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All Journal SAINSMAT bionature Chemica: Jurnal Ilmiah Kimia dan Pendidikan Kimia Indonesian Journal of Educational Studies DINAMIKA Jurnal Ilmiah Teknik Mesin Bio Ilmi: Jurnal Pendidikan Jurnal Ilmiah Peuradeun Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran UNM Journal of Biological Education Biology Teaching and Learning Jurnal IPA Terpadu Jurnal Environmental Science Biosfer: Jurnal Pendidikan Biologi Jurnal Biologi Tropis Pendas : Jurnah Ilmiah Pendidikan Dasar Anterior Jurnal Jurnal Ilmiah Ecosystem Biolearning Journal JPBIO (Jurnal Pendidikan Biologi) Jurnal Biotek Jurnal Mangifera Edu Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Eduscience (JES) Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Jurnal Educatio FKIP UNMA Jurnal Ilmiah Kanderang Tingang Jurnal Amal Pendidikan Eduproxima : Jurnal Ilmiah Pendidikan IPA Jurnal Dedikasi Bioscientist : Jurnal Ilmiah Biologi Journal of English Language and Education Dharmas Education Journal (DE_Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Kajian Pembelajaran dan Keilmuan Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Pendidikan Terapan Seminar Nasional Hasil Penelitian LP2M UNM Edukimbiosis: Jurnal Pendidikan IPA Jurnal Amal Pendidikan Ininnawa: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat RESLAJ: Religion Education Social Laa Roiba Journal Omega: Jurnal Ilmu Pendidikan dan Sains Fisika Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat Jurnal Abdi Negeriku SMART: Jurnal Pengabdian Kepada Masyarakat Guidance: Jurnal Bimbingan dan Konseling Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Jurnal Pendidikan dan Profesi Keguruan International Journal of Educational Practice and Policy Jurnal Abdi Bangsa SPEKTRA: Jurnal Kajian Pendidikan Sains Sainsmat : Jurnal Ilmiah Ilmu Pengetahuan Alam
Firdaus Daud
Universitas Negeri Makassar
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Developing an Ethno-Ecotourism Environmental Education Model for Sustainable Coastal Tourism in Aceh Indonesia Dian Aswita; Nafisah Hanim; Cut Ratna Dewi; Nur Aisyah Ainun; Firdaus Daud; Syamsul Rizal
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2561

Abstract

Tourism expansion in environmentally sensitive coastal areas continues to intensify ecological pressures, while conventional environmental education often remains disconnected from indigenous socio-cultural realities. Although customary institutions have long contributed to environmental stewardship, limited research has transformed indigenous governance into a structured educational framework for sustainable tourism. This study aimed to develop and validate an Ethno-ecotourism-based Environmental Education Model that operationalizes Acehnese customary institutions as pedagogical mechanisms for sustainability education. Using a Research and Development (R&D) approach through the Four-D framework and a sequential explanatory mixed-method design, data were collected through interviews and observations involving 15 key informants, expert validation by seven specialists, and practicality testing with 30 tourism practitioners. Qualitative data were analyzed using the interactive model of Huberman and Saldaña, while quantitative data were examined using descriptive statistics. The findings indicated that the model was both valid and practical, with the social system emerging as its strongest component. The study demonstrated that indigenous governance could serve as an educational infrastructure that strengthened environmental responsibility, community-based conservation, and sustainable tourism. By integrating customary law into a validated pedagogical framework, this research contributes to the theory of environmental education and provides a culturally responsive pathway to sustainability in indigenous and coastal communities.
The Influence of the Problem-Based Learning (PBL) Model Oriented Towards the Deep Learning Approch in Biology Learning on Cognitive Learning Outcomes and Science Literacy Ermy Amelia; Firdaus Daud; Andi Asmawati Azis; Nurhayati B; Faisal Faisal
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1449

Abstract

The dominance of lecture-based instruction in biology learning limits students’ ability to relate concepts to real-life phenomena, interpret graphical or tabular data, and construct scientific arguments, resulting in low cognitive achievement and inadequate science literacy. This study aims to examine the effect of a Deep Learning-based Problem-Based Learning (PBL) model on students’ cognitive learning outcomes and science literacy. A quantitative, quasi-experimental design was employed, involving an experimental and a control class selected via simple random sampling. Data were collected using pretest-posttest instruments and analyzed using descriptive statistics and the Independent Samples T Test. The results showed that the experimental class achieved higher average posttest scores for cognitive learning outcomes (60.86 vs. 56.33) and science literacy (72.25 vs. 68.67) compared to the control class. Hypothesis testing confirmed that the Deep Learning-oriented PBL model significantly influenced cognitive learning outcomes (t = −7.577; p = 0.000 < 0.05) and science literacy (t = −8.391; p = 0.000 < 0.05). These findings indicate that the Deep Learning-oriented PBL model is more effective than the Deep Learning-oriented Direct Instruction model in developing students’ cognitive learning outcomes and science literacy in 21st-century biology education.
DEVELOPMENT OF AN IT INTEGRATED BIOLOGY MODULE BASED ON PAPUAN LOCAL WISDOM ON BIODIVERSITY MATERIAL FOR GRADE X SENIOR HIGH SCHOOL STUDENTS Epit H. Magai; Firdaus Daud; Muhiddin Palennari; Rachamaty; Asmawaty Azis
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 6 (2026): MAY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22147941

Abstract

Learning becomes meaningful when it is carried out in a contextual manner. But, Biology education in Papua tends to follow national standards, as the textbooks used in schools are provided by the government which does not include elemnts of Papuan local wisdom. In addition, information technology is essential for developing 21st-century learning skills. This biology module based on Papuan local wisdom and integrated with IT can serve as an option in the learning process. This study aims to develop a biology module based on Papuan local wisdom that is integrated with IT. This study employs a research and development (R&D) methodology using the 4D (four-D) model, which includes the define, design, development, and disseminate stages. The developed product is a biology module containing material on biodiversity linked to Papuan local wisdom and supported by the integration of information technology in the form of educational images and videos accessible via QR codes. Product validity was assessed by two validators to evaluate content, language, and presentation. Meanwhile, the practicality and effectiveness test was conducted on 14 tenth-grade science students at Meepago State High School. The test results showed that the developed modules met the criteria for very validity, very practicality, very effective.
The Impact of a Deep Learning Approach on Students’ Science Process Skills and Learning Outcomes in Biology Alexander Lado Wungubelen; Nurhayati B.; Ismail; Firdaus Daud; Alimuddin Ali
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.881

Abstract

Despite the growing emphasis on student-centered learning in science education, many biology classrooms continue to rely on teacher-centered instruction, resulting in limited development of students’ science process skills and learning outcomes. This study aimed to investigate the effect of the Deep Learning approach on science process skills and biology learning outcomes among Grade XI students at SMA Negeri 1 Adonara Barat. A quasi-experimental study employing a nonequivalent control group design was conducted with 70 students selected through purposive sampling. Thirty-five students were assigned to the experimental group and 35 students to the control group. Data were collected using a science process skills essay test and a biology achievement multiple-choice test and were analyzed using descriptive and inferential statistics. The results showed that students taught through the Deep Learning approach achieved higher science process skills than those receiving conventional instruction, as reflected by a high N-gain score (0.70), 89% classical mastery, and a significant difference between groups (p = 0.001). The experimental group also demonstrated superior biology learning outcomes with an N-gain score of 0.65, 83% classical mastery, and a significant difference compared with the control group (p = 0.000). These findings suggest that meaningful, mindful, and joyful learning experiences enhance scientific inquiry skills and conceptual understanding. Furthermore, improvements in science process skills were accompanied by better academic achievement, indicating a close relationship between scientific practices and learning outcomes. Therefore, the Deep Learning approach is an effective pedagogical strategy for improving both science process skills and biology learning outcomes in secondary education.
The effect of the RICOSRE learning model on science process skills, scientific literacy, and students’ biology learning outcomes on biodiversity Maisarah Muaazarah Zuhri; Andi Asmawati Azis; Firdaus Daud
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.26243

Abstract

The research is based on the low science process skills, science literacy, and student learning outcomes, which may hinder students’ critical thinking, scientific reasoning, problem-solving, and decision-making skills required in 21st-century education. The RICOSRE (reading, identifying, constructing, solving, reviewing, extending) model was selected because it integrates reading literacy with systematic problem solving. The research aims to determine the effect of the RICOSRE model on science process skills, science literacy, and biology learning outcomes of students. The research uses a quasi-experimental non-equivalent control group design. The experimental class applies the RICOSRE model, the control class applies the Problem Based Learning model. Analyzed using normality tests, homogeneity tests, and hypothesis tests (ANCOVA). The results are N-Gain science process skills of the experimental class 46.91% (less effective), control class 21.49% (ineffective), a significance value <0.001 means there is a difference in influence between classes. N-Gain of the experimental class's scientific literacy skills was 40.80% (less effective), control class 29.26% (ineffective), a significance value <0.001 means there is a difference in influence between classes. N-Gain of the experimental class's learning outcomes was 38.02% (ineffective), control class 26.56% (ineffective) and a significance value of 0.004, meaning there is a difference in influence between classes. The conclusion the RICOSRE model generally has a positive impact on the research variables, but with varying levels of effectiveness in each variable.Abstrak. Penelitian ini didasarkan pada rendahnya keterampilan proses sains, literasi sains, dan hasil belajar siswa. yang dapat menghambat kemampuan berpikir kritis, penalaran ilmiah, pemecahan masalah, dan pengambilan keputusan siswa yang dibutuhkan dalam pendidikan abad ke-21. Model RICOSRE dipilih karena mengintegrasikan literasi membaca dengan pemecahan masalah secara sistematis. Penelitian untuk mengetahui pengaruh model RICOSRE (reading, identifying, constructing, solving, reviewing, extending) terhadap keterampilan proses sains, literasi sains, dan hasil belajar biologi siswa. Penelitian menggunakan eksperimen semu non-equivalent control group design. Kelas eksperimen menerapkan model RICOSRE, kelas kontrol menerapkan model pembelajaran berbasis masalah. Dianalisis dengan uji normalitas, uji homogenitas, dan uji hipotesis (ANCOVA). Hasilnya N-Gain keterampilan proses sains kelas eksperimen 46,91% (kurang efektif), kelas kontrol 21,49% (tidak efektif), nilai signifikansi <0,001 berarti adanya perbedaan pengaruh antarkelas. N-Gain kemampuan literasi sains kelas eksperimen 40,80% (kurang efektif), kelas kontrol 29,26% (tidak efektif), nilai signifikansi <0,001 berarti adanya perbedaan pengaruh antarkelas. N-Gain hasil belajar kelas eksperimen 38,02% (tidak efektif), kelas kontrol 26,56% (tidak efektif) dan nilai signifikansi 0,004, berarti adanya perbedaan pengaruh antarkelas. Kesimpulannya model RICOSRE secara umum memberikan dampak positif terhadap variabel penelitian, namun pada tingkat efektivitas yang berbeda pada masing-masing variabel. 
Effects of problem-based learning model on high school students' problem-solving skills, critical thinking skills, and learning outcomes Diffia Ilham; Firdaus Daud; Alimuddin Ali; A. Mushawwir Taiyeb; Ismail Ismail
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.26176

Abstract

The low levels of students’ critical thinking skills, problem-solving skills, and learning outcomes remain a challenge in Biology learning because the learning process tends to be teacher-centered. This study aimed to examine the effect of the Problem Based Learning (PBL) model on students’ problem-solving skills, critical thinking skills, and learning outcomes on environmental change material at MAN 1 Luwu Timur. The study employed a quasi-experimental design with a nonequivalent control group design involving an experimental class taught using PBL and a control class taught using direct instruction. Data were collected through pretest and posttest instruments and analyzed using descriptive statistics and ANCOVA. The results showed that the experimental class experienced greater improvement compared to the control class. Learning outcomes increased from 41.00 to 77.32, critical thinking skills improved from low to critical categories, and problem-solving skills improved from low to good categories. Inferential analysis indicated that PBL had a significant effect on problem-solving skills, critical thinking skills, and student learning outcomes (p < 0.05). These findings indicate that PBL is effective in creating active and student-centered learning to support 21st-century skills. The findings of this study contribute to the advancement of biology education research by providing empirical evidence of the effectiveness of PBL in improving multiple learning outcomes.Abstrak. Rendahnya kemampuan berpikir kritis, kemampuan pemecahan masalah, dan hasil belajar siswa masih menjadi permasalahan dalam pembelajaran Biologi karena pembelajaran cenderung berpusat pada guru. Penelitian ini bertujuan mengkaji pengaruh model Problem Based Learning (PBL) terhadap kemampuan pemecahan masalah, kemampuan berpikir kritis, dan hasil belajar siswa pada materi perubahan lingkungan di MAN 1 Luwu Timur. Penelitian menggunakan desain kuasi eksperimen dengan nonequivalent control group design yang melibatkan kelas eksperimen menggunakan PBL dan kelas kontrol menggunakan pembelajaran langsung. Data diperoleh melalui pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif dan ANCOVA. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan lebih tinggi dibandingkan kelas kontrol. Hasil belajar meningkat dari 41,00 menjadi 77,32, kemampuan berpikir kritis meningkat dari kategori rendah menjadi kritis, dan kemampuan pemecahan masalah meningkat dari kategori rendah menjadi baik. Analisis inferensial menunjukkan bahwa PBL berpengaruh signifikan terhadap kemampuan pemecahan masalah, kemampuan berpikir kritis, dan hasil belajar siswa (p < 0,05). Temuan ini menunjukkan bahwa PBL efektif menciptakan pembelajaran aktif dan berpusat pada siswa untuk mendukung keterampilan abad ke-21. Hasil penelitian ini berkontribusi pada penguatan kajian pendidikan biologi dengan menyediakan bukti empiris mengenai efektivitas PBL dalam mengembangkan berbagai capaian belajar.
The relationship between metacognitive awareness, self-efficacy, and learning motivation on the biology learning outcomes of high school students in Maros regency Huznul Amalia; Yusminah Hala; Andi Asmawati Azis; Firdaus Daud; Andi Mu&#039;nisa
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.26083

Abstract

Students’ biology learning outcomes in Indonesia remain suboptimal, as reflected in the 2022 PISA and the 2024 National Assessment. Internal factors such as metacognitive awareness, self-efficacy, and learning motivation are believed to play a significant role in determining students’ academic achievement. This study aims to analyze the relationship between metacognitive awareness, self-efficacy, and learning motivation on the biology learning outcomes of 11th-grade students at public high schools in Maros Regency. The study employs a quantitative approach with an ex-post facto design involving 261 students selected through area random sampling. Data were collected using a combination of adapted and researcher developed questionnaires and multiple choice tests based on higher order thinking skills. Data analysis employed descriptive statistics, correlation analysis, and multiple linear regression. The results indicated that all three independent variables fell into the moderate category, while learning outcomes were in the adequate category. Both partially and simultaneously, metacognitive awareness, self-efficacy, and learning motivation demonstrated a positive and significant relationship with biology learning outcomes, contributing a combined 63.9%. Metacognitive awareness was the dominant predictor with a contribution value of 37.4%. These findings emphasize the importance of integrating aspects of metacognition, self-efficacy, and motivation into learning strategies to improve the quality of students’ learning outcomes.Abstrak. Hasil belajar biologi peserta didik di Indonesia masih belum optimal, sebagaimana tercermin dalam PISA 2022 dan Asesmen Nasional 2024. Faktor internal seperti kesadaran metakognisi, efikasi diri, dan motivasi belajar diyakini berperan penting dalam menentukan capaian akademik peserta didik. Penelitian ini bertujuan menganalisis hubungan kesadaran metakognisi, efikasi diri, dan motivasi belajar terhadap hasil belajar biologi peserta didik kelas XI SMA Negeri di Kabupaten Maros. Penelitian menggunakan pendekatan kuantitatif dengan desain ex-post facto yang melibatkan 261 peserta didik yang ditentukan melalui rumus slovin dan dipilih melalui area random sampling. Data dikumpulkan menggunakan kombinasi angket adaptasi dan pengembangan, serta tes pilihan ganda berbasis kemampuan berikir tingkat tinggi (HOTS). Analisis data menggunakan statistik deskriptif, analisis korelasi, dan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketiga variabel bebas berada pada kategori sedang dan hasil belajar berada pada kategori cukup. Secara parsial maupun simultan, kesadaran metakognisi, efikasi diri, dan motivasi belajar memiliki hubungan positif dan signifikan dengan hasil belajar biologi dengan kontribusi bersama sebesar 63,9%. Kesadaran metakognisi menjadi prediktor dominan dengan nilai kontribusi sebesar 37,4%. Temuan ini menegaskan pentingnya pengintegrasian aspek metakognisi, efikasi diri, dan motivasi dalam strategi pembelajaran untuk meningkatkan kualitas hasil belajar peserta didik.
The relationships of social environment, discipline, and learning facilities with public senior high school students' biology interest and learning outcomes Jusmarini Kadir; Yusminah Hala; Alimuddin Ali; Firdaus Daud; Hartono Hartono
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.26085

Abstract

Learning interest and learning outcomes are important indicators of educational quality. This study aimed to analyze the relationships of social environment, learning discipline, and learning facilities with students’ learning interest and learning outcomes. The novelty of this study lies in examining these three factors simultaneously in relation to both learning interest and learning outcomes in biology learning. A quantitative correlational approach was employed involving 269 grade XI students of public senior high schools in Sidrap Regency selected through area random sampling. Data were collected using questionnaires and documentation and analyzed using simple and multiple regression. The results showed that all independent variables had positive and significant relationships with learning interest and learning outcomes (p < 0.05). Learning discipline showed the strongest relationship with learning interest (R² = 0.623), while learning facilities had the strongest relationship with learning outcomes (R² = 0.713). Simultaneously, the three variables explained 41.4% of the variance in learning interest and 88.8% of the variance in learning outcomes. These findings highlight the importance of social, behavioral, and facility-related factors in supporting students’ interest and achievement in biology learning. Abstrak. Minat belajar dan hasil belajar merupakan indikator penting kualitas pendidikan. Penelitian ini bertujuan menganalisis hubungan lingkungan sosial, disiplin belajar, dan fasilitas belajar dengan minat belajar serta hasil belajar siswa. Kebaruan penelitian ini terletak pada pengkajian ketiga faktor tersebut secara simultan terhadap minat belajar dan hasil belajar biologi siswa. Penelitian menggunakan pendekatan kuantitatif korelasional pada 269 siswa kelas XI SMA Negeri di Kabupaten Sidrap yang dipilih melalui teknik area random sampling. Data dikumpulkan menggunakan angket dan dokumentasi, kemudian dianalisis dengan regresi sederhana dan regresi berganda. Hasil penelitian menunjukkan bahwa seluruh variabel independen memiliki hubungan positif dan signifikan dengan minat belajar dan hasil belajar (p < 0,05). Disiplin belajar memiliki hubungan paling kuat dengan minat belajar (R² = 0,623), sedangkan fasilitas belajar memiliki hubungan paling kuat dengan hasil belajar (R² = 0,713). Secara simultan, ketiga variabel menjelaskan 41,4% variasi minat belajar dan 88,8% variasi hasil belajar. Temuan ini menunjukkan pentingnya faktor sosial, perilaku belajar, dan fasilitas pembelajaran dalam mendukung minat dan hasil belajar biologi siswa.
The effect of the SM2CL learning model on students’ critical thinking skills in the digestive system topic Lisra Pratama; Mushawwir Taiyeb; Rachmawaty Rachmawaty; Firdaus Daud; Andi Mu’nisa
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 1 (2026): February 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i1.24915

Abstract

The demands of 21st-century education emphasize critical thinking in learning. Critical thinking is essential in learning biology, especially in the topic of the human digestive system. However, the limited use of varied learning models reduces opportunities to develop students' critical thinking skills. Therefore, an appropriate learning model is needed, namely the SM2CL model. This model is appropriate because it combines learning models, strategies, and methods. This study aims to analyze the effect of the Synectics, Mind Mapping, and Cooperative Learning (SM2CL) learning model on critical thinking skills among class XI students in the digestive system material at MAN 3 Bone. This study used a quasi-experimental method with a pretest-posttest control group design. The study consisted of 60 samples, comprising 2 classes of students. The study, using ANCOVA to test the hypothesis, showed a significant effect of the SM2CL model (p < 0.05). Furthermore, the LSD test indicated a significant difference between students taught using the SM2CL model and those taught using the direct instruction model. These findings suggest that the SM2CL model is more effective in enhancing students' critical thinking skills in biology learning, particularly in the digestive system topic. This study contributes to biology education by providing empirical evidence on the effectiveness of integrated learning models in promoting critical thinking skills.Abstrak. Tuntutan pendidikan abad ke-21 menekankan pemikiran kritis dalam pembelajaran. Pemikiran kritis sangat penting dalam pembelajaran biologi, khususnya pada topik sistem pencernaan manusia. Namun, penggunaan model pembelajaran yang beragam yang terbatas mengurangi kesempatan untuk mengembangkan kemampuan berpikir kritis siswa. Oleh karena itu, dibutuhkan model pembelajaran yang tepat yaitu model SM2CL. Model ini tepat karena memadukan model, strategi dan metode pembelajaran Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Synectics, Mind Mapping, dan Cooperative Learning (SM2CL) terhadap kemampuan berpikir kritis siswa kelas XI pada materi sistem pencernaan di MAN 3 Bone. Penelitian ini menggunakan metode quasi-eksperimental dengan desain kelompok kontrol pretest-posttest. Penelitian ini terdiri dari 60 sampel yang terdiri dari dua kelas siswa. Hasil penelitian, menggunakan uji ANCOVA untuk menguji hipotesis, menunjukkan pengaruh signifikan model SM2CL dengan nilai signifikansi p < 0,05. Selanjutnya, uji LSD menunjukkan perbedaan signifikan antara siswa yang diajar menggunakan model SM2CL dan siswa yang diajar menggunakan model pengajaran langsung. Temuan ini menunjukkan bahwa model SM2CL lebih efektif dalam meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran biologi, khususnya pada topik sistem pencernaan. Studi ini berkontribusi pada pendidikan biologi dengan memberikan bukti empiris tentang efektivitas model pembelajaran terintegrasi dalam meningkatkan kemampuan berpikir kritis.
Developing a Local Socio Scientific Issues-Based Biology Module Using the RQA Approach for Environmental Change A Aida Ariya; Muhiddin Palennari; Nurhayati B; Firdaus Daud; Alimuddin Ali
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1368

Abstract

Purpose: This study was conducted to design a Biology module grounded in local Socio Scientific Issues (SSI) and integrated with (RQA) approach for environmental change topics. It also aimed to evaluate the module’s validity, practicality, and effectiveness in facilitating Biology learning at the senior high school level. Methods: This research employed a Research and Development (R&D) design adapted from the Borg and Gall development model. The study was conducted at UPT SMA Negeri 2 Sinjai with 59 tenth-grade students and two Biology teachers. Data collection was carried out using expert validation instruments, practicality questionnaires completed by teachers and students, and learning achievement tests administered through pretest and posttest. The collected data were then analyzed using Gregory’s content validity coefficient to determine validity, percentage analysis to assess practicality, and N-Gain analysis to measure the increase in students’ learning outcomes. Findings: The developed module achieved a Content Validity coefficient of 1.00, which reflects a very high level of validity. This result was supported by the strong ratings given by both validators across all 35 assessed indicators. In terms of practicality, the module received an average score of 94% from teachers and 89% from students, placing both results in the highly practical category. Furthermore, the effectiveness evaluation produced an average N-Gain score of 0.77, which falls within the high category, with 73% of students demonstrating a high level of learning improvement. Research Implications: The module can be used as an alternative contextual teaching material that supports active learning and improves students’ understanding of environmental change. Originality: This study offers a locally contextualized Biology module that uniquely integrates SSI with the RQA approach to connect biological concepts with real environmental issues.
Co-Authors A Aida Ariya A. Mu&#039;nisa A. Mushawwir Taiyeb A. Mushawwir Taiyeb A. Mushawwir Taiyeb A. Mushawwir Taiyeb A. Mushawwir Taiyeb, A. Mushawwir A. S. Muhammad Arhamar Adinda Maharani Adnan Adnan Adnan Adnan Adnan Adnan Adnan Adnan Afni, Andi Nur Agustina Agustina Ahmad, Ammar Faris Ainun Mardia HM Akbar, Muh Syaiful Alexander Lado Wungubelen Alifya Suci Poetry Naf'an Alimuddin Alimuddin Ali Alimuddin Ali Alimuddin Ali Alimuddin Ali Alimuddin Ali Alimuddin Ali Amiruddin, Ilhamsyah Andi Anisa Oktobianti Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Asmawati Azis Andi Citra Pratiwi Andi Citra Pratiwi Andi Citra Pratiwi Andi Faridah Arsal Andi Ferawati Andi Hasnah Andi Martiani Andi Mu&#039;nisa Andi Mu&#039;nisa Andi Mu'nisa Andi Mu’nisa Andi Mu’nisa Andi Nurfaizah Yusuf Andi papada Andi Ririn Puspitasari Andi Tirta Angraeni Anna Fadhilah Salam Annisa Paramaswary Aslam Annisa Tri Damayanti Anugrah Yusuf Anwar, Alya Fikriyah Ariaty B, Eka Arifa Novia Arifin Arifah Novia Arifin, Arifah Novia Arini Rahmadana, Arini Arma Arna Ningsih Arsad Bahri Arsad Bahri Arsad Bahri Arsad Bahri Arsyad, Miftahul Jannah Asham Bin Jamaluddin Askar, Asriani Askarmis Rudini Aslam, Annisa Paramaswary Asmawati Asmawati Asmawaty Azis Atirah, Nur Aziz, Andi Asmawati Azmi Fathin Eka Nugraha Besse Khalidatunnisa Budi Setiawan Carlina, Rini Chatrina Sinambela citra pratiwi, andi Citra Sakinah Cut Ratna Dewi D. A. Rahmawati, D. Darnawati Darnawati Darnawati, Darnawati Dewi Permata Ayu Dewi Yuyun Dian Aswita, Dian Dian Dwi Lestari Diandara Oryza Diffia Ilham Dinda Marzuki Dinipatriany, Andi Dwi Candra Setiawan Elli Epit H. Magai Era Fasira Ermy Amelia Fadhilah H.M, Nurul Fadhilah Utami A Fadil Muhammad Faisal Faisal Faisal Faisal Faisal Faisal Faisal Sudrajat Farhani Islami Fasira, Era Fatmawaty Alimuddin Firdiani, Dian Fitrah Tunnisa Fitrahtunnisa Fitriah Halifah Pagarra Halifah Pagarra Halimah Husain Hamid, Muliana Gunawan Hamidah Samad Hamsina, St Harmini Harmini Hartai Hartati Hartati Hartono Hartono Hartono Hartono Hartono Hartono Hartono Hartono Haryanti Haryanti Hasan, Nurhidayah Haslinar, Haslinar Hasnidah Mulyadi Hastin Indrawati Helmi Abdullah Hiola, Siti Fatmah Husniarti Husnul Syafitra Huznul Amalia Intan Marzuki Ismail Ismail . Ismail Ismail Isnaeni Thahir Jamilatus Sa’diyah Junda, Muh Jusmarini Kadir Kadir, St. Fatima Kartini Ahmad Kasman, Irmawati Khoirunnisa, Araminta Diah Khusnul Khatimah Lisra Pratama Lulu Ulfah Audriansyah Maisarah Muaazarah Zuhri Mar'ah, Zakiyah Martiani, Andi Marwadani T Marwah Mahmud Marwidayanti, Marwidayanti Marzuki, Nur Intan Masdar, Rinaldi Mu'nisa, Andi Muarifah Muarifah muh syaiful akbar Muh. Junda Muh. Junda Muhammad Arsyad Muhammad Arsyad Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Danial Muhammad Darwis Muhammad Isrul Muhammad Isrul Muhammad Junda Muhammad Junda Muhammad Junda Muhammad Mifta Fausan Muhammad Rizaldi Trias Jaya Putra Nurdin Muhammad Wiharto Muhammad Wiharto Muhiddin Muhiddin Muhiddin Palennari Muhiddin Palennari Muhiddin Palennari Muhiddin Palennari Muhiddin, Muhiddin Mukminati, Sri Mulyati Mulyati Mus, Nurzakiyyah Musfirah Mushawwir Taiyeb Mushawwir Taiyeb Mushawwir Taiyeb Mushawwir Teiyeb Mutmainnah Nur Islamia Nabila Nur Syahirah Nafisah Hanim Nahirah Asse Nahirah, Nahirah Nailasari Nani Kurnia, Nani Nasir, Darmawati Nelly Suryani Basri Nia Febrianti Nihza Zazkiah Yusuf Nikma Amin Nur Aisyah Ainun Nur Haslinar Hasan Nur Hayati Nur Intan Marzuki Nur Khafifah Nur Khairah Sukma Nur Rabiy’atul Awaliyah Nur Rezki Octavia Nur Rezki Octavia nurbaya nurbaya Nurbayatia Nurbayatia Nurfiana Abdullah Nurhayati B Nurhayati B Nurhayati B Nurhayati B Nurhayati B Nurhayati B Nurhayati B. Nurhayati Nurhayati.B Nurheni Arifin Nurhidayah Hasan Nuriani Nuriani, Nuriani Nurinayah, Nurinayah Nurmiati Nurmiati Nurul Arini Oslan Jumadi Oslan Jumadi Padati, Eunike Christy Patongai, Dian Dwi Putri Ulan Sari Pratiwi, Andi Citra Qhadriah Dahrun, Nur Qurniasty Qurniasty Rachamaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty Rachmawaty, Rachmawaty Rachmawaty, Rachmawaty Rahmat Saleh, Andi Rahmat, Awal Nur Rahmawati Rahmi Rahmi Reski, Fiska Indah Rezky Awalia Rina Yusrina Rini Nurbayti Risnawati Ristiana, Evi Rizky Aprilliani Nurdin Rosdiana Ngitung Rosmalah Rosmalah Rosmawati Rosmawati Ruslan Ruslan Saenab, Sitti Saleh, Andi Rahmat Saparuddin Saparuddin Saparuddin Saru, Amaliah Amriani Amran Septian Dwi Cahyo Sitti Aisyah Sitti Saenab, Sitti Sitti Zamzam St. Fatima Kadir St. Fatmah Hiola St. Nuryati R Suhaeri Suhaeri Sundariati, Sundariati Surajuddin Sura’, Yoel Syafira Mei Diva Rahman Syamsiah Syamsiah Syamsiah Syamsiah Syamsiah . Syamsiah Syamsiah Syamsiah, Syamsiah Syamsul Rizal Syamsuriyani Syarifah Fadilah Abbas Taiyeb A. Mushawwir Thiara Adzkia Muthmainnah Tri Widya Ramadhani AY Uki Cahyana Ulfa Auliah Dwiyanti Ulviah, Arifah Ummul Mujaahidah Usman K, Rismalasari Warni Warni Warti Nunu Dwi, Warti Widyani Wirna Arsyad YENNI T Tompe Yusmina Hala Yusminah Hala Yusminah Hala Yusminah Hala Yusminah Hala Yusminah Hala Yusril Haq Ismail Yusuf, Andi Yuni Kurnia