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All Journal Online Learning in Educational Research Jurnal Pemberdayaan Masyarakat
Indah Juwita Sari
Universitas Sultan Ageng Tirtayasa, Indonesia
Education Social Sciences

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Meningkatkan Pengetahuan Masyarakat Pontang-Banten Terkait Kandungan Gizi Jamur Tiram Melalui Sosialisasi dan Pendampingan Pengolahan Jamur Tiram Indah Juwita Sari; Desi Nur Eka Fitriana; Mila Ermila Hendriyani; Rida Oktorida Khastini; Tasya Alya Permata
Jurnal Pemberdayaan Masyarakat Vol 2, No 1 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jmp.v2i1.281

Abstract

Pontang is one of the villages in Banten with a high potential for natural resources but unexplored potential for human resources. Continuous socialization and mentoring are one way to increase the potential and knowledge of the Pontang people. This activity aims to determine an increase in Pontang people's knowledge of oyster mushrooms' nutritional contents and their benefits in meeting food needs. The method used in this activity is a case study with questionnaires and interviews as instruments. This activity was started by giving questionnaires about the initial knowledge of oyster mushrooms' nutritional contents to 20 samples. After that, socialization and mentoring were carried out in oyster mushroom processing into oyster mushroom meatballs. Interviews related to participants' knowledge of the oyster mushrooms' nutritional contents were conducted at the end of the activity. This activity showed increased knowledge about the oyster mushrooms' nutritional contents and benefits and participants' satisfaction after socialization and mentoring in oyster mushroom processing. This activity initiated the participants to utilize oyster mushrooms as an alternative to meet their daily vegetable protein needs. In addition, this activity initiated the participants to explore entrepreneurial potential, such as innovation in processed oyster mushroom food.
LifeSTEM: An Inquiry-Driven Digital Module for Scientific Literacy in Biology Teacher Education Iing Dwi Lestari; Evi Amelia; Rifki Survani; Desi Eka Nur Fitriana; Mila Ermila Hendriyani; Dwi Ratnasari; Ika Rifqiawati; Indah Juwita Sari
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1107

Abstract

Scientific literacy is a fundamental competency for future biology teachers, yet existing STEM-based digital learning resources rarely address the interdisciplinary demands of biology teacher education. This study developed and evaluated LifeSTEM, an integrated digital learning module that combines plant anatomy, STEM learning, inquiry-based activities, and engineering design tasks to strengthen scientific literacy among pre-service biology teachers. Guided by the ADDIE instructional design framework, the study involved needs analysis, expert validation, iterative module development, and classroom implementation with 30 pre-service biology teachers using a one-group pre-test–post-test design. Data were collected through needs assessment, expert validation, scientific literacy tests, and learner response questionnaires. The findings indicate that the LifeSTEM module achieved high content validity and was positively received by students as an engaging and accessible learning resource. Its implementation substantially enhanced scientific literacy, particularly students' ability to explain scientific phenomena, interpret scientific evidence, and apply procedural knowledge within authentic biological contexts. The integration of inquiry-oriented STEM activities with interactive digital learning promoted meaningful engagement with complex biological concepts while encouraging evidence-based reasoning. This study contributes to biology teacher education by demonstrating how integrated digital instructional design can strengthen scientific literacy through contextual and inquiry-driven STEM learning, providing a transferable framework for preparing future science teachers in technology-enhanced learning environments.
Co-Authors Desi Eka Nur Fitriana Dwi Ratnasari Evi Amelia Iing Dwi Lestari Ika Rifqiawati Mila Ermila Hendriyani Rida Oktorida Khastini Rifki Survani Tasya Alya Permata