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All Journal Journal of Natural Science and Integration JOSAR (Journal of Students Academic Research) Indonesian Journal of Biology Education JUSTE (Journal of Science and Technology)
Dhamas Mega Amarlita
Universitas Islam Balitar
Aerospace Engineering Agriculture, Biological Sciences & Forestry Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Immunology & microbiology Industrial & Manufacturing Engineering Library & Information Science Materials Science & Nanotechnology Physics

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Eksplorasi Kemampuan Belajar Mandiri Siswa pada Pembelajaran Kimia SMA dalam Pembelajaran Flipped Classroom Ivatul Laily Kurniawati; Dhamas Mega Amarlita
JUSTE (Journal of Science and Technology) Vol. 4 No. 2 (2024): JUSTE (Journal of Science and Technology)
Publisher : LLDIKTI WIlayah XII Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51135/p922mz70

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan belajar mandiri siswa dalam pembelajaran kimia yang dilakukan secara daring dengan model pembelajaran Flipped Classroom. Pelaksanaan penelitian pada materi asam basa. Subyek penelitian adalah 30 siswa kelas XI MIA SMA Negeri 4 Maluku Tengah, yang terbagi dalam 2 kelas. Rancangan yang digunakan dalam penelitian ini adalah deskriptif dan eksperimental semu atau pre-experimental design untuk menguji pengaruh pembelajaran Flipped Classroom terhadap kemampuan belajar mandiri. Data dikumpulkan dengan menggunakan tes dan angket kemampuan belajar mandiri. Hasilnya menunjukkan bahwa siswa dalam kelas yang diterapkan pembelajaran Flipped Classroom memiliki kemampuan belajar mandiri yang lebih baik dibandingkan dengan siswa pada kelas yang tidak diterapkan pembelajaran Flipped Classroom. Pembelajaran Flipped Classroom yang dilakukan telah membantu siswa belajar dengan lebih mandiri, memiliki kepercayaan diri yang tinggi, dan mampu mengorganisasi belajarnya
Ethnobotanical data needs and their application in biology learning Marinda Sari Sofiyana; Dhamas Mega Amarlita; Pipit Mustika Ningrum
JOSAR (Journal of Students Academic Research) Vol 11 No 1 (2026): March 2026
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/etstnw87

Abstract

Ethnobotanical knowledge plays an important role in connecting biological concepts with local wisdom and contextual learning; however, its integration into formal biology education remains limited. This study aims to analyze the needs for ethnobotanical data among secondary school students and biology education students, as well as to examine its current application in biology learning materials. A mixed-methods approach was employed, involving questionnaires, semi-structured interviews, and document analysis. Questionnaire data were collected from secondary school students and biology education students to identify priority ethnobotanical data categories, including local plant names, scientific names, plant parts used, traditional functions, cultural values, and conservation aspects. Interview data were used to explore perceptions of usefulness and preferred data presentation formats, while document analysis examined the extent of ethnobotanical integration in textbooks, learning modules, and curriculum documents. The results indicate that both groups expressed high to very high levels of need for ethnobotanical data, with biology education students consistently reporting higher needs, particularly for scientific and systematically organized information. Interview findings revealed that ethnobotanical data supported conceptual understanding, relevance to local contexts, teaching preparation, and research activities, with a strong preference for structured and visual presentation formats. Document analysis showed that existing biology learning materials provide limited, fragmented, and unsystematic ethnobotanical content with weak alignment to learning objectives. These findings highlight a significant gap between learners’ needs and available learning resources. The study implies the necessity of developing structured, contextual, and locally based ethnobotanical learning materials to enhance biology learning and support sustainable education.
Problem-Based Learning: A Catalyst for the Development of Students' Critical Thinking and Science Process Skills Bagus Cahyanto; Dhamas Mega Amarlita; Damajanti Kusuma Dewi
Journal of Natural Science and Integration Vol. 8 No. 2 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i2.36551

Abstract

This study investigates the implementation of a problem-based learning (PBL) model to enhance students’ critical thinking and science process skills in science courses. The research was conducted within the Islamic Elementary School Teacher Education Study Program, Faculty of Islamic Studies, University of Islam Malang. A qualitative approach was employed, utilizing interviews, observations, and documentation techniques for data collection. Data were analyzed through an interactive analysis model following the framework proposed by Miles, Huberman, and Saldana, consisting of three stages: data condensation, data display, and conclusion drawing/verification. The findings indicate that the Natural Science course was conducted through the application of the PBL model, which involved several key stages: (a) orienting students to the problem, (b) organizing students for learning, (c) guiding investigations, (d) developing and presenting solutions, and (e) analyzing and evaluating the problem-solving process. The application of the PBL model was found to significantly improve students’ critical thinking and science process skills. The results of this study are expected to provide valuable insights for lecturers and educational institutions in designing learning strategies that foster the development of students’ higher-order thinking and scientific inquiry skills. Further research is recommended to examine the long-term effects of the PBL model on students’ skill development and their preparedness for teaching practice.Keywords: natural science, critical thinking, science process skills, problem-based learning
Development of Augmented Reality (AR)-Based Educational Media to Improve High School Understanding of Viral Concepts Amilil `Ulya; Eva Nurul Malahayati; Dhamas Mega Amarlita
Indonesian Journal of Biology Education Vol. 9 No. 1 (2026): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v9i1.3775

Abstract

This study aims to develop and determine the feasibility and effectiveness of Augmented Reality (AR)-based learning media on virus material for 10th- grade high school students. The background of this study is students’ difficulty in understanding the abstract concept of viruses and the limited learning media used by teachers. The method used was Research and Development (R&D) with the 4D development model (Define, Design, Develop, and Disseminate), which was implemented on a limited basis at SMAN 1 Kademangan. Data collection was conducted through expert validation, a practicality questionnaire, and response questionnaires for teachers and students. The validation results showed that the developed media was highly feasible, with an average feasibility score of 96%. Practicality tests by students and teachers yielded scores of 93% and 85%, respectively (classified as “very practical”), while effectiveness tests received an 82% response (very positive) from teachers and a 79% response (positive) from students. In conclusion, this AR-based learning medium has proven to be suitable and effective for teaching material on viruses, and can increase student engagement in the learning process through visual and interactive means in line with the demands of 21st- century learning.
Co-Authors Amilil `Ulya Bagus Cahyanto Damajanti Kusuma Dewi Ivatul Laily Kurniawati Malahayati, Eva Nurul Marinda Sari Sofiyana Pipit Mustika Ningrum