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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Biosel: Biologi Science and Education Ininnawa: Jurnal Pengabdian Masyarakat
Kadir, St. Fatima
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Energy Engineering Environmental Science Public Health Social Sciences Other

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Pengembangan Perangkat Pembelajaran Tipe Kelompok Kariotipe pada Materi Genetika Kelas XII SMA Kadir, St. Fatima; Arsal, Andi Faridah; Syamsiah
Biosel Biology Science and Education Vol. 14 No. 1 (2025): BIOSEL (Biology Science and Education: Jurnal Penelitian Sains dan Pendidikan)
Publisher : INSTITUT AGAMA ISLAM NEGERI AMBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/bs.v14i1.7802

Abstract

The Karyotype Group Learning Tool is a learning tool in the form of a learning guidebook which includes lesson plans. Functions to help students in the learning process by implementing karyotype group type learning strategies. The aim of this research is to produce a valid learning tool for karyotype group types in class XII high school genetics material. This type of research is research and development which uses the ADDIE development model. The research was carried out in August 2023- February 2024 at MAN 2 Makassar City. The research subjects were 1 Class XII Biology teacher and 43 Class XII MIPA MAN 2 Makassar City students. The research instrument is an interview guide sheet and a questionnaire sheet consisting of a student needs analysis questionnaire and a validation questionnaire. The data analysis techniques in this research are qualitative and quantitative analysis. Product validity is assessed by a team of experts/validators. The assessment criteria used to determine the degree of validity of learning tools consist of 3 main aspects, namely: (1) the content appropriateness aspect, (2) the construction appropriateness aspect, and (3) the language appropriateness aspect. The results of the research show that the average assessment results from the two validators for the learning tools as a whole is 97.18% which is in the very valid category, so it can be concluded that the karyotype group type learning tool product in class XII high school genetic material is declared valid and suitable for use. in learning. Keywords: ADDIE Model, Genetics, Karyotype Group Types, Learning Tools
PELATIHAN APLIKASI DIGITAL BERBASIS GAMIFIKASI UNTUK MENDUKUNG PEMBELAJARAN MENYENANGKAN citra pratiwi, andi; Daud, Firdaus; Khalidatunnisa, Besse; Saru, Amaliah Amriani Amran; Akbar, Muh Syaiful; Kadir, St. Fatima
Ininnawa : Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2025): Vol. 3 No. 2 (2025): Volume 03 Nomor 02 (Oktober 2025)
Publisher : Program Studi Manajemen FEB UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ininnawa.v3i2.10121

Abstract

Pemanfaatan aplikasi digital berbasis gamifikasi memiliki potensi positif untuk meningkatkan minat dan motivasi belajar siswa, khususnya siswa di tingkat sekolah menengah pertama yang merupakan generasi native digital. Meskipun demikian, implementasi pemanfaatan aplikasi digital berbasis gamifikasi di lingkungan sekolah saat ini masih terbatas. Hal ini dapat terjadi karena masih kurangnya pengetahuan guru terkait jenis-jenis aplikasi digital berbasis gamifikasi yang dapat dimanfaatkan dalam pembelajaran. Untuk mengatasi permasalahan tersebut, kegiatan pelatihan ini dilaksanakan dengan tujuan meningkatkan pengetahuan dan keterampilan guru sekolah menengah di Kabupaten Gowa dalam memanfaatkan aplikasi digital berbasis gamifikasi. Kegiatan ini dilakukan melalui tiga tahapan utama, yaitu (1) pemaparan materi gamifikasi, (2) eksplorasi fitur aplikasi Blooket, serta (3) diskusi dan refleksi. Hasil dari pelaksanaan kegiatan ini menunjukkan respon positif dan para peserta pelatihan. Pelatihan ini memberikan implikasi penting bagi peningkatan kompetensi guru dalam era pembelajaran digital. Dengan meningkatnya pemahaman guru terhadap aplikasi berbasis gamifikasi, diharapkan proses pembelajaran menjadi lebih interaktif, menyenangkan, dan berpusat pada siswa. Selain itu, penerapan gamifikasi dapat berkontribusi terhadap peningkatan hasil belajar serta keterlibatan aktif siswa dalam proses pembelajaran.
STRATEGI PBL-GREEN UNTUK MENINGKATKAN LITERASI SAINS, KETERAMPILAN METAKOGNITIF, DAN SIKAP PEDULI LINGKUNGAN PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI Kadir, St. Fatima; Muarifah, Muarifah; Muhiddin Palennari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36610

Abstract

Biology learning in the 21st century faces challenges in enhancing students’ scientific literacy, metacognitive skills, and environmental awareness. Problem-Based Learning (PBL) and the Reading-Questioning-Answering (RQA) strategy have proven effective in empowering cognitive and metacognitive abilities; however, they have not explicitly integrated environmental education and ecolo-gical character formation. This article aims to synthesize relevant literature and introduce an innovative strategy called PBL-GREEN as an extension of PBL-RQA. The method employed is a literature study analyzing national and international journals and books related to PBL, RQA, scientific literacy, metacognition, and environmental education. PBL-GREEN integrates five key stages: Guided Rea-ding, Raising Questions-Answering, Exploring Problems, Environmental Action, and Nurturing Attitudes. This strategy has the potential to enhance scientific literacy through guided scientific reading, foster metacognitive skills through ques-tioning and reflection, and cultivate environmental care through real actions and ecological character development. Therefore, PBL-GREEN offers an integrative approach that connects knowledge, skills, and environment-based learning.
Model Pembelajaran SENTRIS (Student Engagment, Exploration, Nurturing Thinking, Transformation, Reflection Innovation, Synergy) Untuk Meningkatkan Partisipasi Peserta Didik Pada Pembelajaran Sains Taufiq, A. Muhammad Haerul; Kadir, St. Fatima; Palennari, Muhiddin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36623

Abstract

Science education plays a crucial role in developing students' scientific thinkingskills and critical, creative, and innovative character. However, science learning inschools is still dominated by conventional, teacher-centered approaches, resultingin low student participation and engagement. Several learning models, such asInquiry Learning, Problem-Based Learning, and Discovery Learning, have beenimplemented, but they have not been able to comprehensively integrate emotionalengagement, reflection, and social collaboration. To address this, the CENTRIS(Student Engagement, Exploration, Nurturing Thinking, Transformation, Reflection,Innovation, Synergy) Learning Model was developed, emphasizing seven stages ofcontinuous learning. This model is oriented towards student-centered learning,facilitating active student involvement, exploration, reflection, innovation, and socialsynergy in science learning. This article was written using a literature study methodthrough analysis of various journals, books, and related articles. The results of thestudy indicate that the CENTRIS model can increase students' active participation,creativity, and scientific understanding, making science learning more meaningful,reflective, and collaborative.
Co-Authors Akbar, Muh Syaiful Andi Faridah Arsal Besse Khalidatunnisa citra pratiwi, andi Firdaus Daud Muarifah, Muarifah Muhiddin Palennari Saru, Amaliah Amriani Amran Syamsiah Taufiq, A. Muhammad Haerul