Article Per Year (5 Year)
p-Index From 2021 - 2026
2.57
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Biologi Indonesia Jurnal Inovasi Pendidikan IPA REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika JURNAL SERAMBI ILMU Natural: Jurnal Ilmiah Pendidikan IPA Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Journal of Innovation in Educational and Cultural Research Al Jahiz: Journal of Biology Education Research Research and Development in Education (RaDEn) Jurnal Serambi Ilmu
Paidi
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Pengetahuan Konseptual Biologi Siswa SMA di Aceh Silvi Puspa Widya Lubis; Paidi Paidi; Samsuar Samsuar; Putri Dini Meutia; Syarifah Rahmiza Muzana; Ferlya Elyza; I Gusti Putu Suryadarma
JURNAL SERAMBI ILMU Vol 24, No 2 (2023): Jurnal Serambi Ilmu
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/si.v24i2.6277

Abstract

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.
Spice plants as a biology learning resource based-education for sustainable development Ratna Dyah Hartanti; Paidi Paidi; Suyitno Aloysius; Heru Kuswanto; Rifqi Rasis
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.24685

Abstract

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.
Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective Dewi Murni; Sri Rahayu Lestari; Sri Endah Indriwati; Siti Zubaidah; Hendra Susanto; Paidi Paidi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25237

Abstract

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.
Validating instrument to assess science literacy and independent learning skills in high school Bebi Ramalia Alfi; P. Paidi; Anggi Tias Pratama
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.34770

Abstract

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.
The effect of argument-driven inquiry to pre-service biology teachers’ argumentation skills and metacognitive awareness in Mendelian genetics Rizqa Devi Anazifa; P. Paidi; Anggi Tias Pratama; Atik Kurniawati
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 10 No. 3 (2024): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v10i3.36218

Abstract

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.
Development of argument-driven inquiry model with blended learning approach in environmental science course Rizqa Devi Anazifa; P. Paidi; Anggi Tias Pratama; Atik Kurniawati
Research and Development in Education (RaDEn) Vol. 4 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v4i2.35874

Abstract

In response to the rapidly evolving world, students should be equipped with the thinking skills such as argument skills. This skill should be promoted using designed model of teaching which give students opportunities to develop and present arguments particularly in science program. In addition, as we navigate the complexity of a digital age, learning process should align with the demands of the digitally driven learning activities. Recognizing the need for the innovative pedagogical strategies, this research aims to design the novel teaching model called argument-driven inquiry based blended learning in environmental science course for undergraduate students. The study was research and development which included three phases analyze, design, and develop for the teaching model development and its validation. This research incorporated argument-driven inquiry with blended learning approach which produced eight phases of learning activities, 1) identify task and guiding question, 2) design method and data collection, 3) develop an initial argument, and 4) argumentation session which conducted offline, followed by 5) discussion, 6) investigation report writing, 7) report peer-review, 8) revise and submit the report which conducted online. This model validation involved four experts in biology learning strategies. The validation includes the validation of the model development as well as its learning instruction such as lesson plan and students’ worksheet. The results of model validation showed that the argument-driven inquiry model with blended learning approach was valid and can be implemented in the environmental course.
Pengetahuan Konseptual Biologi Siswa SMA di Aceh Silvi Puspa Widya Lubis; Paidi; Samsuar; Putri Dini Meutia; Syarifah Rahmiza Muzana; Ferlya Elyza; I Gusti Putu Suryadarma
Jurnal Serambi Ilmu Vol. 24 No. 2 (2023): Jurnal Serambi Ilmu
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/jsi.v24i2.910

Abstract

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.
Integrating Scratch with Project-Based Learning to Cultivate Students' Academic Performance Wenny Pinta Litna Tarigan; Paidi Paidi; Antuni Wiyarsi; Suhartini Suhartini; Sukma Fajri
Journal of Innovation in Educational and Cultural Research Vol 5, No 4 (2024)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v5i4.1994

Abstract

This study addresses the challenge of enhancing students' academic performance, including creativity, learning achievement, problem-solving ability, motivation, and attitude, by integrating problem-solving into biology lessons through Scratch and Project-based Learning (PjBL). The focus was on high school students studying the digestive system, a topic often taught through traditional lecture-based methods, which can limit engagement and deeper understanding. A quasi-experimental design with a nonequivalent control group pretest-posttest was employed, involving 105 eleventh-grade students divided into three groups: PjBL with Scratch, PjBL without Scratch, and a control group receiving direct instruction (DI). The same teacher taught all groups to ensure consistency. Research instruments included cognitive tests, problem-solving assessments, and questionnaires measuring creativity, motivation, and attitudes toward biology and programming. Results indicated that PjBL with the Scratch group significantly outperformed the other two groups in all aspects, demonstrating improved learning outcomes and a greater ability to apply knowledge in creative and meaningful ways. Students expressed higher motivation and more positive attitudes toward the subject matter. This study concludes that integrating Scratch with PjBL enriches biology education and enhances interdisciplinary learning. The findings contribute to educational science by offering a scalable, innovative model that bridges STEM fields and fosters critical 21st-century skills.
Development of STEM-integrated project-based learning to improve critical thinking skills of senior high school students on environmental change material Indrasti Indrasti; Paidi Paidi
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 7, No 3 (2025): October 2025
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v7i3.23218

Abstract

The 21st-century education demands mastery of critical thinking skills to address real-world problems. However, existing learning materials have not yet fully supported the systematic development of these skills. This study aims to develop a Project-Based Learning (PjBL) device integrated with STEM that is valid, practical, and effective in enhancing students’ critical thinking skills on the topic of environmental changes. The learning package was comprehensively developed in the form of a module, an interactive e-worksheet, and assessment instruments based on critical thinking indicators. The research employed a Research and Development (R&D) approach using the ADDIE model. The subjects were grade X high school students. Research instruments included validation sheets, practicality questionnaires, and critical thinking tests. The validation results indicated that the developed product was of very high quality, practical to use, and effective in improving critical thinking skills, achieving an n-gain score of 0.70 (high category). All indicators of critical thinking improved significantly, particularly the inference indicator. These findings confirm that the STEM-integrated PjBL into a comprehensive learning package can serve as a strategic innovation to support the implementation of the Kurikulum Merdeka and strengthen 21st-century biology education that emphasizes problem-solving and contextual learning.Abstrak. Pendidikan abad ke-21 menuntut penguasaan keterampilan berpikir kritis untuk menghadapi permasalahan nyata. Namun, perangkat pembelajaran yang tersedia belum sepenuhnya mendukung pengembangan keterampilan tersebut secara sistematis. Penelitian ini bertujuan mengembangkan perangkat pembelajaran berbasis proyek (PjBL) terintegrasi STEM yang valid, praktis, dan efektif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi perubahan lingkungan. Perangkat dikembangkan secara komprehensif dalam bentuk modul, lembar kerja peserta didik elektronik interaktif, dan instrumen asesmen berbasis keterampilan berpikir kritis. Metode penelitian menggunakan pendekatan R&D dengan model ADDIE. Subjek penelitian adalah peserta didik kelas X SMA. Instrumen penelitian meliputi lembar validasi, angket kepraktisan, dan tes keterampilan berpikir kritis. Hasil validasi menunjukkan bahwa produk yang dikembangkan memiliki kualitas sangat baik, praktis digunakan, dan efektif meningkatkan keterampilan berpikir kritis dengan n-gain sebesar 0,70 (kategori tinggi). Seluruh indikator berpikir kritis meningkat secara signifikan, terutama pada indikator inference. Temuan ini menegaskan bahwa PjBL yang terintegrasi STEM dalam satu paket pembelajaran yang utuh dapat menjadi inovasi strategis dalam mendukung implementasi Kurikulum Merdeka dan memperkuat pendidikan biologi abad ke-21 yang berorientasi pada pemecahan masalah dan pembelajaran kontekstual.
Development of SETS e-module on endocrine system material to improve scientific literacy and learning independence of high school students Mahbengi Niate; Paidi Paidi
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 7, No 2 (2025): June 2025
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v7i2.21357

Abstract

The level of scientific literacy, learning independence, and student learning outcomes in the endocrine system material are still relatively low. This indicates the need for the development of teaching materials that are able to produce scientific concepts in everyday life and encourage active student participation. This study aims to develop a SETS (Science, Environment, Technology, and Society)-based e-module that is feasible, practical, and effective in improving scientific literacy and learning independence. The study used the Research and Development (R&D) method with the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. The subjects of the study consisted of 64 grade XI MIPA students at SMA Negeri 1 Mlati. Data collection techniques included interviews, questionnaires, and tests, with descriptive and inferential data analysis using MANOVA. The results showed that the SETS-based e-module was feasible, practical, and effective. The MANOVA test showed a significance value of 0.00 (p <0.05), while the N-gain results showed an increase in scientific literacy of 0.320 and learning independence of 0.460, both of which were in the moderate category. The results of this study provide scientific evidence that the application of the SETS approach through e-modules has a positive impact on students' science literacy and learning independence in biology. This study recommends that SETS e-modules can be used as alternative teaching materials in biology learning and opportunities for further research to develop SETS e-modules for other subjects.Abstrak. Tingkat literasi sains, kemandirian belajar, dan hasil belajar siswa pada materi sistem endokrin masih tergolong rendah. Hal ini menunjukkan perlunya pengembangan bahan ajar yang mampu menghasilkan konsep sains dalam kehidupan sehari-hari serta mendorong partisipasi aktif siswa. Penelitian ini bertujuan untuk mengembangkan e-modul berbasis SETS (Science, Environment, Technology, and Society) yang layak, praktis, dan efektif dalam meningkatkan literasi sains dan kemandirian belajar. Penelitian menggunakan metode Research and Development (R&D) dengan model pengembangan ADDIE yang terdiri atas lima tahap: analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri dari 64 siswa kelas XI MIPA di SMA Negeri 1 Mlati. Teknik pengumpulan data meliputi wawancara, angket, dan tes, dengan analisis data secara deskriptif dan inferensial menggunakan MANOVA. Hasil penelitian menunjukkan bahwa e-modul berbasis SETS tergolong layak, praktis, dan efektif. Uji MANOVA menunjukkan nilai signifikansi 0,00 (p < 0,05), sedangkan hasil N-gain menunjukkan peningkatan literasi sains sebesar 0,320 dan kemandirian belajar sebesar 0,460, keduanya termasuk kategori sedang. Hasil penelitian ini memberikan kontribusi ilmiah berupa bukti bahwa penerapan pendekatan SETS melalui e-modul berdampak positif terhadap literasi sains dan kemandirian belajar siswa pada topik biologi. Penelitian ini merekomendasikan bahwa e-modul SETS dapat dijadikan alternatif bahan ajar pada pembelajaran biologi dan peluang untuk penelitian selanjutnya mengembangkan e-modul SETS pada materi lainnya.
Co-Authors Achmad Ali Fikri Adria Utamiyosa Ajeng Purnama Henya Anafiza, Rizqa Devi Anna Rakhmawati Antuni Wiyarsi Ardiyansyah, Yohn Ade Atik Kurniawati Bambang Subali Bebi Ramalia Alfi Desy Indrias Wari Dewi Murni Eka Siti Barkah El Minahussaniyyatul Ula Elyza, Ferlya Evi Linda Hendra Susanto Heru Kuswanto I Gusti Putu Suryadarma Indrasti Indrasti Inur Tivani Jumadi Jumadi Laras Auliantika Hapsari Lubis, Silvi Puspa Widya M Ikhsan Al Ghazi Mahbengi Niate Pratama, Anggi Tias Putri Dini Meutia Rahmawati Darussyamsu Ratna Dyah Hartanti Rifqi Rasis S. Syamsurizal Samsuar Samsuar Samsuar Samsuar Silvi Puspa Widya Lubis Siti Mariyam Siti Zubaidah Sri Endah Indriwati Sri Rahayu Lestari Suhartini Suhartini Sukma Fajri Suyitno Aloysius Syarifah Rahmiza Muzana Tarigan, Wenny Pinta Litna Viki Ismah Vina Septiani Yohn Ade Ardiyansyah Yohn Ade Ardiyansyah Yuni Wibowo