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All Journal PIONIR: Jurnal Pendidikan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Arsad Bahri
Universitas Negeri Makassar, Indonesia
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THE POTENTIAL OF THE DISTAR LEARNING MODEL TO ENHANCE STUDENTS’ COLLABORATION SKILLS Rinaldi Masdar; Huznul Amalia; Uki Cahyana; Ermy Amelia; Arsad Bahri
PIONIR: JURNAL PENDIDIKAN Vol. 14 No. 2 (2025): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/m7crn947

Abstract

This study aims to develop a valid and practical learning model, namely the Distar Learning Model, to improve students' collaboration skills. This research is a type of Research and Development (R&D) using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), and was conducted in the odd semester of the 2024/2025 academic year at SMA Negeri 9 Gowa. The research subjects were 36 students of class XII MIPA 5. The validation results showed that the guidebook obtained a feasibility score of 87.16% (feasible for use), teaching materials 88.6% (very valid), learning modules 94.16% (very valid), and the Student Worksheet (LKPD) obtained a score of 3.77 out of 4.00 (very valid). The practicality test showed that the model had an implementation success rate of 90.47%. These findings indicate that the Distar Learning Model is proven to be valid and practical, and has the potential to improve students' collaboration skills. This model is recommended for broader implementation to facilitate 21st-century learning that emphasizes collaboration and active student engagement. Keywords: Learning Model, Collaboration Skills, 21st Century Learning, Distar Learning
Direct and Indirect Effects of Self-Efficacy and Metacognitive Skills on Biology Learning Outcomes: The Mediating Role of Self-Regulated Learning Asryani Intan Palullu'; Arsad Bahri; Muhiddin Pallennari; Andi Citra Pratiwi
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.1045

Abstract

This ex post facto study was conducted in response to the need to understand factors influencing students’ cognitive learning outcomes in biology. It aimed to examine the effects of self-efficacy, metacognitive skills, and self-regulated learning on students’ cognitive learning outcomes. The population comprised all grade XI students at a public high school in Makassar, Indonesia, with a sample of 269 students selected through cluster sampling. Data were collected using questionnaires on self-efficacy, metacognitive skills, and self-regulated learning, as well as a biology learning outcomes test. The data were analyzed using path analysis with the assistance of SPSS. The results indicate that self-efficacy and metacognitive skills have both direct and indirect effects on cognitive learning outcomes through self-regulated learning. Self-regulated learning also functions as a mediating variable in these relationships. In conclusion, self-efficacy and metacognitive skills have a significant influence on biology learning outcomes, both directly and through the mediation of self-regulated learning, emphasizing the critical role of internal learning regulation in enhancing academic achievement
Co-Authors Andi Citra Pratiwi Asryani Intan Palullu' Ermy Amelia Huznul Amalia Muhiddin Pallennari Rinaldi Masdar Uki Cahyana