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All Journal Bio Ilmi: Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Terapan
Armin Arif
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Humanities Education Social Sciences Other

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PEMETAAN LITERASI SAINS MAHASISWA CALON GURU SEKOLAH DASAR PADA ABAD KE-21: BUKTI EMPIRIS UNTUK PENGUATAN KOMPETENSI PEDAGOGIK Armin Arif; Dyah Retno Indarti; Risqah Amaliah Kasman; Muhammad Fuad; Dewi Hartini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46186

Abstract

Scientific literacy is an essential 21st-century competency that must be possessed by pre-service elementary school teachers to support critical thinking, problem-solving, and evidence-based decision-making. This study aims to map the level of scientific literacy among pre-service elementary school teachers in the Basic Concepts of Biology course as a basis for strengthening their pedagogical competence. The study employed a descriptive quantitative approach involving 60 students from the Elementary School Teacher Education Program at Universitas Megarezky using a total sampling technique. The instrument used was a scientific literacy test covering three domains: explaining scientific phenomena, evaluating and designing scientific investigations, and interpreting data and scientific evidence. The data were analyzed using descriptive statistics in the form of mean scores and percentages. The results showed that students’ scientific literacy was at a moderate level, with an average score of 68.4. The highest score was found in the domain of interpreting data and scientific evidence (73.5), while the lowest was in evaluating and designing scientific investigations (58.6). These findings indicate the need to strengthen inquiry-based, contextual, and investigative learning to enhance the pedagogical competence of pre-service elementary school teachers
21st Century Learning Innovation: Analysis of the Development Needs of Hots-Oriented Modules in Biology Materials Armin Arif; Yusminah Hala; Adnan
Bioilmi: Jurnal Pendidikan Vol. 11 No. 1 (2025): Bioilmi: Jurnal Pendidikan
Publisher : Program Studi Pendidikan Biologi Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/bioilmi.v11i1.27844

Abstract

Improving the quality of learning requires the availability of instructional materials that not only deliver information but also foster students’ Higher Order Thinking Skills (HOTS). This urgency has prompted an analysis of the development of instructional modules oriented toward HOTS. This study focuses on analyzing the needs of teaching materials in the form of Higher HOTS-oriented modules for high school/MA students in class X as a means of the learning process. The purpose of this study was to determine the needs of students for the module teaching materials to be developed. The method used is descriptive qualitative method. The research instrument used was a questionnaire and a checklist. The data collection technique used was the observation of lesson plans and modules used by the teacher, as well as a survey of the needs of students and teachers. The data analysis used is by reducing the data into more specific data to be presented descriptively. The results obtained are that 93,3% students need teaching materials in the form of modules that can train higher-order thinking skills. Based on this, it is necessary to develop a HOTS-oriented module on biology material for the even semester of class X High School which can support the biology learning process in schools.
The Role of Virtual Laboratories in Project-Based Learning to Improve Students’ Critical Thinking Skills in Biology Education Muhammad Fuad; Risqah Amaliah Kasman; Rahmania Rahman; Armin Arif; Herwandi Herwandi
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.2334

Abstract

Purpose: This study aimed to examine changes in students’ critical thinking skills following the implementation of Project-Based Learning (PjBL) integrated with a virtual laboratory in biology learning, particularly on cell structure and function. Methods: A quantitative approach with a quasi-experimental pretest–posttest control group design was employed at SMA Pergis Maros, Indonesia. The participants were 50 Grade X students, comprising 26 students in the experimental group and 24 in the control group. The experimental group received PjBL integrated with a virtual laboratory, while the control group received conventional instruction. Data were analyzed descriptively using pretest and posttest mean scores and normalized gain (N-Gain). Findings: The experimental group’s mean score increased from 62.69 to 64.42, representing a gain of 1.73 points, while the control group’s mean score increased from 42.29 to 59.79, representing a gain of 17.50 points. The N-Gain values calculated from group means were 0.046 for the experimental group and 0.303 for the control group. Descriptively, the control group demonstrated greater improvement. However, the absence of individual-level data prevented inferential statistical testing. Research Implications: The findings highlight the importance of evaluating instructional implementation, assessment alignment, and students’ initial abilities when integrating virtual laboratories into biology learning. Originality: This study provides context-specific descriptive evidence concerning virtual-laboratory-integrated PjBL for teaching cell structure and function in senior high school biology.
Co-Authors Adnan Dewi Hartini Dyah Retno Indarti Herwandi Sape Muhammad Fuad MUHAMMAD FUAD Rahmania Rahman Risqah Amaliah Kasman Yusminah Hala