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Eksplorasi Persepsi Tentang Pendidikan dan Fenomena Putus Sekolah pada Masyarakat Transisi di Kepulauan Nias Zebua, Nofamataro
Proceedings Series of Educational Studies 2025: Seminar Nasional Departemen Administrasi Pendidikan-Prodi S3 Manajemen Pendidikan Tahun 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pendidikan adalah hak universal, namun kenyataan putus sekolah masih menjadi masalah yang mendesak, terutama di daerah seperti Kepulauan Nias. Penelitian ini menggali persepsi masyarakat tentang pendidikan dan akar penyebab angka putus sekolah di kalangan masyarakat transisi. Dengan menggunakan pendekatan metode campuran, penelitian ini memadukan wawasan kualitatif dari wawancara dengan para pendidik dan penduduk setempat dengan data kuantitatif tentang tren pendaftaran dan putus sekolah. Temuantemuan yang ada menunjukkan adanya tantangan dari berbagai sisi yang dibentuk oleh kesulitan ekonomi, tradisi budaya, dan hambatan sistemik. Faktor-faktor yang saling terkait ini menciptakan rintangan bagi siswa yang ingin menyelesaikan pendidikan mereka. Studi ini menekankan perlunya kebijakan yang tepat sasaran dan solusi yang digerakkan oleh masyarakat untuk memastikan pendidikan bagi semua. Dengan mengungkap dinamika ini, penelitian ini tidak hanya menyoroti perjuangan masyarakat Nias, tetapi juga menggarisbawahi kekuatan transformatif dari pendidikan inklusif

Environmental conservation in biology learning: An effort to increase students' awareness of environmental issues Nofamataro Zebua; Yan Piter Basman Ziraluo; Ester Novi Kurnia Zebua
International Journal of Advances in Educational Research Vol. 1 No. 3 (2025): January
Publisher : Pelita International Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62941/ijaer.v1i3.114

Environmental degradation in Indonesia, including deforestation, plastic pollution, and biodiversity loss, poses serious threats to ecosystems and human well-being. Integrating environmental conservation into biology learning is crucial to fostering students' awareness and responsible behavior toward environmental issues. This study employs a qualitative approach through literature review and curriculum analysis to examine the integration of conservation themes in biology education. Findings suggest that project-based and contextual learning effectively enhance students' understanding and engagement with real environmental challenges. The use of digital tools further supports interactive learning experiences, promoting critical thinking and problem-solving skills. However, challenges such as limited resources and insufficient teacher training hinder effective implementation. Strengthening teacher capacity, improving curriculum design, and fostering collaboration among schools, government, and environmental organizations are essential to enhancing environmental education. This study underscores the potential of biology learning as a transformative tool in shaping a generation that is not only academically proficient but also environmentally conscious and proactive in sustainability efforts.

Analysis of Local Wisdom Integration in Biology Learning to Support Education for Sustainable Development (ESD) Zebua, Nofamataro; Malik, Padmaning Fathimah Pudya
Jurnal Biogenerasi Vol. 10 No. 2 (2025): Volume 10 no 2 periode februari - september 2025 ( continues)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/biogenerasi.v10i2.5596

This study analyzes the integration of local wisdom in biology learning as an effort to support Education for Sustainable Development (ESD). Local wisdom includes various knowledge and practices that contribute to environmental sustainability and play a role in enriching biology learning to make it more contextual and meaningful. The results showed that the application of local wisdom, such as traditional practices in natural resource management and the utilization of medicinal plants, can help students understand the concepts of ecosystems, biodiversity and conservation better. In addition, this approach is aligned with ESD goals, including improving the quality of education, sustainable consumption and production, and mitigating climate change. Nevertheless, the implementation of local wisdom in learning still faces obstacles, such as limited teaching materials and the readiness of educators. Therefore, supportive policies, training for teachers, and development of local wisdom-based learning media are needed to achieve ESD goals optimally.

To What Extent is GenAI Relevant to Empowering Students' Critical Thinking and Creative Thinking Skills? Nofamataro Zebua
Proceeding of the International Conference on Global Education and Learning Vol. 1 No. 2 (2024): December : Proceeding of the International Conference on Global Education and L
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/icgel.v1i2.87

Advances in technology, particularly Generative AI (GenAI), have opened up great opportunities in improving critical and creative thinking skills in education. It offers the potential for personalizing learning, strengthening collaboration, and creating innovative environments that support the development of essential 21st century skills. This article discusses the relevance and implementation of GenAI in learning, examining the benefits it brings, such as increased student analysis and innovation, as well as the challenges faced, including technology dependency, accessibility gaps, and teacher training needs. With thoughtful implementation strategies, GenAI can be a catalyst for empowering students in an inclusive manner, although it requires regulations and policies that support its sustainability and equitable distribution of benefits. The results of this discussion confirm that the integration of GenAI in education requires a holistic approach to ensure its significant impact on student learning and skill development.

Analysis of Local Wisdom Integration in Biology Learning to Support Education for Sustainable Development (ESD) Zebua, Nofamataro; Malik, Padmaning Fathimah Pudya
Jurnal Biogenerasi Vol. 10 No. 2 (2025): Volume 10 no 2 periode februari - september 2025 ( continues)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/biogenerasi.v10i2.5596

This study analyzes the integration of local wisdom in biology learning as an effort to support Education for Sustainable Development (ESD). Local wisdom includes various knowledge and practices that contribute to environmental sustainability and play a role in enriching biology learning to make it more contextual and meaningful. The results showed that the application of local wisdom, such as traditional practices in natural resource management and the utilization of medicinal plants, can help students understand the concepts of ecosystems, biodiversity and conservation better. In addition, this approach is aligned with ESD goals, including improving the quality of education, sustainable consumption and production, and mitigating climate change. Nevertheless, the implementation of local wisdom in learning still faces obstacles, such as limited teaching materials and the readiness of educators. Therefore, supportive policies, training for teachers, and development of local wisdom-based learning media are needed to achieve ESD goals optimally.

Exploring the Level of AI (Artificial Intelligence) Digital Literacy and Creative Thinking Skills in High School Students Zebua, Nofamataro; Ibrohim, Ibrohim; Sulisetijono, Sulisetijono
Bioscientist : Jurnal Ilmiah Biologi Vol. 13 No. 1 (2025): 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.v13i1.14782

The development of Artificial Intelligence (AI) in education has opened up opportunities for strengthening AI digital literacy and creative thinking skills among students. AI digital literacy includes understanding how AI works, the ethics of use, and utilization in various contexts, while creative thinking refers to the ability to generate innovative and original ideas. This study aims to explore the level of AI digital literacy and creative thinking skills among Xth grade high school students, using a descriptive method with proficiency tests and self-assessment questionnaires. The results showed that students' AI digital literacy level was low, with an average score of 56.94%, where students had difficulty in critically digesting information, recognizing the social impact of AI, using AI technology, and considering the ethical aspects of its use. In addition, students' creative thinking skills were also low, with an average score of 55.14%, especially in the aspects of originality of ideas, flexibility of thinking, and conceptual mapping. These findings highlight the need for the integration of an AI curriculum in education, the use of interactive AI tools, and the implementation of project-based learning models to improve students' AI digital literacy and creativity. In addition, learning environments that support exploration and positive feedback from teachers play an important role in creating optimal synergy between these two skills. Further research is needed to explore the limitations of AI in supporting creativity as well as the risks of technology dependency in the innovative thinking process.

Analisis Penggunaan Metode Gamifikasi untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Pada Mata Pelajaran IPA-Biologi Nofamataro Zebua; Padmaning Fathimah Pudya Malik; Nur Al-Azizah Al-Hilmiyah; Ester Novi Kurnia Zebua; Paulina Elvi Pebrianti; Murni Sapta Sari; Rudiyanto Rudiyanto
Jurnal Cakrawala Pendidikan dan Biologi Vol. 1 No. 4 (2024): Desember: Jurnal Cakrawala Pendidikan dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jucapenbi.v1i4.80

Learning motivation is an important factor in the success of learning. However, low student motivation and learning outcomes are still a major problem in science-biology learning at Sriwedari Junior High School. This study aims to analyze the role of gamification as an innovative learning method that can improve students' motivation, engagement, and learning outcomes. The research used a descriptive qualitative approach involving students in grades VII, VIII, and IX as research subjects. Data was collected through in-depth interviews and documentation. The results showed that the use of gamification elements such as points, badges, and leaderboards managed to significantly increase students' motivation. In addition, students' active engagement in learning increased, seen from consistent attendance and participation in group discussions. Student learning outcomes also improved, with 75% of students achieving scores above the KKM after the implementation of gamification. Gamification creates interactive and relevant learning, allowing students to understand complex concepts more deeply. In conclusion, gamification is an effective approach to improve the quality of science-biology learning. Teachers are advised to strategically integrate gamification elements to create a fun and meaningful learning experience.

Menemukan Solusi Inovatif Pengembangan Bahan Ajar dan Media Biologi Berbasis Information and Communication Technologies (ICT) Dalam Pembelajaran Zebua, Nofamataro; Zebua, Ester Novi Kurnia; Duha, Markus; Zagoto, Jerry Samuel; Sisokhi, Dorotea Trivina; Ndruru, Dedi Yusman
Jurnal Biogenerasi Vol. 10 No. 1 (2024): Volume 10 Nomor 1, Agustus 2024 - Februari 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/biogenerasi.v10i1.4281

The importance of improving the quality of learning as a response to low student participation and learning outcomes is a major concern in education. One of the efforts made is the need for technology empowerment in classroom learning and the commitment of the teacher concerned. This research uses the literature study method to identify the availability of ICT-based teaching materials in schools. The findings show that the availability of ICT-based teaching materials is still limited, this is due to the uneven infrastructure and the lack of teacher competence in developing teaching materials. Therefore, teacher creativity is needed in utilizing technology in learning activities, especially in developing ICT-based teaching materials and learning media.

Trends and Research Focus of Plant Awareness in Biology Learning: A Bibliometric Analysis Zebua, Nofamataro; Zebua, Ester Novi Kurnia
Bioedusiana: Jurnal Pendidikan Biologi Vol 10, No 1 (2025): Bioedusiana
Publisher : Jurusan Pendidikan Biologi - Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/bioed.v10i1.14947

Plants are fundamental components of life and ecosystems, yet human awareness of their importance is low compared to that of animals-a phenomenon known as the plant awareness disparity. Therefore, mapping the direction and focus of research on plant awareness in learning is important to strengthen the scientific and pedagogical basis in facing sustainability challenges. This article aims to analyze the trends, main actors, thematic focus, and direction of plant awareness research development in the context of learning based on Google Scholar-indexed scientific publications for the period 2020-2025, using a bibliometric approach. A total of 62 articles were analyzed with the help of VOSviewer software to explore keyword patterns, collaboration networks, and the identification of the most productive institutions and authors. The analysis showed a significant increase in the number of publications, especially from 2022 to 2024, with the highest spike in 2023 (n=21 articles). The main contributors in this area were K.M. Parsley and B.C. Stagg, who each contributed two publications. The research focus is divided into several thematic clusters, such as student perceptions of plants, sustainable education, botanical visualization, and science curriculum integration. The findings confirm the importance of integrating awareness of growing.

Reconceptualizing Student Agency in AI-Supported STEM Learning: A Qualitative Study of Autonomy, Regulation, and Dependency Nofamataro Zebua
Polygon : Jurnal Ilmu Komputer dan Ilmu Pengetahuan Alam Vol. 4 No. 2 (2026): Maret: Polygon : Jurnal Ilmu Komputer dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/polygon.v4i2.962

This study explores student agency in Artificial Intelligence (AI)-supported STEM learning environments, addressing a critical gap in existing literature that predominantly focuses on learning outcomes rather than learner-centered processes. Drawing on an interpretive qualitative approach, this research investigates how students experience autonomy, self-regulation, and decision-making when interacting with AI technologies in STEM education. Data were collected from 15 participants engaged in AI-supported learning through in-depth semi-structured interviews, supported by observations and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and meanings related to student agency. The findings reveal that student agency is a dynamic and multidimensional construct shaped by the interplay between technological affordances and learner engagement. Four major themes emerged: enhanced autonomy, development of self-regulated learning, negotiated decision-making, and ambivalent dependency on AI. While AI technologies provide adaptive support that empowers students to take control of their learning, they also introduce the risk of over-reliance, which may reduce cognitive engagement. This study contributes to the theoretical advancement of student agency by conceptualizing it as a spectrum rather than a fixed attribute, highlighting the dual role of AI as both an enabler and a constraint. The findings offer important pedagogical implications for designing AI-supported STEM learning environments that promote active, reflective, and responsible learning. Future research is recommended to explore this phenomenon across diverse contexts and through longitudinal designs.

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