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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA)
Andi Asmawati Azis
Makassar State University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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The Influence of SaLDI Learning Model (Stimulation, Learning Community, Discovery, Inferring) on Activity, Motivation, and Learning Outcomes of Biology of High School Students Suhardi Aldi; Adnan; Andi Asmawati Azis
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.9379

Abstract

The study aimed was to determine the effect of the SaLDI learning model integrated with TPACK on student activity, motivation and learning outcomes. This type of research is an experiment with a posttest-only control group design. The sampling technique is using random sampling. The sample in this study was XI 5 class as the control class and XI 6 as the experimental class, each class totalling 32 students at SMAN 14 Makassar. The instruments used were observation sheet of learning activity, questionnaire of learning motivation, learning outcome test with multiple choice type. Research data analysis includes descriptive and inferential analysis and uses non-parametric testing with mann whithney test using SPSS type 25.0. The results of descriptive analysis showed that implementing of the TPACK-integrated SaLDI learning model in the experimental class had the ability of active learning activities, very high learning motivation and good learning outcomes. The results of the infrential analysis show that the alpha significance is smaller than 0.05. So, there is a positive influence of SaLDI learning model integrated with TPACK on the activity, motivation and learning outcomes of Biology students at SMAN 14 Makassar.
Development of a Bio Pocketbook Learning Resource Based on SETS-I (Science, Environment, Technology, Society, and Islamic Integration) to Enhance Students’ Scientific Literacy Musfirah; Firdaus Daud; Syamsiah; Nurhayati B; Andi Asmawati Azis
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13868

Abstract

This study aims to produce a science learning resource in the form of a SETS-I based (Science, Environment, Technology, Society, and Islamic Integration) Bio Pocketbook that is valid, practical, and effective. The research subjects consisted of expert validators, three teachers, and students, with the product being validated by experts before being tested. This type of research is research and development (R&D), adapted from the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. Validity data were collected using a product validation questionnaire on the human respiratory system material. Practicality data were obtained through student and teacher response questionnaires, while effectiveness data were collected through a scientific literacy skills test. The results showed that the average overall validity score of the product was in the very high category (1.00). The response results indicated that the product met the criteria of practicality, as the average student response to the product was in the very practical category (92%), and the average teacher response was also in the very practical category (93.75%). The product development also met the effectiveness criteria, as shown by the average N-gain score of each student, which was in the high category (0.73).
The Influence of Phenomenon-Based Learning on Students' Critical Thinking and Communication Skills Andi Anisa Oktobianti; Adnan; Andi Mu'nisa; Firdaus Daud; Andi Asmawati Azis
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14781

Abstract

This study was conducted in relation to the phenomenon-based learning approach, which aimed to determine the effect of phenomenon-based learning on students' critical thinking and communication skills. This study was a quantitative study with a multi-group pretest-posttest quasi-experimental design. In this study, there were four classes used, consisting of three classes taught using PhBL (phenomenon-based learning) with different variations, namely direct, mediated, and integrated PhBL, and one control class taught using STAD (student teams achievement division) learning. The results showed that phenomenon-based learning had a significant effect on critical thinking skills with a value of f=21.93 p<.05 and communication skills f=12.65 p<.05. Based on the three variations in PhBL learning, integrated PhBL learning showed the highest significant results in improving critical thinking skills with an average of 91.57 and communication skills of students with an average of 90.22. followed by direct PhBL learning with an average critical thinking skill of 89.48 and communication skill of 90.00, and finally mediated PhBL with an average critical thinking skill of 88.96 and communication skill of 88.45. The results of this study indicate that phenomenon-based learning is effective in improving students' critical thinking and communication skills.
Co-Authors Adnan Andi Anisa Oktobianti Andi Mu'nisa Firdaus Daud Musfirah Nurhayati B Suhardi Aldi Syamsiah