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All Journal Quagga: Jurnal Pendidikan dan Biologi
Zulfiani
UIN Syarif Hidayatullah Jakarta
Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology

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Development of Guided Inquiry-Based E-Module on Human Circulatory System Material to Train Scientific Literacy of 11th Grade High School Students. Diah Susanti; Zulfiani
Quagga: Jurnal Pendidikan dan Biologi Vol 17 No 2 (2025): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v17i2.368

Abstract

One of the essential skills needed in the development of the 21st century is scientific literacy Therefore, the learning process needs to integrate appropriate teaching models and materials to help students develop scientific literacy, one of which is a guided inquiry-based e-module. This study aims to develop a guided inquiry-based e-module on the human circulatory system to enhance students' scientific literacy. The research methodology used is development research with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research results were obtained through expert validation tests, readability tests, teacher and student response tests, and scientific literacy ability tests. The overall validation test achieved a percentage of 88.22% (highly feasible). The student readability test achieved a percentage of 97.70% (highly readable). The teacher and student response tests received ratings in the excellent category. Additionally, the scientific literacy test results showed an average score of 61 (moderate) for all students, and an average score of 62.36 (moderate) based on scientific literacy indicators. Overall, this study concludes that the guided inquiry-based e-module on the human circulatory system is suitable for use in the learning process to enhance students' scientific literacy.
Analysis of Remedial Teaching Implementation in Merdeka Curriculum to Achieve High School Biology Learning Objectives Shabrina Gifa Irsalina; Zulfiani
Quagga: Jurnal Pendidikan dan Biologi Vol 17 No 2 (2025): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v17i2.410

Abstract

Remedial programs are an essential part of the learning process, designed to support students who have not yet achieved full mastery of specific material. In line with the principles of the Merdeka Curriculum, remedial teaching emphasizes flexibility and adaptability as corrective measures. This study aims to analyze the implementation of remedial teaching for Biology in grade XI at SMA Negeri 5 Depok, focusing on its role in helping students meet the learning objective achievement criteria, also known as Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). This research uses a qualitative case study approach. Data were collected through structured interviews with students, Biology teachers, and the vice principal of curriculum, supported by observations and document analysis. The data analysis technique used was the Miles and Huberman method. The findings reveal that although teachers recognize the importance of remedial teaching, its implementation is often hindered by time constraints. As a result, remedial efforts are generally limited to reassessment activities rather than being integrated into regular instruction. This study suggests that teachers should incorporate remedial strategies into their lesson planning from the outset and consider using digital tools or alternative media to address time limitations and enhance instructional effectiveness.
The Effect of Guided Inquiry Integrated with the SAMR Model (Substitution, Augmentation, Modification, Redefinition) on Student Learning Outcomes Eva Nurlailiyah; Zulfiani
Quagga: Jurnal Pendidikan dan Biologi Vol 18 No 2 (2026): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v18i2.520

Abstract

Teacher centered biology learning results in low cognitive learning outcomes for students. Pedagogical innovation that systematically integrates investigative approaches with technology is needed. This study aims to analyze the effect of the Guided Inquiry learning model integrated with the SAMR (Substitution, Augmentation, Modification, Redefinition) model on student learning outcomes in biology lessons on the respiratory system. A quasi-experimental design with a nonequivalent control group was employed, involving 65 Grade XI students from a state senior high school in South Tangerang City, drawn through purposive sampling. The experimental class of 32 students received Guided Inquiry learning integrated with SAMR, while the control class of 33 students received Guided Inquiry without SAMR integration. Data were gathered using pretest and posttest instruments in multiple-choice format, which had been validated and tested for reliability. The analytical procedures encompassed N-Gain calculation, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Mann-Whitney U test. Findings indicated that the average posttest score of the experimental class (97.57) exceeded that of the control class (90.36) with a difference of 7.21 points, , with an N-Gain of experimental class 84.10 in the high category. The Mann-Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.000 (< 0.05), confirming a statistically significant effect. The use of Guided Inquiry combined with the SAMR model had a significant impact on student learning outcomes, as it was shown to effectively improve the quality of biology learning.
Correlation of Teacher Interpersonal Interaction and Classroom Emotional Climate in Biology Learning, Merdeka Curriculum Savira Nuraini; Zulfiani
Quagga: Jurnal Pendidikan dan Biologi Vol 18 No 1 (2026): QUAGGA : Jurnal Pendidikan dan Biologi
Publisher : Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/quagga.v18i1.418

Abstract

In recent years, the national curriculum has shifted from the 2013 Curriculum to the Merdeka Curriculum, requiring adjustments in the learning process. A key factor in its success is the interaction between teachers and students, which supports learning goals and outcomes. Such interaction is crucial in Biology, which demands effective communication and strong teacher-student relationships. This study aims to analyze the relationship between teacher interpersonal interaction and the emotional climate of the classroom in Biology learning under the Merdeka Curriculum. The research used a quantitative correlational method. The sample consisted of 41 eleventh-grade science students from public high schools in West Bogor City. Instruments used were the QTI (Questionnaire on Teacher Interaction) and Q-CEC (Questionnaire on Classroom Emotional Climate). Data were analyzed using Pearson product-moment correlation with IBM SPSS Statistics version 26. Results showed a positive and significant relationship between teacher interpersonal interaction and classroom emotional climate, contributing 14.9%. Interactions marked by empathy, emotional support, and effective communication, especially from teachers with Tolerant and Authoritative profiles, help create a conducive classroom atmosphere that supports learning. Therefore, the quality of teacher interpersonal interaction is a key factor in fostering a positive emotional climate in Biology learning under the Merdeka Curriculum.
Co-Authors Diah Susanti Eva Nurlailiyah Savira Nuraini Shabrina Gifa Irsalina