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Understanding Biology Pre-service Teachers’ Acceptance of PjBL e-logbook: An Application of the UTAUT Model at Universitas Jambi Siburian, Jodion; Sanjaya, M. Erick; Tentia, Ine; Mataniari, Raissa; Sembiring, Dian Arisandy Eka Putra
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51477

This study investigates factors influencing students’ acceptance and use of a Project-Based Learning (PjBL) e‑logbook in biology education at Universitas Jambi, using the Unified Theory of Acceptance and Use of Technology (UTAUT). The PjBL e‑logbook was implemented in core courses of the Biology Education Study Program to support structured documentation, monitoring, and reflection on project work. An explanatory survey design was employed with 133 undergraduate students in biology education who had used the e‑logbook for at least 4 weeks. Data were collected using a UTAUT-based questionnaire covering performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), behavioral intention (BI), and the PjBL e-logbook use behavior (UB). Partial least squares structural equation modeling (PLS‑SEM) was used to assess the measurement and structural models. The results show that PE (β = 0.38, p < .001), EE (β = 0.21, p = .018), and SI (β = 0.16, p = .049) significantly predict BI, whereas FC has a positive but non-significant effect on BI (β = 0.11, p = .148). Together, these UTAUT constructs explain 52% of the variance in BI. BI strongly predicts the PjBL e‑logbook use behavior (β = 0.56, p < .001), and FC also has a modest direct effect on UB (β = 0.19, p = .028), with the model explaining 39% of the variance in UB. The findings highlight the central role of perceived usefulness, ease of use, and social influences in promoting intention, and confirm the importance of both intention and facilitating conditions for actual e‑logbook use. Practical implications for designing and scaling PjBL e‑logbooks in teacher education at Universitas Jambi and similar institutions are discussed.

Pembelajaran Berdiferensiasi Biologi; Tinjauan Persepsi Guru Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Sadikin, Ali; Mursyd, Danial; Hendra, Robi
Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi Vol 8 No 2 (2024)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/diklabio.8.2.180-186

Memfasilitasi peserta didik agar dapat belajar secara maksimal tentu menjadi fokus penting pendidik, sehingga pembelajaran berdiferensiasi memiliki urgensi tersendiri. Penelitian ini bertujuan untuk mengetahui persepsi guru biologi terhadap pembelajaran berdiferensiasi. Kuantitatif deskriptif digunakan sebagai metode penelitian dengan random sampling. Data diperoleh melalui survey melalui kuesioner yang diberikan kepada guru biologi di Provinsi Jambi. Hasil analisis data menunjukan bahwa persepsi guru biologi terhadap pembelajaran berdiferensiasi berada pada kategori baik. Hal ini mengindikasikan nilai yang positif, namun perlu optimalisasi guna memastikan bahwa peserta dapat belajar sesuai dengan kebutuhannya, khususnya pada mata pelajaran biologi. Dukungan dari setiap pihak terkait diperlukan untuk penerapan pembelajaran biologi berdiferensiasi di kelas.

A Review of Emotional Intelligence and Multicultural Competence in Indonesian University Students: Learning Style and Social Support as Major Predictors of Academic Achievement Hendra , Robi; Denmar, Denny; Wijaya, Hansein Arif; Tomi, Masvil; Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Putri, Dea Amelia Dwi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.50077

This study examines how emotional intelligence (EI), multicultural competency (MC), learning style (LS), and social support (SS) affect university students' academic performance. In Jambi, Indonesia, 242 undergraduate students from three universities completed a five-point Likert-scale questionnaire. PLS-SEM with SmartPLS 3.0 tested the proposed relationships. Research indicates that learning style (β = 1.725, p < 0.001) and social support (β = 0.952, p < 0.001) significantly impact academic achievement, explaining 76.4% of its variance (R² = 0.764). Despite expectations, emotional intelligence (β = 0.072, p = 0.137) and multicultural competence (β = -0.030, p = 0.466) did not directly impact academic accomplishment. While multicultural competency negatively impacts learning style (β = -0.987, p < 0.001), social support is the biggest predictor of both learning style and academic accomplishment. Learning style and social support drive academic performance in the examined environment, while emotional intelligence and multicultural competency have minimal direct roles. The report recommends that colleges prioritize programs that help students identify and improve their learning styles and strengthen institutional and peer support systems above emotional intelligence and multicultural training. This study enhances our understanding of non-cognitive factors of academic success in multicultural Indonesian higher education. Keywords: PS-SEM, university students, Indonesia, academic performance, emotional intelligence, multicultural competency, learning style, social support

Behavioral Intention Analysis of AI Use in Academic Writing: Implementing the UTAUT Model among English Education Students in Jambi Fauzan, Muhammad; Dian Arisandy Eka Putra Sembiring; Hansein Arif Wijaya; Muhammad Yusuf
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51029

This study examines English as a Foreign Language (EFL) students’ behavioral intention to adopt Artificial Intelligence (AI) applications in academic writing using the Unified Theory of Acceptance and Use of Technology (UTAUT). Using Partial Least Squares-Structural Equation Modeling (PLS-SEM), the results show that the model explains 51.6% of the variance in Behavioral Intention and 66.4% of the variance in Use Behavior. Social Influence (β = 0.23; T = 3.614; p < 0.001) and Facilitating Conditions (β = 0.505; T = 7.507; p < 0.001) significantly predict students’ intention, while Performance Expectancy (β = 0.069; T = 0.778; p > 0.05) and Effort Expectancy (β = 0.011; T = 0.156; p > 0.05) do not show significant influence. Behavioral Intention strongly predicts actual AI use (β = 0.65; T = 7.985; p < 0.001), supported by adequate technological access (β = 0.217; T = 2.611; p = 0.005). Students tend to rely on AI for idea generation and language refinement but remain concerned about ethical issues that may affect academic integrity, indicating the need for institutional guidance and responsible AI literacy in higher education. Keywords: Generative AI ; Technology Acceptance ; Social Influence ; Higher Education ; AI Literacy ; Ethical Academic Practice

Modeling Actual Use Of Technology and Student Engagement in Biology Project‑Based Learning Using Artificial Neural Networks Sembiring, Dian Arisandy Eka Putra; Yusuf, Muhammad; Mardiyanti, Lely; Fauzan, Muhammad; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51335

In higher education, especially science and biology, digital technology in project-based learning (PjBL) environments has improved student engagement and learning outcomes. technological, AI, and lecturer assistance have been studied in PjBL, but few have used Artificial Neural Networks (ANN) to analyze the complicated interactions between technological acceptance variables and student engagement. ANN is used to predict students' attitudes toward technology (ATT), intention to use technology (INT), actual use of technology in PjBL (AU-PjBL), and student engagement (SE) based on PEOU, PU, and Lecturer Support. Biology education students at Universitas Jambi completed a 35-item Likert-scale questionnaire. We created four ANN models: Model A (PU, PEOU → ATT), Model B (PU, ATT → INT), Model C (INT, LS → AU-PjBL), and Model D (AU-PjBL, LS → Each model was trained and tested using ten network configurations. Model performance was assessed using Root Mean Square Error (RMSE), and input variable relevance was determined via sensitivity analysis. All ANN models have low RMSE values for training and testing datasets, indicating good predicting accuracy. According to sensitivity analysis, PU predicts ATT better than PEOU, ATT predicts INT better than PU, INT predicts AU-PjBL better than LS, and AU-PjBL predicts SE better than LS. These data emphasize that students' perceived utility, positive attitudes, intention, and technology use drive biology PjBL involvement. The paper highlights ANN as a powerful analytical tool for modeling non-linear and interdependent relationships in technology-enhanced PjBL and gives practical implications for developing meaningful technology use and engagement learning environments. Keywords: Artifical neural network; actual use of technology; lecturer support; project-based learning; biology education.

How do students understand biological concepts? A study on science literacy in basic education Dian Arisandy Eka Putra Sembiring; Muhammad Yusuf
Jurnal Sinar Edukasi Vol 6 No 03 (2025): Jurnal Sinar Edukasi
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v6i03.289

This analysis investigates how students in basic education comprehend biological concepts, examining cognitive processes and pedagogical factors shaping science literacy development. Drawing on contemporary research, this study analyzes mechanisms through which elementary and junior secondary students construct understanding of fundamental biological principles including cellular processes, heredity, ecosystems, and human physiology. The analysis reveals that students' comprehension operates through complex interactions between prior knowledge, developmental readiness, and instructional experiences. Research demonstrates that learners frequently maintain persistent misconceptions regarding biological phenomena, rooted in intuitive reasoning and everyday observations conflicting with scientific explanations. These alternative conceptions prove resistant to traditional instruction, necessitating conceptual change pedagogies explicitly addressing cognitive conflicts. The study identifies inquiry-based learning, hands-on experimentation, and culturally responsive instruction as particularly effective for facilitating robust understanding. Furthermore, authentic science literacy encompasses not merely factual knowledge but critical thinking competencies and abilities to apply biological concepts in analyzing real-world issues. Challenges emerge in linguistically diverse contexts where students navigate science instruction in second languages while reconciling scientific concepts with indigenous knowledge systems. This analysis concludes that enhancing biological concept comprehension requires pedagogical innovations systematically addressing misconceptions, leveraging experiential knowledge, integrating culturally relevant contexts, and cultivating higher-order cognitive capabilities essential for scientifically literate citizenship.

DESAIN ORGANISASI PEMBELAJARAN, KEPUASAN, DAN KINERJA MELALUI KESEJAHTERAAN, INOVASI, DAN KOMITMEN GURU ASN DAN NON-ASN: STUDI PADA SEKOLAH MENENGAH DI KOTA JAMBI (PENDEKATAN STRUCTURAL EQUATION MODELING) Hansein Arif Wijaya; Robi Hendra; Muhammad Fauzan; Dian Arisandy Eka Putra Sembiring
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1684

This study examines the impact of organizational learning design on teacher performance and job satisfaction in secondary schools, focusing on well-being, innovation, and commitment as mediating factors. Using a quantitative survey method, data were collected from 367 S1-certified teachers in Jambi City, Indonesia. The survey included 54 items adapted from established scales related to organizational learning, teacher satisfaction, commitment, innovation, performance, and well-being. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational learning design significantly influences teacher commitment and well-being, both of which positively affect job satisfaction and performance. However, the effect of innovation on performance was non-significant, suggesting a need for more targeted strategies to integrate innovation into teaching practices. These results emphasize the importance of a supportive organizational learning environment to enhance teacher engagement and effectiveness. Recommendations are offered for educational policymakers to bolster teacher well-being and commitment through organizational learning initiatives.

Pengembangan Buku Lesson Study khusus Pendidikan Biologi Berbasis Pendekatan Saintifik Jodion Siburian; Ali Sadikin; Muhammad Yusuf; Dian Arisandy Eka Putra Sembiring
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.3734

Prospective biology teachers need to be well prepared, not only in terms of biology content but also their teaching skills, including lesson study. This study aims to developing a biology lesson study book based on scientific approach. The research method used is research and development by adopting the ADDIE model. The research instrument used was a questionnaire to measure the responses of experts, teachers and students to the quality of the book. This research also pays attention to qualitative (suggestions and comments) and quantitative data. The results showed that the book was considered feasible by experts. Teacher and student responses also showed a positive impact on the use of the book. The test results also showed an increase in learning outcomes. So, the book can be used in classroom learning.

DESAIN ORGANISASI PEMBELAJARAN, KEPUASAN, DAN KINERJA MELALUI KESEJAHTERAAN, INOVASI, DAN KOMITMEN GURU ASN DAN NON-ASN: STUDI PADA SEKOLAH MENENGAH DI KOTA JAMBI (PENDEKATAN STRUCTURAL EQUATION MODELING) Hansein Arif Wijaya; Robi Hendra; Muhammad Fauzan; Dian Arisandy Eka Putra Sembiring
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1684

This study examines the impact of organizational learning design on teacher performance and job satisfaction in secondary schools, focusing on well-being, innovation, and commitment as mediating factors. Using a quantitative survey method, data were collected from 367 S1-certified teachers in Jambi City, Indonesia. The survey included 54 items adapted from established scales related to organizational learning, teacher satisfaction, commitment, innovation, performance, and well-being. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational learning design significantly influences teacher commitment and well-being, both of which positively affect job satisfaction and performance. However, the effect of innovation on performance was non-significant, suggesting a need for more targeted strategies to integrate innovation into teaching practices. These results emphasize the importance of a supportive organizational learning environment to enhance teacher engagement and effectiveness. Recommendations are offered for educational policymakers to bolster teacher well-being and commitment through organizational learning initiatives.

Literature Review: Kajian Sistematis Model Problem Based Learning Berbantuan Media Pembelajaran Terhadap Peningkatan Literasi Media Siswa Marina Girsang; Jodion Siburian; Dian Arisandy Eka Putra Sembiring
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 1 (2026): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v8i1.8898

Literasi media merupakan kompetensi penting bagi siswa di era digital. Problem Based Learning (PBL) dipandang sebagai pendekatan pembelajaran yang relevan untuk mengembangkan kemampuan literasi media siswa. Penelitian ini bertujuan untuk mengkaji efektivitas PBL dalam meningkatkan literasi media siswa melalui studi literatur. Metode yang digunakan adalah literature review terhadap 15 artikel jurnal nasional terakreditasi yang dipublikasikan dalam rentang tahun 2020–2025. Artikel dipilih berdasarkan kriteria relevansi dengan topik literasi media dan PBL serta memuat hasil penelitian empiris, dan ditelusuri melalui basis data Google Scholar. Data dianalisis secara deskriptif dengan menelaah model pembelajaran, jenis media yang digunakan, serta hasil penerapan PBL. Hasil kajian menunjukkan adanya pola temuan yang konsisten bahwa penerapan PBL yang dipadukan dengan berbagai media pembelajaran seperti media pansi, media pohon, modul digital, magic box, konten digital, media audiovisual, aplikasi pembelajaran, media matematika, puzzle, video, media sosial, YouTube, serta game pembelajaran cenderung meningkatkan kemampuan literasi media siswa. PBL mendorong keterlibatan aktif siswa dalam pemecahan masalah kontekstual, yang berdampak pada peningkatan kemampuan analisis, evaluasi, dan pemanfaatan konten media secara kritis. Simpulan penelitian ini menegaskan bahwa PBL merupakan model pembelajaran yang efektif dan adaptif dalam meningkatkan literasi media siswa di era digital, serta memiliki potensi luas untuk diterapkan dalam berbagai konteks pembelajaran

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