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All Journal Jurnal Inovasi Pendidikan IPA Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Jurnal CARE Pedagogia: Jurnal Pendidikan Edufisika: Jurnal Pendidikan Fisika Jurnal Terapan Abdimas Jurnal Pendidikan Biologi Unnes Science Education Journal Al Ishlah Jurnal Pendidikan DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Penelitian Pendidikan IPA (JPPIPA) BIOEDUKASI Biosfer: Jurnal Pendidikan Biologi BIOEDUSCIENCE Jurnal SOLMA Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Bioedukasi: Jurnal Pendidikan Biologi JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan dan Pembelajaran JISIP: Jurnal Ilmu Sosial dan Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Ekonomi Pembangunan Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JURNAL PENDIDIKAN MIPA Dedikasi: Jurnal Pengabdian Masyarakat Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Edunesia : jurnal Ilmiah Pendidikan Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Didaktika: Jurnal Kependidikan Bioscientist : Jurnal Ilmiah Biologi JIPB (Jurnal Inovasi Pembelajaran Biologi) Jurnal Abdimas Kartika Wijayakusuma Journal Of Human And Education (JAHE) International Journal on Education Insight Prabayaksa: Journal of History Education Al Jahiz: Journal of Biology Education Research SWARNA Physics and Science Education Journal (PSEJ) Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Jurnal Ekonomi Pembangunan SWARNA: Jurnal Pengabdian Kepada Masyarakat Biodik: Jurnal Ilmiah Pendidikan Biologi Bioma : Jurnal Ilmiah Biologi Jurnal Pendidikan MIPA Asian Journal of Science Education Bioma : Jurnal Biologi dan Pembelajaran Biologi
Ervan Johan Wicaksana
Biology Education, Faculty Of Teacher Training And Education, Universitas Jambi, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengembangan Booklet Penyakit Menular Seksual pada Usia Remaja Sekolah untuk SMA Wicaksana, Ervan Johan; Lukman, Aprizal
Bioedukasi: Jurnal Pendidikan Biologi Vol 13, No 2 (2020): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/bioedukasi-uns.v13i2.41630

Abstract

 This research aims to produce a booklet of sexually transmitted diseases in school adolescents. Based on data from the Sexual Transmitted Disease Service Report of the Jambi City Health Office in 2018 there were 644 cases of sexually transmitted diseases in the city of Jambi, and 18 of them occurred in their teens. An interesting learning media is needed to help teachers explain the material about sexually transmitted diseases. This type of research is research and development using the ADDIE development model. The analysis phase consists of needs analysis and material analysis. The Design (design) consists of the initial design of the product to the making of a prototype. The Development Phase consists of validation of material and media experts as well as trials conducted on Biology teachers, small group trials and large group trials. The implementation phase is carried out in class XI IPA1 of SMAN 10 Jambi City using one group pretest-posttest design. The evaluation phase consists of the suggestions of the validator, the teacher and the test subject. The result of the material expert validator, booklet with a percentage of 95% (very good). The final results of the media expert validator of the booklet with a percentage of 93.33% (very good). The results of the Biology teacher's perception of the sexually transmitted diseases booklet with a percentage of 92.30% (very good). The results of small group and large group trials of students are 88.05% and 90.05% in the excellent category. Pre-test and post-test results were analyzed using N-gain and obtained an average of 0.84 in the "high" category.
Analisis Strategi dan Kendala Guru Biologi Alumni Program Pendidikan Guru Penggerak dalam Implementasi Project-Based Learning (PjBL) di SMA Negeri Kota Jambi Windy Permata Sari; Ervan Johan Wicaksana; Saparuddin
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August (Inpres)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2215

Abstract

This study aims to analyze the strategies and constraints faced by Biology teachers who are alumni of the Leading Teacher Education Program in implementing Project-Based Learning (PjBL) in Biology learning at Senior High Schools in Jambi City. This study uses a descriptive qualitative approach with a case study design. The main informants consisted of two Biology teachers who are alumni of the Leading Teacher Education Program at Senior High Schools 7 and 8 in Jambi City. Data were collected through in-depth interviews, learning observations, and documentation studies, then analyzed thematically using NVivo 12 Pro. The results showed that the PjBL implementation strategy includes project planning, project management and implementation, learning evaluation and reporting, and experience-based strategies of the Leading Teacher Education Program. The constraints found include student characteristics, school infrastructure and regulations, preparation time, implementation time, conceptual understanding, material suitability and changes in learning patterns, and learning evaluation. The implementation of PjBL is carried out in a planned, adaptive, and student-centered manner, but still requires support for student readiness, facilities, time, material selection, and more systematic evaluation. Future studies are recommended to examine the effectiveness of Project-Based Learning in improving students' learning outcomes, critical thinking skills, and STEM competencies in Biology learning.
A Comparison of Problem-Based Learning and Inquiry Learning Models Using a Deep Learning Approach on the Topic of Environmental Change and Its Impact on Critical Thinking Skills Latifah Windasari; Ervan Johan Wicaksana; Fitri Astriawati
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10 No 3 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/s01rgb83

Abstract

Critical thinking is the process of thinking clearly and logically when evaluating information. It involves using cognitive abilities to identify, analyse and evaluate information in order to solve problems and draw the right conclusions. This study aims to analyse the impact of implementing Problem-Based Learning (PBL) and Inquiry Learning models alongside a deep learning approach on critical thinking skills in environmental studies. The research used a quasi-experimental design with a non-randomised control group pretest-posttest. The study's participants were 61 pupils selected through purposive sampling. Critical thinking skills were measured using an essay test based on the following six Ennis indicators: Focus, Reason, Inference, Situation, Clarity, and Overview. The data were analysed using One Way ANOVA. The results showed no significant difference in critical thinking skills (F(1, 29) = 0.022, p = 0.883, ηp² = 0.001). Therefore, it can be concluded that implementing the PBL and Inquiry Learning models with a deep learning approach has the same impact on students' critical thinking skills.Critical thinking is the process of thinking clearly and logically when evaluating information. It involves using cognitive abilities to identify, analyse and evaluate information in order to solve problems and draw the right conclusions. This study aims to analyse the impact of implementing Problem-Based Learning (PBL) and Inquiry Learning models alongside a deep learning approach on critical thinking skills in environmental studies. The research used a quasi-experimental design with a non-randomised control group pretest-posttest. The study's participants were 61 pupils selected through purposive sampling. Critical thinking skills were measured using an essay test based on the following six Ennis indicators: Focus, Reason, Inference, Situation, Clarity, and Overview. The data were analysed using One Way ANOVA. The results showed no significant difference in critical thinking skills (F(1, 29) = 0.022, p = 0.883, η_p² = 0.001). Therefore, it can be concluded that implementing the PBL and Inquiry Learning models with a deep learning approach has the same impact on students' critical thinking skills.
Addressing the low students’ cognitive learning outcomes in Biology using CTL model: A case from SMA N 14 Kota Jambi Santo V Simatupang; Ervan Johan Wicaksana; Desfaur Natalia
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.15596

Abstract

Education plays an important role in developing students’ thinking abilities as reflected in their learning outcomes. This research aims to examine the effect of the contextual teaching and learning (CTL) model on the students’ cognitive learning outcomes, which refer to conceptual understanding and cognitive thinking skills across Bloom’s taxonomy levels. This research employed a quasi-experimental design using a non-randomized control group pretest–posttest design. We involved two groups of senior high school students, each consisted of 30 students. The experiment group was taught using the CTL model, while the control group was taught using the problem-based learning (PBL) model. Data were collected through pretest and posttest instruments. The results showed that the experimental class achieved a higher mean posttest score (55.24) than the control class (36.27). One-Way ANCOVA analysis indicated that the CTL model had a significant effect in improving the students’ cognitive learning outcomes in Biology.
Penerapan Model Project Based Learning dalam Meningkatkan Kemampuan Berpikir Kritis dan Kolaborasi pada Pembelajaran Biologi Berbasis Enterpreneurship Aska, Aska; Wicaksana, Ervan Johan; Zurweni, Zurweni
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i2.1817

Abstract

The keywords are required for computerization. Research and abstract title search made easy with these keywords. This study aims to determine the application of the entrepreneurship-based Project-Based Learning (PjBL) model to improve students' critical thinking and collaboration skills in Biology lessons at MAN 2 Tanjung Jabung Timur. This study used the Classroom Action Research (CAR) method, implemented in two cycles: Cycle I and Cycle II. Each cycle consisted of planning, implementation, observation, and reflection. Data collection techniques included observation, assessment, evaluation, reflection, and observation sheets for students' critical thinking and collaboration skills. The results showed that the implementation of the entrepreneurship-based PjBL model improved student learning outcomes, critical thinking skills, and collaboration. Assessment scores increased from 62 in Cycle I to 83 in Cycle II, representing a 33.87% increase. Evaluation scores increased from 73 to 93, representing a 27.40% increase, while reflection scores increased from 76 to 91, representing a 19.74% increase. Students' critical thinking skills also improved in the focus, reason, inference, situation, clarity, and overview indicators, which were dominated by categories 3 and 4 in Cycle II. Furthermore, students' collaborative skills improved across indicators of shared understanding, taking appropriate action, and team regulation. Based on the research results, it can be concluded that the implementation of the entrepreneurship-based Project-Based Learning (PjBL) model is effective in improving students' critical thinking and collaboration skills in Biology.
Co-Authors Afreni Hamidah Agus Subagyo Al Arif, Tubagus Zam Zam Ali Sadikin Amanda, Rizki Surya Amatullah, Tara Fadhila Amelia, Sarah Amelya, Lola Aprizal Lukman Aprizal Lukman Aprizal Lukman Aprizal Lukman Ardianingsih, Ardianingsih Arief, Hidayatul Aska, Aska Asmira, Yuli Asni Johari Asni Johari Asri Ferianti Sareh Asrial Atmadja, Pramana Binanggra Alpa Pebriand Budiarti, Retni Sulistiyoning Budiarti, Retni Sulistyoning Cahayu, Sri Anika Choirur Rohmah Dara Mutiara Aswan Desfaur Natalia Desfaur Natalia Desi Anita Desi Anita Dewi, Fatria Dian Arisandy Eka Putra Sembiring Eva Iryani, Eva Evita Anggereini Failasofah Failasofah Fatonah, Uci Febrina, Wahyuni Fida Chasanatun, Fida Fitri Astriawati Fitri Syabina Gusti Ayu Muthia Habidzar, Habidzar Harlis Harlis Haryanto Haryanto Herlina Fitrihidajati Hidayati Hidayati Ibrahim, Annisa Ilham Falani Isnaini Chasanah Jeklin Hutagaol Jodion Siburian Khusnelia, Jeni Kuswanto Kuswanto Latifah Windasari Lisa Rukmana Loly Nadila Putri Mareta, Yoan Maridi Maridi Marviany, Anggi MASBIROROTNI - Mataniari, Raissa Mayasari Mayasari Mayasari Mayasari, Mayasari Mayu, Anggito Abi Muhamad Aldian Roni Mukhlash Abrar Mursyd, Danial Muswita Muswita Muswita Muthia, Gusti Ayu Mutiara Aswan, Dara Natalia, Desfaur Nataliya , Revny Nazarudin Neldarisasmita Nisa’u Rifka Latiffah Nizlel Huda Nugraha, A. Prima Nunung Fajaryani Pinta Murni Pramana Atmadja Pramana Atmadja Pramana Atmadja Pramana Atmadja Pramana Atmadja Puji Rizky Widyaningsih Purba, Yance Pronika Putri, Husmayani Muny Putri, Putri Fakhirah Raissa Mataniari Ramadan, Asbul Dio Ramadhan, Balqis Savitri Rani Puji Saputri Retni Sulistiyoning Budiarti Rosyadi, Akhmad Fikri Rukmana, Lisa Said, Yulia Morsa Sanjaya, M. Erick Santo V Simatupang Saparuddin Saparuddin Saparuddin Sholiha, Mar’atun Siti Aisyah Siti Aisyah Aisyah Siti Nurrochmah Budiyati Sofia Nur Afifah Sofia Nur Afifah, Sofia Nur Sri Winarni Sunarti Sunarti Sunu Kuntjoro Suprapti, Atmi Suratno Sutarno Sutarno Syarif, Eka Aghnia Tersta, Friscilla Wulan Tri Wahyu Hardaningrum Triah Wulandari Upik Yelianti Uswatul Hasni Utomo, Arif Budi Wijaya, Sonya Novisca Wikanso Wikanso Windy Permata Sari Yuli Asmira Zurweni Zurweni