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Virtual laboratory based online learning: Improving environmental literacy in high school students Anggi Angreani; S. Saefudin; Rini Solihat
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 8 No. 1 (2022): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v8i1.18120

Oftentimes the increase in industrial development is the cause of environmental problems. Environmental problems can be overcome by the presence of humans who care about the environment or have environmental literacy skills. Environmental literacy skills can be instilled from an early age, for example through practicum learning in schools. However, considering that the Covid-19 pandemic is one of the obstacles in carrying out the practice, virtual laboratory-based online learning is carried out. This study was aimed to improve students' environmental literacy through virtual laboratory-based online learning that has been developed. This research is quasi experiment with pre-test and post-test research design Control Group Design. The total sample of the study was 70 students of class X at state senior high school. The research instrument used was in the form of test questions about environmental changes material and environmental literacy questionnaires. The results showed that the N-gain value of environmental literacy in the experimental class was 29% high, 60% moderate, 11.42% low with the percentage of attitudes 66.62% and 63.43% behavior. Meanwhile, for the control class, the N-gain value was 9% high, 48.57% moderate, 42.85% low and 68% attitude and 67% behavior. This shows that virtual laboratory-based online learning contributes to increasing environmental literacy skills.

PENGEMBANGAN MODEL ASESMEN PADA KEGIATAN FIELD TRIP MATA KULIAH EKOLOGI UMUM BERBASIS INKUIRI UNTUK MENINGKATKAN KEMAMPUAN MAHASISWA CALON GURU BIOLOGI Amprasto Amprasto; Nuryani Y. Rustaman; Hertien K. Surtikanti; Saefudin Saefudin
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 17, No 2 (2012): JPMIPA: Volume 17, Issue 2, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i2.36078

ABSTRACTPenelitian pendahuluan menunjukkan bahwa kuliah lapangan Ekologi Umum belum memiliki model penilaian yang dapat secara optimal menilai semua kegiatan mahasiswa. Tujuan penelitian ini adalah untuk mengembangkan "model penilaian" dan untuk mengetahui efektivitas dengan mencoba model dalam kegiatan perjalanan ekologi bidang umum Metode penelitian untuk penelitian kami adalah metode penelitian campuran dengan desain eksploratif. Penilaian dilakukan dari tahap persiapan, selama perjalanan Ekologi Umum lapangan, dan pasca-field trip. kinerja siswa ditentukan oleh diri sendiri dan peer-assessment dengan skor kisaran 0-4. Setelah kunjungan lapangan selesai, pendapat siswa yang terjaring oleh kuesioner dan wawancara. mayoritas siswa ( 90%) menyatakan bahwa "model penilaian" yang berusaha optimal adalah untuk menilai kinerja siswa dan kemampuan kerja ilmiah, meningkatkan keterlibatan siswa dalam proses pembelajaran; mempengaruhi rasa tanggung jawab, interaksi sosial , kepercayaan siswa lain, dan komitmen untuk melakukan pekerjaan yang lebih baik siswa mengaku. memahami kriteria penilaian, tetapi ada beberapa siswa yang tidak suka dengan cara ini dan diasumsikan rekan-rekan mereka tidak cukup kompeten untuk menilai, selain masalah "keadilan ", kritik mengurangi rasa percaya diri, dan merasa buruk menilai teman sendiri. Singkatnya, model penilaian cukup efektif dalam menilai kinerja siswa dalam bidang ekologi umum berbasis inkuiri. Hal ini masih perlu dimodifikasi dalam rubrik penilaian dan strategi penilaian.ABSTRACTPreliminary research indicates that General Ecology field trip does not have a model of assessment that can be optimally assess all student activities. The purpose of this study was to develop a "model of assessment" and to try to determine the effectiveness of the models in ecology field trip activities common research method for our research is mixed research methods to the design of exploratory. Assessment was carried out from the preparation stage, during General Ecology field trip, and postfield trip. student's performance is determined by self-and peer-assessment with a score range of 0-4. After the site visit was completed, students' opinions were netted by questionnaires and interviews. majority of students ( 90%) stated that "assessment model" which seeks optimal is to assess student performance and scientific work ability, improve student engagement in the learning process; affect sense of responsibility, social interaction, trust other students, and a commitment to do the job the better students admitted. understand the assessment criteria, but there are some students who do not like this way and assumed their colleagues are not competent enough to judge, in addition to the problem of "fairness", criticism reduces confidence, and feel bad judge his own friends. In short, the assessment model is quite effective in assessing student performance in the areas of general ecology-based inquiry. It still needs to be modified in the assessment rubrics and assessment strategies.

Field trips based on a focused strategy to stimulate the improvement of students' problem-solving skills on ecosystem materials Saefudin Saefudin; Ari Permana; Amprasto Amprasto
JURNAL BIOEDUKATIKA Vol 10, No 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bioedukatika.v10i1.20875

Improving problem-solving skills has been promoted as a helpful strategy in student learning in the 21st century. Field trips are a learning method that can encourage students to interact directly with natural objects in nature. The learning method is expected to improve students' problem-solving skills. In this case, this research was conducted to find the effect of field trips on improving students' problem-solving skills based on a focused strategy. This research is quasi-experimental research using pre-test and post-test designs. The participants in this study were students from two tenth grades of SMAN in Pameungpeuk, Garut, during the 2019/2020 school year. The data obtained were analyzed using the average comparison test, namely the t-test (for parametric data) and the Mann-Whitney test (for non-parametric data) with a value of 0.05. Based on the analysis, the problem-solving skills of students in the two classes increased in the medium category, and there was a significant difference in the problem-solving skills of students in the two classes with a significant value of 0.044. Thus, it can be concluded that a focused strategy-based field trip affects problem-solving skills and can stimulate the improvement of students' problem-solving skills on ecosystem materials. Therefore, a field trip with a focused strategy can potentially be an alternative method for teachers in high school to improve students' problem-solving skills on ecosystem materials.

Profil Kemampuan Berpikir Kreatif dan Komunikasi Ilmiah Siswa SMP pada Materi Teknologi Ramah Lingkungan Dine Nurdian; Saefudin; Amprasto
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.v9i10.3884

Students' creative thinking and scientific communication skills are needed by students so they can compete healthily and be able to solve various increasingly complex problems in the 21st century. This research aims to determine the profile of student's creative thinking and scientific communication abilities in learning environmentally friendly technology. The method used in this research is quantitative descriptive. The research sample consisted of 35 students, 16 men and 19 women. The instrument used is an essay test on environmentally friendly technology material. For creative thinking skills, indicators for fluent thinking, flexible thinking, original thinking, and the ability to elaborate are used, while for scientific communication indicators for representing knowledge are used. From the results of data analysis, it show that only 1 student (3%) has creative thinking abilities in the high category, 21 students (60%) in the medium category, and 13 students (37%) in the very low category. Students' scientific communication skills for indicators represent 4 students in the very high category (11.4%), 2 students in the high category (5.7%), 10 students in the medium category (28.6%), and 2 students in the low category. (5.7%), and 17 students (48.6%) in the very low category. So students' overall creative thinking and scientific communication abilities must be improved.

Evaluation of Concept Mastery and Representation Skills Assessment in High School on Nervous System Material Mia Angriana Juniarti; Yanti; Saefudin
Al Jahiz Vol 6 No 2 (2025): Al-Jahiz: Journal of Biology Education Research, July-December 2025
Publisher : Faculty of Tarbiyah and Teacher Training UIN Jurai Siwo, Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/al-jahiz.v6i2.10907

Learning demands that students not only memorize facts but also understand concepts in depth to be able to accurately represent scientific phenomena. This research aims to produce a valid assessment of concept mastery and representation skills. This research used descriptive quantitative method with a total of 60 Grade XI students who had received nervous system material. The validity instrument test of concept mastery and representation skills were analyzed based on logical validity and empirical validity. The results of the logical validity of concept mastery questions by expert validator lecturer of 92.69% and biology teacher of 100% indicate that this instrument is highly valid to measure student understanding of nervous system material. The results of the logical validity of the representation skills question by expert validator lecturer of 73.10% and biology teacher of 100% indicate that the test instrument is valid to measure students' representation skills, but moderate revisions are needed. On the other hand, results of empirical validity show that multiple choice questions have a validity of 0.56 and reliability of 0.72, while essay questions have a validity of 0.46 and reliability of 0.63. Thus, the instruments test of concept mastery and representation skills of nervous system material fall into the moderately valid to highly valid category.

Implementation of Biology Learning by Utilizing The Local Potential of The Citarum River to Increase Students' Environmental Literacy on Environmental Change Material Intan Khairani; Saefudin Saefudin; Amprasto Amprasto
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.3638

This study aims to increase students' environmental literacy through the implementation of biology learning by utilizing the local potential of the Citarum River on environmental change material. The research method used is Quasi-experimental. The population in this study were all environmental literacy abilities of class X students of SMA Negeri 1 Baleendah, while the sample in this study was the environmental literacy of class X students of SMA Negeri 1 Baleendah which consisted of two classes as an experimental class and a control class totaling 88 people. The instruments used consisted of multiple choice questions for indicators of environmental literacy, knowledge and cognitive skills, and questionnaires for responsible attitudes and behavior indicators. The results showed that from the pretest and posttest scores there was an increase in scores on indicators of knowledge and cognitive skills seen from the average Ngain in the experimental class of 0.60 which could be categorized as medium and the control class was 0.45 which was categorized as medium. For indicators of responsible attitudes and behavior, the average Ngain score in the experimental class is 0.50, categorized as medium, and in the control class is 0.26, categorized as low. So it can be concluded that the implementation of biology learning by utilizing the local potential of the Citarum River can increase students' environmental literacy

Profil Kemampuan Berpikir Kreatif dan Komunikasi Ilmiah Siswa SMP pada Materi Teknologi Ramah Lingkungan Dine Nurdian; Saefudin; Amprasto
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.v9i10.3884

Students' creative thinking and scientific communication skills are needed by students so they can compete healthily and be able to solve various increasingly complex problems in the 21st century. This research aims to determine the profile of student's creative thinking and scientific communication abilities in learning environmentally friendly technology. The method used in this research is quantitative descriptive. The research sample consisted of 35 students, 16 men and 19 women. The instrument used is an essay test on environmentally friendly technology material. For creative thinking skills, indicators for fluent thinking, flexible thinking, original thinking, and the ability to elaborate are used, while for scientific communication indicators for representing knowledge are used. From the results of data analysis, it show that only 1 student (3%) has creative thinking abilities in the high category, 21 students (60%) in the medium category, and 13 students (37%) in the very low category. Students' scientific communication skills for indicators represent 4 students in the very high category (11.4%), 2 students in the high category (5.7%), 10 students in the medium category (28.6%), and 2 students in the low category. (5.7%), and 17 students (48.6%) in the very low category. So students' overall creative thinking and scientific communication abilities must be improved.

Exploring Students’ Perceptions of Outdoor Biology Learning Activities in Botanical Garden Asyah Dwi Hastika; Saefudin; Bambang Supriatno
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.6718

Outdoor learning has become a relevant learning method to enrich students' learning experience in biology. Botanical gardens, as places that reflect biodiversity, offer unique potential for integrating outdoor learning. This study aims to describe students' perceptions of outdoor learning that has been carried out in the botanical garden as well as the potential and barriers. This research method is a case study. Data collection techniques were questionnaires, structured and semi-structured interviews. The sampling technique used was convenience sampling with a sample of 32 class x students at one of the high schools in Bandung. Responses were expressed in perception numeric index to quantitatively reveal the perceptions of grade 10 students towards the outdoor learning experience that has been carried out. The results revealed that out of 32 respondents, most students showed positive perceptions towards outdoor learning in the botanical garden with a mean index = 55.23 (range 42.5-65.0) with standard deviation (sd) = 6.0. This perspective is influenced by the potential and obstacles in the implementation of outdoor learning conducted in botanical gardens. The implications of this study open up opportunities to design learning strategies that are more effective and can be applied by teachers in organizing biology learning at the high school level.

Using Gamification-based Program to Increase Student Creativity Skills in Sustainable Development Topics Zuliande Zidan; Saefudin Saefudin; Kusnadi Kusnadi; Asyah Dwi Hastika
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.6737

Creativity skills are one of the essential skills to face the VUCA World. Improving creativity skills is hampered by the large number of students and learning conditions that are less demanding of the creative process in the class. This research aims to measure the effectiveness of the Botanical Eco-gamification program to improve creativity skills. The ADDIE research approach was used to redesign the Botanical Eco-gamification program so that it can improve creativity skills. This research produced test instruments, e-LAD and questionnaires to measure creativity skills in the program. The instrument developed has been proven valid and reliable for measuring originality, divergent thinking, convergent thinking and mental flexibility skills. The results of program implementation show that students' creativity skills have increased from before treatment in the sufficient category (54.2) to the good category (71.16) with the N-Gain achievement being categorized as medium (0.37). The majority of students (55.71%) reached mastery level after being given treatment. Almost all students (76.29%) stated that the program was good for improving creativity skills. Further research is needed to examine other 4cs competencies, ESD competencies, mastery learning and student's engagement in the Botanical Eco-gamification program

ESD-Based Outdoor Learning in Animal Biosystematics Course: A Strategy to Improve Students' Understanding of Conservation Saefudin; Anugrah Ayumaharani Widianingsih; Fitri Husni Mardiyah; Suhara
Journal of Biology Learning Vol 8 No 1 (2026): March 2026
Publisher : Universitas Veteran Bangun Nusantara Sukoharjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jbl.v8i1.7565

This study aims to explore the extent to which outdoor learning grounded in Education for Sustainable Development (ESD) enhances students' conceptual grasp of biodiversity, evolution, and conservation. Thirty-seven undergraduate biology education students participated in this study, which employed a quasi-experimental one-group pretest-posttest design in the Animal Biosystematics course. Data were collected using a standardized questionnaire and written cognition tests. The results showed a statistically significant improvement in students' posttest scores (M = 90.24, SD = 4.98) compared to their pretest scores (M = 81.29, SD = 3.65), with a significant effect t (36) = - 25.049, p < .001, Cohen's d = 2.17). The study of questionnaire responses revealed that over 88% of students had positive perceptions about the utilization of outdoor learning in four key areas: participation (who), learning content (what), learning environment (where), and instructional approach (how). Additionally, more than 67% of students stated they would be open to participating in future outdoor learning activities and planning that are based on ESD. Additionally, students stated that the educational experience raised their critical understanding of conservation and sustainability issues. These results imply that ESD-focused outdoor learning is an effective teaching method to promote ecological awareness and active student participation in biology classes with a sustainability focus.

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