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All Journal UNM Journal of Biological Education Equator Science Journal (ESJ)
Rifkanita, Dian
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Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Environmental Science Physics Social Sciences

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Pengembangan E-Modul Biologi Berbasis Flip Pdf Corporate Bagi Siswa Kelas X SMAN 1 Pamboang Kabupaten Majene Rifkanita, Dian
UNM Journal of Biological Education Vol 6, No 2 (2023): Maret 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ujbe.v6i2.45068

Abstract

This study is a research and development that aims to produce a product of Biology e-module based on a flip pdf corporate for students at SMAN 1 Pamboang in Majene district. This research and development referred to the ADDIE design development model consisted of five stages: analysis, design, development, implementation, and evaluation. The research instruments used were instrument validation sheet, teacher’s response questionnaire, students’ response questionnaire, and learning outcomes test. The sample of this study was the students of grade X at SMAN 1 Pamboang in Majene district. The results of data analysis show that: 1) the Biology e-module based on flip pdf corporate on Ecosystem material meets the criteria for validity with a mean score of 4.6, 2) the Biology e-module based on flip pdf corporate on Ecosystem material meets the practicality criteria based on the result of the teacher's response with an average of 93% in solid category and 7% in strong category, while the students’ response with an average of 50% is in strong category and 36.6% is in solid category, 3) the Biology e-module based on flip pdf corporate on Ecosystem material meets the criteria of effectiveness with the percentage of completeness of learning outcomes 70.8% in effective category. Based on the results of the study, it can be concluded that the Biology e-module based on flip pdf corporate on Ecosystem material has met the valid, practical, and effective criteria. In addition, the results obtained from cross tabulation between students’ responses and learning outcomes with the asymptotic significance of 0.024 < 0.05, so it can be concluded that there is a relationship between practicality and effectiveness of the Biology e-module based on flip pdf corporate.
Increasing Biology Learning Activity Through the Project Based Learning Model with the Culturally Responsive Teaching (CRT) Approach Rifkanita, Dian; Tangge, Lilies; Nurhaidah, Nurhaidah
Equator Science Journal Vol. 3 No. 3 (2025): (Online First) Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.257

Abstract

This study is a Classroom Action Research (CAR) that aims to improve the activeness of Grade X Melati students at SMA Negeri 6 Palu through the implementation of the Project-Based Learning (PjBL) model with a Culturally Responsive Teaching (CRT) approach. The research was conducted in two learning cycles, each consisting of the stages of planning, implementation, observation, and reflection. The subjects of the study were 31 students. The research instruments included student learning activeness observation sheets and a student learning activeness questionnaire. Data analysis was carried out by reflecting on observation results and calculating the scores obtained for each activeness indicator. The findings revealed an increase in student learning activeness from the pre-cycle to Cycle I and Cycle II. In the pre-cycle, the average percentage of activeness was only 51%, which then increased to 66% in Cycle I, categorized as moderately active. In Cycle II, the percentage further increased to 88%, categorized as highly active. These results indicate that the PjBL model integrated with the CRT approach significantly enhanced students’ learning activeness. These findings imply that the integration of the PjBL model with a CRT approach has the potential to be applied beyond specific subjects and across different educational levels, fostering participatory, contextual, and culturally responsive learning.
Co-Authors Lilies N Tangge Nurhaidah, Nurhaidah