 0.800–0.938, Composite Reliability values of 0.871–0.951, and AVE values of 0.632–0.765. Strong positive inter-construct correlations (0.804–0.903) suggest that students’ learning needs are closely interconnected. This study positions AI as a pedagogical scaffold for reflective, collaborative, metacognitive, and self-regulated learning rather than merely as a technology-driven intervention.
Relationship Between Morning Breakfast Habits, Concentration, and Biology Learning Results of Students at SMA Negeri 21 Gowa Chacha Cahyani S; A Mushawwir Tayeb; Andi Asmawati Azis
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.83250

Abstract

Abstract. Purpose: This study aimed to examine the relationships between breakfast habits, learning concentration, and Biology learning outcomes among eleventh-grade students at SMA Negeri 21 Gowa, Indonesia.Research Methodology: A quantitative correlational research design was employed involving 119 eleventh-grade students selected through total sampling at SMA Negeri 21 Gowa, South Sulawesi, Indonesia. Data were collected using a breakfast habit questionnaire, a learning concentration questionnaire, the Concentration Grid Test (CGT), and a Biology achievement test. Statistical analysis was conducted using Pearson Product Moment correlation with the assistance of SPSS software.Results: The findings revealed a significant positive relationship between breakfast habits and learning concentration (r = 0.603, p < 0.05). In addition, breakfast habits were significantly and positively associated with Biology learning outcomes (r = 0.759, p < 0.05). Students with better breakfast habits tended to demonstrate higher concentration levels and better academic achievement in Biology.Conclusions: Breakfast habits are significantly associated with both learning concentration and Biology learning outcomes. Regular and healthy breakfast practices may support students’ cognitive readiness and academic performance.Limitations: The study employed a correlational design, which does not allow causal inferences. Furthermore, data were collected from a single school and partially relied on self-reported questionnaires, which may limit the generalizability of the findings and introduce response bias.Contributions: This study contributes to the literature on educational psychology, school health, and nutrition by providing empirical evidence of the role of breakfast habits in supporting students’ concentration and academic achievement. The findings may serve as a reference for educators, school administrators, parents, and policymakers in developing school-based nutrition and learning support programs aimed at enhancing students’ academic performance.Keywords: breakfast habits, learning concentration, Biology learning outcomes, high school students.
Effect of Reproductive Health Education E-Module on Students’ Knowledge and Attitudes Toward Early Marriage Prevention Annisa Anugrah Damaiyanti; Andi Asmawati Azis; Arifah Novia Arifin
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.77607

Abstract

Abstract Purpose: This research aims to test the application of the reproductive health education e-module to increase knowledge and change attitudes towards preventing early marriage of MA Al-Ikhlas Nunukan students.Research Methodology: This study used a pre-experimental design (One-Group Pretest-Posttest Design) with a total of 27 students of grade XI MA Al-Ikhlas Nunukan. The research instruments included a knowledge test and an attitude questionnaire given through a pretest and posttest. Data analysis used descriptive analysis and Paired Sample T-test.Results: The descriptive analysis showed that most of the knowledge increased from the very poor category in the pretest to very good in the posttest, and attitudes changed from negative to positive. The inferential test results indicated a significant strengthening of the application of the e-module on knowledge (sig 0.000 < 0.05) and attitudes (sig 0.017 < 0.05) regarding theprevention of early marriage.Conclusions: The application of the reproductive health e-module has a significant positive implication on improving students' knowledge and attitudes toward preventing early marriage.Limitations: This research is a pre-experimental study conducted on a single group of 27 students without a control group.Contributions: This study provides empirical evidence on the effectiveness of digital learning modules (e-modules) in specific regional contexts to address reproductive health education and early marriage prevention.Keywords: Attitude, Early Marriage, E-Module, Knowledge, Reproductive Health
Pelatihan Pembuatan Cuka Nanas Sebagai Materi Pengayaan Bioteknologi Bagi Guru Biologi SMA di Kota Makassar Hamka L.; Muhammad Junda; Syamsiah; Sri Ayu Anggita; Andi Asmawati Azis
MAMMIRI: JURNAL PENGABDIAN MASYARAKAT Vol. 3 No. 2 (2026): Juni 2026
Publisher : Education and Talent Development Center Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/mammiri.v3i2.5230

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru biologi SMA dalam memahami serta menerapkan konsep bioteknologi konvensional melalui pelatihan pembuatan cuka nanas. Kegiatan dilaksanakan dengan metode sosialisasi, praktik langsung, dan evaluasi. Peserta kegiatan terdiri dari sepuluh guru biologi SMA yang tergabung dalam EDUNESIA Makassar. Materi yang diberikan meliputi konsep dasar bioteknologi konvensional, prinsip fermentasi, peran mikroorganisme dalam pembuatan cuka, serta prosedur pembuatan cuka nanas. Evaluasi kegiatan dilakukan melalui lembar angket untuk mengukur tingkat pemahaman dan respon peserta terhadap pelatihan yang diberikan. Dari total 140 jawaban yang terkumpul, sebanyak 129 jawaban (92,14%) menyatakan setuju (Ya), dan 8 indikator memperoleh tingkat persetujuan 100% dari seluruh peserta. Hasil ini menunjukkan bahwa materi, demonstrasi, dan praktik pembuatan cuka nanas dinilai mudah dipahami, menarik untuk diterapkan, serta berpotensi digunakan sebagai alternatif praktikum bioteknologi konvensional di sekolah. Kegiatan ini juga berhasil meningkatkan pemahaman peserta mengenai proses fermentasi dan pemanfaatan mikroorganisme dalam pengolahan pangan. Dengan demikian, pelatihan pembuatan cuka nanas dapat menjadi salah satu alternatif pembelajaran bioteknologi konvensional yang kontekstual, sederhana, dan mudah diterapkan dalam kegiatan pembelajaran biologi di sekolah.
The Influence of the Problem-Based Learning (PBL) Model Oriented Towards the Deep Learning Approch in Biology Learning on Cognitive Learning Outcomes and Science Literacy Ermy Amelia; Firdaus Daud; Andi Asmawati Azis; Nurhayati B; Faisal Faisal
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1449

Abstract

The dominance of lecture-based instruction in biology learning limits students’ ability to relate concepts to real-life phenomena, interpret graphical or tabular data, and construct scientific arguments, resulting in low cognitive achievement and inadequate science literacy. This study aims to examine the effect of a Deep Learning-based Problem-Based Learning (PBL) model on students’ cognitive learning outcomes and science literacy. A quantitative, quasi-experimental design was employed, involving an experimental and a control class selected via simple random sampling. Data were collected using pretest-posttest instruments and analyzed using descriptive statistics and the Independent Samples T Test. The results showed that the experimental class achieved higher average posttest scores for cognitive learning outcomes (60.86 vs. 56.33) and science literacy (72.25 vs. 68.67) compared to the control class. Hypothesis testing confirmed that the Deep Learning-oriented PBL model significantly influenced cognitive learning outcomes (t = −7.577; p = 0.000 < 0.05) and science literacy (t = −8.391; p = 0.000 < 0.05). These findings indicate that the Deep Learning-oriented PBL model is more effective than the Deep Learning-oriented Direct Instruction model in developing students’ cognitive learning outcomes and science literacy in 21st-century biology education.
The Effect of Socio-Scientific Issue Learning Approach on Problem-Solving Skills, Science Literacy, and Biology Learning Outcomes of Grade XI Students at SMAN 1 Gowa Uki Cahyana; Firdaus Daud; Andi Asmawati Azis; Yusmina Hala; Faisal Sudrajat
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.980

Abstract

This study investigates the effect of the Socio-Scientific Issue (SSI) learning approach on problem-solving skills, science literacy, and biology learning outcomes of Class XI students at SMAN 1 Gowa. The decline in students' problem-solving skills and science literacy, evidenced by Indonesia's consistently low scores in international assessments such as PISA, calls for innovative instructional approaches. This quasi-experimental study employed a Non-Equivalent Control Group Design with 72 students divided into an experimental class (SSI approach) and a control class (Scientific Approach/5M). Data were collected using essay tests, multiple-choice tests, and structured observation. Analysis included descriptive and inferential statistics using IBM SPSS version 26. Results showed that the SSI class achieved a higher posttest mean in problem-solving skills (81.03 vs. 79.67), science literacy (83.69 vs. 79.22), and cognitive learning outcomes (87.78 vs. 80.14) compared to the control class. Independent Samples T-Test confirmed significant differences for all three variables (p = 0.000 < 0.05). The SSI approach proved more effective than the Scientific Approach in simultaneously developing students’ 21st-century competencies, particularly through contextual engagement with socio-scientific issues related to the human reproductive system.
Deep learning in biotechnology: Comparing PjBL and direct instruction on students’ critical and creative thinking skills Isrul, Muhammad; Azis, Andi Asmawati; Nurhayati, B.; Daud, Firdaus; Palennari, Muhiddin
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.3140

Abstract

Developments in 21st-century education highlight critical and creative thinking as essential competencies that must be strengthened in biology learning, especially in biotechnology, which requires analysis, problem-solving, and science-based decision-making. However, empirical evidence on the integration of deep learning approaches into project-based learning (PjBL) and direct instruction models in biotechnology learning remains limited. This study aimed to analyze the effect of integrating deep learning approaches into PjBL and direct instruction on students’ critical and creative thinking skills. A quasi-experimental non-randomized pretest–posttest control group design was employed. The participants were 72 twelfth-grade students from State High School 3 Makassar, equally assigned to two groups. The experimental group learned through PjBL integrated with deep learning, whereas the control group learned through direct instruction integrated with deep learning. Data were collected using critical and creative thinking skills tests and analyzed using ANCOVA. The results showed that the instructional model significantly affected students’ critical thinking skills, with p-value = 0.005 (p < 0.05), and creative thinking skills, with p-value = 0.018 (p < 0.05). Students taught through PjBL integrated with deep learning obtained higher scores than those taught through direct instruction. Therefore, this model is more effective for biotechnology learning overall.
Hubungan Kecerdasan Emosional, Kecerdasan Adversitas, Dan Kepercayaan Diri Dengan Hasil Belajar Biologi Peserta Didik Kelas XI SMA Negeri Di Kabupaten Maros Rifka Annisa; Andi Asmawati Azis; Yusminah Hala
Community Engagement and Emergence Journal (CEEJ) Vol. 7 No. 2 (2026): Community Engagement & Emergence Journal (CEEJ)
Publisher : Yayasan Riset dan Pengembangan Intelektual

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/ceej.v7i2.11794

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan kecerdasan emosional, kecerdasan adversitas, dan kepercayaan diri dengan hasil belajar Biologi peserta didik kelas XI SMA Negeri di Kabupaten Maros, baik secara parsial maupun simultan. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto korelasional. Populasi penelitian berjumlah 436 peserta didik kelas XI dari empat SMA Negeri di Kabupaten Maros, dengan sampel sebanyak 209 peserta didik. Teknik cluster random sampling digunakan dalam penentuan lokasi penelitian berdasarkan pembagian wilayah, sedangkan peserta didik pada setiap sekolah terpilih ditentukan secara acak sederhana (simple random sampling) sesuai jumlah sampel yang telah ditetapkan secara proporsional. Data dikumpulkan melalui angket untuk mengukur kecerdasan emosional, kecerdasan adversitas, dan kepercayaan diri serta tes hasil belajar Biologi berbasis Higher Order Thinking Skills (HOTS). Data dianalisis menggunakan statistik deskriptif dan inferensial melalui uji korelasi serta regresi linear berganda dengan bantuan SPSS versi 30. Hasil penelitian menunjukkan bahwa kecerdasan emosional, kecerdasan adversitas, kepercayaan diri, dan hasil belajar Biologi berada pada kategori tinggi. Secara parsial, kecerdasan emosional (r = 0,545; p < 0,001), kecerdasan adversitas (r = 0,564; p < 0,001), dan kepercayaan diri (r = 0,632; p < 0,001) memiliki hubungan positif dan signifikan dengan hasil belajar Biologi. Secara simultan, ketiga variabel memiliki hubungan yang kuat dan signifikan dengan hasil belajar Biologi (R = 0,767; R² = 0,588; F = 97,663; p < 0,001). Nilai koefisien determinasi (R²) sebesar 0,588 menunjukkan bahwa sebesar 58,8% hasil belajar Biologi dapat dijelaskan secara statistik melalui hubungan dengan kecerdasan emosional, kecerdasan adversitas, dan kepercayaan diri secara bersama-sama, sedangkan 41,2% sisanya berkaitan dengan faktor lain yang tidak diteliti. Dengan demikian, kecerdasan emosional, kecerdasan adversitas, dan kepercayaan diri merupakan faktor internal yang berkaitan dengan pencapaian hasil belajar Biologi peserta didik.
Pengaruh Efikasi Diri dan Motivasi terhadap Prestasi Belajar Biologi Peserta Didik Kelas X pada Kurikulum Merdeka Supriadi Supriadi; Andi Asmawati Azis; Muhammad Arsyad
UNM Journal of Biological Education Vol 7, No 1 (2025): Vol 7 No 1 Maret 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ujbe.v8i2.76129

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh efikasi diri terhadap motivasi kelas X SMAN 14 Bone, efikasi diri terhadap prestasi belajar biologi pada kurikulum merdeka kelas X SMAN 14 Bone, efikasi diri dan motivasi secara bersama-sama terhadap prestasi belajar biologi pada kurikulum merdeka kelas X SMAN 14 Bone. Jenis penelitian kuantitatif dengan menggunakan metode ex-post facto. penelitian ini bertujuan untuk mengetahui penyebab dari suatu peristiwa. Populasi yang diteliti adalah kelas X SMAN 14 Bone yang terdiri dari 233 peserta didik, sampel sebesar 30% dari jumlah populasi maka digunakan sampel sebanyak 70 orang. Teknik pengumpulan data yang digunakan yaitu angket dan dokumentasi. Analisis data dilakukan secara deskriptif dan statistik inferensial, dengan pengujian hipotesis dengan uji korelasi product moment dan analisis regresi linier sederhana dan berganda, serta uji determinansi. Hasil penelitian ditemukan sebagai berikut terdapat pengaruh efikasi diri terhadap prestasi belajar peserta didik kelas X SMAN 14 Bone, terdapat pengaruh motivasi belajar terhadap prestasi belajar biologi peserta didik kelas X SMAN 14 Bone, dan terdapat pengaruh efikasi diri dan motivasi belajar terhadap prestasi belajar biologi peserta didik kelas X SMAN 14 Bone. Prestasi peserta didik yang tinggi dapat tercapai dengan peningkatan efikasi diri dan motivasi belajar peserta didik.
Pengaruh Model Pembelajaran Peer Mediated Instruction and Intervention Tipe Class Wide Peer Tutoring (CWPT) terhadap Motivasi Belajar Peserta Didik Kelas IX di MTSN 1 Bone Surianty Surianty; Andi Asmawati Azis; Muhammad Arsyad
UNM Journal of Biological Education Vol 6, No 1 (2024): Vol 6 No 1 Maret 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ujbe.v7i1.46973

Abstract

Penelitian ini merupakan penelitian eksperimen semu (quasy experiment) yang bertujuan untuk mengetahui perbedaan motivasi dan hasil belajar peserta didik melalui model pembelajaran CWPT kelas VIII di MTsN 1 Bone. Tujuan dari penelitian ini adalah untuk mengetahui motivasi belajar peserta didik dengan pembelajaran CWPT dan pembelajaran STAD serta untuk mengetahui pengaruh model pembelajaran CWPT terhadap motivasi belajar peserta didik. Populasi dalam penelitian ini adalah peserta didik kelas VIII MTsN 1 Bone tahun pelajaran 2022/2023. Sampel diambil dengan teknik Purposive Sampling. Data motivasi belajar dikumpulkan dengan menggunakan angket motivasi belajar. Data dianalisis dengan analisis deskriptif dan analisis inferensial. Hasil pengujian Hipotesis dengan menggunakan uji ANCOVA (Analysis of Covariance) bahwa nilai Signifikansi pada kelas CWPT dan kelas STAD menunjukkan motivasi belajar sig 0,001, dengan besar pengaruh 57,9%. Berdasarkan kriteria pengujian tersebut dapat disimpulkan bahwa terdapat pengaruh motivasi belajar peserta didik melalui penerapan model pembelajaran CWPT peserta didik di MTsN 1 Bone.
Co-Authors . Adnan . Faisal . Faisal A Mushawwir Tayeb A. Bida Purnamasari A. Irma Suryani A. Mushawwir Taiyeb A. Mushawwir Taiyeb, A. Mushawwir A. Mu’nisa Mu’nisa Abd Muis Adhelina, Adhelina Adnan Adnan Adnan Adnan Adnan Adnan Ainun Mardia HM Akmal Akmal Alfiqi Dwiva Annisi Alimuddin Ali Almi Abdila Amaliah Rezeki, Amaliah Amir, Suharyanti Andi Bida Purnamasari Andi Farida Arsal Andi Farida Arsal Andi Faridah Arsal Andi Irga Satrawati Taslim Andi Mifta Farid Andi Mu’nisa Anifatul Fitroh Anna Fadhilah Salam Annisa Anugrah Damaiyanti Ardiansyah Rachmayani, Ardiansyah Arifah Novia Arifin, Arifah Novia Arifin, Arifah Novia Armas, Yaumil Maghfirah Arsad Bahri Asham Bin Jamaluddin Aslam, Annisa Paramaswary Aswarini Tonji Atirah Mulia Atirah, Nur Awi Dassa, Awi Awi, Awi Azinar Ismail Azzahra, Fadhilah BAKHRANI RAUF Besse Khalidatunnisa Chacha Cahyani S Dinda Marzuki Eka Dewi Septiawati Ermy Amelia Faisal Faisal Faisal Faisal Sudrajat Farid, Andi Miftah Fasira, Era Fatmawati Fatmawati Firdaus Daud Fitratul Insaniah Rusli FITRI ANA Hadis, Abdul Halifah Pagarra Halifah Pagarra Hamid, Muliana Gunawan Harpina, Harpina Hartati Hartati Hartati, Hartati Hasyim, Sitti Hajerah Heri Teguh Wicaksana Hilda Karim Hisyam Ihsan HM, Ainun Mardia Husain Husain Idris, Irma Suryani Irvviany, Hikmanul Ismail . Ismail Ismail Jasruddin Daud Malago Khaeruddin Khaeruddin Kusdianawati Latif, Rahmawati Lodang, Hamka Magfirah Rasyid Maisarah, Indah Marzuki, Nur Intan Masriany, Masriany Muflihana, Muflihana Muh. Marpin Muhammad Ammar Naufal Muhammad Arsyad Muhammad Aslam Muhammad Habil Ahmad Muhammad Isrul Muhammad Junda Muhammad Wajdi Muhiddin Palennari Mukminati, Sri Muliana GH Musdalifah Musdalifah Mushawwir Taiyeb Muttamirati Nani Kurnia, Nani Nita, Nur Rahma Norna Norna Novia Fridayanti Nur Agustin Nur Azizah Amaliah Nur Fadillah Amin Nur Fadillah Amin Nur Naswandi, Nur Nurafni Darwis Nurfadhilah Mujaahidah Ahmad , Siti Nurhayati B Nurinayah Nurinayah Nurjannah Japarang Nurma, Nurma Nursyahida A Nurul Anisa Nurul Nisa Muhammad, Nurul Nisa Oriny Tri Ananda Oslan Jumadi Pagarra, Halifah Panggeleng, Andi Mifta Farid Patongai, Dian Dwi Putri Ulan Sari Pratiwi, A. Citra Pratiwi, Andi Citra Puspita, Anita Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Rahayu, Dyan Rahmawati Azis Ramadhana, Fitria Ramly, Zakia Asrifah Rifka Annisa Rosdiana Ngitung Rudiawan Rudiawan Rumondor, Syutri Bawan Sahri Bulan Sahribulan Sahribulan Sahribulan, Sahribulan Saleh, Andi Rahmat Saparuddin Saparuddin Saude, Sandi Sitti Hajerah Hasyim Sitti Marliyah Sri Ayu Anggita Sri Rejeki Sri Wahyuni St. Hajar Hasbi Suhardi Aldi Supriadi Supriadi Surianty Surianty Suriyani Suriyani, Suriyani Susiati, Asih Luklu Syamsiah Syamsiah Syamsiah, Syamsiah Syamsul Syamsul Taiyeb A. Mushawwir Taiyeb, A.Mushawwir Taiyeb, Andi Mushawwir Thania, Siti Tismi Dipalaya, Tismi Tri Yudha Wijayanti Trijulensius, Gregorian Uki Cahyana Ummul Mujaahidah Vani Amaliah Abu Warida Hafni Welyn Noftiarwanda Yusmina Hala Yusminah Hala Zain, Indrawati Zakia Asrifah Ramly