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All Journal Biosfer: Jurnal Pendidikan Biologi BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains
Sa'diyah, Alfiatus
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Education

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Problem-based Instructional Module: The Impact on High School Students' Scientific Process Skills Sa'diyah, Alfiatus; Harlita, Harlita; Prabowo, Chandra Adi
Biosfer: Jurnal Pendidikan Biologi Vol. 19 No. 1 (2026): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.56748

Abstract

This study investigates the teacher's and students' perception of problem-based instructional modules on biology learning and its effect on students' scientific process skills. The stages of development were analysis, design, development, implementation, and evaluation (ADDIE). This was a quasi-experimental research with samples selected using cluster random sampling. Data were collected through needs analysis questionnaires, response questionnaires, and pretest-posttest of Science Process Skills (SPS). The module was validated by expert judgments. Data analysis used the Rasch model and paired t-test. Results indicate that the module effectively improves students' science process skills. Positive impressions were given by students and teachers regarding the use of the module. Rasch analysis shows the module helps stimulate students’ understanding and involvement. The N-gain test showed increased scores, especially in the communication aspect. Meanwhile, planning experiments scored lowest, indicating challenges in students’ experimental design skills. A significant difference was found in students' SPS before and after treatment, showing that PBL modules support better engagement and learning outcomes. Teachers observed students being more active, collaborative, and responsive in class discussions and problem-solving tasks. Students reported that the contextual problems enhanced their motivation, understanding, and critical thinking. The module also helped create a student-centered learning environment by promoting inquiry and exploration. Therefore, the PBL-based module for the excretory system is suitable, practical, and effective for improving high school students’ science process skills, fostering scientific literacy, and enhancing overall biology learning experiences.
Media Pembelajaran yang Memberdayakan: Studi Awal terhadap Ownership of Learning dan Literasi Digital Mahasiswa Sa'diyah, Alfiatus; Balqis; Susilo, Herawati
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 9 No. 1 (2026): BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/n0g5nj51

Abstract

This study aimed to analyze the needs for digital learning media in the Plant Physiology course as a foundation for developing an innovative learning model based on Problem-Based Learning (PBL) supported by a Deep Learning approach and the integration of Artificial Intelligence (AI). The research employed a quantitative descriptive method involving 42 students and 4 Biology Education lecturers. Data were collected through questionnaires, interviews, and document analysis, and analyzed descriptively. The findings indicate that the availability of teaching  materials  remains  limited  and  learning  media  are  still  predominantly conventional, mainly PowerPoint presentations and textbooks, while the utilization of interactive  digital  media  is  relatively  low. Students’ ownership of learning is categorized as good, with persistence as the most dominant aspect, whereas digital literacy is categorized as competent, with the ability to use AI technology identified as an aspect that requires further enhancement. In conclusion, the development of an AI-integrated flipbook e-module based on PBL is considered relevant to support Plant Physiology learning, as it has the potential to strengthen learning autonomy, enhance ownership of learning, and expand students’ digital literacy in an adaptive and personalized manner. Keywords: Artificial Intelligence, Deep Learning, Digital Literacy, E-Module Flipbook, Ownership of Learning, Plant Physiology, Problem-Based Learning.  
Co-Authors balqis Chandra Adi Prabowo, Chandra Adi Harlita Harlita Herawati Susilo