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All Journal Biologi Edukasi : Jurnal Ilmiah Pendidikan Biologi Jurnal Profesi Kependidikan SAINSMAT bionature Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan Jurnal EduBio Tropika Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Biologi dan Pembelajarannya (JBP) Jurnal Penelitian Pendidikan IPA (JPPIPA) UNM Journal of Biological Education Biology Teaching and Learning Biosfer: Jurnal Pendidikan Biologi Pendas : Jurnah Ilmiah Pendidikan Dasar Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JURNAL PENDIDIKAN TAMBUSAI Indonesian Journal of Educational Science (IJES) Bioedusiana: Jurnal Pendidikan Biologi JURNAL BIOEDUCATION Jurnal Review Pendidikan dan Pengajaran (JRPP) El Banar: Jurnal Pendidikan dan Pengajaran Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Dedikasi Bioscientist : Jurnal Ilmiah Biologi Oryza : Jurnal Pendidikan Biologi BIOMA : Jurnal Biologi dan Pembelajarannya Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Papua SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Journal of Artificial Intelligence and Digital Business Nanggroe: Journal Of Scholarly Service Seminar Nasional Hasil Penelitian LP2M UNM Quagga: Jurnal Pendidikan dan Biologi Ininnawa: Jurnal Pengabdian Masyarakat Nanggroe: Journal of Scholarly Service Mutiara: Jurnal Penelitian dan Karya Ilmiah Journal of Science and Education Research Sipakaraya : Jurnal Pengabdian Masyarakat Jurnal Ilmu Pengetahuan dan Teknologi Bagi Masyarakat Jurnal Abdi Negeriku Jurnal Edukasi Terkini Bionature
Muhiddin Palennari
Program Studi Pendidikan Biologi, Universitas Negeri Makassar
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The Effect of Discovery Learning Model Assisted by Liveworksheet on Biology Learning Independence of Class XI SMA Ika Sri Wahyuni; Arsad Bahri; Muhiddin Palennari
Quagga: Jurnal Pendidikan dan Biologi Vol 16 No 2 (2024): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v16i2.316

Abstract

This research is a quasi-experimental research that aims to determine the effect of discovery learning model assisted by liveworksheets on the independence of biology learning of high school class XI students. The population in this study were all students of class XI MIPA SMAN 14 Makassar. The research sample was selected randomly (random sampling) so that two classes were obtained, namely class XI MIPA 6 as an experimental class that used the discovery learning model assisted by liveworksheets and class XI MIPA 1 as a control class with 33 students each. Data collection was carried out by giving a questionnaire of learning independence as many as 30 statement items with four answer choices. Data were analyzed by descriptive statistics and inferential statistics. The results of descriptive statistical analysis showed that the average value of the posttest in the experimental class was 86.09 higher than the average value of the control posttest which was 73.48. This study used covariate analysis (Anacova). Based on the results of inferential analysis obtained sig 0.001 smaller than 0.05. It can be concluded that the discovery learning model assisted by liveworksheets has an effect on the learning independence of biology students in class XI SMA.
Model Pembelajaran MARD Untuk Meningkatkan Kemampuan Analisis Siswa Dalam Praktikum Biologi Mardewi; Palennari, Muhiddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1547

Abstract

Penelitian ini bertujuan mengembangkan Model Pembelajaran MARD (Meaningful, Active, Reflective, Discovery) sebagai solusi terhadap rendahnya kemampuan analisis siswa dalam praktikum biologi yang masih berorientasi pada hasil akhir. Pendekatan penelitian menggunakan kajian literatur (literature review) untuk merumuskan kerangka konseptual model pembelajaran berbasis teori dan hasil penelitian empiris sebelumnya. Teknik analisis data dilakukan secara deskriptif-analitis melalui proses identifikasi konsep kunci, sintesis hasil penelitian terdahulu, serta integrasi teori dan praktik pembelajaran biologi. Analisis dilakukan terhadap literatur terbitan 2018-2025 yang relevan dengan pembelajaran aktif, reflektif, berbasis inkuiri, dan pengembangan Higher Order Thinking Skills (HOTS). Hasil penelitian menghasilkan desain konseptual Model MARD dengan empat tahapan utama, yaitu Meaningful, Active, Reflective, dan Discovery. Tahap Meaningful menumbuhkan kesadaran siswa terhadap tujuan dan relevansi praktikum. Tahap Active menekankan keterlibatan langsung dalam kegiatan ilmiah. Tahap Reflective mendorong evaluasi hasil eksperimen dan pengaitan teori dengan data empiris. Tahap Discovery menuntun siswa mengkomunikasikan hasil temuan secara ilmiah. Model MARD berpotensi meningkatkan kemampuan analisis, berpikir kritis, dan komunikasi ilmiah siswa melalui integrasi aspek keterampilan, sikap, dan pengetahuan secara simultan. Kajian ini menyimpulkan bahwa Model MARD dapat menjadi kerangka konseptual inovatif yang relevan dengan prinsip Kurikulum Merdeka dan layak diuji secara empiris untuk memperkuat kualitas pembelajaran biologi berbasis praktikum.
STRATEGI PBL-GREEN UNTUK MENINGKATKAN LITERASI SAINS, KETERAMPILAN METAKOGNITIF, DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI Kadir, St. Fatima; Muarifah, Muarifah; Muhiddin Palennari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36610

Abstract

Biology learning in the 21st century faces challenges in enhancing students’ scientific literacy, metacognitive skills, and environmental awareness. Problem-Based Learning (PBL) and the Reading-Questioning-Answering (RQA) strategy have proven effective in empowering cognitive and metacognitive abilities; however, they have not explicitly integrated environmental education and ecolo-gical character formation. This article aims to synthesize relevant literature and introduce an innovative strategy called PBL-GREEN as an extension of PBL-RQA. The method employed is a literature study analyzing national and international journals and books related to PBL, RQA, scientific literacy, metacognition, and environmental education. PBL-GREEN integrates five key stages: Guided Rea-ding, Raising Questions-Answering, Exploring Problems, Environmental Action, and Nurturing Attitudes. This strategy has the potential to enhance scientific literacy through guided scientific reading, foster metacognitive skills through ques-tioning and reflection, and cultivate environmental care through real actions and ecological character development. Therefore, PBL-GREEN offers an integrative approach that connects knowledge, skills, and environment-based learning.
Model Pembelajaran SENTRIS (Student Engagment, Exploration, Nurturing Thinking, Transformation, Reflection Innovation, Synergy) Untuk Meningkatkan Partisipasi Peserta Didik Pada Pembelajaran Sains Taufiq, A. Muhammad Haerul; Kadir, St. Fatima; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36623

Abstract

Science education plays a crucial role in developing students' scientific thinkingskills and critical, creative, and innovative character. However, science learning inschools is still dominated by conventional, teacher-centered approaches, resultingin low student participation and engagement. Several learning models, such asInquiry Learning, Problem-Based Learning, and Discovery Learning, have beenimplemented, but they have not been able to comprehensively integrate emotionalengagement, reflection, and social collaboration. To address this, the CENTRIS(Student Engagement, Exploration, Nurturing Thinking, Transformation, Reflection,Innovation, Synergy) Learning Model was developed, emphasizing seven stages ofcontinuous learning. This model is oriented towards student-centered learning,facilitating active student involvement, exploration, reflection, innovation, and socialsynergy in science learning. This article was written using a literature study methodthrough analysis of various journals, books, and related articles. The results of thestudy indicate that the CENTRIS model can increase students' active participation,creativity, and scientific understanding, making science learning more meaningful,reflective, and collaborative.
MODEL PEMBELAJARAN SILAJARA BERBASIS CTL UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATERI MAKANAN DAN SISTEM PENCERNAAN MANUSIA Kirana, Yulisia Rezky; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36744

Abstract

Conceptual understanding of food and the human digestive system remains a challenge in biology education because learning activities often rely on memorization and fail to meaningfully connect scientific concepts with real-life contexts. This literature study aims to examine and formulate the SILAJARA learning model (Observe, Identify, Perform, Analyze, Explain, Reflect, Apply) as an innovation based on Contextual Teaching and Learning (CTL), emphasizing contextual, reflective, and applicative learning experiences. The model was developed through an analysis of constructivist theory, CTL principles, and recent research findings related to contextual biology learning. The results of the review show that SILAJARA consists of seven structured learning stages that guide students from contextual observation to the application of values in daily life. The model is supported by essential components, including the social system, reaction principles, support system, and instructional as well as nurturant effects. Conceptually, SILAJARA has the potential to improve conceptual understanding, learning engagement, analytical skills, and reflective awareness of digestive health. Therefore, SILAJARA can serve as an adaptive and meaningful alternative learning model relevant to the needs of 21st-century biology education.
KONSEPTUALISASI PENGEMBANGAN MODEL PEMBELAJARAN DEEP-PBL UNTUK MENINGKATKAN PENGETAHUAN DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK PADA PEMBELAJARAN BIOLOGI Putri, Amelia; Permata Ayu, Dewi; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37159

Abstract

Indonesia is currently one of the countries facing serious environmental issues that have become global concerns, such as pollution and waste accumulation caused by low public awareness of environmental preservation. This condition highlights the need for strategic efforts to foster environmental awareness and pro-environmental behavior from an early age through learning. This study aims to develop the Deep-PBL Learning Model to improve students’ knowledge and environmental care attitudes in biology learning, particularly on the topic of environmental change focusing on waste problems. Deep-PBL is an innovative integration of Problem-Based Learning (PBL) and the Deep Learning approach. The model consists of five learning syntaxes: Awareness (Problem Awareness), Organization (Learning Organization), Investigation (Inquiry), Presentation (Solution Presentation), and Reflection (Reflection and Evaluation). This structure ensures that Deep-PBL not only emphasizes problem solving but also helps students understand the meaning of the learning process and its relevance to real-life contexts. The model encourages students to think critically, reflect on their actions, and internalize values of environmental responsibility so that biology learning does not stop at conceptual mastery, but also develops awareness, empathy, and real commitment in protecting the environment. With its holistic and sustainable nature, Deep-PBL develops cognitive abilities while shaping students’ environmental care attitudes consistently in daily life, thereby having the potential to produce a young generation that is academically competent, environmentally aware, and responsible toward nature.
PENGARUH PBL BERORIENTASI SOCIO-SCIENTIFIC ISSUE TERHADAP LITERASI SAINS DITINJAU DARI KEMAMPUAN AKADEMIK Kurniawan, Muhammad; Palennari, Muhiddin; Jamaluddin, Asham Bin
JURNAL BIOEDUCATION Vol 11 No 2 (2024): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v11i2.7275

Abstract

Science literacy is very important considering its role in the development of science and technological advancement. This means that during the learning process, students only memorise ideas and theories, but are unable to apply the ideas they have learned. Therefore, a learning model is needed that can encourage students to construct knowledge in their own heads and understand scientific phenomena that also involve the general public. The purpose of this study was to determine students‘ science literacy through the application of socio-scientific issue-oriented problem-based learning in terms of students’ academic ability in biology learning. As well as looking for the interaction effect of the application of socio-scientific issue-oriented problem-based learning with academic ability on science literacy in biology learning of grade X students. The research design used was Pretest-Posttest Non-Equivalent Control Group Design. The population of this study was Class X SMA Negeri 1 Wonomulyo consisting of five classes, samples used were Class X3 and X6. The results showed that (i) The average score of students taught with the Socio-Scientific Issue oriented Problem Based Learning model with a score of 70.29 (ii) The score criteria obtained from science literacy were in the High category. (iii) Science literacy of students taught with socio-scientific issue oriented Problem Based Learning learning model at high academic ability obtained an average score of 81.47 and students with low academic ability had an average score of 59.12. (There is no interaction effect between the model and academic ability on students' science literacy in biology learning.
Differences in Students’ Creative Thinking Skills Between Those Taught Using Wordwall and Educaplay in Science Subjects Elli; Nurhayati B.; Muhiddin Palennari; A. Mushawwir Taiyeb; Firdaus Daud
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11935

Abstract

This study aimed to examine the differences in creative thinking skills among seventh-grade students taught using Wordwall and Educaplay in science learning at SMP Negeri 16 Mandai. A quasi-experimental method with a pretest-posttest non-equivalent group design was used. The sample consisted of two experimental classes: Wordwall (n = 32) and Educaplay (n = 31). Data were obtained through a creative thinking skills test and analyzed using ANCOVA. The results showed no significant difference in students’ creative thinking skills between the Wordwall and Educaplay groups (p = 0.788). This indicates that both quiz-based media had a comparable effect on students’ creative thinking performance. Although descriptive data showed improvements in posttest scores in both groups, the statistical analysis confirmed that the difference between the two media was not significant. It can be concluded that Wordwall and Educaplay are equally effective in supporting the development of students’ creative thinking skills in science learning, though neither showed superiority over the other.
MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21: MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 Dewi Permata Ayu; Amelia Putri; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9248

Abstract

ABSTRACTThis research aims to develop the DPA learning model to enhance the quality of biology education at the senior secondary school level (SMA/equivalent). This model is an extension of Project-Based Learning (PjBL), designed to overcome challenges such as the low literacy of students. The background of this study is rooted in the identified gaps: low scientific literacy, lack of critical thinking and scientific argumentation skills, and minimal in-depth conceptual understanding, which makes the learning process less meaningful for students. The DPA model was developed as an innovation of Project-Based Learning (PjBL) with specific integrations to address these skill deficiencies while simultaneously internalizing the value of meaningful learning. Furthermore, this model is also expected to foster meaningful learning values within the educational process.The method employed is a qualitative literature review. The researchers conducted an in-depth and systematic analysis of various key literature relevant to PjBL and the 21st-century skills framework. The theoretical synthesis from this analysis was then utilized to formulate and structure the DPA Model framework, which consists of seven structured learning stages. The development of the DPA model was carried out by synthesizing these theories into seven learning stages. The results of the analysis and development indicate that the DPA Model comprises seven systematic main stages. These stages include: Literacy and problem orientation; Initial argumentation and project planning; Exploration of new concepts and argument development; Project implementation; Final argumentation and project presentation; Reflection and concept confirmation; and Implementation of conceptual knowledge in daily life and the surrounding environment. This DPA model offers a solution for improving learning quality, focusing on authentic, collaborative, and reflective experiences. The development of this model is expected to effectively enhance students' literacy, argumentation skills, and concept mastery, making them competent in line with 21st-century competencies and skills.
Konseptualisasi Pengembangan Model Pembelajaran CELL (Constructive, Experiential, Lifelong Learning) dalam Konteks Era Digital Nur Nazhifah Adyputri; Zhalfariani Narsan; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9302

Abstract

Perkembangan teknologi digital telah membawa perubahan signifikan terhadap paradigma pendidikan, menuntut model pembelajaran yang inovatif, interaktif, dan berorientasi pada keterampilan abad ke-21. Artikel ini bertujuan untuk menganalisis secara konseptual pengembangan model pembelajaran CELL (Constructive, Experiential, Lifelong Learning) dalam konteks pendidikan era digital, khususnya pada pembelajaran Biologi. Kajian ini menggunakan pendekatan penelitian kepustakaan dengan menelaah literatur ilmiah mengenai teori konstruktivisme, pembelajaran berbasis pengalaman, dan pembelajaran sepanjang hayat. Hasil analisis menunjukkan bahwa model CELL relevan diterapkan dalam pendidikan modern karena menekankan keterlibatan aktif peserta didik, pengalaman belajar autentik, dan kesadaran belajar berkelanjutan. Penerapan CELL juga memperkuat kemampuan berpikir kritis, kolaborasi digital, dan literasi sains, yang sangat penting dalam menghadapi tantangan global. Dengan demikian, model CELL berpotensi menjadi strategi pembelajaran yang adaptif, humanistik, dan berorientasi masa depan.
Co-Authors . Faisal . hartati A. Agusniman H.P.N. A. Irma Suryani A. Mushawwir Taiyeb A. Mushawwir Taiyeb, A. Mushawwir A.S. Alonemarera Abd Muis Abd. Muis Adnan Adnan Adnan Adnan Agustina Agustina Ahmad Ali Ahmad, Ammar Faris Ainurridho, Muhammad Ali, Alimudin Alimuddin Ali Alimuddin Ali Alimuddin, Fatmawaty Alyanra, Ananda Azzahra Amaliah, Anisatya Amboupe, Dewi Sartika Amelia Putri Andi Asmawati Azis Andi Baso Kaswar Andi Baso Kaswar Andi Faridah Arsal Andi Muflihunna Andi Nur Safitri Ardiansyah Rachmayani, Ardiansyah Arhamar, A. S. Muhammad Arifah Novia Arifin Arifin, Arifah Novia Arini, Nurul Arni Arni Arsad Bahri Arsad Bahri Asham Bin Jamaluddin Ashari, Rijal Atirah, Nur Bahri, Husnaini Chaer, Muhammad Ainun Chaidir Anas Dainur, Nurul Mujahidah Dewi Permata Ayu Dwiyanti. H., Ulfa Auliah Elli EVRIALIANI ROSBA, EVRIALIANI Faisal Faisal Faisal Fajri, Nur Fajrianti, Nur Fatmawati, Any Firdaus Daud Fuad, Ainul H.M, Nurul Fadhilah HARTATI Hartati . Hartati . Hartati, Hartati Hartono Hartono Hartono Hartono Hendra Simanjuntak Herlina Rante Herlina Rante Hidayah, Selfi Hilda Karim Hiola, Siti Fatmah HS, Syamsul Bahri Ida Ayu Putu Sri Widnyani Ika Sri Wahyuni Irma Suryani Ismail Ismail . Jabbar, Asniati Jumiati Jumiati Junda, Muh Kadir, St. Fatima Kirana, Yulisia Rezky Lasmi, Lasmi Lodang, Hamka Magfirah, Andi Husna Mardewi Martiani, Andi Marwidayanti, Marwidayanti Maulidya, Fakhirah Maya Putriwan MF, Aqilah Fauziyah Muarifah, Muarifah Mufliha, Nur Muh. Rizal Kurniawan Yunus MUHAMMAD HASAN Muhammad Jufri Muhammad Junda Muhammad Kurniawan Muhammad, Fadil Muliana GH Mushawwir Taiyeb Musmuliadi, Nurazizah Nani Kurnia, Nani Nasir, Darmawati Nazhifah Adyputri Nugraha, Azmi Fathin Eka Nur Alamsyah, Nur Nur Asma Nur Fajrianti Nur Nazhifah Adyputri Nur Syamsinah Nurhayati B Nurhayati B Nurhayati B Nurhayati B. Nurlinah Nurlinah, Nurlinah Octavia, Nur Rezki Oktobianti, Andi Anisa Patongai, Dian Dwi Putri Ulan Sari Paulus Rante Paulus Rante Permata Ayu, Dewi Pratiwi, Andi Citra Puspitasari, Andi Ririn Putri, Amelia R. Sapto Hendri Boedi Soesatyo Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Rahmawati Rahmawati Rahmayani Rahmayani Ramadhan, Farhan Ramadhani, Andi Annisa Putri Reski, Fiska Indah Rezky Awalia Rosdiana Ngitung Rosyadi, Imran Sa'diyah, Jamilatus Sahodding, Sahodding Sahribulan Sahribulan Sahribulan, Sahribulan Saleh, Andi Rahmat Salsabila, Unik Hanifah Saparuddin Saparuddin Saparuddin Saparuddin Saude, Sandi Setiawan, Siti Ainunnisa Lingga Winari Sirniawan, Sirniawan Sitti Saenab, Sitti Sri Febriani Masdi St. Fatmah Hiola Stepanus Tonggroitou SUMARNI Surajuddin Sutarni, Sutarni Syamsiah, Syamsiah Syamsu, Andi Mu'nisa Takdir, Nur Aisyah Taufiq, A. Muhammad Haerul Trully Sanuri Damayanti Wahdaniah Wahdaniah Wahidatul Munandar Wesra, Nur Khilal Wiharto, Muh Yasma Yasma Yudiningsih, Yudiningsih Yusminah Hala Yusminah Hala Yusuf, Syahriani Zhalfariani Narsan