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All Journal PENA SAINS Jurnal Pendidikan Biologi WACANA DIDAKTIKA Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi JPBIO (Jurnal Pendidikan Biologi) Bioedusiana: Jurnal Pendidikan Biologi Asian Journal of Agriculture Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan dan Kebudayaan Indo-MathEdu Intellectuals Journal Biology and Education Journal (BaEJ) Jurnal Pengabdian Masyarakat Indonesian Journal of Biology Education Multi Discere Journal DIDAKTIKA
Linda Tri Antika, Linda Tri
Universitas Islam Madura
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Does Guided Inquiry Affect Self-Regulated Learning? Anam, Syahrul; Antika, Linda Tri
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 1 No. 1 (2023): April 2023
Publisher : Lombok Institute

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

Abstract

Education currently requires students to manage their learning independently. This will support student achievement because students can set learning goals, monitor, set learning strategies, and even evaluate their learning. The application of the guided inquiry learning model is believed to be able to develop student self-regulated learning. This study aims to determine the effect of guided inquiry on student self-regulated learning. This research is a quasi-experimental study with a nonequivalent pretest–posttest control group design. The subjects of this study were 20 students in class X IPA A as an experimental class and class X IPA B with a total of 23 students as a control class. Self-regulated learning was measured using a questionnaire adapted from Marchis & Balogh. Prerequisite tests for normality, homogeneity, and prerequisite tests on the slope of the regression line between the covariates and the dependent variable are carried out before testing the hypothesis, followed by the Quade's Rank test. The study's results revealed that guided inquiry did not affect students' Self-regulated learning. Other factors or variables outside the research, such as learning motivation, learning regulation, discipline, self-confidence, and student learning styles, are thought to influence Self-regulated learning. In addition, the relatively short time of conducting guided inquiry is also believed to cause the lack of influence on student self-regulated learning.
No Correlation between Self-Directed Learning and Life Skills: How to Explain? Yanti, Indah; Antika, Linda Tri
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 1 No. 2 (2023): October 2023
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v1i2.6

Abstract

21st-century education demands students to possess learning and innovation skills, proficiency in using technology, information media literacy, and life skills. This research aims to determine the correlation between students' self-directed learning and life skills. The subjects of this study were XF class students, totalling 32 students. Self-directed learning was measured using a questionnaire, including students' interest in learning biology, self-efficacy, self-assessment, and self-reaction. Meanwhile, life skills were measured using an observation sheet covering interpersonal skills, goal setting and collaborative achievement, responsibility, and management. Learning was conducted by implementing guided inquiry-based learning. This research is a correlational study using regression correlation through the SPSS program. The results of this study indicate no correlation between self-directed learning and students' life skills. Guided inquiry remains a reference in efforts to empower self-directed learning and life skills.
Problem-Based Learning dan Pengaruhnya Terhadap Penguasaan Konsep Biologi: Studi Eksperimen di Sekolah Berbasis Pondok Pesantren Ibana, Lukluk; Antika, Linda Tri; Fathir, Akhmad; Rofiqi, Rofiqi
Indo-MathEdu Intellectuals Journal Vol. 6 No. 4 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i4.3518

Abstract

Biology education at the secondary school level plays a crucial role in shaping students' understanding of scientific concepts related to life. One of the main challenges in biology learning is the low level of students’ conceptual understanding, which can impact their critical thinking and problem-solving abilities. This study aims to examine the effect of the Problem-Based Learning (PBL) model on students' understanding of biology concepts. The subjects of the study were students from class X-A Science and X-B Science at MA Miftahul Ulum Nagasari Congkop Tlambah, Karang Penang, Sampang, during the second semester of the 2022/2023 academic year. This research employed a quantitative approach with a quasi-experimental design, specifically using the non-equivalent pretest-posttest control group design. The instruments used are the Student Worksheet (LKPD), test devices (pretest and posttest), and observation sheets for the implementation of PBL syntax. The data analysis used is inferential statistics with parametric statistical techniques. Students’ conceptual understanding of biology was measured using a scoring rubric based on the revised Bloom’s Taxonomy by Anderson & Krathwohl, integrated into a written test. Data analysis was conducted using Quade’s Rank test with the help of SPSS version 28.00. The results showed that the PBL model had a significant effect on students' understanding of biology concepts, with an effect size of 0.299.
Model Pendidikan Berbasis Lima Menara Ilmu: Kajian Integrasi Nilai Keislaman, Keindonesiaan, Kemaduraan, Kepesantrenan, dan Keaswajaan dalam Pembelajaran Sains Budiyono, Agus; Haris, Abd.; Antika, Linda Tri; Wildani, Arin; Hotimah, Hosnol
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3275

Abstract

Meningkatnya kebutuhan untuk menjembatani dikotomi antara ilmu agama dan ilmu pengetahuan dalam pendidikan tinggi Islam, khususnya dalam konteks pesantren yang menempatkan pendidikan berbasis nilai sebagai hal yang utama, maka dibutuhkan suatu konep integrasi keilmuan. Penelitian ini bertujuan untuk mengembangkan konsep integrasi Lima Menara Ilmu dalam pembelajaran sains di Universitas Islam Madura (UIM) sebagai model pendidikan berbasis pesantren yang relevan bagi Perguruan Tinggi Keagamaan Islam Swasta (PTKIS) lainnya di Indonesia. Latar belakang penelitian ini didasarkan pada pentingnya mengharmoniskan ilmu sains dengan nilai-nilai Keislaman, Keindonesiaan, Kemaduraan, Kepesantrenan, dan Keaswajaan dalam satu sistem pembelajaran yang komprehensif. Metode penelitian yang digunakan adalah kajian pustaka dan Focus Group Discussion (FGD) dengan 15 ahli dari bidang sains, pendidikan agama Islam, studi Islam, Pancasila dan kewarganegaraan, dan budayawan untuk merumuskan sintesis integratif dalam lima tingkatan: filosofi, metode dan pendekatan riset, materi, strategi pembelajaran, serta evaluasi. Hasil penelitian menunjukkan bahwa setiap nilai memiliki peran penting dalam membentuk karakter akademik dan moral mahasiswa, di mana nilai Keislaman memperkuat landasan epistemologi berbasis wahyu, Keindonesiaan menanamkan nasionalisme, Kemaduraan mengangkat etnosains lokal, Kepesantrenan menginternalisasi tradisi akademik khas pesantren, dan Keaswajaan membangun sikap moderat dan toleran. Integrasi kelima pilar ini menciptakan model pembelajaran sains yang komprehensif dan relevan secara kontekstual. Integrasi ini diharapkan dapat diterapkan pada PTKIS berbasis pesantren lainnya untuk menghasilkan lulusan yang tidak hanya unggul dalam sains tetapi juga memiliki karakter religius, nasionalis, dan berwawasan budaya.
UPAYA PENINGKATAN KUALITAS PEMBELAJARAN MELALUI PENDAMPINGAN PEMBUATAN ALAT PERAGA BAGI GURU SMA Budiyono, Agus; Rohmah, Fathatur; Wildani, Arin; Kamariyah, El Indahnia; Antika, Linda Tri
JPM: Jurnal Pengabdian Masyarakat Vol 4 No 2 (2025): Jurnal Pengabdian Masyarakat
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jpm.v4i2.42748

Abstract

Proses pembelajaran yang dilaksanakan di MA Miftahul Ulum Bettet, Pamekasan, Jawa Timur, terutama mengandalkan metode ceramah yang didukung oleh bahan cetak seperti buku teks dan lembar kerja siswa sebagai sumber belajar utama. Penggunaan alat peraga, khususnya dalam pembelajaran fisika, masih sangat terbatas. Kurangnya pemanfaatan media dalam pembelajaran fisika menyebabkan suasana kelas monoton dan tidak menarik, menyebabkan siswa kehilangan minat terhadap mata pelajaran. Berdasarkan diskusi dengan sekolah mitra, masalah utama yang diidentifikasi adalah tidak adanya alat peraga sebagai media pembelajaran dalam pembelajaran fisika, yang mengakibatkan ketergantungan yang tinggi pada buku teks bagi siswa dan guru. Menanggapi masalah ini, sekolah mitra memerlukan bantuan dalam mengembangkan alat peraga untuk digunakan sebagai media dalam pembelajaran fisika. Program pengabdian kepada masyarakat yang dilaksanakan meliputi lokakarya pembuatan alat peraga, serta implementasi dan pendampingannya. Program ini disimpulkan sangat berhasil. Hal ini didukung oleh hasil skor kuesioner dari guru dan siswa, dengan skor respons motivasi sebesar 84,75% (berkategori sangat memotivasi) dan skor kepraktisan dan efektivitas sebesar 91% (berkategori sangat praktis dan efektif). Kata Kunci: Lokakarya, Implementasi, Pendampingan, Alat Peraga, Fisika
Analyzing the Influence of Problem-Based Learning on Collaborative Skills: Evidence of a Large Effect Size Arifin, Moh. Samsul; Antika, Linda Tri
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2863

Abstract

Collaboration skills are essential competencies emphasized in the Merdeka Curriculum as part of the gotong royong dimension in the Pancasila Student Profile. However, observations at an Islamic boarding school-based senior high school in Madura indicated that students' collaboration skills were still low due to the dominance of teacher-centered learning. This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the collaboration skills of tenth-grade students in biology learning. A quantitative approach was used with a quasi-experimental design involving a non-equivalent control group. The participants consisted of 62 students, divided into an experimental group (n = 32) that received PBL treatment and a control group (n = 30) that received direct instruction. Data on collaboration skills were collected using an observation sheet adapted from Hermawan, Widodo, and Saputra (2017), covering aspects such as contribution, time management, problem-solving, teamwork, and inquiry. The results of the Mann–Whitney U test showed a significant difference between the groups (U = 26.500, Z = –6.456, p < .001), with the experimental group achieving a higher median score (15.00) than the control group (10.00). The effect size was 1.60, indicating a significant effect. These findings demonstrate that PBL is effective in enhancing students' collaboration skills through active learning processes, and it is recommended for broader implementation in Islamic boarding school-based schools to support 21st-century education goals.
Student’s scientific argumentation skills in biology: A gender-based analysis Nisak, Hoirun; Antika, Linda Tri
JPBIO (Jurnal Pendidikan Biologi) Vol 9, No 2 (2024): November 2024
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v9i2.3684

Abstract

Scientific argumentation skill is important to develop in learning because it empowers students' way of thinking in forming new knowledge, stimulates activity, learns to solve problems, build socio-cultural activities through presentations and criticism, encourages students to express their thoughts, understand concepts more easily and get used to critical thinking and logical. This research aimed to determine the significance of differences between scientific argumentation skills based on gender. Research data was obtained from sample class data, namely class XI Science at Bustanul Mubtadiin Proppo Pamekasan High School with 22 students. Measurement of scientific argumentation skills based on gender using an essay writing test with a scientific argumentation rubric using the Osborne Argument Model. Aspects measured were based on the quality of rebuttal, data, collateral, support, refutation, or presence of conflicting claims. The hypothesis test used was an independent sample T-Test using the Jamovi Statistics program. This study reported that the scientific argumentation skills of male and female students were significantly different, which scientific argumentation skills of female students were higher than males. This research provided implications for students to be skilled in scientific argumentation, especially in biology.
Post-Covid-19 Learning: Problem-Based Learning and Its Effect on Critical Thinking Skills Antika, Linda Tri; Rofiqi, Rofiqi; Fathir, Akhmad; Haikal, Moch.
Bioedusiana: Jurnal Pendidikan Biologi Vol 7, No 2 (2022): Bioedusiana
Publisher : Jurusan Pendidikan Biologi - Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/bioed.v7i2.10082

Abstract

MA Miftahul Ulum Nagasari Congkop Tlambah Karang Penang Sampang Madura is one of the schools in Madura, which still showed the condition of students who were not accustomed to high-level thinking, including critical thinking skills, so that it had an impact on learning outcomes that were not optimal. This study aimed to determine the effect of PBL on critical thinking skills. The subjects of this study were students of class X A IPA and class X B IPA at MA Miftahul Ulum Nagasari Congkop Tlambah Karang Penang Sampang in the second semester of academic year2021/2022. This research is quantitative research with a quasi-experimental type. This research design used a non-equivalent pretest-posttest control group research design. Critical thinking skills were measured using the critical thinking skills rubric, where critical thinking skills scoring was integrated with a written test. The technical analysis used was Quade's Rank with SPSS 28.00. The results of this study indicated that there was an effect of the PBL learning model on students' critical thinking skills. The effect size of PBL on students' critical thinking skills was 0.289.
Guided Inquiry and It's Influence on Evolution Concept Mastery: A Challenge in Islamic Boarding Schools Ulfa, Winda Maria; Antika, Linda Tri; Haikal, Moch.; Fathir, Akhmad
Indonesian Journal of Biology Education Vol. 7 No. 2 (2024): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v7i2.1671

Abstract

Today's education requires students to manage their learning independently, so that students can set learning goals, set strategies, and even evaluate learning, so that students' understanding of concepts increases. This is related to the learning model used, one of which is guided inquiry. This study aims to determine the influence of guided inquiry on the understanding of the concept of evolution. This study is a quantitative research with a quasi-experimental research design with a non-equivalent pretes-postes control group design The subjects in this study are students of class XII IPA MA Miftahul Ulum Bettet Pamekasan even semester of the 2024/2025 academic year. Class XII Science B is an experimental class with 32 students, while class XII Science C is a control class with 31 students. Sampling was carried out by random sampling technique. The hypothesis test in this study uses the Unpaired T Test. The results showed that there was no influence of guided inquiry on the understanding of the concept of evolution. However, guided inquiry remains a reference for a learning model that can empower a variety of skills for students. Researchers should then consider the factors of student readiness, especially in student habits and learning styles, time factors, and teachers or researchers should have mastered the learning model to be used.
Understanding the Relationship Between Learning Motivation and Science Process Skills in Biology Learning: A Correlational Study Susanti, Tri Suci; Antika, Linda Tri
Indonesian Journal of Biology Education Vol. 8 No. 1 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i1.2134

Abstract

This study was based on the importance of motivation as an internal factor that influences student engagement in learning, particularly in developing science process skills, which are central to the scientific learning approach. Lack of self-motivation shows that students are less active in learning activities. This study aimed to determine the correlation between learning motivation and students' science process skills. This research used the Guided Inquiry model to enhance learning motivation and science process skills. The subjects of this study were students class X-A of Islamic boarding school in Pamekasan in 2023/2024 academic year with 23 students. This research was a correlational study with regression correlation analysis techniques. Data collection on learning motivation used ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation questionnaire, while science process skills used a rubric. The results of this study indicated that there was a significant relationship between learning motivation and science process skills. The regression analysis results showed a large R value of 0.647 which indicated that there was high relationship between learning motivation and science process skills. The findings indicated that an increase in students’ learning motivation was associated with an improvement in their science process skills. Guided Inquiry learning model can be a recommended model in empowering students' learning motivation and science process skills, especially in biology learning.
Co-Authors Abd. Haris Abrori, Feri Agus Budiyono Agus Budiyono Akhmad Fathir Akhmad Fathir Anam, Syahrul Andriansyah Andriansyah Arifin, Moh. Samsul Arin Wildani Atikutul Mukarromah el indahnia kamariyah, el indahnia Fathatur Rohmah, Fathatur Haikal, Moch. Hoirun Nisak, Hoirun Hosnol Hotimah Ibana, Lukluk Indah Yanti Lukluk Ibana Minhatul Muyassaroh Moch Haikal Moch. Haikal Naja, Faizatun Nisak, Nafilatun Rofiqi, Rofiqi Safitri, Noviana Indah Saiful Hadi Sukron Sukron Susanti, Tri Suci Syarif, Nor Cholida Syarofah, Iin Ufiqurrohman, Ufiqurrohman Ulfa, Winda Maria