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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Al-Alam : Islamic Natural Science Education Journal
Asya Kharisma
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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The Feature of Project-Based Learning and Differentiated Instruction Practices in Biology Learning Suci Fajrina; Ria Anggriyani; Fitri Arsih; Muhyiatul Fadilah; Helendra; Zulyusri; Eby Restudila; Asya Kharisma; Ayu Melisa Putri
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.8992

Abstract

This research aims to examine Biology teachers' views on the effectiveness of Project Based Learning (PjBL) in building a conducive learning environment that increases student involvement and socio-cultural awareness in Biology learning in Indonesia. In addition, this research aims to explore the methods used by Biology teachers in implementing differentiation in Biology education in the Indonesian context. The approach was taken with a sequential mixed methods strategy, which ensured comprehensive data collection. and the use of qualitative and quantitative methods starting with distributing questionnaires to 200 Biology teachers, followed by focus group interviews with eight volunteer educators. The results of the study state that Biology educators consider project-based learning as a useful teaching method that contributes to increased student engagement, increased social dynamics in the classroom, cultural appreciation, and effective implementation of strategies for differentiated learning. These findings have implications across multiple domains, including teacher professional development, academic administration, curriculum design, and decision-making processes. Furthermore, the insights gained from this research may extend beyond the boundaries of Biology education, attracting interest from stakeholders in a variety of academic disciplines.
Analysis of Students' Needs for Game-Based Learning Flashcards on Climate Change Material at SMAN 8 Padang Asya Kharisma; Heffi Alberida
Al-Alam: Islamic Science Education Journal Vol 5 No 2 (2026): (Edisi Juli) Science learning integrated with Islamic values
Publisher : LP2M UIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/al-alam.v5i2.15958

Abstract

Biology learning on climate change requires media that can present concepts visually, interactively, and meaningfully. Initial observations at SMAN 8 Padang showed that learning was still dominated by lecture and question and answer methods with the use of LKPD and PowerPoint. In addition, as many as 60.56% of students experienced difficulties in understanding climate change material. This study aims to analyze students' needs for the development of Game Based Learning-based flashcards on climate change material. The study used a descriptive method with a quantitative and qualitative approach through interviews with one Biology teacher and questionnaires to 35 Phase E students of SMAN 8 Padang. The results of the analysis showed that 32.88% of students understood the material through teacher explanations, 25.72% through images and videos, 21.42% through books and PPT, 12.85% through observation activities, and 7.13% through direct practice. Flashcards have the advantage of presenting images, information, and questions concisely and encouraging students to remember, identify, explain, discuss, and test understanding through game activities. The use of flashcards is designed through three stages: Memorize to observe and understand information, recall to recall concepts through questions, and examine to check and analyze answers. The analysis shows that Game-Based Learning flashcards are relevant for development as a learning medium that can support active, interactive, and meaningful understanding of climate change concepts.
Co-Authors Ayu Melisa Putri Eby Restudila Fitri Arsih Heffi Alberida Helendra Muhyiatul Fadilah Ria Anggriyani Suci Fajrina Zulyusri, Zulyusri