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All Journal Jurnal Pendidikan Biologi Indonesia JIPI (Jurnal IPA dan Pembelajaran IPA)
Nourma Yulita
Central China Normal University, China
Agriculture, Biological Sciences & Forestry

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Integrating PJBL-STEM in teaching modules: Innovation in biology learning improve critical and creative thinking Lilis Sundari; P. Paidi; Nourma Yulita
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 12 No. 1 (2026): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v12i1.43585

Abstract

Background: Curriculum changes in Indonesia require teachers to prepare learning resources that can train students' important skills, especially critical thinking and creative thinking skills. Objectives: produce PJBL-STEM teaching module to improve the critical and creative thinking skills of phase E students on the topic of environmental pollution. Methods: Type of research is ADDIE model. The quasi-experimental nonequivalent effectiveness test. The research conducted from March 2024 to June 2025 at SHS Pleret. Research subjects were experts, teachers, and students. The students tested for effectiveness consisted of 30 control and 30 experimental. Feasibility and practicality data were collected using product assessment sheets. Effectiveness data were collected using valid and reliable essay questions. The data were analyzed using quantitative and statistics. Results: PJBL-STEM teaching module was feasible and practical to use as a learning tool. One-way MANOVA test results obtained a sig. value of 000 < 0.05, meaning that the PJBL-STEM teaching module is simultaneously effective in improving critical and creative thinking skills with a large effect of 0.234 (significant effect). Conclusion: PJBL-STEM teaching modules have a significant positive impact on the quality of learning, training students' critical and creative thinking skills.
The Effect of Constructivist Learning on Science Literacy and Students' Learning Outcomes Joko Suroso; Sukamto Sukamto; Lilis Putri Wijayanti; Ihsaniatun Nur Alifah; Nourma Yulita
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 1: MARCH 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i1.164

Abstract

The present study has been conducted with a view to ascertaining the extent to which implementing a constructivist learning model influences science literacy and students' cognitive learning outcomes (achievement). The research methodology employed is a quasi-experimental design, characterized by a pretest-posttest design with a control group. Sample selection was purposive, with the research subjects divided into an experimental class receiving constructivist treatment and a control class receiving conventional instruction. The research instrumentation encompassed a science literacy diagnostic test, a learning outcome evaluation test, and an observation sheet to validate the learning implementation process. Inferential data analysis was performed using an independent t-test and the calculation of normalized gain scores. The research findings indicate that constructivist learning has a significant influence on enhancing both learning outcomes and science literacy among students (significance level 0,00 < 0.01). In comparison, the experimental class demonstrated an average post-test learning outcome score of 65 points, which was significantly higher than the 42 points achieved by the control class. In addition, the mean science literacy score for the experimental class was 73.17, higher than that of the control class (61.37). Consequently, it can be concluded that constructivist learning is effective within the context of science instruction. This approach has the potential to optimise learning outcomes and reinforce students' science literacy. The present study proposes adopting constructivism as a pedagogical strategy to foster students' conceptual understanding and participatory engagement
Co-Authors Ihsaniatun Nur Alifah Joko Suroso Lilis Putri Wijayanti Lilis Sundari P. Paidi Sukamto Sukamto