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All Journal Jurnal Pendidikan Biologi Indonesia Community Development Journal Jurnal Pembelajaran dan Biologi Nukleus Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Learning Improvement and Lesson Study Indonesian Science Education Journal (ISEJ)

Balqis Balqis

Universitas Negeri Malang

Author-ID : 5418719

Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Articles

The effect of problem-based learning using VARK approach on biology students’ creative thinking skills Siti Annisaa'ul Kariimah; Herawati Susilo; Utami Sri Hastuti; Balqis Balqis; Wa Ode Nurhawa
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 4, No 2 (2022): June 2022
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat

Learning that does not enable creative thinking skills does not facilitate student learning styles. This study aims to determine the effect of the PBL learning model with the VARK approach on the creative thinking skills of Biology students. This research uses quasi-experiment. The research subject was the 58 third-semester of Bachelor’s Degree students in the Department of Biology who took the Plant Physiology course. Data analysis used a single ANCOVA. The results showed that the PBL models with the VARK approach to creative thinking skills were 0.000, which means less than 0.05. These results prove that the research hypothesis is accepted, which means that the application of the learning model has a significant effect on students' creative thinking skills. The results of the 5% on LSD further test for the difference in the results of the two classes were 86.551 for the experimental class using the PBL model with the VARK approach, and 77.828 for the control class using the PBL models without the VARK approach. These results indicate that creative thinking skills using the PBL with the VARK approach have a higher effect than the PBL model without the VARK approach. However, the PBL models with the VARK approach effect increasing the creative thinking skills.AbstrakPembelajaran yang kurang memberdayakan keterampilan berpikir kreatif tidak memfasilitasi gaya belajar mahasiswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem-based Learning (PBL) dengan pendekatan VARK terhadap keterampilan berpikir kreatif mahasiswa biologi. Metode penelitian ini kuasi eksperimen. Analisis data menggunakan anakova tunggal. Hasil penelitian menunjukkan model pembelajaran PBL dengan pendekatan VARK terhadap keterampilan berpikir kreatif sebesar 0,000 artinya lebih kecil dari 0,05. Ini membuktikan bahwa hipotesis penelitian diterima, artinya penerapan model pembelajaran berpengaruh signifikan terhadap keterampilan berpikir kreatif mahasiswa. Hasil uji lanjut BNT 5% terhadap perbedaan hasil kedua kelas yakni 86.551 untuk kelas eksperimen dengan penerapan model PBL dengan pendekatan VARK, sedangkan 77,828 untuk kelas kontrol dengan penerapan model PBL tanpa pendekatan VARK. Hasil tersebut menunjukkan bahwa keterampilan berpikir kreatif yang menggunakan PBL dengan pendekatan VARK memberikan pengaruh lebih tinggi dibandingkan dengan model PBL tanpa pendekatan VARK. Untuk itu model pembelajaran PBL dengan pendekatan VARK berpengaruh terhadap peningkatan keterampilan berpikir kreatif.

Analysis of biology students' problem-solving skills using the PBL model through Lesson Study (LS) online Wa Ode Nurhawa; Maria Rosalia Ijung Anggur; Raihanah Nur Agustanti; Herawati Susilo; Muntholob Muntholob; Balqis Balqis
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Problem-based learning models train students to develop thinking and problem-solving skills in contextual circumstances. This research aims to analyze the problem-solving ability of 32 biology students in 2020 at Malang State University in the course of Plant Physiology. This study is a second-cycle action study using the PBL model through lesson study activities. Data analysis uses a problem-solving skills essay test consisting of identifying problems, identifying strategies, formulating hypotheses, evaluating potential, implementing solutions and evaluating results. The results showed that there was an increase in students' problem-solving ability from cycle I by 60.0% to 72.0% in cycle II and there were several indicators that experienced an increase in scores, namely indicators identifying strategies, formulating hypotheses, implementing solutions, and evaluating results. But the indicator score identifies the problem, and implements the solution decreases.

Teaching plant physiology to prospective biology teachers: How do we deal with Lesson Study-Problem based Learning (LS-PBL) to enhance scientific argumentation skill? Maisuna Kundariati; Herawati Susilo; Balqis Balqis
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Argumentation has been widely discussed in science education for many years. Argumentation is a part of science, to make a statement and claim, justifying the claim, and supporting it with the data. Science education need to be integrated with scientific argumentation empowerment. LS-PBL can be one way to empower argumentation skills. The aims of this study is to determing prospective biology teachers’ science argumentation skill through Lesson Study-Problem based Learning (LS-PBL). This research was conducted on 30 prospective biology teachers at Biology Department Universitas Negeri Malang. Research participants are prospective biology teachers who are taking Plant Physiology course during their 3rd semester. The learning implementation was carried out in a blended learning. Lesson study activities carried out consist of three activities, namely, plan, do, and see. The instruments used are essay tests of scientific argumentation skills, chapter design, lesson design, lesson plans, and worksheets. Data analysis used quantitative descriptive analysis. The results showed the average value of the argumentation obtained in the first week was 45.33 (moderate), the second week was 50.00 (moderate), and the third week was 56.00 (moderate). The percentage of the frequency of each level of scientific argumentation decreased with each test at levels 1 and 2, while levels 3 and 4 increased. However, there is no level 5 argumentation found in tests 1, 2, and 3. An increase in argumentation skills can occur due to the application of PBL which is integrated with LS. The PBL learning model accommodates prospective biology teachers to construct their arguments, while lesson study is useful for improving the learning process so that learning activities increase from week to week and what is lacking can be improved. LS-PBL can be used as a professional tool to improve the learning process and empower argumentation skills.

Improving critical thinking and problem-solving skills through POGIL combined with digital mind map Mafazatud Diniyyah; Herawati Susilo; B. Balqis; Ahmad Kamal Sudrajat
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 3 (2022): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i3.18992

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.

Training of Trainer Fasilitator Outbound Guna Menumbuhkan Basic Skills Generasi Muda Arina Arina; Balqish Balqish; Davaluna Davaluna; Indie Indie; Rizki Rizki; Silvia Lia Handoyo; Ahmad Ahmad
Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Vol 2, No 4 (2022): December
Publisher : Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/dikmas.2.4.1211-1216.2022

Kondisi masyarakat Indonesia sedang berada dalam kondisi yang mengkhawatirkan terutama dalam hal mental, karakter, dan kurangnya soft skill generasi muda. Sebagaimana yang saat ini disadari, pandemi covid-19 telah berdampak pada segala aspek tatanan kehidupan. Salah satu upaya yang dapat dilakukan untuk mempersiapkan generasi muda memasuki dunia kerja adalah dengan memfasilitasi mereka dalam hal pengembangan kompetensi diri. Training Of Trainer atau dalam Bahasa Indonesia yakni pelatihan untuk pelatih. Program kerja ini berfokus memberikan basic skill menjadi fasilitator outbound kepada warga belajar. Pada pelaksaannya menggunakan beberapa metode sosialisasi, demonstran, diskusi, role playing dan evaluasi.

Empowerment Teachers of SMA Malang Raya Making Eco Enzyme and Biology Module for Teachers of SMA Malang Raya Balqis Balqis; Herawati Susilo; Murni Saptasari3; Sitoresmi Prabaningtyas4; Ringga Satria Putra; Iin Lailatul Khoirunnisa; , Rifqi Hilman
Community Development Journal Vol 7 No 1 (2023): Community Development Journal
Publisher : UNUSA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cdj.v7i1.3874

The 21st century is characterized by information that can be accessed by anyone, anytime and anywhere, computing or using robots, automation or work that can be done regularly and communication that becomes unlimited. Educators are required to be able to facilitate and inspire student learning and creativity, such as involving students in exploring real-world issues and solving contextual problems using tools and digital resources. Learning in the form of environmental care needs to be related to the application in students' daily lives in the family, community, and surrounding nature, so that learning becomes meaningful for students. Eco-enzyme is one of the sources and learning media in the surrounding environment that can be raised in the learning process. This can be used as a teaching module that teachers use as innovation. This activity aims to hold eco-enzyme training and the preparation of teaching modules for Biology Teachers of Malang Raya High School. This activity is carried out using the eco-enzym making training method and the preparation of teaching module making exercises by lifting eco-enzymes. The targets of this activity are teachers from malang city and malang district with 15 of them. The results of this activity found that 80% of this activity was successful because it exceeded the target with details of 18 attending offline and 5 attending online. Another thing is shown by the collection of 6 teaching modules.

Cluster Analysis and Network Visualization of Biology Education Research in Indonesia: A Bibliometric Analysis Noviansyah Kusmahardhika; Susriyati Mahanal; Balqis Balqis; Haidir Algi Gaffar Faridha
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 12, No 2: April 2024
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v12i2.10574

This study aims to explore the development of BER in Indonesia from 2014-2023 on the Scopus database. Current studies illustrate that the number of publications on biology education has increased in recent years. This trend is likely to continue, as evidenced by the increasing number of publications. A total of 253 papers from the Scopus database were analyzed using VOSviewer software. These findings reveal that BER in Indonesia has grown rapidly in recent years. Zubaidah is the most prolific author, and Universitas Negeri Malang is a leading institution in the progress of BER. The most studied research topics in the last three years are education computing, learning systems, learning processes, and e-learning. The learning topics are plants (botany), animals, biotechnology, and genetics. We also highlight that many topics still get less attention, such as technology-based learning in biochemistry, algae, and protists. We hope this study can illustrate the current status of BER, so that it can help to map the direction of future research in Indonesia.

Digital Learning Media Needs Analysis of Plant Physiology to Improve Learning Ownership and Creative Thinking Skills at Universitas Negeri Malang Luffi Karimah; Balqis Balqis; Herawati Susilo
JURNAL PEMBELAJARAN DAN BIOLOGI NUKLEUS Vol 12, No 1: Jurnal Pembelajaran Dan Biologi Nukleus March 2026
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpbn.v12i1.8854

Background: The digital transformation of higher education demands instructional media that not only deliver content but also foster reflective engagement and self-directed learning, particularly in experimental biology learning characterized by complex and abstract concepts. Despite the growing implementation of digital tools, limited empirical research has systematically examined learning media needs as a foundational stage prior to development, especially in relation to learning ownership and creative thinking skills in the Plant Physiology courses. Methodology: The research methods employed a descriptive mixed-method design. Participants consisted of 42 undergraduate students selected through purposive sampling and four Plant Physiology lecturers. Data were collected through questionnaires, semi-structured interviews, and analysis of lesson plans (RPS and SAP). Quantitative data were analyzed using descriptive statistics and categorical percentage classification, while qualitative data were analyzed thematically and integrated through data triangulation. Findings: The findings indicate that instructional practices remain dominated by PowerPoint presentations (58.6%) and summative assessments such as written examinations (22.8%), with minimal implementation of reflective and process-oriented assessment. Students’ learning ownership was categorized as proficient (78.4%), with persistence scoring highest (84.1%) and goal orientation and self-direction lowest (69.6%). Creative thinking skills were also categorized as proficient (76%), with collaboration highest (85.4%) and elaboration lowest (69.6%). These patterns reveal specific dimensions requiring instructional reinforcement, particularly in self-direction and idea elaboration. These findings highlight the need to develop interactive digital learning media grounded in Deep Learning and Problem-Based Learning (PBL), which can facilitate reflection, collaboration, and systematic documentation of the learning process. Media such as e-portfolios are considered relevant to strengthen learning ownership and enhance students’ creative thinking skills in the Plant Physiology course. Contributions: This study contributes by providing an empirical, needs-based foundation for the systematic design of digital learning media in experimental biology learning, thereby informing future development and effectiveness research in higher education contexts

The Feasibility of an E-Module Integrating SDGs 2.4 Based on Problem-Based Learning (PBL) for Ownership of Learning Skills Anggun Septi Rahayu; Balqis Balqis
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2073

This study aims to develop and test the feasibility of an e-module integrating SDGs 2.4 based on the Problem-Based Learning (PBL) model to enhance students' ownership of learning skills. This research is a Research and Development (R&D) study. The development model used in this research is the Lee & Owens development model. The e-module is designed using digital platforms such as Google Sites and Canva, and integrates various learning resources such as multimedia, educational videos, scientific articles, and quizzes. Data collection was carried out through a validation questionnaire involving subject matter experts, media experts, and biology education practitioners to assess the feasibility of the e-module. The questionnaire instrument uses a Likert scale with five evaluation categories. The collected data was analyzed using descriptive quantitative analysis to provide an overall evaluation of the results. The feasibility test results show that the e-module meets high feasibility standards, with a material feasibility score of 100% and a media feasibility score of 99.71%. The results of the learning tools experts’ validation showed an average score of 99%, and the feasibility test by biology education practitioners achieved a score of 97.5%. The e-module is deemed highly feasible for use. These findings indicate that digital learning tools such as e-modules can significantly enhance student engagement and motivation, making learning more effective and relevant to real-world challenges.

Co-Authors , Rifqi Hilman Ahmad Ahmad Ahmad Kamal Sudrajat Anggun Septi Rahayu Arina Arina Davaluna Davaluna Haidir Algi Gaffar Faridha Herawati Susilo Iin Lailatul Khoirunnisa Indie Indie Luffi Karimah Mafazatud Diniyyah Maisuna Kundariati Maisuna Kundariati Maria Rosalia Ijung Anggur Muntholob Muntholob Murni Sapta Sari Noviansyah Kusmahardhika Raihanah Nur Agustanti Ringga Satria Putra Rizki Rizki Sentot Kusairi Silvia Lia Handoyo Siti Annisaa'ul Kariimah Sitoresmi Prabaningtyas Supriana, Edi Susriyati Mahanal Utami Sri Hastuti Wa Ode Nurhawa Wa Ode Nurhawa

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