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All Journal Jurnal Pendidikan Karakter SAINSMAT Jurnal Pendidikan Sains Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA Scientiae Educatia: Jurnal Pendidikan Sains Unnes Science Education Journal Al-Khidmah Bioedusiana: Jurnal Pendidikan Biologi Journal of Biological Science and Education Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi EduNaturalia: Jurnal Biologi dan Kependidikan Biologi Al Jahiz: Journal of Biology Education Research SAINSMAT: Jurnal Ilmiah Ilmu Pengetahuan Alam Journal of Biological Science and Education Symbiotic: Journal of Biological Education and Science RANGGUK: Jurnal Pengabdian Kepada Masyarakat Scientiae Educatia: Jurnal Pendidikan Sains
M. Eval Setiawan
Department Of Biology Education, Faculty Of Tarbiyah And Teacher Training, Institut Agama Islam Negeri Kerinci, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Effects of visual, auditory, and kinesthetic learning styles on biology achievement in a Kerinci-based religious school Novinovrita. M; M. Eval Setiawan
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 2 (2025): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i2.40979

Abstract

The Society 5.0 era demands inclusive and effective education, yet diverse student needs remain unmet due to limited personalised approaches. The visual, auditory, and kinesthetic (VAK) model offers a promising solution to improve engagement and achievement, especially in biology learning at MAN 1 Kerinci, Jambi, Indonesia. This study aimed to examine the effect of VAK (Visual, Auditory, and Kinesthetic) learning styles on students’ learning achievement in biology subjects in Madrasah Aliyah Negeri 1 Kerinci. Using a quantitative approach with a correlational design, 60 students in class VIII were selected as samples through a purposive sampling technique. Research instruments in the form of learning style questionnaires and student learning achievement data were analysed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post hoc tests. The results showed that learning styles had a significant influence on student learning achievement (p < 0.05), with the auditory learning style producing the highest average achievement compared to the Visual and Kinesthetic learning styles. These findings support the importance of customising learning strategies based on students' learning styles to improve learning outcomes. Recommendations from this study emphasise the need for varied, adaptive, and inclusive learning approaches to optimise students' academic potential.
Unveiling the realities of STEM integration in biology: Teachers' perceptions, challenges, and classroom practices in Indonesia M. Eval Setiawan; Wilda Purnawati; Muhammad Saefi; Betaria Putra; Defita Permata Sari; Widi Cahya Adi; Dedy Dwi Putra; Futri Zakiah Apria Sapawer; Noviansyah Kusmahardhika
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.44068

Abstract

Background: Although STEM plays a critical role in biology education, a persistent disconnect exists between Indonesian teachers' strategic knowledge and their pedagogical practices. Objectives: This study sought to examine biology teachers’ perceptions of STEM, their knowledge of implementation strategies, and their understanding of implementation challenges. Additionally, it assessed the gap between teachers’ strategic knowledge and classroom practices. Methods: A mixed-methods design employing a sequential explanatory approach was utilised, consisting of a quantitative survey of 94 high school biology teachers (purposive sampling), followed by semi-structured interviews. The 16-item instrument demonstrated reliability (Cronbach's α = 0.878). Quantitative data were analysed descriptively (means and standard deviations), while qualitative data were analysed thematically, utilising triangulation and member checking. Results: Teachers exhibited high knowledge of STEM implementation strategies (M = 4.22 ± 0.75), but reported moderate barriers to implementation (M = 3.62 ± 0.78), moderate self-confidence (≈ M = 3.16), and moderate to high STEM teaching practices (M = 3.52 ± 0.77). Interviews revealed that STEM was frequently defined as simple technology use; however, components such as engineering design, modelling, meaningful mathematics, and performance assessment were inconsistently applied, largely due to limitations in training, time, facilities, and access to technology. Conclusion: Practice-based professional development, a unified STEM framework for biology, and school support–including project time blocks and low-cost tools–are essential for translating knowledge into consistent classroom practice.
Patterns of Medicinal Plant Use in Traditional Healing Practices in Semerap, Kerinci Regency Lucya Audini Lorensa; M. Eval Setiawan; Emayulia Sastria; Hendra Lardiman
Bioscientist : Jurnal Ilmiah Biologi Vol. 14 No. 1 (2026): March
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v14i1.19506

Abstract

This study aimed to identify the medicinal plant species utilized by the community, describe the plant parts used along with their processing techniques, and examine the implications for preserving the associated local wisdom. The study employed a descriptive qualitative approach using observation and in-depth interviews with five key informants selected purposively, including community leaders and traditional practitioners. The sample size was determined based on the principle of data saturation, which was reached when interviews no longer generated new information or themes relevant to the research focus. Data were analyzed using thematic procedures consisting of data reduction, data display, and conclusion drawing. The findings showed that the people of Semerap Village use a variety of medicinal plant species, with a clear preference for leaves over other parts such as rhizomes, fruits, and bark. The most commonly applied preparation method was decoction (boiling) for oral consumption, followed by topical application through pounding. In addition, traditional healing practices integrated herbal remedies with spiritual modalities, such as prayer or ruqyah, reflecting the local belief system. These plants were used to treat a wide range of health conditions, from minor ailments to chronic diseases. This study provides crucial documentation of local ethnobotanical knowledge, enriching regional data while supporting community-based efforts to conserve traditional knowledge.
Pengabdian Masyarakat Berbasis Participatory Action Research (PAR): Pelatihan dan Pendampingan Pembelajaran STEM bagi Guru SMA di Kabupaten Kerinci. Jamin, Ahmad; Setiawan, M Eval; Handican, Rhomiy
RANGGUK: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2025): RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Publisher : Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/rgk.v5i2.6978

Abstract

Science teachers' misconceptions about the implementation of interdisciplinary curriculum, which is often reduced to physical crafts, as well as the dominance of conventional teaching materials, are major problems in Public High Schools in Kerinci Regency. This community service program aims to eliminate theoretical misconceptions and improve the practical capacity of educators in developing STEM for HOTS-based Student Worksheets integrated with local potential. The approach applied is Participatory Action Research (PAR) through four circular stages: Diagnose, Act, Measure, and Reflect. Activities are facilitated collaboratively through structured hybrid mentoring. The results of the community service program confirm the effectiveness of pedagogical interventions with an N-Gain score of 0.71 (High category) for increasing teachers' conceptual understanding. Furthermore, the average instructional performance of educators in executing the Engineering Design Process (EDP) stages in the classroom actually reached 85.40% or exceeded the minimum success indicator. In practice, this program culminates in the standardization of three volumes of STEM LKPD collections with ISBNs that innovatively highlight local potential engineering, such as the utilization of Cassiavera waste and water filtration of Lake Kerinci. This transformation of educator competencies has proven effective in shifting the instructional paradigm to be more divergent in order to stimulate students' critical reasoning.
The Implementation of Quantum Teaching (QT) and Think Talk Write (TTW) through Lesson Study to Improve Students’ Learning Motivation M.Eval Setiawan; Sri Endah Indriwati
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 7 No. 1 (2018): June (2018)
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v7i1.2502

Abstract

The research was intended to improve students’ learning motivation at study and learning course for fifth semester of Biology Education. Classroom Action Research has been conducted in two cycles with four phases from each cycle. Each cycle has been done based on lesson study consisting of plan, do, and see. The data were collected using a questionnaire of students’ motivation and motivation questionnaire of the observer which were measured through aspects of attention, relevance, confidance, and statisfaction.  Then data are analyzed in quantitative descriptive. The results showed that the feasibility of learning syntax on each cycle has a constant value of 100%. The average feasibility of lesson study in cycle I and II are 98.98% and 100%. The result of the average adherence to learning syntax in cycle I and II is 100%. Based on the result of the questionnaire filled by the observer shows an increase in motivation to learn between cycle I and II by 12.6%, while the average results of the students’ motivation questionnaire showed an increase of motivation to learn by 6%. The application of learning model using Quantum Learning and Think Talk Write can boost the students’ motivation to learn.
Giving Questions and Getting Answers (GQGA) Strategy Improves Biology Learning Outcomes Muhammad Eval Setiawan; Islaini Octiva Anggraeni
Scientiae Educatia: Jurnal Pendidikan Sains Vol. 8 No. 2 (2019): December 2019
Publisher : Tadris Biologi Fakultas Ilmu Tarbiyah dan Keguruan IAIN SYEKH NURJATI CIREBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/sc.educatia.v8i2.4937

Abstract

This study was intended to examine the effect of Giving Questions and Getting Answer (GQGA) learning strategy on the students’ biology learning outcomes at Al-Falah Islamic High School students in Jambi City. This research adopts a quantitative study using the true experiment design - posttest only control design. The instrument of data collection uses multiple-choice tests and observation sheets. From the data collection that has been obtained, the calculation resulted in the average value of the cognitive domain of the experimental class of 75.38 and the average affective domain of 77.38, while for the control class, the cognitive domain averaged 65.00 and the average affective domain of 71.03. Based on the results of data analysis, it was found that cognitive domain resulted in a value of t-count > t-table were 2.96 > 2.00 with the effect size 0.8 or 79% (a quite high category), while the affective domain was t-count > t-table which was 4.81 > 2.00 with the effect size 1.23 or 88% (high category). Based on these data, it shows that there is a significant effect on the use of the GQGA learning strategy on the students’ biology learning outcomes. The results of this study suggest teachers apply the GQGA Learning Strategy in biology learning, especially in the excretory system  material.
Co-Authors Adi, Widi Cahya Ainul Khuryati Aminah Zb Aminah Zb Amining Rahmasiwi Betaria Putra Candra Hermawan Dea Ratno Monica Dedy Dwi Putra Defita Permata Sari Edi Rozal Efyanti, Yasni Eka Putra Eka Putra Eko Sujadi Emayulia Sastria Fania, Nesi Fauzan Sulman Futri Zakiah Apria Sapawer Hendi Saputra Wijaya Hendra Lardiman Hengki Yandri Heny Novia Ningsih Hidayati Maghfiroh Ilahi, Threesia Anugrah Islaini Octiva Anggraeni Jamin, Ahmad Januharmen Januharmen Laswadi Laswadi Lucya Audini Lorensa Meditamar, Muhd Odha Miza Nina Adlini Muhammad Saefi Muhammad Saefi Nesi Fania Noviansyah Kusmahardhika Novinovrita. M Pentang, Jupeth Toriano Purnawati, Wilda Rahmania Pamungkas, Rahmania Rhomiy Handican Sri Endah Indriwati Suhadi Suhadi Syarif Rizalia Taresh, Sahar M Threesia Anugrah Ilahi Widi Cahya Adi Wilda Purnawati Wilda Purnawati Wilda Purnawati