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All Journal Research and Development in Education (RaDEn) Biodik: Jurnal Ilmiah Pendidikan Biologi Unnes Science Education Journal
Fadillah, Neska
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Social Sciences

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Miskonsepsi Siswa Pada Materi Pertumbuhan Dan Perkembangan Pada Hewan Dan Manusia Menggunakan Three-Tier Multiple Choice: (Misconceptions Students on the Material of Growth and Development in Animals and Humans Using Three-Tier Multiple Choice) Ulfa, Syarifah Widya; Fadillah, Neska; Rahayu, Putri; Ikrana, Resti; Harahap, Seri Haryani; Rangga Wiryawan, Yassir Ni’ma
BIODIK Vol. 10 No. 3 (2024): September 2024
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v10i3.35715

Abstract

This study aims to identify students' misconceptions on growth and development in animals and humans using the Three-Tier Multiple Choice instrument. This research uses a literature study approach with descriptive qualitative research methods. The results showed that the percentage of students' correct answers varied from 35% to 60%, with misconceptions ranging from 15% to 20%. Factors causing misconceptions included a lack of basic understanding, ineffective delivery of material, and environmental and cultural influences. To overcome these misconceptions, a more interactive learning approach that emphasizes in-depth understanding of concepts is needed. Abstrak. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi siswa pada materi pertumbuhan dan perkembangan pada hewan dan manusia dengan menggunakan instrumen Three-Tier Multiple Choice. Penelitian ini menggunakan pendekatan studi literatur dengan metode penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa persentase jawaban benar siswa bervariasi antara 35% hingga 60%, dengan miskonsepsi berkisar antara 15% hingga 20%. Faktor-faktor penyebab miskonsepsi termasuk kurangnya pemahaman dasar, penyampaian materi yang kurang efektif, dan pengaruh lingkungan dan budaya. Untuk mengatasi miskonsepsi ini, diperlukan pendekatan pembelajaran yang lebih interaktif dan menekankan pada pemahaman konsep secara mendalam.
Fostering Critical Thinking in Biology Education Through a TGT-Based Digital Interactive Module Fadillah, Neska; Adlini, Miza Nina
Unnes Science Education Journal Vol. 14 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i2.29543

Abstract

The advancement of 21st century education demands learning media that not only deliver subject content but also develop students’ critical thinking skills through interactive and collaborative experiences. This study aims to develop a digital interactive module based on the Team Games Tournament (TGT) model for the excretory system topic to enhance students’ critical thinking. The research employed the 4D development model, which includes the stages of Define, Design, Develop, and Disseminate. The Define stage involved a needs analysis through interviews, questionnaires, and curriculum reviews. In the Design stage, the module was created by integrating interactive elements such as videos, animations, quizzes, and problem-solving tasks based on the TGT framework. The Develop stage included expert validations and limited trials with 30 tenth-grade students, using instruments such as validation sheets, response questionnaires, and critical thinking tests based on Facione’s indicators. Validation results showed that the module was highly valid, with scores of 98.67% from media experts and 99% from subject experts. The practicality score was also high, with 97.23% from teachers and 90.67% from students. The module’s effectiveness was demonstrated by a significant increase in students’ critical thinking, with an average N-Gain score of 0.83 (high category). These findings indicate that the TGT-based digital interactive module is valid, practical, and effective, and it can serve as an innovative learning resource for improving students’ critical thinking in biology education.
Bridging science, society, and sustainability: The development of SSI-SDGs guidebook for pre-service biology teachers Jayanti, Ummi Nur Afinni Dwi; Manalu, Kartika; Wiryawan, Yassir Ni'ma Rangga; Fadillah, Neska; Pamungkas, Rahmania
Research and Development in Education (RaDEn) Vol. 6 No. 1 (2026): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v6i1.42595

Abstract

Background-The need for learning resources that effectively integrate Socio-Scientific Issues (SSI) and the Sustainable Development Goals (SDGs) into biology education underlies the effort to prepare pre-service teachers with 21st-century competencies. Objective-The study aimed to design and develop a guidebook for integrating SSI and SDGs in biology learning that is valid, practical, and effective in improving the pedagogical skills of future biology teachers. Method- The study employed the 4D development model proposed by Thiagarajan and was conducted in 2025 in the Biology Education Program at UIN Sumatera Utara, Medan. The participants were students who had completed the Biology Learning Strategies course and enrolled in Biology Lesson Planning course. Data were collected through questionnaires, document analysis, and expert validation. Results-The findings revealed that both students and lecturers still require a systematic guide for integrating SSI and SDGs effectively into biology instruction. The developed guidebook includes theoretical foundations, applied examples, and contextual learning frameworks designed to foster critical thinking, collaboration, and scientific literacy. Validation results confirmed that the guidebook is feasible, practical, and effective for use in biology education. Conclusion- The guidebook was declared valid, practical and limitedly effective in enhancing pedagogical skills of pre-service biology teachers in planning SSI- and SDG-based instruction.
Co-Authors Aqmarina, Tadzkia Nasywa Harahap, Seri Haryani Ikrana, Resti Jayanti, Ummi Nur Afinni Dwi Manalu, Kartika Miza Nina Adlini Nasution, Alma Salsabila Rahayu, Putri Rahmania Pamungkas, Rahmania Rangga Wiryawan, Yassir Ni’ma Saragih, Deva Herdina Tarigan, Mhd. Rafi’i Ma’arif Ulfa, Syarifah Widya Wiryawan, Yassir Ni'ma Rangga Yurinanda, Salwa