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Integrasi Nilai-Nilai Moderasi Beragama Dalam Mengembangkan Kurikulum Pendidikan Agama Islam Nina Ayu Puspita Sari; M. Nasor; Rendra Nasrul Rifai; Esen Pramudya Utama; Raicha Oktafiani
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6300

This exploration expects to make sense of the reconciliation of strict balance in fostering the Islamic strict training educational program. This sort of examination is subjective with a library research approach. Research information comprises of information on strict control, educational plan improvement, PAI material from essential sources as pertinent books and diaries. Information assortment methods are completed utilizing documentation. The scientists' information sources were gotten from books and diaries about strict control, educational plan improvement, PAI materials. Information investigation utilizes Content Examination. In view of the portrayal over, the creator reaches the determination that strict control is an "pressing" task for instructive foundations, particularly Islamic instructive organizations. The ascent of outrageous peculiarities in religion today opens our psyches and hearts as Muslims to the significance of rehearsing Islam like the Prophet Muhammad SAW. The showing values brought by him have essentially become Islamic lessons, however after some time, the upsides of Islamic lessons have moved, combined with the ongoing current of globalization. Endeavors to coordinate the upsides of strict balance into PAI subjects are the underlying venturing stone to framing an age of moderate Indonesian Muslims, becoming trailblazers of harmony and carrying out the case of Rasulullah SAW as a gift for the whole universe. It is vital to fabricate a learning environment to help this combination, and it is trusted that it will create understudies who have confidence and dedication to Allah SWT, have honorable person, are peaceful, open minded, and regard contrasts which are a need among humankind

The Influence of the Problem-Based Learning Model Assisted by Liveworksheets on the Critical Thinking Skills of 11th-grade Students in Biology Subjects Raicha Oktafiani; Nukhbatul Bidayati Haka; Aryani Dwi Kesumawardani; Novi Eka Lestari
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 1 No 2 (2024): November 2024 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v1i2.144

Education equips individuals with intellectual intelligence, good attitudes, and skills that benefit both themselves and their surroundings in the future. The problem-based learning model encourages students to develop critical thinking skills. In biology learning, a shift is necessary from teacher-centered instruction to student-centered learning. This study aims to examine the influence of the problem-based learning model assisted by Liveworksheets on the respiratory system material. Liveworksheets introduce an innovative and engaging approach to problem-solving through features like video and audio clips, designed to maximize students' critical thinking skills. This quantitative research employed a quasi-experimental method. The population consisted of all 105 11th-grade science students at SMA N 08 Bandar Lampung, distributed across four classes. The sample was selected using cluster random sampling, with class XI IPA 2 as the control group and class XI IPA 4 as the experimental group. Data were analyzed using an Independent Sample T-Test to test the hypotheses. The normality test was conducted using the Shapiro-Wilk test to determine whether the data followed a normal distribution, while the homogeneity of variance test assessed the uniformity of data variances. The results revealed a significant influence of the problem-based learning model assisted by Liveworksheets on the critical thinking skills of 11th-grade students studying the respiratory system at SMA N 08 Bandar Lampung. This was indicated by a significance value of 0.000 (< 0.05), leading to the rejection of H0 and acceptance of H1. These findings demonstrate the effectiveness of the problem-based learning model assisted by Liveworksheets in enhancing students' critical thinking abilities.

Integrating Islamic Values into the 9E Learning Cycle: Effects on Students’ Self-Confidence in Science Education Bella Satiyo Putri; Raicha Oktafiani
ISEJ : Indonesian Science Education Journal Vol. 6 No. 1 (2025): January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i1.2067

This study investigates the effects of integrating Islamic values into the 9E Learning Cycle model on students’ self-confidence in science education. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed, involving two intact classes of secondary school students selected through cluster random sampling, where the experimental group received instruction using the Islamic-integrated 9E Learning Cycle and the control group was taught using conventional methods. Data were collected using a validated self-confidence questionnaire, observation sheets, and supporting documentation, and were analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group demonstrated a significantly higher improvement in self-confidence compared to the control group, with a moderate N-gain and statistically significant differences (p <0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the instructional model and students’ self-confidence, with the model contributing meaningfully to variance in learning outcomes. These findings suggest that the integration of Islamic values within a structured constructivist framework effectively enhances students’ confidence by promoting active participation, reflective thinking, and meaningful engagement in science learning. In conclusion, the study confirms that a value-integrated inquiry-based model can simultaneously support affective development alongside cognitive processes in science education. The implications of this study highlight the importance of designing instructional approaches that integrate cultural and religious values with student-centered learning models to foster holistic educational outcomes, particularly in contexts where character development and academic achievement are equally prioritized.

Development of Augmented Reality-Assisted Flashcards to Improve Tenth-Grade Students’ Conceptual Mastery in Biology Raicha Oktafiani; Alvia Syarifah Aini; Aryani Dwi Kesumawardani; Irwandani; Muhammad Farhan Barata
ISEJ : Indonesian Science Education Journal Vol. 7 No. 1 (2026): October-January
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i1.2168

The development of technology-enhanced instructional media is increasingly important in biology education, particularly for topics that require students to understand abstract ecological processes. This study aimed to develop augmented reality-assisted flashcards and examine their feasibility and effectiveness in improving tenth-grade students’ conceptual mastery of ecosystem components and interactions. The study employed a Research and Development design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The participants involved material experts, media experts, language experts, biology teachers, and tenth-grade students at SMA Negeri 15 Bandar Lampung, Indonesia. Data were collected through needs analysis questionnaires, expert validation sheets, student response questionnaires, and pre-test and post-test measures of conceptual mastery. The product was developed using Canva and Assemblr Edu to integrate printed flashcards with interactive three-dimensional augmented reality objects. The validation results indicated that the media was highly feasible, with scores of 87.06% from media experts, 89.16% from material experts, and 86.60% from language experts. The effectiveness test showed that students in the experimental class achieved a higher N-Gain score than those in the control class, with an N-Gain of 0.82 in the high category compared with 0.50 in the moderate category. The independent-samples t-test also indicated a statistically significant difference between the two groups, with a significance value of 0.000. These findings suggest that augmented reality-assisted flashcards are feasible and effective as an innovative instructional medium for supporting conceptual mastery in biology learning. The study implies that integrating printed visual media with interactive digital objects can strengthen students’ understanding of abstract biological concepts and provide a more engaging learning experience.

Menjembatani Transisi dari Kesadaran ke Aksi Lingkungan: Pendekatan Partisipatif Berbasis Keterlibatan Komunitas melalui Inovasi Ecobrick dalam Pemberdayaan Masyarakat Raicha Oktafiani; Aryani Dwi Kesumawardani; Muhammad Farhan Barata; Salsabila
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 2 No. 2 (2025): December | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v2i2.286

This study examines the implementation of an economic ecobrick program conducted by community service students (KKN) in Sumur Batu Village, Teluk Betung Utara District, Bandar Lampung. The program aimed to reduce plastic waste while fostering community empowerment through creative and environmentally friendly activities. Using a qualitative descriptive approach, data were collected through. Interviews, observations, and documentation during a 30-day period of engagement. The findings show that community participation, particularly from local women’s groups (PKK), was highly enthusiastic. Several creative products were successfully produced, including keychains, headbands, and decorative mirrors made from household plastic waste, as well as compact ecobrick bottles that served as simple building prototypes. Environmentally, the program contributed to reducing plastic waste and raising community awareness about sustainable waste management. Economically, the products demonstrated initial potential as marketable items, although their development remained limited by the availability of raw materials and variations in product design. In conclusion, the ecobrick program not only functioned as a solution for plastic waste management but also as a means of fostering local creative economy initiatives. The program’s sustainability requires continued support from community organizations and local government

Kontribusi Pendidikan Biologi Terhadap Pencapaian Delapan Tujuan SDGs: Systematic Literature Review Ranti Fauziah; Aryani Dwi Kesumawardani; Eko Kuswanto; Raicha Oktafiani
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.507

Sustainable Development Goals (SDGs) emphasize the importance of education in supporting sustainable development, including through biology education. However, studies discussing the contribution of biology education to SDGs remain fragmented and generally focus on specific aspects. Therefore, this study aimed to identify publication trends, map the contribution of biology education toward SDG 4, SDG 6, SDG 7, SDG 11, SDG 12, SDG 13, SDG 14, and SDG 15, and formulate directions for sustainability-oriented biology learning development based on literature synthesis. This study employed a descriptive qualitative approach using the Systematic Literature Review (SLR) method with PRISMA stages, including identification, screening, eligibility, and inclusion. Articles were collected through Google Scholar using the Publish or Perish application. From 1,121 identified articles, 30 articles published between 2021–2025 in SINTA and Scopus-indexed journals were selected based on inclusion and exclusion criteria. The results indicated that biology education contributed significantly to SDG 4, SDG 13, and SDG 15 through innovative learning models, Education for Sustainable Development (ESD), scientific literacy, climate change education, biodiversity conservation, and ecology-based learning. Meanwhile, contributions to SDG 7, SDG 12, and SDG 14 were still limited. These findings indicate that biology education plays a strategic role in developing sustainability competencies by integrating scientific understanding, environmental awareness, and sustainability-related skills within the learning process. The findings may serve as a basis for developing ESD-oriented biology curricula and strengthening future research on underrepresented SDGs, particularly sustainable energy, responsible consumption and production, and marine ecosystem conservation. Nevertheless, the findings should be interpreted within the methodological scope of this review, which relied on Google Scholar as the primary database and did not include a formal quality appraisal process.

Pengaruh Model Pembelajaran RICOSRE-FC Terhadap Penalaran Ilmiah dan Self Esteem Peserta Didik Kelas X Pada Mata Pelajaran Biologi di SMA Akbar Handoko; Wulandari Wulandari; Aryani Dwi Kesumawardani; Mazalena Mazalena; Raicha Oktafiani; Nukhbatul Bidayati Haka; Nur Hidayah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): January - March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.427

This study aims to analyze the effect of the RICOSRE-FC learning model on the scientific reasoning and self-esteem of Grade X students in Biology. This study was motivated by students’ limited ability to connect Biology concepts with everyday life phenomena, present evidence-based scientific arguments, and demonstrate confidence during the learning process. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The population consisted of all Grade X students at SMA Perintis 2 Bandar Lampung in the 2025/2026 academic year, while the sample consisted of class X-3 as the experimental class and class X-4 as the control class, with 32 students in each class selected through cluster random sampling. The research instruments consisted of a scientific reasoning test, a self-esteem questionnaire, observation sheets, and documentation. The data were analyzed using normality tests, homogeneity tests, N-Gain, and an independent samples t-test at a significance level of 0.05. The results showed that the experimental class achieved higher improvement than the control class, with an N-Gain score of 70.067% for scientific reasoning in the high category and an N-Gain score of 70.398% for self-esteem in the high category. The hypothesis test showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating that the RICOSRE-FC learning model had a significant effect on students’ scientific reasoning and self-esteem. This study concludes that RICOSRE-FC is effective in improving students’ cognitive and affective aspects through active, independent, collaborative, and reflective learning. The implication of this study indicates that RICOSRE-FC can be used as an alternative Biology learning model to strengthen scientific reasoning while building students’ confidence in 21st-century learning.

The Influence of the Problem-Based Learning Model Assisted by Liveworksheets on the Critical Thinking Skills of 11th-grade Students in Biology Subjects Raicha Oktafiani; Nukhbatul Bidayati Haka; Aryani Dwi Kesumawardani; Novi Eka Lestari
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 1 No 2 (2024): November 2024 | 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.v1i2.144

Education equips individuals with intellectual intelligence, good attitudes, and skills that benefit both themselves and their surroundings in the future. The problem-based learning model encourages students to develop critical thinking skills. In biology learning, a shift is necessary from teacher-centered instruction to student-centered learning. This study aims to examine the influence of the problem-based learning model assisted by Liveworksheets on the respiratory system material. Liveworksheets introduce an innovative and engaging approach to problem-solving through features like video and audio clips, designed to maximize students' critical thinking skills. This quantitative research employed a quasi-experimental method. The population consisted of all 105 11th-grade science students at SMA N 08 Bandar Lampung, distributed across four classes. The sample was selected using cluster random sampling, with class XI IPA 2 as the control group and class XI IPA 4 as the experimental group. Data were analyzed using an Independent Sample T-Test to test the hypotheses. The normality test was conducted using the Shapiro-Wilk test to determine whether the data followed a normal distribution, while the homogeneity of variance test assessed the uniformity of data variances. The results revealed a significant influence of the problem-based learning model assisted by Liveworksheets on the critical thinking skills of 11th-grade students studying the respiratory system at SMA N 08 Bandar Lampung. This was indicated by a significance value of 0.000 (< 0.05), leading to the rejection of H0 and acceptance of H1. These findings demonstrate the effectiveness of the problem-based learning model assisted by Liveworksheets in enhancing students' critical thinking abilities.

The Contribution of the Islamic-Integrated 9E Learning Cycle Model to Students’ Scientific Literacy Raicha Oktafiani; Bella Satiyo Putri; Aryani Dwi Kesumawardani
ISEJ : Indonesian Science Education Journal Vol. 6 No. 3 (2025): September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v6i3.2074

This study aims to examine the contribution of the Islamic value-integrated 9E Learning Cycle model to students’ scientific literacy in secondary science education. A quasi-experimental design with a pretest-posttest control group was employed, involving two intact classes selected through cluster random sampling, where the experimental group was taught using the 9E Learning Cycle integrated with Islamic values and the control group received conventional instruction. Data were collected using a validated scientific literacy test, observation sheets, and questionnaires, and analyzed through descriptive statistics, normalized gain (N-gain), independent samples t-test, Pearson correlation, and linear regression at a significance level of 0.05. The results revealed that the experimental group achieved higher posttest scores and a moderate N-gain (0.59) compared to the control group (0.34), with statistically significant differences (p < 0.05). Furthermore, correlation and regression analyses indicated a positive relationship between the learning model and scientific literacy, with a contribution of 17.3% to learning outcomes. These findings suggest that the integration of the 9E Learning Cycle with Islamic values effectively enhances students’ ability to interpret scientific phenomena, evaluate evidence, and apply scientific reasoning, while also fostering meaningful engagement in learning. In conclusion, the study confirms that a constructivist learning model enriched with value-based integration can simultaneously improve cognitive and affective dimensions of learning. The implications of this study highlight the importance of designing science instruction that integrates inquiry-based learning with ethical and cultural values to support holistic education and strengthen scientific literacy in diverse educational contexts.

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