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DILEMMAS STORIES LEARNING MODEL IN INDONESIAN LANGUAGE LEARNING TO IMPROVE STUDENTS' SCIENTIFIC WRITING SKILLS Yuliarti; Yatin Mulyono
(JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 10 No. 1 (2023): JIBS : JURNAL ILMIAH BAHASA DAN SASTRA
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v11i1.9956

This study aimed to evaluate the Indonesian language learning process in terms of the scientific writing abilities of senior high school students and find solutions to these learning problems. This type of research is a mixed method. Samples were obtained randomly from three senior high schools in Indonesia with 272 students as subjects. The process of gathering data involved watching teaching aids. Observing the learning process and evaluating the students' scientific writing skills utilizing instrument assessments that have been Aiken formula verified and concept validated using Confirmatory Factor Analysis (CFA) with the Linear Structural Model (Lisrel). Observational data on curricular papers and learning process observations are reported descriptively. Comparatively, statistics on learning outcomes in the form of students' writing skills are examined by estimating the proportion of pupils who fulfill traditionally established standards. The results showed that the students' scientific writing skills needed to meet the classical achievements. The evaluation results showed that a new, more effective learning strategy was required to improve students' scientific writing skills by developing learning models. Developing the inquiry learning model of local wisdom dilemmas stories (ILWDS) is recommended as an alternative to making learning effective and efficient.

EFEKTIVITAS PEMBELAJARAN DARING SISWA KELAS X IPA TERHADAP HASIL BELAJAR BIOLOGI PADA KONSEP BIODIVERSITAS Nadia; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/v0har843

This study aims to determine the effectiveness of online learning on students' learning outcomes in Class X IPA regarding biodiversity material in the biology subject. This research is based on the shift from face-to-face to online learning due to technological developments and the pandemic, which has encouraged the adoption of new learning methods. This study employed a quantitative, pseudo-experimental research method. The sample consisted of students in a tenth-grade science class at one of the state high schools. The students were divided into two groups: an experimental group that received online instruction and a control group that received face-to-face instruction. The instrument used was a validated, multiple-choice learning outcome test. Data analysis revealed a significant difference in learning outcomes between students who received online instruction and those who received face-to-face instruction. The average learning outcomes of students in the online group were sufficient, though lower than those in the face-to-face group. These results indicate that online learning is still limited in its effectiveness, particularly for materials requiring conceptual understanding, such as biodiversity. Therefore, it is necessary to develop online learning strategies that are more interactive and encourage active student involvement.

EFEKTIVITAS MODEL PEMBELAJARAN INKUIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA: SUATU KAJIAN META-ANALISIS Ariansyah; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/3nqq9755

This study aims to examine the effectiveness of the inquiry-based learning model in enhancing students' critical thinking skills through a meta-analytic approach. The research background is based on the low level of critical thinking skills among Indonesian students, primarily due to the dominance of conventional teaching methods. The inquiry model is considered a solution as it positions students as active participants in the learning process. This study collected data from seven nationally indexed SINTA articles that met the inclusion criteria, with quantitative data including means, standard deviations, and sample sizes. The meta-analysis results showed an average effect size (Cohen’s d) of 0.82, which is categorized as moderate to large, indicating that the inquiry model is generally effective in improving students' critical thinking skills. However, one study reported a negative effect size, suggesting that the effectiveness of the inquiry model is highly influenced by teacher readiness, student preparedness, and resource support. The implications of this research highlight the importance of teacher training, curriculum development, and the provision of supporting facilities for optimal implementation of the inquiry model. The study recommends expanding research to other educational levels and disciplines and employing more rigorous research designs to strengthen the generalizability of the findings.

PENGARUH PENDEKATAN STEM TERHADAP MINAT DAN HASIL BELAJAR BIOLOGI SISWA : STUDI KASUS KUANTITATIF DI SMAN 3 PALANGKA RAYA Dina Pratika Lestari; Mutia Harimatul Hasanah; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/5g2ewn70

This study aims to analyze the influence of the Science, Technology, Engineering, and Mathematics (STEM) approach on increasing interest and learning outcomes of Biology in students of SMAN 3 Palangka Raya. The method used was a meta-analysis by examining seven relevant articles and meeting the inclusion criteria, such as experimental or quasi-experimental quantitative design, middle-level student subjects, and quantitative data that included pretest scores, posttest, standard deviation, and sample count. The results showed that the application of the STEM approach consistently increased students' interest and learning outcomes, with an average difference in pretest and posttest scores of 17.8 points. These findings reinforce the argument that STEM approaches are effective in encouraging student engagement, improving conceptual understanding, and developing critical and collaborative thinking skills in science learning. This study recommends the systematic integration of STEM in curriculum and teacher training to support the quality of learning in secondary schools.

EFEKTIVITAS PEMBELAJARAN BERBASIS MASALAH (PROBLEMBASED LEARNING) DALAM MENINGKATKAN PEMAHAMAN KONSEP BIOLOGI: SEBUAH SYSTEMATIC REVIEW DAN META-ANALISIS Misno, Fina; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/v0t4d059

Understanding biological concepts is a crucial component in science education but remains a challenge at the junior and senior high school levels. One contributing factor is the dominance of conventional teaching methods that limit active student engagement. This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) model in improving students’ conceptual understanding in biology. The research employed a systematic review and meta-analysis approach, involving eight national quantitative studies that met the inclusion criteria, such as experimental design, complete statistical data, and secondary school student participants. The data analyzed included means, standard deviations, sample sizes, and calculated effect sizes using Cohen’s d formula. The findings reveal that the implementation of PBL consistently results in a significant positive effect, with an average effect size of 2.14, categorized as large. This indicates that PBL not only enhances conceptual understanding but also fosters active involvement, critical thinking, and collaboration among students in biology learning. Therefore, PBL is recommended as an innovative and effective instructional strategy that should be widely implemented in secondary biology education.

EFEKTIVITAS LITERASI SAINS PADA PEMBELAJARAN BIOLOGI Wahdiyana; Vita; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/y3b4am23

The development of science and technology in the 21st century requires biology learning to not only focus on mastering concepts, but also on strengthening students' scientific literacy. Scientific literacy includes critical and analytical thinking skills, as well as the ability to evaluate and apply scientific information in real life. However, survey results such as PISA show that Indonesian students' scientific literacy is still relatively low, which is thought to be caused by a learning approach that is less contextual and minimally encourages active student involvement. One approach that is believed to be able to develop scientific literacy is the inquiry learning model. This study uses a meta-analysis method on eight SINTA-indexed scientific articles that examine the effectiveness of the inquiry learning model on students' critical thinking skills. The analysis was carried out by calculating the effect size value using the Cohen's d formula. The results show an average effect size value of -2.40, which statistically indicates a negative effect. However, there are extreme values that significantly affect the aggregate results.

PERBANDINGAN MODEL INKUIRI DAN PROBLEM-BASED LEARNING DALAM PEMBELAJARAN IPA: SYSTEMATIC LITERATURE REVIEW META-ANALIS Mahrelin, Mahrelin; Nurul Hidayah; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/dc73a735

This study aims to analyze and compare the effectiveness of the Inquiry and Problem-Based Learning (PBL) models in science education through a systematic literature review and meta-analysis approach. The study examines various scientific publications that meet inclusion criteria based on research design, topic relevance, and completeness of quantitative data. Collected data were analyzed to identify trends in the effectiveness of both models in enhancing students’ science process skills and critical thinking abilities. Meta-analysis was conducted on selected articles with complete statistical data to calculate effect sizes as indicators of the strength of influence. The results indicate that both instructional models show high effectiveness, with the Inquiry model being more dominant in improving science process skills and PBL showing greater influence on the development of critical thinking. Although both are effective, differences in instructional approach and learning focus affect the learning outcomes. The Inquiry model emphasizes exploration and concept discovery through scientific investigation, while PBL emphasizes solving contextual problems that actively engage students cognitively. These findings suggest that integrating the strengths of both models or applying a hybrid approach may lead to more comprehensive learning outcomes in science education at schools.

TRANSFORMASI STRATEGI PEMBELAJARAN DI ERA DIGITAL: INOVASI MENUJU PENDIDIKAN ABAD 21 Kuwat, Rahmadi; Haris Fadhilah; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/5btv4v84

The transformation of learning strategies in the digital era has become a critical necessity to meet the demands of 21st-century education. This study employs a meta-analysis method to examine the effectiveness of various digital learning strategies on student learning outcomes and 21st-century skills. Data were collected from eight SINTA-indexed articles published between 2018 and 2024, using experimental and quasi-experimental research designs. The analysis revealed that most digital strategies produced a Cohen’s d value greater than 0.8, indicating a large to very large effect. Strategies such as blended learning, flipped classroom, problem-based learning (PBL), and the integration of STEM–TPACK proved effective in enhancing learning achievement, digital literacy, critical thinking, and collaboration skills. These findings affirm that digital-based learning is not merely a technological adaptation but a strategic pedagogical innovation to develop learners who are ready to face global and digital era challenges. Keyword: Digital learning strategies, meta-analysis, Cohen’s d, 21st-century skills, educational innovation, digital literacy, STEM–TPACK.

EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN AUDIOVISUAL DALAM MENINGKATKAN PEMAHAMAN MATERI DI KALANGAN SISWA SEKOLAH DASAR Sari, Yunita; Puspita, Fitri Dewi; Yatin Mulyono
Jurnal Metabio Vol. 7 No. 1 (2025): MetaBio : Jurnal Pendidikan (Edisi Elektronik)
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Simalungun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36985/3ngx3e36

This study aims to determine the effectiveness of using audiovisual learning media in improving material comprehension among elementary school students through a meta-analysis approach. A quantitative method was employed by systematically selecting relevant experimental articles from national and international databases. Inclusion criteria included experimental design, elementary-level subjects, and availability of statistical data such as means, standard deviations, and sample sizes. Seven eligible articles were analyzed using Cohen’s d formula to measure effect size, followed by descriptive and inferential analysis. The results showed an average effect size of 1.46, which is classified as a large effect. This indicates that audiovisual media significantly enhance students’ material comprehension. These findings support the importance of using audiovisual-based learning media as an effective and applicable strategy in elementary school instruction. The study also revealed variations across studies influenced by intervention duration, subject matter, and the quality of media implementation.

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