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PENGEMBANGAN MODEL JURNAL BELAJAR Lianto Lianto; Abdul Wahab Jufri; I Wayan Merta
Jurnal Pijar Mipa Vol. 13 No. 2 (2018): September
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram

Penelitian ini bertujuan untuk mengembangkan model jurnal belajar dan mengetahui respon siswa terhadap jurnal belajar yang telah dikembangkan. Penelitian ini tergolong jenis Research and Development (R&D) yang dilaksanakan dengan mengikuti langkah-langkah model ADDIE (Analysis, Design, Development, Implementation dan Evaluation). Proses pengembangan terdiri atas tiga tahap yaitu uji ahli, uji kelompok kecil dan uji lapangan terbatas. Model jurnal belajar yang dikembangkan diberi nama model jurnal belajar kotak berhias yang terdiri atas: 1) tampilan jurnal belajar; 2) identitas siswa; 3) petunjuk penulisan jurnal belajar; dan 4) kotak pertanyaan yang bertujuan untuk meningkatkan motivasi belajar siswa dan membantu memperkuat memori siswa terhadap materi pelajaran. Subjek uji coba adalah siswa kelas X IPA 1 SMA Negeri 2 Labuapi tahun ajaran 2016/2017 yang berjumlah 26 orang. Instrumen dalam penelitian ini terdiri atasÃÂ lembar validasi jurnal belajar dan angket respon siswa. Hasil penelitian menunjukkan bahwa: 1) keempat validator memberi kategori sangat layak untuk digunakan terhadap model jurnal belajar kotak berhias yang telah dikembangkan (skor rata-rata 3,42); 2) sebesar 65,4% siswa memberi respon sangat menarik terhadap kemenarikan tampilan model jurnal belajar kotak berhias dan sisanya sebesar 34,6% memberi respon menarik; dan 3) sebesar 50% siswa memberi respon sangat bermanfaat terhadap kebermanfaatan model jurnal belajar kotak berhias dan 50% lainnya memberi respon bermanfaat. Dapat disimpulkan bahwa model jurnal belajar kotak berhias yang dikembangkan telah layak untuk digunakan dan mendapatkan respon sangat menarik serta bermanfaat.

Profile of Students Collaboration Skills, Critical Thinking, and Cognitive Learning Outcomes Lianto, Lianto; Lestari, Sri Rahayu; Susanto, Hendra
Jurnal Pijar Mipa Vol. 20 No. 3 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i3.8886

Undergraduate graduates must achieve the Indonesian National Qualifications Framework level 6. The graduate profile can be accomplished by enhancing 21st-century competencies, namely collaboration, critical thinking, and cognitive learning outcomes. This study aimed to examine the profile of students’ collaboration, critical thinking skills, and cognitive learning outcomes. This study included 73 students majoring in Biology from the Faculty of Mathematics and Natural Sciences at the State University of Malang. The study employed a quantitative descriptive. The method used was a survey. The instruments used were questionnaires for collaboration skills and tests for critical thinking and cognitive learning outcomes. Data analysis was accomplished by computing the average value of the indicators. The computation results were then applied to the criterion table and categorized accordingly. The results showed that students' collaboration skills were characterized as very good, with more than 75% of students scoring excellent or good on each criteria. Students' critical thinking skills remained moderate, with more than 75% of students scoring moderately on application, analysis, and evaluation markers. Students' cognitive learning outcomes were still classed as moderate, with the majority of students scoring moderately on all indicators. İt can be concluded that student collaboration skills are categorized as excellent, students' critical thinking skills are categorized as intermediate, and students' cognitive learning outcomes remain moderate.

The Correlation of Students’ Communication and Collaboration Skills to Work Ethics through Project-Based Learning Lianto, Lianto; Rohayati, Yulista Trias; Lestari, Sri Rahayu
Acta Pedagogia Asiana Volume 5 - Issue 1 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i1.805

Effective communication and collaboration were vital competencies that students needed to master to enhance their work ethic in the 21st century. This study sought to investigate the relationship between communication, teamwork, and work ethic qualities in the context of Project-Based Learning (PBL). The sample for this study comprised students enrolled in an introductory immunology course at the Faculty of Biology, Malang State University, Indonesia. Data were analyzed using multiple regression and correlation analysis. The findings indicated a correlation among communication, collaboration, and work ethic skills. Communication and teamwork contributed 61.5% to students' work ethic skills in project-based learning. The project-based learning style was crucial for enhancing students' communication and collaboration abilities. Project-based learning also influenced students' work ethic. It was strongly recommended to implement the project-based learning approach in higher education institutions to enhance students' 21st-century competencies.

Promoting Students Critical Thinking and Cognitive Learning Outcomes through Problem-Based Learning integrated with Mind-Mapping Lianto, Lianto; Rohayati, Yulista Trias
Jurnal Pijar Mipa Vol. 20 No. 7 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i7.10243

Critical thinking and advanced cognitive abilities are vital competencies in 21st-century biology education, especially in complicated subjects like immunology. Innovative pedagogical methods are crucial for helping pupils overcome learning challenges and develop a deep understanding. This study examines the integration of problem-based learning (PBL) with mind-mapping approaches to enhance undergraduates' critical thinking and cognitive learning in immunology education, a field often regarded as complex and interdisciplinary. A quasi-experimental one-group pretest-posttest design was utilized, comprising 23 undergraduate students participating in a fundamental immunology course at the State University of Malang, Indonesia. Data were gathered using essay-based evaluations and evaluated employing paired t-tests, N-gain scores, and effect size computations. The results demonstrated substantial enhancements in both critical thinking and cognitive learning outcomes post-intervention, with impact sizes classified as big to very large. The extent of improvement differed among indicators, exhibiting moderate advancements in applying, evaluating, and analyzing, whereas synthesis showed only modest advancement. The results indicate that PBL combined with mind-mapping can effectively enhance higher-order thinking skills in complex subjects, providing dual scaffolding that aids students in organizing intricate concepts, visualizing relationships, and reinforcing higher-order thinking abilities.

Pelatihan Penyusunan Perangkat Pembelajaran Berbasis Problem-Based Learning dan Project-Based Learning untuk Melatih Keterampilan Abad Ke-21 Sebagai Upaya untuk Mewujudkan SDG Nomor 4 Lianto; Bachtiar, Imam; Sakaroni, Rubiyatna; Adawiyah, Marosa Robi’atul; Nuraisyah
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.12854

Keterampilan abad ke-21 seperti berpikir kritis, komunikasi, kolaborasi, dan kreativitas masih belum berkembang optimal pada siswa, salah satunya disebabkan pembelajaran yang cenderung berpusat pada guru. Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) merupakan model pembelajaran yang terbukti efektif dalam melatih keterampilan tersebut. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melatih guru IPA SMP di Kabupaten Lombok Timur dalam menyusun perangkat pembelajaran berbasis PBL dan PjBL sebagai upaya mendukung tercapainya SDGs nomor 4, yaitu Pendidikan Berkualitas. Metode pelaksanaan meliputi sosialisasi, pelatihan, pendampingan, serta evaluasi produk perangkat pembelajaran yang dikembangkan guru mitra. Hasil kegiatan menunjukkan peningkatan signifikan, di mana 96% guru mampu menyusun perangkat pembelajaran sesuai sintaks PBL dan PjBL, 75% mampu menyusun alokasi waktu dengan tepat, serta 100% memiliki kesadaran yang tinggi mengenai pentingnya penerapan model pembelajaran tersebut. Meski demikian, hanya 56% guru yang sudah dapat merancang permasalahan sesuai karakteristik model. Kegiatan pengabdian ini diharapkan menjadi langkah awal dalam memperkuat kompetensi guru sekaligus meningkatkan kualitas pembelajaran IPA berbasis keterampilan abad ke-21.

Sosialisasi Pembelajaran Visual Model SrVER Berbantukan AR untuk Guru IPA di Kabupaten Lombok Timur Handayani, Baiq Sri; Suyantri, Eni; Lestari, Tri Ayu; Adawiyah, Marosa Robi’atul; Lianto
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.13408

kegiatan pengabdian kepada masyarakat bertujuan untuk meningkatkan wawasan guru mengenai model pembelajaran SrVER (Screening, Visualization, Elaboration, dan Reflection). Berbantukan media Augmented Reality (AR). Kegiatan dilaksanakan di SMP Negeri 1 Sukamulia pada tanggal 24 Juli 2025 dan diikuti oleh 39 guru anggota MGMP IPA. Metode pelaksanaan kegiatan meliputi survei awal untuk memetakan pengetahuan awal guru, penyampaian materi sosialisasi dengan sistem panel, serta diskusi dan simulasi penggunaan media AR. Hasil survei awal menunjukkan bahwa sebagian besar guru belum mengenal dan memahami langkah penerapan model SrVER, serta masih mengalami kendala dalam menerapkan pembelajaran interaktif. Pelaksanaan sosialisasi berjalan dengan antusias, guru menunjukkan minat terhadap penerapan AR dalam pembelajaran, meskipun sebagian guru masih menghadapi keterbatasan sarana dan keterampilan penggunaan teknologi. Kegiatan ini memberikan kontribusi nyata dalam memperluas wawasan guru mengenai inovasi model dan media pembelajaran yang dapat diimplementasikan di kelas, serta membuka peluang untuk tindak lanjut berupa pelatihan dan pendampingan lanjutan.

Effectiveness of Instructional Approaches in Promoting Ocean Literacy in Formal Education: A Systematic Literature Review Lianto; Marosa Robi'atul Adawiyah
Journal of Classroom Action Research Vol. 8 No. 2 (2026): May 2026
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i2.14892

Ocean literacy is increasingly recognized as a key component of education for sustainable development, particularly in addressing global marine challenges. However, its integration into formal education remains limited, and the effectiveness of instructional approaches is not yet well understood. This study aims to examine instructional approaches used to promote ocean literacy in formal education, analyze their pedagogical characteristics, evaluate their effectiveness based on learning outcomes, and identify research gaps. A systematic literature review (SLR) was conducted using the Scopus database, covering publications from 2016 to 2026. The study selection followed PRISMA guidelines, resulting in four empirical studies that met the inclusion criteria. The findings indicate that inquiry-based learning (IBL) is the most consistently implemented and effective approach, particularly when combined with experiential and context-based activities such as fieldwork and hands-on practices. These approaches significantly improve students’ knowledge, attitudes, and pro-environmental behavior. In contrast, project-based learning (PjBL) demonstrates moderate and inconsistent effectiveness. Although problem-based learning (PBL) and case-based learning (CBL) are frequently recommended in the literature, no empirical evidence of their implementation was identified. These findings highlight a significant concept–practice gap between theoretically proposed approaches and their practical application. This study emphasizes the importance of experiential inquiry and recommends further empirical research on underutilized approaches such as PBL and CBL.

Assessment of Biology Laboratory Management and Facilities in Public Senior High Schools Lianto; Novela Memiasih
Jurnal Biogenerasi Vol. 11 No. 2 (2026): April - Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/qwqdnv69

Biology laboratories play an important role in supporting practical learning activities and developing students’ scientific skills in science education. Effective laboratory management and adequate facilities are necessary to ensure that practical activities are conducted safely and optimally. This study aimed to analyse: (1) the management of biology laboratories, (2) the completeness of biology laboratory facilities and materials, and (3) the implementation of laboratory management practices in public senior high schools in Malang City. This study employed a descriptive research design using percentage-based statistical analysis. The population consisted of 10 public senior high schools in Malang City, and 3 schools were purposively selected based on school zoning representation and Accreditation A status. The respondents included biology teachers, laboratory heads, and laboratory assistants. Data were collected through observations, questionnaires, interviews, and documentation. The research instruments were validated through expert judgment by biology education lecturers. The results showed that overall management of biology laboratories was rated very good, with an average score of 87.69%. Material ordering, storage, and safety and maintenance management were generally implemented effectively. The completeness of biology laboratory facilities and materials was also categorised as very complete, with an average percentage of 89.20%. However, several weaknesses remained, particularly in hazardous waste disposal, laboratory safety practices, and infrastructure maintenance. Overall, biology laboratories in public senior high schools in Malang City were adequately managed and equipped to support biology practical learning activities.

Information Literacy and Digital Literacy as Predictors of Students Cognitive Learning Outcomes in General Biology Lianto Lianto; Marosa Robiatul Adawiyah; Tri Ayu Lestari
Jurnal Pijar MIPA Vol. 21 No. 3 (2026)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v21i3.11795

The rapid digital transformation in higher education highlights the importance of literacy competencies that enable students to effectively access, evaluate, and utilize information. This study aimed to examine the relationship between information literacy (IL), digital literacy (DL), and students’ cognitive learning outcomes (CLO). A quantitative correlational design was employed involving 78 undergraduate students enrolled in a General Biology course. Data were collected using a literacy questionnaire and a cognitive test. Assumptions of normality, linearity, and multicollinearity were met prior to analysis. Multiple regression analysis revealed that IL and DL simultaneously had a significant relationship with CLO (p < 0.05; R = 0.417; R² = 0.174), while partial effects were not significant. This study demonstrates that IL and DL act as complementary rather than independent predictors of cognitive outcomes. The findings imply that integrating both literacies into instructional design is essential to enhance students’ academic performance in digital learning environments. The study contributes to the growing literature on literacy integration in higher education and implies that instructional design should integrate information and digital literacy simultaneously to support meaningful learning and improve students’ academic performance in digital learning environments

From Classroom Explanation to Public Engagement: A Systematic Review of Science Communication Practices in Formal Education Lianto; Robi'atul Adawiyah, Marosa; Ayu Lestari, Tri; Amaliya Rha'ifa, Febrina; Rahmawati, Salsabila
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/6kjzzv57

Science communication is increasingly recognized as a key competency in science education; however, its implementation within formal educational settings remains fragmented. Using a systematic literature review approach based on the Denyer and Tranfield framework and guided by the PRISMA protocol, this study synthesized 13 empirical studies published between 2016 and 2025 to examine how science communication is integrated into formal science education and to develop a developmental framework that explains its progression across educational levels. The findings indicate that science communication is predominantly embedded within active-learning pedagogies, including inquiry-based, problem-based, and project-based learning. In school contexts, communication practices are largely limited to classroom-bound activities such as explaining experimental results and reporting findings. In contrast, undergraduate education demonstrates a broader range of practices, including podcast production, blog writing, Wikipedia editing, and press release development, often targeting non-expert audiences. The review highlights three key patterns. First, science communication is most effectively developed when integrated into authentic learning tasks. Second, communication practices in undergraduate contexts are more diverse and publicly oriented than those in school settings. Third, assessment approaches remain inconsistent and largely non-standardized across studies. This study contributes to the literature by conceptualizing science communication as a multidimensional and audience-oriented practice that evolves across educational levels. The findings suggest the need for more explicit integration of authentic communication tasks and the development of robust assessment frameworks, particularly in school science education.

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