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Measuring Science Teachers’ Digital Teaching Competence in Rural Area, Keerom Regency of Papua Nurbaya Nurbaya; Hanida Listiani; Suriyah Satar; Cartika Candra Ledoh
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9859

Abstract

The demand of ICT-based learning required teachers to adapt 21st century teaching skills. These skills are encompassed in Digital Teaching Competence (DTC) developed from DogCompEdu Framework. The aim of this paper is to measure the DTC of science teachers in Keerom Regency of Papua. This research is developed through a 22-items and completed by 23 science teachers, with quantitative study with a descriptive approach. There are six dimensions measured in this study (professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learner’s digital competence. The main results of the study show the level of DTC stood at medium to high category. Teachers who are still relatively young have a higher average questionnaire score than the older teacher age group. For the female teachers, the scores are slightly higher than male teachers. Teaching experience did not determine the level of DTC, but instead the competence measured relevant to years of experience using ICT-based learning class. 
Digital Media-Based Scientific Approach to Improve Learning Motivation and Content Creation Skills of Prospective Biology Teachers at Universitas Cenderawasih Nurbaya Nurbaya; Hanida Listiani; Suriyah Satar; Maik Akobiarek; Kritiwo Martha Lemauk
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12164

Abstract

This study aimed to investigate the implementation of a Scientific Approach based on digital media to improve learning motivation and digital content creation skills among prospective biology educators at Cenderawasih University. The research used a pre-experimental design with a one-group pretest-posttest model. A purposive sampling technique was used, involving 22 students of the Biology Education Study Program. The study was grounded in the challenges of 21st-century education, which requires future teachers to master both pedagogical skills and digital literacy to deliver content creatively, contextually, and effectively. The Scientific Approach was applied through stages integrated with digital media tools such as Canva, CapCut, and video editors. The findings revealed a significant improvement in students' learning motivation, supported by the Paired Sample t-Test and an N-Gain score of 0.56, indicating a moderate category. Students showed increases in value, expectancy, and affective components of motivation due to the interactive and engaging learning experience. Additionally, their ability to create digital content improved, with an average rubric score of 85.60, categorized as good. These results suggest that a Scientific Approach enriched with digital media can serve as an effective learning strategy to enhance both motivation and digital competence among future biology teachers. The model is recommended for broader adoption in teacher education institutions in response to the Merdeka Belajar initiative and the demands of the Industrial Revolution 4.0.
Empowering Prospective Biology Teachers: Implementing UDL-Integrated Digital Competencies in Invertebrate Taxonomy at Cenderawasih University Nurbaya Nurbaya
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13895

Abstract

This quasi-experimental pretest-posttest non-equivalent control group study examined the effectiveness of Universal Design for Learning (UDL) integrated with digital competence in improving invertebrate taxonomy learning among third-semester Biology Education students at FKIP Cenderawasih University. Participants included 54 students from two classes: the experimental (n=27) receiving 6-week UDL-digital intervention and the control group (n=27) following conventional PowerPoint lectures. The intervention applied UDL principles: Multiple Means of Representation via e-modules, 3D animations, and infographics; Action/Expression through digital portfolios, videos, and quizzes; and Engagement via LMS feedback.  Quantitative data were collected through tests of conceptual mastery, digital competence assessments, and classroom engagement observations, while qualitative data were obtained from student questionnaires and semi-structured interviews. The findings indicate that students exposed to the UDL-digital approach achieved higher conceptual understanding, demonstrated stronger digital competence, and showed greater engagement than those in the control group. Qualitative results supported these outcomes, revealing that multimodal access facilitated understanding of complex taxonomy concepts, flexible digital expression enhanced self-efficacy, and gamified learning environments increased intrinsic motivation, particularly when learning was contextualized using local biodiversity. Overall, the study confirms the potential of UDL integrated with digital competence as an effective and inclusive pedagogical framework for STEM teacher education. The findings suggest that UDL-digital learning designs are particularly relevant for resource-constrained higher education contexts and can contribute to preparing future biology teachers who are both pedagogically adaptive and digitally competent.
Pengembangan Teknik Pembelajaran Inovatif Mind Mapping in Learning Journal (MMILJ) untuk Peningkatan Self-Regulated Learning (SLR) Suriyah Satar; Nurbaya Nurbaya; Hanida Listiani
Jurnal Simki Pedagogia Vol 8 No 1 (2025): Volume 8 Nomor 1 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v8i1.868

Abstract

This research is a development research that aims to develop a valid learning design with Mind Mapping in Learning Journal technique in the Teaching and Learning Strategy course. The Model of development used is the 4D Model which four stages, there are Define, Design, Develop, and Disseminate. In the Develop stage, the researcher conducted a feasibility test by material experts, language experts and curriculum experts. The development of learning design with the Mind Mapping in Learning Journal technique resulted in several learning devices, namely (1) Design for the implementation of the Mind Mapping in Learning Journal learning technique, (2) Semester Lecture Plan for the Teaching and Learning Strategy course with the Mind Mapping in Learning Journal learning technique and Lecture Reference Unit for 16 meetings with the Mind Mapping in Learning Journal technique. The validation results obtained were the aspect of material suitability in the very valid category, the language aspect in the valid category and the content aspect in the very valid category and the time allocation aspect was very valid. The average validation results were stated to be very valid to be used as a learning device in the Teaching and Learning Strategy course and quite effective to be used in improving Self Regulated Learning of Biology Education students.
Co-Authors Abda Abda Agnes Teresa Panjaitan Agnes Teresa Panjaitan Cartika Candra Ledoh Darmiati Piabang Etta Gombo Febiola Astri Biang Gracea Pagoga Hanida Listian Hanida Listiani Kritiwo Martha Lemauk Ledoh, Cartika Candra Lodeh, Cartika Candra Maik Akobiarek Mariana Nensi Nur Mustaqimah Rio Wakhid Hujjatul Islam Rio Wakhid Hujjatul Islam Rusli, Tiffany Shahnaz Samoel Pigome Satar, Suriyah Suriyah Satar Suriyah Satar Suriyah Satar Tiffany Shahnaz Rusli