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All Journal Jurnal Profesi Kependidikan SAINSMAT bionature Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan Prosiding Seminar Biologi Jurnal Pendidikan Biologi Indonesia Jurnal Bioedukasi UNM Journal of Biological Education Biology Teaching and Learning Biosfer: Jurnal Pendidikan Biologi Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Ecosystem Jurnal Ilmiah Profesi Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Community Service and Empowerment Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Indonesian Journal of Fundamental Sciences Seminar Nasional Hasil Penelitian LP2M UNM Ininnawa: Jurnal Pengabdian Masyarakat Pengertian: Jurnal Pendidikan Indonesia (PJPI) Jurnal Abdi Negeriku SMART: Jurnal Pengabdian Kepada Masyarakat Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Jurnal Pengabdian Masyarakat SAPANGAMBEI MANOKTOK HITEI Jurnal Abdi Bangsa Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam
Arifah Novia Arifin, Arifah Novia
Universitas Negeri Makassar
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Persepsi Mahasiswa Calon Guru Biologi tentang Pembelajaran Life-Based Learning untuk Menanggulangi Plant Awareness Disparity Muis, Abd.; Arifin, Arifah Novia; Hardianto, Hardianto; Wibowo, Agung; Khalidatunnisa, Besse
Seminar Nasional LP2M UNM SEMINAR NASIONAL 2025 : PROSIDING EDISI 3
Publisher : Seminar Nasional LP2M UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak. Fenomena Plant Awareness Disparity (PAD) menggambarkan rendahnya perhatian mahasiswa terhadap tumbuhan dibandingkan objek lain, sehingga berdampak pada menurunnya kesadaran ekologis. Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa calon guru biologi terhadap pembelajaran botani serta peluang penerapan Life-Based Learning (LBL) untuk menanggulangi PAD. Penelitian menggunakan pendekatan kualitatif dengan desain eksploratif. Subjek penelitian adalah 95 mahasiswa Program Studi Pendidikan Biologi Universitas Negeri Makassar yang telah menempuh mata kuliah botani. Data diperoleh melalui kuesioner terbuka dan dianalisis menggunakan teknik analisis tematik. Hasil penelitian mengungkap enam tema utama, yaitu relevansi pembelajaran botani, pengalaman belajar nyata, manfaat LBL, harapan terhadap pembelajaran, saran perbaikan, dan tantangan PAD. Mahasiswa menilai sebagian besar materi botani cukup relevan dengan kehidupan nyata, meskipun masih terdapat pembelajaran yang cenderung abstrak. Pengalaman belajar nyata melalui observasi lingkungan dan riset sederhana memperkuat pemahaman, namun tidak merata dirasakan seluruh mahasiswa. Penerapan LBL dinilai bermanfaat dalam meningkatkan pemahaman ilmiah, keterampilan pemecahan masalah dan sikap peduli lingkungan. Harapan mahasiswa mencakup adanya kegiatan lapangan, penelitian sederhana, serta praktikum aplikatif. Saran yang diajukan menekankan perlunya strategi kontekstual, peningkatan fasilitas, dan metode kreatif. Tantangan utama yang diidentifikasi meliputi keterbatasan pengetahuan tentang tumbuhan, minat belajar yang condong ke hewan, dan kebosanan terhadap materi teoretis. Penelitian ini menyimpulkan bahwa penerapan LBL berpotensi besar menjembatani kesenjangan antara teori dan praktik serta efektif untuk mengurangi PAD. Temuan ini menjadi dasar pengembangan kurikulum botani yang lebih kontekstual, aplikatif, dan berorientasi pada pengalaman kehidupan nyata mahasiswa.Kata Kunci: Life-Based Learning, Plant Awareness Disparity, Mahasiswa Calon Guru Biologi
Peran Teknologi dalam Inovasi Pembelajaran : Systematic Literature Review (SLR) Hasan, Nur Haslinar; T, Marwadani; Putri, Amelia; Arifin, Arifah Novia; Adnan, Adnan
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4180

Abstract

Teknologi berperan sebagai katalis utama dalam mendorong inovasi pembelajaran di era digital. Penelitian ini bertujuan untuk mengidentifikasi ragam inovasi pembelajaran berbasis teknologi, memetakan tren kata kunci serta perkembangan publikasi, dan menganalisis implikasinya terhadap praktik pedagogis. Metode yang digunakan adalah Systematic Literature Review (SLR) berlandaskan pedoman PRISMA, melalui penetapan kriteria inklusi eksklusi, penelusuran artikel pada basis data Scopus dengan kueri “innovative AND learning” periode 2022–2025, proses penyaringan bertahap, dan analisis tematik terhadap 40 artikel open-access terpilih. Hasil kajian menunjukkan dominasi inovasi berupa penyampaian konten visual/digital storytelling dan video, disusul pemanfaatan Artificial Intelligence (AI) serta teknologi imersif VR/AR. Selain itu teridentifikasi tren project-based learning, model pedagogi inovatif, pembelajaran daring, serta kerangka Education 4.0. Simpul kata kunci pusat “innovative learning” berasosiasi kuat dengan innovation, education, teaching, students, dan e-learning, dengan tren publikasi meningkat konsisten. Kesimpulannya, integrasi teknologi berpotensi meningkatkan motivasi, keterlibatan, dan capaian belajar, namun mensyaratkan penguatan kompetensi guru, pengelolaan etika data, dan pemerataan infrastruktur pendidikan.
Integrasi Game Based Learning Dengan AI pada Aktivitas Pembelajaran: A Systematic Literature Review Mardewi; Wafiah, Rifqatul; Ramadhan M, Rafliansyah; Ramadhan, Farhan; Arifin, Arifah Novia
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1478

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi Game Based Learning (GBL) dengan Artificial Intelligence (AI) dalam aktivitas pembelajaran melalui pendekatan Systematic Literature Review (SLR). Kajian dilakukan dengan menelusuri artikel ilmiah pada basis data Scopus menggunakan kata kunci “Game Based Learning AI” dan “Learning Activities” dengan rentang waktu publikasi 2020–2025. Proses seleksi dilakukan mengikuti protokol PRISMA sehingga diperoleh 8 artikel utama, 37 artikel pendukung, dan 76 artikel pelengkap. Analisis bibliometrik menggunakan VOSviewer menunjukkan bahwa penelitian tentang integrasi GBL dan AI mengalami peningkatan signifikan sejak 2020, dengan fokus utama pada pengembangan sistem adaptif, intelligent tutoring system, dan learning analytics. Temuan kajian menunjukkan bahwa integrasi GBL-AI mampu meningkatkan motivasi, keterlibatan, serta hasil belajar siswa melalui personalisasi dan interaktivitas yang didukung data. Meskipun demikian, penelitian di bidang ini masih terfragmentasi, dengan dominasi publikasi dari negara maju seperti Tiongkok, Amerika Serikat, dan Inggris. Kondisi ini menandakan perlunya penelitian lanjutan di konteks lokal, terutama di Indonesia, untuk menguji efektivitas implementasi GBL-AI dalam berbagai jenjang pendidikan. Integrasi antara GBL dan AI menjadi salah satu arah penting dalam mewujudkan transformasi pembelajaran abad ke-21 yang adaptif, inklusif, dan berbasis teknologi cerdas.
Enhancing Biology Cognitive Outcomes Through STEM Learning with Virtual Lab Gizmos Jariah, Ainun; Arifin, Arifah Novia; Ainun, Nur Aisyah
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.78039

Abstract

Abstract. This quasi-experimental study evaluated the effect of STEM-based biology instruction supported by Virtual Lab Gizmos on students’ cognitive learning outcomes across academic ability levels. Sixty Grade-12 science students at a senior high school participated in a four-week intervention and were randomly assigned to experimental (STEM + Gizmos, n = 30) and control (contextual learning, n = 30) classes. Cognitive outcomes were measured with a validated 25-item test (Cronbach’s α = .89). Two-way ANCOVA controlling for pretest scores revealed significant main effects of learning approach (F = 62.67, p < .001) and academic ability (F = 179.95, p < .001), and a significant interaction (F = 4.19, p = .026). Post hoc LSD comparisons showed adjusted means of 92.00 (STEM-high), 86.33 (STEM-low), 82.17 (contextual-high), and 75.83 (contextual-low), indicating larger gains in the STEM + Gizmos groups. These results suggest that integrating STEM pedagogy with virtual laboratory simulations can substantially improve conceptual mastery and reduce achievement gaps. Future research should test longer interventions and diverse school contexts.Keywords: STEM learning; Virtual Lab Gizmos; cognitive outcomes; academic ability; biology education.
Kecerdasan Buatan dan Keberlanjutan Sosial: Tinjauan Literatur tentang Dampak Teknologi Kemanusiaan dalam Pendidikan Yulisia Rezky Kirana; Nurfadillah Salam; Riakurnaini; Hasrinah; Arifah Novia Arifin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36788

Abstract

The development of artificial intelligence (AI) has made a significant contribution to the transformation of global education, particularly in increasing the effectiveness, personalization, and efficiency of the learning process. However, behind this progress, new challenges have emerged related to the shift in human values, the loss of empathy, and the potential for dehumanization in education. This article aims to systematically review the relationship between AI, humanity, and social sustainability in education through the Systematic Literature Review (SLR) method with the PRISMA approach. Data were obtained from 480 Scopus-indexed publications (2020–2025) with the keywords "artificial intelligence AND education AND humanity." After a selection and filtering process, 17 relevant articles were obtained and analyzed using the VOSviewer tool to map the relationships between topics. The analysis results show that the topics of Artificial Intelligence and Education dominate research with high intensity, while the discussion of Humanity and Ethics is still rarely studied. Literature shows that AI has significant potential to support the achievement of the Sustainable Development Goals (SDGs), especially SDG 4 (quality education) and SDG 10 (reduced inequality), provided its implementation is grounded in ethics, empathy, and social justice. These findings emphasize that the direction of AI development in education must adopt a Human-Centered Artificial Intelligence (HAI) approach, which places humans at the center of technological control to realize sustainable, ethical, and socially just education.
Determinants of students’ character and environmental concept mastery in biology learning Arifah Novia Arifin; Asham Bin Jamaluddin; H. Hardianto; Abd. Muis; Noviansyah Kusmahardhika
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 11 No. 3 (2025): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v11i3.42135

Abstract

This study explores the joint influence of sociocultural understanding, science literacy, psychomotor skills, and learning approach on the development of students’ character along with their conceptual understanding of environmental change. Using a quantitative explanatory design, this study utilized Structural Equation Modeling (SEM) to analyze data from a total of 837 high school students in South Sulawesi, Indonesia. The findings of this study show that sociocultural understanding significantly influences students’ character development. However, it does not appear to influence conceptual understanding. Meanwhile, science literacy has a dominant influence on both sociocultural understanding and character development. Learning approach significantly influences character development but negatively impacts conceptual understanding. These findings underscore the importance of integrative education, which incorporates cultural responsiveness, science literacy, and experiential learning to holistically enhance ethical values, cognitive skills, and practical competence. This study provides new insights into sustainable teaching strategies, highlighting their role in guiding individuals to be responsible for environmental change and scientifically literate.
SLR TENTANG INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK Dian Pratiwi; Rezky Awalia; Dewi Permata Ayu; Arifah Novia Arifin; Adnan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9531

Abstract

Numerous studies have demonstrated that students’ scientific literacy remains low, indicating the need for improvement in the learning process. Interactive learning that utilizes technology as a medium to enhance scientific literacy in the digital era is essential, considering the rapid advancement of technology and its inseparable role in everyday life. For science teachers and pre-service teachers, it is crucial to develop the competencies required to teach students in accordance with the demands of the times. This study employs a Systematic Literature Review (SLR) method aimed at comparing the findings of research articles published in Scopus-indexed journals. The keywords used to identify relevant articles in the Scopus database were “interactive learning” and “scientific literacy”, yielding 1,532 publications. After a process of screening and reduction based on inclusion and exclusion criteria (topic relevance, publication year, and article quality), 30 articles were selected for further analysis. The analysis revealed an increase in publications in 2025, with 18 articles published that year. The authorship analysis showed that research on interactive learning is predominantly conducted in Indonesia (60%), with additional contributions from Malaysia, South Korea, Australia, and the United States. The most prolific author identified was Putra. The findings indicate that technology integration is at the core of interactive learning development in the digital era, strongly supported by educational technology, artificial intelligence, and augmented reality. However, challenges remain in effectively integrating these technologies with pedagogical strategies to sustainably improve scientific literacy.
Value-Based Learning for SDGs: Integrating Bugis–Makassar Cultural Values (Siri’ Na Pacce) in Biology Education Arifah Novia Arifin; Hardianto Hardianto; Oriny Tri Ananda
Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi Vol. 10 No. 1 (2026): DIDAKTIKA BIOLOGI
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/didaktikabiologi.v10i1.1714

Abstract

Biology education often emphasizes conceptual knowledge while overlooking the integration of values and real-life contexts, which are essential for sustainability-oriented learning. This study explored biology education students’ perceptions of the potential implementation of Value-Based Learning (VBL) through the integration of Bugis-Makassar cultural values, especially siri’ na pacce, in biology education. Using an exploratory qualitative design, data were collected from 26 students across undergraduate, master’s, and doctoral levels through an expert-validated open-ended questionnaire and analyzed by content analysis. The findings show that students perceive siri’ na pacce as a meaningful value-based content that aligns with biology concepts, particularly ecology and interdependence. Its integration was viewed as a bridge between abstract scientific concepts and students’ lived experiences, fostering contextual, meaningful, and sustainability-oriented learning. Students also reported increased engagement, conceptual understanding, ecological awareness, and social responsibility. However, challenges were identified, including limited teaching materials, lecturer readiness, and concerns about scientific objectivity. Overall, the study suggests that VBL grounded in local wisdom has strong potential to support character-based and SDGs-oriented biology education, provided that curriculum, pedagogical, and institutional support are strengthened.
TPACK Dalam Pembelajaran Sains Abad 21: Systematic Literature Review Kadir, St. Fatima; Arifin, Arifah Novia; Ahqaf, Nurul Afifah; Muarifah, Muarifah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4316

Abstract

Penelitian ini bertujuan untuk meninjau secara sistematis Technological Pedagogical Content Knowledge (TPACK) dalam pembelajaran sains abad ke-21 yang mencakup 4C (Critical Thinking, Creativity, Communication, dan Collaboration). Penelitian ini menggunakan metode Systematic Literature Review (SLR) terhadap 31 artikel yang dipublikasikan antara tahun 2023 hingga 2025 melalui basis data Scopus. Hasil kajian menunjukkan bahwa tren penelitian TPACK dalam pembelajaran sains mengalami peningkatan selama tiga tahun terakhir, yang mencerminkan meningkatnya perhatian terhadap integrasi teknologi, pedagogi, dan konten dalam pendidikan abad ke-21. Analisis juga mengungkapkan bahwa Technological Pedagogical Content Knowledge (TPACK) berkontribusi signifikan terhadap penguatan keterampilan abad ke-21 melalui pembelajaran berbasis proyek, penggunaan teknologi inovatif seperti augmented reality (AR), virtual laboratory, dan artificial intelligence (AI), serta strategi pedagogis yang berpusat pada peserta didik. Secara keseluruhan dapat disimpulkan bahwa penerapan Technological Pedagogical Content Knowledge (TPACK) terbukti dapat mendorong pembelajaran sains yang lebih interaktif, kolaboratif, dan kontekstual, sekaligus memperkuat kompetensi berpikir kritis, kreatif, komunikatif, dan kolaboratif peserta didik.
Pelatihan Hidroponik Cabai pada Kelompok Wanita Tani (KWT) Desa Sawaru Kecamatan Camba Kabupaten Maros Firdaus Daud; Muhammad Junda; Andi Asmawati Azis; Arifah Novia Arifin; Jamilatus Sa&#039;diyah; Andi Citra Pratiwi; Besse Khalidatunnisa
Jurnal Abdi Bangsa Vol. 1 No. 2 (2025): Volume 1 Nomor 2 Desember 2025
Publisher : Jurnal Abdi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan kelompok wanita tani (KWT) Desa Sawaru, Kecamatan Camba, Kabupaten Maros, melalui pelatihan budidaya cabai dengan metode hidroponik. Metode pelaksanaan meliputi sosialisasi, pelatihan, penerapan teknologi, serta pendampingan dan evaluasi. Hasil pelatihan menunjukkan bahwa peserta memberikan respon positif terhadap seluruh aspek kegiatan. Sebanyak 73% peserta menyatakan sangat setuju bahwa pelatihan meningkatkan pengetahuan dan keterampilan dasar mengenai hidroponik, sedangkan 87% menyatakan memperoleh manfaat langsung dari kegiatan ini. Hasil evaluasi ini menunjukkan bahwa pendekatan pelatihan partisipatif dan berbasis praktik efektif dalam meningkatkan kapasitas mitra untuk menerapkan teknologi hidroponik secara mandiri. Program ini diharapkan dapat menjadi model pengembangan kewirausahaan berbasis pertanian berkelanjutan di tingkat lokal.
Co-Authors A. Aldi A. Irma Suryani Abd Muis Abd. Muis Abdul Muis Abrar, Ahamad Adnan Adnan Adnan Adnan Adnan Afsani, Nazhat Agung Wibowo Agustini, Ariani Ahmad Abrar Ahqaf, Nurul Afifah Ainun Jariah Ainun Mardhiyah Ainun, Nur Aisyah Aldi Aldi, A. Amelia Putri Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Citra Pratiwi Andi Citra Pratiwi Andi Farida Arsal Andi Faridah Arsal Andi Nur Safitri Andi Nurzahratul Jannah Andi Rahmat Saleh Annisa Anugrah Damaiyanti Ariqah Qatrunada AL Arniati Rasyid Arniati Rasyid Arsad Bahri Asham Bin Jamaluddin Aswida Aswida Auliyah Ramadhani Besse Khalidatunnisa Debby Hasminda Dewi Permata Ayu Dian Pratiwi Faisal Can Putra Faisal Faisal Faisal Faisal Fatchur Rohman Firdaus Daud Fiska Indah Reski Fiska Indah Reski Gufran D. Dirawan Gufran D. Dirawan, Gufran D. Gufran D.Dirawan H. Hardianto Hamidah Samad HARDIANTO - Hardianto Hardianto Hartono Hartono Hasan, Nur Haslinar Hasrinah Henriawang Henriawang Herpina Herpina Hilda Karim Husnaini. M Imamul Hak Jamilatus Sa’diyah Jendri Mamangkey Jumartang Jumartang Jusry Meidy Anti Kadir, St. Fatima Lyra Ananda Awaliah Mardewi Marwadani T Mimien Henie Irawati Muarifah Muarifah Muarifah, Muarifah Muhammad Ansarullah S. Tabbu Muhammad Darwis Muhammad Junda Muhammad Tasnim Mubarak Muhiddin Muhiddin Muhiddin Palennari Muhiddin Palennari Muhiddin, Muhiddin Muliana GH Nani Kurnia, Nani Nazhat Afsani Noviansyah Kusmahardhika Nur Azizah Amaliah Nur Azizah Amaliah Amaliah Nur Fadila Harifa Nur Haslinar Hasan Nur Intan Rri Rejeki Nur Risnawati Kusuma Nuraini Nuraini Nurfadillah Salam Nurfiana Abdullah Nurhayati B Nurinayah, Nurinayah Nurul Afifah Ahqaf Nurul Anisa Nurul Annisa Nurul Magfirah Rahman Nurul Muhlisa Oriny Tri Ananda Oslan Jumadi Padati, Eunike Christy Panji Mujahid Al Haq Panji Mujahid Al Haq Al Haq Patongai, Dian Dwi Putri Ulan Sari Pratiwi, Andi Citra Priscilla Advenia Duhari Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Ramadhan M, Rafliansyah Ramadhan, Farhan Reski, Fiska Indah Rezky Awalia Riakurnaini Rini Nurbayti Ristiana, Evi Saleh, Andi Rahmat Saparuddin Sarah Shaista Amrullah Sitti Saenab Sitti Saenab Sitti Saenab, Sitti Sri Karyani St. Fatima Kadir St. Fatmah Hiola Suradi Tahmir, Suradi Suryani, A. Irma Syamsiah, Syamsiah T, Marwadani Tahmir, Suradi Tismi Dipalaya, Tismi Ummu Salamah B. Hi. Muhammad Wafiah, Rifqatul Yulianti Boroallo Yulisia Rezky Kirana Yusminah Hala Yusnaeni Yusuf