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Daniel
Universitas Mulawarman
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Development of Biology Teaching Modules on Biodiversity Material Based on Regional Potential to Improve Literacy Skills of Grade X Students of SMA Negeri 1 Tenggarong Lasih; Vandalita M. M. Rambitan; Akhmad; Herliani; Elsje Theodora Maasawet; Daniel
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10363

Abstract

The purpose of this study was to determine the analysis of teacher and student needs for teaching modules based on regional potential, module validity, level of practicality, and effectiveness of the module in improving students' literacy skills. This study is a development research. Data were analyzed using qualitative and quantitative methods. Qualitative descriptive analysis was used to analyze data on needs, validity, and practicality of the module, while quantitative analysis was used to test the effectiveness of the module. The results of the needs analysis showed that teachers needed modules that were relevant to the local context, and students needed interesting and easy-to-understand learning media. Expert validation showed that the module had a validity index of 97.73% with a very valid category. The practicality level of the module reached 78% with a practical category. Effectiveness testing using the independent sample t-test produced a sig value. (2-tailed) of 0.000 (<0.05), which shows that the module is effective in improving students' literacy skills. The conclusion of this study is that the regional potential-based teaching module is valid, practical, and effective in improving students' literacy skills in biodiversity material.
The Influence of Group Investigation and Problem-Based Learning Models on Students' Critical Thinking Skills and Learning Motivation in Biology Learning Margaretha Apriana Wanda; Muh. Amir Masruhim; Evie Palenewan; Daniel; Taufan Purwokusumaning Daru; Elsje Theodora Maasawet
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.v12i1.13799

Abstract

This study aimed to analyze the effects of the Group Investigation (GI) and Problem-Based Learning (PBL) models on students’ critical thinking skills and learning motivation in biology learning. A quantitative approach with a quasi-experimental design was employed, involving two experimental classes and one control class at SMA Negeri 1 Muara Wahau. The first experimental class implemented the PBL model, the second applied the GI model, while the control class received conventional instruction. Data on students’ critical thinking skills and learning motivation were collected using achievement tests and questionnaires and were analyzed using two-way ANOVA followed by the Least Significant Difference (LSD) post hoc test. The results revealed that the learning model had a significant effect on both critical thinking skills and learning motivation (p < 0.05). Students taught using the PBL model demonstrated the highest improvement in critical thinking skills and learning motivation, followed by those taught using the GI model, while the conventional learning group showed the lowest outcomes. These results indicate that student-centered learning models encourage active engagement, problem-solving, and collaborative learning, which contribute to enhanced cognitive and motivational outcomes in biology learning. In conclusion, both PBL and GI models positively influence students’ critical thinking skills and learning motivation; however, the PBL model is the most effective. Therefore, the implementation of problem-oriented and collaborative learning models is recommended to improve the quality of biology learning processes and outcomes.
Co-Authors Akhmad Akhmad Elsje Theodora Maasawet Evie Palenewan Herliani Herliani Lasih Margaretha Apriana Wanda Muh. Amir Masruhim Taufan Purwokusumaning Daru, Taufan Purwokusumaning Vandalita M. M. Rambitan