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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Bioscientist : Jurnal Ilmiah Biologi
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Immunology & microbiology Materials Science & Nanotechnology Physics Social Sciences

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Pengembangan E-Modul Eco-Enyzme untuk Mahasiswa MK Botani Ekonomi Hortikultura Prodi Pendidikan Biologi UNTAD Lestari M. P. Alibasyah; Astija; Isnainar; Vita Indri Febriani; Akram; Dwi Setyorini
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12805

Abstract

Learning in the Economic Botany and Horticulture course is still dominated by lectures, resulting in limited student procedural skills and the absence of structured teaching materials. This study aims to develop and evaluate an eco-enzyme e-module to improve conceptual understanding, practical competence, and learning effectiveness. Using a Research and Development (R&D) approach with the ADDIE model, the study involved expert validation, a limited trial with one class, and pre-test/post-test assessment. Data was analyzed through descriptive validation scores, practicality ratings, and N-gain effectiveness. Results show that expert validation yielded very feasible scores for content (90%), media (88%), and instructional design (86%). The practicality test produced a very practical overall score of 87%, indicating high usability, readability, visual appeal, accessibility, and engagement. Implementation of the e-module increased students’ mean score from 62.4 (pre-test) to 91.2 (post-test), generating an N-gain of 0.77 categorized as high effectiveness. The e-module successfully integrates conceptual explanations, fermentation procedures, multimedia features, and project-based activities related to eco-enzyme production. In conclusion, the eco-enzyme e-module is valid, practical, and effective for supporting independent learning and enhancing students’ conceptual and procedural skills in accordance with the course learning outcomes.
Empowering Junior High School Students' Thinking Skills Through the Application of Problem-Based Learning Models Gamar B. N. Shamdas; Lestari Alibasyah; Isnainar; Zulaikhah Dwi Jayanti
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9080

Abstract

The reason for this review is to portray imaginative reasoning abilities and science-critical abilities to think in middle school understudies by using issue-based learning models. The study was directed at class VIII students at one of Palu City's junior high schools. The population of class VIII consists of five classes totaling 160 students. Purposive sampling was used to select two classes as samples. Data on problem-solving and creative thinking abilities were obtained through essay tests. The instruments used were teaching modules, LKPD, and tests. Information investigation utilized an autonomous t-test with the assistance of SPSS variant 25.0. The findings revealed that the creative thinking skills in conventional classes were significantly lower than problem-based learning classes t(62)=13.56, p<0.001, and problem-solving skills in conventional classes were considerably lower than problem-based learning classes t(62)=14.63, p<0.001. Thus, this study concludes that the creative thinking skills and problem-solving abilities of Class VIII SMP students in science subjects can be empowered by implementing a problem-based learning model.
Effect of the Think Talk Write Cooperative Learning Model Assisted by Poster Media on Students’ Learning Outcomes in Biology Among Grade VIII Students at SMP Negeri 19 Palu Nuraziza Z Al Hadar; Astija; Moh. Sabran; Bustamin; Isnainar; Mursito S. Bialangi
Bioscientist : Jurnal Ilmiah Biologi Vol. 14 No. 2 (2026): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v14i2.20718

Abstract

This study aimed to examine the effect of a poster-assisted Think Talk Write cooperative learning model on eighth-grade students’ learning outcomes in biology at SMP Negeri 19 Palu. A quasi-experimental method was employed using a nonequivalent control group design. The study involved two classes selected through purposive sampling: Class VIII A, consisting of 31 students, served as the control group, while Class VIII C, consisting of 28 students, served as the experimental group. Data were collected using a multiple-choice achievement test. The findings showed that the poster-assisted Think Talk Write cooperative learning model had a significant effect on students’ learning outcomes in the topic of the excretory system. The Mann–Whitney U test comparing the posttest scores of the experimental and control groups yielded an Asymp. Sig. (two-tailed) value of 0.001, which was lower than the significance level of 0.05. This result indicated a statistically significant difference between the two groups after the intervention. Furthermore, the experimental group achieved a mean normalized gain of 73% (g = 0.73), which was higher than that of the control group, which achieved 55% (g = 0.55). These findings demonstrate that the poster-assisted Think Talk Write learning model significantly improves students’ biology learning outcomes. Therefore, this model may be considered an effective alternative instructional strategy for enhancing student achievement.
Co-Authors Akram Astija Bustamin Dwi Setyorini Gamar B. N. Shamdas Lestari Alibasyah Lestari M. P. Alibasyah Mursito S. Bialangi Nuraziza Z Al Hadar Vita Indri Febriani Zulaikhah Dwi Jayanti