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All Journal BINOMIAL : Jurnal Pendidikan Biologi Edubiotik : Jurnal Pendidikan, Biologi dan Terapan
Yasma
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education

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POTENSI LOKAL PULAU SANROBENGI: ANALISIS PELUANG KONTEKSTUALISASI DALAM PEMBELAJARAN BIOLOGIDI SEKOLAH MENENGAH PESISIR GALESONG Yasma; Saparuddin
Binomial: Jurnal Pendidikan Biologi Vol 9 No 1 (2026): Jurnal Binomial
Publisher : Pendidikan Bilogi, FKIP, Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/bn.v9i1.3181

Abstract

Penelitian ini bertujuan memetakan potensi lokal Pulau Sanrobengi serta menganalisis peluang kontekstualisasi ke dalam pembelajaran Biologi di sekolah menengah pesisir Galesong. Penelitian ini menggunakan desain deskriptif kualitatif. Penelitian dilaksanakan di Pulau Sanrobengi, SMAN 5 Takalar, dan SMAN 13 Takalar. Subjek penelitian meliputi lima guru biologi, 92 siswa, serta masyarakat setempat sebagai informan pendukung. Data dikumpulkan melalui observasi untuk mengidentifikasi titik-titik strategis keanekaragaman hayati dan isu ekologis Pulau Sanrobengi, wawancara semi-terstruktur untuk menggali praktik pembelajaran serta kebutuhan kontekstual, dan dokumentasi sebagai penguat temuan lapangan. Data dianalisis menggunakan model interaktif Miles dan Huberman dengan penerapan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa Pulau Sanrobengi memiliki biodiversitas yang dapat diamati langsung, mencakup kelompok ikan, bivalvia, arthropoda, echinodermata, vegetasi darat, padang lamun, alga, dan terumbu karang, serta menghadapi isu ekologis utama berupa akumulasi sampah plastik/rumah tangga, abrasi, dan pemutihan karang. Analisis kurikulum menunjukkan bahwa potensi tersebut selaras dengan topik Biologi Fase E dan dapat diaktualisasikan pada materi keanekaragaman hayati, ekosistem, serta perubahan lingkungan dan perubahan iklim. 
Enhancing environmental literacy and argumentation skills: Developing a PjBL-based interactive e-module integrating local ecological issues Yasma; Suwono , Hadi; Rahayu , Sofia Ery
Edubiotik : Jurnal Pendidikan, Biologi dan Terapan Vol. 11 No. 01 (2026): May
Publisher : Biology Education Department, Universitas Insan Budi Utomo, Malang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/ebio.v11i01.2744

Abstract

Small islands face environmental threats from human activities and climate change, highlighting the need for contextual learning to empower students’ environmental literacy and argumentation skills in addressing these issues. This study aimed to develop a PjBL-based interactive e-module integrating local ecological issues from Sanrobengi Island to enhance high school students’ environmental literacy and argumentation skills. This study employed a Research and Development (R&D) design based on Plomp and Nieveen model, consisting of preliminary research, development or prototyping, and assessment phases. The effectiveness of the developed e-module was evaluated using a quasi-experimental pre-test-post-test non-equivalent control group design. The assessment phase involved tenth-grade students from SMA Negeri 5 Takalar, Indonesia, consisting of an experimental class (N = 30) and a control class (N = 27). Expert validation indicated that the e-module was highly valid and practical (>95%). Effectiveness testing revealed moderate improvements (N-Gain = 0.5) in the EL cognitive domains as well as in the argumentation skills. Conversely, the affective and behavioral dimensions of EL exhibited lower improvement (N-Gain = 0.3). Furthermore, ANCOVA results confirmed that the e-module significantly enhanced students’ cognitive EL and argumentation skills (p < 0.001), while its impact on the affective (p = 0.165) and behavior (p = 0.111) dimensions were not statistically significant. These findings suggested that the e-module effectively strengthened students’ cognitive foundation and argumentation skills. However, the relatively short intervention period and limited direct environmental engagement may have constrained improvements in students’ environmental attitudes and behaviors.
Co-Authors Rahayu , Sofia Ery Saparuddin Suwono , Hadi