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All Journal JOSAR (Journal of Students Academic Research) 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.
Co-Authors Ivatul Laily Kurniawati Marinda Sari Sofiyana Pipit Mustika Ningrum