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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Kanderang Tingang
Saritha Kittie Uda
Universitas Palangka Raya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering Materials Science & Nanotechnology Physics

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Pengembangan Mobile-Learning SARITHA-Apps Untuk Meningkatkan Hasil Belajar Dan Berpikir Kritis Mahasiswa S1 Pendidikan Biologi Universitas Palangka Raya Elda Susanti E. B. Dopo; Agus Haryono; Saritha Kittie Uda; Aditama Kittie Aidon Uda
Jurnal Ilmiah Kanderang Tingang Vol 15 No 1 (2024): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v15i1.321

Abstract

This research aims to develop mobile-learning SARITHA-Apps, describe product validity, analyze the development of mobile-learning SARITHA-Apps towards improving learning outcomes and critical thinking of undergraduate students in the Biology Education Study Program, FKIP Palangka Raya University. This research refers to the ADDIE development design and data collection using questionnaire sheets, media expert assessment sheets and material expert assessment sheets. The research results show: (1) one product has been produced as a result of the development of Mobile-Learning Environmental Science material, namely the SARITHA-Apps Mobile-Learning Application; (2) The average result of the Expert Team's assessment of the suitability of the SARITHA-Apps Mobile-Learning Application instrument and product is 91%, which means it is in the "Very Feasible" qualification; (2) The SARITHA-Apps Mobile-Learning application is able to improve student learning outcomes for environmental science material, namely with an N-Gain of 0.4, which means it is in the "Medium" category; (3) Student learning outcomes according to critical thinking skills from the questions given, it was found that the explanation indicator had the highest percentage increase value, namely 6% compared to the percentage increase in other critical thinking indicators, where the self-regulation indicator was 5%, while the analysis and analysis indicators inference of 2%.
Potensi Bakteri Gram Positif dalam Eco-Enzym dari Tumbuhan Lahan Gambut: Inovasi Sumber Belajar Bioteknologi untuk Mengembangkan Kemampuan Penalaran Ilmiah Elga Araina; Silvita; Saritha Kittie Uda; Melda Andani
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.12923

Abstract

This study aims to observe Gram-positive bacteria in eco-enzymes produced from the fermentation of peatland plants in Central Kalimantan and to analyze their potential as biotechnology learning resources for developing students’ scientific explanation skills. The research employed a descriptive qualitative method through eco-enzyme preparation, bacterial identification using Gram staining, and analysis of the role of observational results in the learning context. The findings revealed four Gram-positive bacteria, namely Staphylococcus aureus, Staphylococcus epidermidis, Bacillus subtilis, and Lactobacillus bulgaricus. The presence of these bacteria demonstrates the active involvement of microorganisms in the fermentation process, which can serve as a concrete example for students to understand biotechnology concepts. These results emphasize that bacterial identification outcomes are not only scientifically valuable but also hold potential as contextual learning resources that support the development of scientific explanation. Through these observational results, students can practice constructing claims, presenting evidence, and connecting them with scientific reasoning. Therefore, this study concludes that exploring Gram-positive bacteria in eco-enzymes derived from peatland plants has the potential to enrich biotechnology learning while simultaneously developing students’ scientific explanation skills.
Co-Authors Aditama Kittie Aidon Uda Agus Haryono Elda Susanti E. B. Dopo Elga Araina Melda Andani Silvita