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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Journal of Education and Instruction (JOEAI) Biology and Education Journal (BaEJ)
Diana Zulyetti, Diana
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan Lembar Kerja Siswa (LKS) Biologi Berbasis Keislaman pada Materi Sistem Reproduksi Suhaili, Hidayati; Zulyetti, Diana; Hidayat, Opi Rahmah; Dinda, Mutiara
JOEAI (Journal of Education and Instruction) Vol. 5 No. 2 (2022): Journal of Education and Instruction (JOEAI)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v5i2.4962

Abstract

This study aims to produce Islamic-based Student Worksheets (LKS) on reproductive system material for class XI students that are valid and practical. This research method uses the development method, using the 4-D (four D) model, define, design, develop, and deploy. Given the limitations of the authors, this study only uses three stages of development, namely the define, design, and develop stages. The results of the study explain the processing of questionnaire validation data, resulting in a percentage of 97.3% belonging to the very valid category. The results of the practicality questionnaire test for teacher responses were 88% in the category of very practical results and 85% of students' responses to practicality were in the very practical category. In conclusion, the worksheets developed have very valid qualities and are very practical for use by teachers and students, so they are suitable for use as learning worksheets in the subject of Islamic Biology Reproductive Systems Keywords: Biology Student Work Institute, Islam, Reproductive System
Comparative analysis of environmental awareness among students in senior high schools, vocational schools, and islamic schools: Implications for enhancing naturalistic intelligence Zulyetti, Diana; Wiyaguba, Depitra; Lufri, Lufri; Andromeda, Andromeda; Mufit, Fatni
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 1 (2025): April 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i1.97546

Abstract

Environmental awareness is crucial for fostering responsible behaviors towards the environment, and understanding the variations among different educational settings can inform targeted educational strategies. This study aims to examine differences in environmental awareness among students from three types of secondary educational institutions—Senior High Schools (SMA), Vocational Schools (SMK), and Islamic Senior High Schools (Madrasah Aliyah)—using a descriptive-comparative quantitative approach. Furthermore, it seeks to explore the implications of students’ environmental awareness on the development of their naturalistic intelligence, particularly through experiential learning activities that address real-world ecological challenges. Data had been collected using a structured questionnaire that had been compiled and analyzed using the RASCH program. Based on the results of the analysis using the Ministeps (RASCH) program, 25 items of the environmental awareness rating scale instrument were obtained from 240 subjects from senior high schools, vocational schools, and Madrasah Aliyah. The data analysis technique in this research applied Kruskal-Wallis. The result of this research showed that the level of environmental awareness of students in the public senior high school was higher than Madrasah Aliyah, followed by the vocational school. Increased environmental awareness has the potential to stimulate students' naturalistic intelligence, fostering a deeper understanding of ecological systems and promoting sustainable behaviours through experiential learning activities that address real-world environmental issues.
Integration of Traditional Ecological Knowledge in Problem-Solving Model: Its Impact on Students' Learning Outcomes and Environmental Awareness Zulyetti, Diana; Salsa Billa Ramadhani; Opi Rahmah Hidayat; Nurleila Sitepu; Elijonnahdi
Biology and Education Journal Vol. 6 No. 1 (2026): Biology and Education Journal (BaEJ)
Publisher : Universitas Islam Riau (UIR) Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/baej.2026.27847

Abstract

Students’ low academic achievement and limited environmental awareness suggest that biology instruction has not yet fully supported the development of both conceptual understanding and environmental responsibility. In many cases, learning also remains disconnected from students’ local contexts, particularly from Traditional Ecological Knowledge(TEK), which can make scientific concepts feel less meaningful and relevant to their everyday lives. Addressing this gap requires learning approaches that are both contextual and engaging. Therefore, this study aims to examine the impact of integrating TEK into the Problem Solving model on students’ learning outcomes and environmental awareness. This study employed a quasi-experimental method with a post-test only control group design. The sample consisted of two groups of 10th-grade students at SMA Negeri 4 Payakumbuh, namely an experimental class and a control class. The instruments used included a learning outcome test and an environmental awareness questionnaire, both of which had been validated. Data were analyzed using independent sample t-tests and descriptive analysis. The results showed that students in the experimental class achieved higher average learning outcomes (83.69) compared to those in the control class (78.57), with a statistically significant difference at the 0.05 level (t-calculated = 2.45 > t-table = 1.67). In terms of environmental awareness, students in the experimental class also demonstrated higher scores, particularly in the knowledge aspect (81.80 vs. 73.37) and critical awareness (73.85 vs. 67.24). However, improvements in the attitude and behavior aspects were relatively modest. These findings suggest that integrating TEK into the Problem Solving model can effectively enhance students’ cognitive outcomes and their critical awareness of environmental issues. Nevertheless, fostering changes in environmental attitudes and behaviors may require more sustained and long-term educational interventions.
Co-Authors Andromeda Andromeda Dinda, Mutiara Elijonnahdi Fatni Mufit Lufri Lufri Nurleila Sitepu Opi Rahmah Hidayat Opi Rahmah Hidayat, Opi Rahmah Salsa Billa Ramadhani Suhaili, Hidayati Wiyaguba, Depitra