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SENI DAN ALAM BERSINERGI : PEMBUATAN STREET ART ANTI-BULlYING SEBAGAI MEDIA EDUKASI DAN ECOPRINT SEBAGAI WUJUD PEMBANGUNAN KREATIVITAS DAN KESADARAN LINGKUNGAN Solviana, Meita Dwi; Satitiningrum, Yuni; Haka, Nukhbatul Bidayati; Amelia, Iqlima; Handoko, Akbar
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 6 No. 3 (2024): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

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

Bullying merupakan masalah sosial yang masih sering terjadi di lingkungan sekolah dan masyarakat luas. Dampak dari bullying sangat merugikan, baik bagi korban, pelaku, maupun lingkungan sekitarnya. Oleh karena itu, diperlukan pendekatan yang kreatif dan efektif untuk mengedukasi masyarakat, terutama generasi muda, mengenai dampak negatif bullying dan cara menghadapinya. Seni, sebagai bentuk ekspresi kreatif, memiliki potensi besar sebagai media edukasi yang menarik dan mudah diterima oleh berbagai kalangan. Selain itu, seiring dengan meningkatnya kesadaran akan pentingnya pelestarian lingkungan, konsep ecoprint hadir sebagai salah satu media seni ramah lingkungan yang menggabungkan unsur alam dalam proses kreatifnya mampu membangun kreativitas dan kesadaran lingkungan. Ecoprint, yang menggunakan bahan-bahan alami seperti daun, bunga, dan bahan organik lainnya, tidak hanya mendukung pelestarian lingkungan tetapi juga mengembangkan kreativitas dalam seni. Pengabdian ini bertujuan untuk menggabungkan dua pendekatan seni Street Art Anti-Bullying dan Ecoprint sebagai sarana edukasi dan pembangunan kesadaran lingkungan. Metode yang digunakan ialah Sosialisasi dan Pelatihan, dilaksanakan di SD N Tugu Ratu, Kec.Suoh, Kab.Lampung Barat dengan melibatkan siswa-siswi sebanyak 90 siswa. Waktu pelaksanaan selama 2 hari, hari pertama pembuatan Street Art Anti-Bullying dan hari kedua pembuatan Ecoprint Melalui sinergi antara seni dan alam, program pengabdian melalui program pembuatan Street Art Anti-Bullying dan Ecoprint telah berhasil mencapai tujuannya dalam meningkatkan kesadaran sosial dan lingkungan di kalangan peserta. Program ini menunjukkan bahwa seni dan alam dapat menjadi media yang efektif dalam mengedukasi masyarakat mengenai isu-isu sosial yang kompleks, sekaligus mendorong pelestarian lingkungan melalui metode kreatif yang ramah lingkungan. Kunci: Street Art Anti-Bullying, Ecoprint, Kesadaran Lingkungan, Kreativitas, Media Edukasi Abstract Bullying is a social problem that still occurs frequently in schools and the wider community. The impact of bullying is very detrimental, both for the victim, the perpetrator, and the surrounding environment. Therefore, a creative and effective approach is needed to educate the public, especially the younger generation, about the negative impact of bullying and how to deal with it. Art, as a form of creative expression, has great potential as an attractive educational medium that is easily accepted by various groups. In addition, along with the increasing awareness of the importance of environmental conservation, the concept of ecoprint comes as one of the environmentally friendly art media that incorporates natural elements in its creative process that can build creativity and environmental awareness. Ecoprint, which uses natural materials such as leaves, flowers, and other organic materials, not only supports environmental conservation but also develops creativity in art. This service aims to combine the two art approaches of Street Art Anti-Bullying and Ecoprint as a means of education and building environmental awareness. The method used was Socialization and Training, carried out at SD N Tugu Ratu, Kec.Suoh, Kab.Lampung Barat involving 90 students. Implementation time for 2 days, the first day of making Anti-Bullying Street Art and the second day of making Ecoprints. Through the synergy between art and nature, the community service program through the creation of Street Art Anti-Bullying and Ecoprint has successfully achieved its goal of increasing social and environmental awareness among participants. This program shows that art and nature can be an effective medium in educating the public about complex social issues, while at the same time encouraging environmental conservation through environmentally friendly creative methods. Key: Anti-Bullying Street Art, Ecoprint, Educational Media, Environmental Awareness, Creativity

The Role of the ASICC-SLICES Model in Promoting Science Literacy and Collaboration Skills: A Pathway to Educational Sustainable Development Haka, Nukhbatul Bidayati; Leoninda, Alfiyani; Solviana, Meita Dwi; Masya, Hardiyansyah; Hidayah, Nur
BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan Vol 13, No 1 (2025): JURNAL BIOTIK
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/biotik.v13i1.25969

The lack of science literacy and collaboration skills can hinder high school students in facing global challenges and supporting environmental sustainability actions. Therefore, developing science literacy and collaboration skills is crucial, particularly in biology education. The ASICC-SLICES model (Adapting, Searching, Interpreting, Creating, and Communicating based on Science Literacy Circles) enhances students' science literacy and collaboration skills. This quasi-experimental study, using a pretest-posttest control group design, aims to evaluate the effect of the ASICC-SLICES model on improving students' science literacy and collaboration skills and its contribution to Educational Sustainable Development. The study population consisted of tenth-grade students from a public high school in Lampung, with a sample of 70 students obtained using the Cluster Random Sampling technique. The research instruments included a science literacy test, questionnaires, observation sheets for collaboration skills, and documentation. Data were analyzed using MANOVA with an α of 0.05. The results showed that the implementation of the ASICC-SLICES model significantly improved students' science literacy and collaboration skills, with n-gain scores for the experimental and control groups (sig) 0.000<0.05 (α). These findings indicate that the ASICC-SLICES model contributes positively to students' awareness and actions in supporting environmental sustainability

The Role of the ASICC-SLICES Model in Promoting Science Literacy and Collaboration Skills: A Pathway to Educational Sustainable Development Haka, Nukhbatul Bidayati; Leoninda, Alfiyani; Solviana, Meita Dwi; Masya, Hardiyansyah; Hidayah, Nur
Biotik Vol 13 No 1 (2025): JURNAL BIOTIK
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/biotik.v13i1.25969

The lack of science literacy and collaboration skills can hinder high school students in facing global challenges and supporting environmental sustainability actions. Therefore, developing science literacy and collaboration skills is crucial, particularly in biology education. The ASICC-SLICES model (Adapting, Searching, Interpreting, Creating, and Communicating based on Science Literacy Circles) enhances students' science literacy and collaboration skills. This quasi-experimental study, using a pretest-posttest control group design, aims to evaluate the effect of the ASICC-SLICES model on improving students' science literacy and collaboration skills and its contribution to Educational Sustainable Development. The study population consisted of tenth-grade students from a public high school in Lampung, with a sample of 70 students obtained using the Cluster Random Sampling technique. The research instruments included a science literacy test, questionnaires, observation sheets for collaboration skills, and documentation. Data were analyzed using MANOVA with an α of 0.05. The results showed that the implementation of the ASICC-SLICES model significantly improved students' science literacy and collaboration skills, with n-gain scores for the experimental and control groups (sig) 0.000<0.05 (α). These findings indicate that the ASICC-SLICES model contributes positively to students' awareness and actions in supporting environmental sustainability

PENGEMBANGAN MULTIMEDIA CHATBOT UNTUK MEREMEDIASI MISKONSEPSI PESERTA DIDIK Novitasari, Aulia; Fauza, Rekha Azhra; Solviana, Meita Dwi
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 8 No. 1 (2024): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v8i1.78

Konsep merupakan aspek krusial yang harus dimiliki oleh peserta didik. Konsep yang tidak sesuai mengakibatkan munculnya konsep baru, jika tidak atasi dengan baik, konsep tersebut tetap menjadi bagian dari struktur kognitif dan menyebabkan miskonsepsi yang berdampak pada pemahaman materi lainnya. Tujuan penelitian ini mengetahui prosedur pengembangan, kelayakan, dan keefektifan multimedia chatbot untuk meremediasi miskonsepsi peserta didik kelas XI pada materi sistem gerak manusia. Jenis penelitian ini yaitu Research and Development (R&D) menggunakan metode ADDIE dengan tahapan yaitu analyze, design, development, implementation, dan evaluation. Teknik pengumpulan data yakni angket validasi dan angket respon terhadap multimedia chatbot, dan tes diagnostik miskonsepsi. Analisis data menggunakan kategori tingkat miskonsepsi, uji independent sample t-test, dan uji N-Gain. Spesifikasi produk chatbot berisi gambar, video, audio, materi sistem gerak manusia, dan menu tambahan yakni petunjuk penggunaan, rangkuman, peta konsep, profil pengembang, glosarium, dan latihan. Hasil kelayakan menunjukkan kategori sangat layak dari validasi ahli materi, media, bahasa, dan juga angket respon peserta didik. Keefektifan dilihat dari N-Gain pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Hasil tes diagnostik menunjukkan tingkat miskonsepsi peserta didik kelas eksperimen lebih rendah dibandingkan kelas kontrol, yang artinya multimedia chatbot sangat layak dan efektif untuk meremediasi miskonsepsi peserta didik.

LITERASI LINGKUNGAN: MENGEVALUASI PEMBELAJARAN BIOLOGI DENGAN MODEL AWARENESS TRAINING BERBASIS ASESMEN KINERJA Haka, Nukhbatul Bidayati; Indriyani, Zalfiana; Solviana, Meita Dwi; Masya, Hardiyansyah; Citraningrum, Mivtha
JURNAL BIOEDUCATION Vol 11 No 2 (2024): Jurnal Bioeducation
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/bioed.v11i2.7225

Salah satu kemampuan yang harus dimiliki anak untuk dapat belajar di abad ke-21 adalah literasi lingkungan. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Awareness Training berbasis asesmen kinerja terhadap literasi lingkungan siswa kelas X biologi di SMA Gajah Mada Bandar Lampung. Penelitian ini menggunakan pendekatan Quasy Experimental Design dan bersifat kuantitatif. Strategi pengambilan sampel yang digunakan adalah cluster random sampling dari semua kelas. Pengumpulan data dilakukan sebanyak dua kali dengan menggunakan instrumen penelitian berupa soal tes dan survei literasi lingkungan, baik untuk tes awal (pretest) maupun tes akhir (posttest). Metode analisis data yang digunakan adalah Independent Samples Test. Hasil penelitian menunjukkan bahwa dengan peningkatan signifikan sebesar 0,000 < 0,05, model pembelajaran Awareness Training berbasis asesmen kinerja berpengaruh signifikan terhadap literasi lingkungan siswa. Berdasarkan simpulan penelitian, model pembelajaran Awareness Training berbasis asesmen kinerja memberikan pengaruh terhadap literasi lingkungan siswa kelas X di SMA Gajah Mada Bandar Lampung.

Interactive E-Modules with Hologram and Text-to-Speech: An Innovative Media for Teaching the Human Excretory System Nukhbatul Bidayati Haka; Yuni Fitriani; Meita Dwi Solviana; Ismi Rakhmawati
Al Jahiz Vol 6 No 1 (2025): Al-Jahiz: Journal of Biology Education Research, January-June 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.v6i1.10010

This research aimed to develop an interactive e-module with hologram and text-to-speech technologies for teaching junior high school science, specifically the human excretory system, in grade VIII. Using an R&D approach based on the Borg and Gall model up to the 7th stage (problem identification, data collection, product design, design validation, product trials, and revision), the e-module was validated by six experts. The study involved students from SMPN 1 Bumi Ratu Nuban Lampung Tengah, including 10 students for small group trials and 30 students for field trials. The results showed that the e-module, with 82% validation from media experts, 92% from content experts, and 88% from language experts, was highly valid. Student trials also indicated that the e-module on animal tissue material was engaging, with a 78% rating in small group trials and 80% in field trials. This study offers a valuable contribution to enhancing education through innovative, technology-based learning media.

Inovasi Media Pembelajaran Digital melalui E-Book Biologi (EBoBi) Berbasis Etnosains Untuk Membangun Higher Order Thinking Skills Siswa Nukhbatul Bidayati Haka; Icha Dwi Tiara; Meita Dwi Solviana
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 4 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i4.1846

Higher-order thinking skills (HOTS) are crucial for 21st-century students to face global challenges and solve complex problems. However, high school biology learning is still dominated by lectures and conventional textbooks. Students often memorize concepts without understanding their applications, while local wisdom such as the Pangan Balak Lampung tradition has not been utilized as a learning resource. The use of interactive ethnoscience-based e-books has the potential to connect scientific concepts with local culture and enhance learning motivation. This study aimed to develop an ethnoscience-based Biology E-Book (EBOBI) on the digestive system topic for Grade XI students using the 4D R&D model (Define, Design, Develop, Disseminate). The research subjects included material, media, and language validators, biology teachers, and students from SMA Negeri 1 Punduh Pidada and SMA Negeri 2 Padang Cermin. Data were collected through validation sheets, teacher and student response questionnaires, and HOTS tests. Validation results showed excellent feasibility (material experts 90.3%, media experts 92.1%, and language experts 89.7%). Limited trials achieved a practicality score of 91.2%, while broader trials reached 93.5%, accompanied by positive responses from teachers and students. The average HOTS score of students was 82.4% (high category). Thus, the ethnoscience-based EBOBI is considered valid, practical, and effective as an innovative learning medium to improve students’ HOTS.

Systematic Literature Review: Profil Literasi Digital dalam Pembelajaran Biologi di Sekolah Menengah Atas Yesi Desta Linda; Meita Dwi Solviana; Ovi Prasetya Winandari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2824

The digital era demands that students be capable of accessing, comprehending, evaluating, and utilizing digital information critically and responsibly. However, studies specifically mapping digital literacy profiles within high school (SMA) biology education remain limited and fragmented. This study aims to identify research trends, describe primary research focuses, analyze students' digital literacy profiles, and map the benefits, challenges, and developments of research regarding digital literacy in high school biology education during the 2021–2025 period. The study employs a Systematic Literature Review (SLR) approach following the PRISMA protocol. Articles were retrieved using the *Publish or Perish* application, linked to Google Scholar and other reputable academic databases. Bibliometric analysis was conducted using VOSviewer software to map thematic interconnections and keyword trends. The findings indicate that the digital literacy profiles of high school students in biology education range from low to high, depending on the context and instruments employed. The most frequently studied digital literacy indicators include information-seeking skills, content evaluation, and digital navigation. Factors influencing digital literacy include technology availability, learning models, and the implementation of digital-based interactive media. The integration of digital platforms and media—such as e-modules, Google Classroom, Augmented Reality, and gamification-based media—has been shown to significantly enhance digital literacy. The study concludes that strengthening digital literacy in high school biology education requires a structured approach utilizing integrated, technology-based learning strategies.

The Effect of Project Based Learning Model on Creative Thinking Ability and Emotional Intelligence of Grade X Students in Biology Raicha Oktafiani; Dea Fernandilla; Aulia Novitasari; Aryani Dwi Kesumawardani; Meita Dwi Solviana
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.648

Creative thinking and emotional intelligence are essential competencies for students facing the demands of twenty-first-century biology learning. Preliminary data at SMA Negeri 12 Bandar Lampung showed that Grade X students' creative thinking ability was still in the less creative category (average 36%), while emotional intelligence was categorized as poor (average 40%). This study examined the effect of the Project Based Learning (PjBL) model on students' creative thinking ability and emotional intelligence in Grade X Biology, particularly on the topic of environmental pollution. A quantitative quasi-experimental method with a pretest-posttest control group design was employed. The population comprised all Grade X students in the even semester of the 2024/2025 academic year (N = 337). Through cluster random sampling, Class X.4 (n = 34) was assigned as the experimental group and Class X.1 (n = 34) as the control group. Data were collected using a validated creative thinking essay test, an emotional intelligence questionnaire, and observation sheets. Instrument reliability was very high for both the creative thinking test (Cronbach's alpha = 0.821) and the emotional intelligence questionnaire (Cronbach's alpha = 0.877). Data were analyzed using descriptive statistics, N-gain, prerequisite testing, and independent samples t-tests through SPSS version 25. The findings showed significant differences between experimental and control groups in creative thinking ability, t(66) = 13.844, p < 0.05, and emotional intelligence, t(66) = 15.440, p < 0.05. The experimental group achieved N-gain scores of 80.91% for creative thinking and 80.51% for emotional intelligence, both in the excellent category, whereas the control group obtained 35.18% and 45.23%, respectively. Visualized indicator-level data further showed that all creative thinking indicators and all emotional intelligence indicators reached very high categories in the experimental group. These results indicate that PjBL is more effective than direct instruction in strengthening creative thinking and emotional intelligence in biology learning. The study contributes empirical evidence for integrating authentic environmental projects into secondary biology instruction.

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