Articles
<![CDATA[Developing Augmented Reality of Virus as Learning Media ]]>
<![CDATA[M Ikhsan Al Ghazi]]>;
<![CDATA[Paidi Paidi]]>;
<![CDATA[Yuni Wibowo]]>
<![CDATA[ JURNAL BIOEDUKATIKA Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/bioedukatika.v10i3.24035
<![CDATA[This This study aims to: (1) develop Augmented Reality Virus (ARVI) as learning media for class X students; (2) determine the feasibility of learning media Augmented Reality virus (ARVI). The method used in this research is Research and Development with the ADDIE model limited to the Development stage. Product assessment is carried out by lecturers of material experts, lecturers of media experts, and biology teachers, each of which consists of two people. The limited trial was conducted on 18 students grade XI. Data were collected using a questionnaire and if necessary interviews were conducted with the informants. The data analysis was done quantitatively. The results of this study resulted in a product in the form of an Android application containing Augmented Reality feature that can display 3-dimensional illustrations of viruses that can be rotated and adjust the magnification when directed at the marker. Applications developed can run on the Android operating system 6 and above. The developed learning media has very feasible criteria. This is based on the results of the validation of material experts of 98.71%, media experts of 77.60%, biology teachers 91.31%, and students of 83.96%.]]>
<![CDATA[Development of Process Oriented Guided Inquiry Learning Worksheets (POGIL) to Improve Critical Thinking Skills and Science Process Skills ]]>
<![CDATA[Fajarotul Hidayah]]>;
<![CDATA[Paidi]]>;
<![CDATA[Fadli Robby Al-Farisi]]>;
<![CDATA[Nida Husna]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i8.3847
<![CDATA[This study aims to determine the feasibility of POGIL-based LKPD to empower students' critical thinking skills and Science Process Skills. The type of research used is research and development with research procedures using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This research is limited to the feasibility test of POGIL-based LKPD at the development stage. The assessment of the results of the validity test and the practicality test of the questionnaire is interpreted on a Likert scale. Based on data analysis, the following results were obtained: product validity test in the form of POGIL-based LKPD by media experts obtained an average of 87% with very feasible criteria and 78.3% by material experts with feasible criteria. Practicality tests conducted by Biology teachers get an average of 84.35% and students 85% with very decent criteria.]]>
<![CDATA[Analysis of Students' Learning Motivation Using Guided Inquiry Learning Model ]]>
<![CDATA[Monica Julia Sari]]>;
<![CDATA[Paidi]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i8.4366
<![CDATA[The implementation of this study aims to analyze students' learning motivation toward the application of the Guided Inquiry learning model at SMA Colombo Yogyakarta. The research design used in this research is experimental. The sample used in this study was class XI students with a total of 9 students, but learning activities were carried out in one class but focused on 9 students. The sampling technique used was purposive sampling. The data collection technique was carried out by filling in the student's learning motivation questionnaire. The data analysis used is a descriptive analysis by calculating the percentage of the overall score on the learning motivation questionnaire. The results of this study are the level of learning motivation of students at SMA Colombo Yogyakarta in the high category by filling out a questionnaire by 5 students and very high by filling out a questionnaire by 4 students. The role of the teacher in learning activities using the Guided Inquiry model has a very large role in developing students' learning motivation.]]>
<![CDATA[Pengetahuan Konseptual Biologi Siswa SMA di Aceh ]]>
<![CDATA[Silvi Puspa Widya Lubis]]>;
<![CDATA[Paidi Paidi]]>;
<![CDATA[Samsuar Samsuar]]>;
<![CDATA[Putri Dini Meutia]]>;
<![CDATA[Syarifah Rahmiza Muzana]]>;
<![CDATA[Ferlya Elyza]]>;
<![CDATA[I Gusti Putu Suryadarma]]>
<![CDATA[ JURNAL SERAMBI ILMU Vol 24, No 2 (2023): Jurnal Serambi Ilmu ]]>
Publisher : <![CDATA[UNIVERSITAS SERAMBI MEKKAH ]]>
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DOI: 10.32672/si.v24i2.6277
<![CDATA[This research was descriptive research using the survey method. This research was conducted at the Public Senior High School, Aceh Besar, Aceh in 2019. The research subjects were 135 students of class X SMAN in Aceh Besar. The sampling technique was the total sampling technique. Data collection was done through test techniques. The test technique was carried out to measure the achievement of conceptual abilities. The test instrument used was multiple choice taken from ecosystem material. The data analysis used was inferential analysis to determine the difference in the achievement of students' conceptual knowledge in schools with the accommodated variables, namely based on gender. The results obtained indicate that the results of the study obtained a value of p = 0.000 (p 0.05), so there is a significant difference between the gender of female and male students. The average value of the achievement of conceptual knowledge of students of class X IPA SMA Negeri in Aceh Besar where the female students were 8,96 and male students were 4.36. It can be concluded that the conceptual knowledge of female students is higher than male students.]]>
<![CDATA[Spice plants as a biology learning resource based-education for sustainable development ]]>
<![CDATA[Ratna Dyah Hartanti]]>;
<![CDATA[Paidi Paidi]]>;
<![CDATA[Suyitno Aloysius]]>;
<![CDATA[Heru Kuswanto]]>;
<![CDATA[Rifqi Rasis]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.24685
<![CDATA[Studying biology has research topics that are closely related to all the living things around the student and important for them to understand thoroughly. One of the local potentials in the environment around students that can be used as a source of learning biology is spice plants. This research is a qualitative descriptive study. The research aims to describe the spice plants in the Botanical Smartpark, which can be used as learning resources. The result of this research shows that there are 57 species and 27 families of spice plants found at the Botanical Smartpark, Yogyakarta, Indonesia. Spice plant biology objects can be used in biology learning by using project-based learning and socio-scientific issues-based learning models. In addition, this local potential can support education for sustainable development (ESD), through environmental conservation.]]>
<![CDATA[Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective ]]>
<![CDATA[Dewi Murni]]>;
<![CDATA[Sri Rahayu Lestari]]>;
<![CDATA[Sri Endah Indriwati]]>;
<![CDATA[Siti Zubaidah]]>;
<![CDATA[Hendra Susanto]]>;
<![CDATA[Paidi Paidi]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i1.25237
<![CDATA[The correlation between students’ information communication technology (ICT) literacy and conceptual knowledge from a gender perspective is essential to understanding the causal effects of student learning. Therefore, this study aimed to describe the relationship between students’ ICT literacy and conceptual knowledge in a genetics course, especially from a gender perspective. This study employed a descriptive research method that used randomized sampling. The instruments used were conceptual knowledge and ICT literacy test sheets. The data were analyzed by using analysis of variance (ANOVA) and Pearson correlational statistics. The results showed male students have higher ICT literacy than females. Otherwise, male students have a lower conceptual knowledge than females. Furthermore, male students’ ICT literacy and conceptual knowledge showed a strong relationship, while female students showed a weak relationship. The findings support the idea that integrating ICT into genetics curricula might help students develop their ICT literacy and conceptual knowledge more effectively, especially female students.]]>
<![CDATA[Pengembangan E-Module Interaktif Terintegrasi Science, Environtment, Technology, Society Pada Materi Perubahan Lingkungan ]]>
<![CDATA[Heliza Maria]]>;
<![CDATA[Paidi Paidi]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 10 No 3 (2024): March ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v10i3.6877
<![CDATA[Teaching materials are one of the components needed and used by teachers when teaching. With the use of appropriate teaching materials during teaching and learning activities, it will make it easier for teachers and students to achieve competencies and learning objectives. This study aims to determine the feasibility and practicality of SETS Integrated Interactive E-Module. The type of research used is research and development with research procedures using the 4D model. The research will only be carried out until the Design stage. The results showed that the SETS Integrated Interactive E-Module is feasible to use as teaching material on environmental change material with a percentage of feasibility of 80.21% by material experts and 96.25% by media experts; SETS Integrated Interactive E-Module is practical to use as teaching material on environmental change material with a percentage of practicality of 82.11% by students, and 83.33% by biology teachers. Based on the results of the feasibility and practicality tests that have been carried out, the SETS-integrated interactive e-module is feasible and practical to use.]]>
<![CDATA[Effect of the inquiry-based nature of science argumentation instructional model in scientific literacy skills ]]>
<![CDATA[Diah Puji Lestari]]>;
<![CDATA[Paidi Paidi]]>;
<![CDATA[Suwarjo Suwarjo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v18i3.21024
<![CDATA[The purpose of this study is to see how the inquiry-based nature of science (NOS) argumentation (IB-NOSA) instructional model affects scientific literacy skills. This research used a quasi-experimental method. The design of this research is a pretest-posttest control group design. This study describes the significance of the differences between participants who learn through IB-NOSA, guided inquiry, and discovery learning model. The subjects of this study were 288 students of grade VIII in the 2022/2023 academic year from three junior high schools in Sleman, Yogyakarta, Indonesia. Data analysis in this study used an analysis of variances (ANOVA) mixed design. The result showed that there was a difference between the pretest-posttest scores of scientific literacy skills in each group. There was a significant increase in the pretest-posttest scores of scientific literacy skills in each group. Effect size showed that the IB-NOSA in increased scientific literacy skills was 0.79; the guided inquiry was 0.76; and the discovery learning was 0.71. The IB-NOSA was the most effective in improving scientific literacy skills with a gain score of 0.49 (medium). So, it can be concluded that the IB-NOSA instructional model can be used as an alternative solution in improving scientific literacy skills.]]>
<![CDATA[Validating instrument to assess science literacy and independent learning skills in high school ]]>
<![CDATA[Bebi Ramalia Alfi]]>;
<![CDATA[P. Paidi]]>;
<![CDATA[Anggi Tias Pratama]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.34770
<![CDATA[Inadequate science literacy and independent learning hinder students' ability to analyze scientific information. This study aimed to develop and validate a measurement instrument to assess science literacy and independent learning skills among high school students. The instrument was piloted with 20 twelfth-grade students at SMAN 03 Kota Yogyakarta to assess its reliability and validity. The validated instrument was administered to 20 eleventh-grade students at the same school to identify the profiles of these two skills and explore their relationship in the context of the nervous system. The validity analysis demonstrated that both the science literacy and independent learning instruments exhibited strong validity. Pearson correlation analysis revealed that 20 items in the independent learning questionnaire were strongly correlated with the total score. Rasch analysis of the science literacy test indicated low infit mean square values, appropriate p-values, and high point biserial values, suggesting well-functioning items. Cronbach's alpha reliability coefficients for both instruments were excellent. The profile analysis revealed a discrepancy, with many students showing high independent learning levels but low science literacy scores on the nervous system topic. This gap suggests that even students capable of independent learning may face challenges in grasping specific scientific concepts.]]>
<![CDATA[The effect of argument-driven inquiry to pre-service biology teachers’ argumentation skills and metacognitive awareness in Mendelian genetics ]]>
<![CDATA[Rizqa Devi Anazifa]]>;
<![CDATA[P. Paidi]]>;
<![CDATA[Anggi Tias Pratama]]>;
<![CDATA[Atik Kurniawati]]>
<![CDATA[ JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jpbi.v10i3.36218
<![CDATA[In recent years, pre-service teacher education programs have recognized the importance of equipping future educators with the necessary skills such as argumentation skills and metacognitive awareness. However, the extent to these skills in ore-service biology teachers remains relatively unexplored. This study aimed to explore the effect of argument-driven inquiry on pre-service biology teachers’ argumentation skills and metacognitive awareness. This study also investigated the correlation between argumentation skills and metacognitive awareness in pre-service biology teachers. This research was conducted as quasi experiment using nonrandomized control group pretest–post-test design with two classes. One class as experiment group (N=44) which participated in series of activities in laboratory work using argument-driven inquiry, and control group (N=44) which participated in the regular laboratory activities. The laboratory work focused on the topic of mendelian genetic. This research was conducted on the second year of pre-service biology teachers in the Department of Biology Education. Data were generated by administrating pre-test and post-test on argumentation skill using open-ended question and metacognitive awareness using Metacognitive Awareness Inventory (MAI). Result showed a significant difference between experimental group and control group in argumentation skills (p value= .016) as well as in metacognitive awareness (p value = .005). However, the correlation between argumentation skills and metacognitive awareness were relatively low (r= -.119). This research findings can be used as suggestions for policy makers and educational institute to integrate argumentation skills and metacognitive awareness in designed for professional development program in teacher training program.]]>
