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All Journal Journal of Academic Biology and Biology Education
Mark Gil Vega
Visayas State University
Biochemistry, Genetics & Molecular Biology Education Veterinary Other

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Discovery Learning and Scientific Literacy: Integrating PISA Indicators in High School Science Welyta Welyta; Mark Gil Vega
Journal of Academic Biology and Biology Education Vol. 2 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v2i1.1941

Abstract

Purpose of the study: The aim of this study is to analyze the level of scientific literacy among Grade X students, identify problems during the learning process, and explore factors influencing the effectiveness of Discovery Learning in teaching environmental change topics within the Merdeka Belajar curriculum framework. Methodology: This study used a mixed methods approach with a sequential explanatory design. Data were collected using multiple-choice science literacy tests, interviews with a biology teacher, and documentation. Analysis was conducted with qualitative descriptive methods. Tools included printed tests, interview guides, and documentation logs. Data validation employed triangulation of methods and sources. Main Findings: This study found that the scientific literacy of tenth-grade students at State Senior High School 1 Kota Agung was relatively low, with an average achievement of only 48%. The weakest indicator was the use of scientific evidence (15%), followed by the identification of scientific problems (17%), and the explanation of scientific phenomena (31%). Low literacy was caused by limited learning time, lack of student focus, and a suboptimal learning approach. The Discovery Learning model has the potential to increase students' active participation, conceptual understanding, and critical thinking skills. Novelty/Originality of this study: This study offers a new perspective by integrating the Discovery Learning model with PISA-based scientific literacy indicators in the context of the Merdeka Belajar curriculum. It provides empirical evidence on students’ low scientific literacy in senior high school and identifies key instructional and contextual factors, contributing to more targeted strategies for improving science education in Indonesia.
Exploring the Interplay of Self-Regulated Learning, Critical Thinking, and Scientific Communication: Insights from International Biology Learners Luta Fernandez; Mark Gil Vega; Ema Nur Wahyuningsih
Journal of Academic Biology and Biology Education Vol. 2 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v2i1.2107

Abstract

Purpose of the study: The purpose of this study is to investigate the relationship between self-regulated learning (SRL) and students’ critical thinking and scientific communication skills in Biology learning. Specifically, it aims to describe students’ SRL, critical thinking, and communication levels, and analyze how SRL influences both skills in a multicultural bilingual context. Methodology: This study employed an explanatory sequential mixed method. The quantitative phase involved 60 grade XI students at Sekolah Indonesia Davao using total sampling, with data collected through SRL questionnaires, critical thinking tests, and scientific communication rubrics. The qualitative phase involved three students and two teachers via semi-structured interviews. Data were analyzed using descriptive statistics, regression, and Miles–Huberman’s model. Main Findings: The findings showed students’ SRL was moderate to high (M = 3.70), strongest in goal setting and weakest in environmental control. Critical thinking (M = 3.53) and scientific communication (M = 3.51) were moderate, with strengths in problem clarification and claim–evidence–reasoning, respectively. Regression analysis revealed SRL significantly predicted both critical thinking (R² = 0.37) and scientific communication (R² = 0.34). Novelty/Originality of this study: This study offers novel insights by integrating self-regulated learning, critical thinking, and scientific communication within Biology education in an international school context. Unlike previous research limited to two constructs, it empirically shows how SRL simultaneously predicts both skills, thereby advancing understanding of how metacognitive regulation fosters cognitive and communicative competencies in science learning.
Discovery Learning and Scientific Literacy: Integrating PISA Indicators in High School Science Welyta Welyta; Mark Gil Vega
Journal of Academic Biology and Biology Education Vol. 2 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v2i1.1941

Abstract

Purpose of the study: The aim of this study is to analyze the level of scientific literacy among Grade X students, identify problems during the learning process, and explore factors influencing the effectiveness of Discovery Learning in teaching environmental change topics within the Merdeka Belajar curriculum framework. Methodology: This study used a mixed methods approach with a sequential explanatory design. Data were collected using multiple-choice science literacy tests, interviews with a biology teacher, and documentation. Analysis was conducted with qualitative descriptive methods. Tools included printed tests, interview guides, and documentation logs. Data validation employed triangulation of methods and sources. Main Findings: This study found that the scientific literacy of tenth-grade students at State Senior High School 1 Kota Agung was relatively low, with an average achievement of only 48%. The weakest indicator was the use of scientific evidence (15%), followed by the identification of scientific problems (17%), and the explanation of scientific phenomena (31%). Low literacy was caused by limited learning time, lack of student focus, and a suboptimal learning approach. The Discovery Learning model has the potential to increase students' active participation, conceptual understanding, and critical thinking skills. Novelty/Originality of this study: This study offers a new perspective by integrating the Discovery Learning model with PISA-based scientific literacy indicators in the context of the Merdeka Belajar curriculum. It provides empirical evidence on students’ low scientific literacy in senior high school and identifies key instructional and contextual factors, contributing to more targeted strategies for improving science education in Indonesia.
Exploring the Interplay of Self-Regulated Learning, Critical Thinking, and Scientific Communication: Insights from International Biology Learners Luta Fernandez; Mark Gil Vega; Ema Nur Wahyuningsih
Journal of Academic Biology and Biology Education Vol. 2 No. 1 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jouabe.v2i1.2107

Abstract

Purpose of the study: The purpose of this study is to investigate the relationship between self-regulated learning (SRL) and students’ critical thinking and scientific communication skills in Biology learning. Specifically, it aims to describe students’ SRL, critical thinking, and communication levels, and analyze how SRL influences both skills in a multicultural bilingual context. Methodology: This study employed an explanatory sequential mixed method. The quantitative phase involved 60 grade XI students at Sekolah Indonesia Davao using total sampling, with data collected through SRL questionnaires, critical thinking tests, and scientific communication rubrics. The qualitative phase involved three students and two teachers via semi-structured interviews. Data were analyzed using descriptive statistics, regression, and Miles–Huberman’s model. Main Findings: The findings showed students’ SRL was moderate to high (M = 3.70), strongest in goal setting and weakest in environmental control. Critical thinking (M = 3.53) and scientific communication (M = 3.51) were moderate, with strengths in problem clarification and claim–evidence–reasoning, respectively. Regression analysis revealed SRL significantly predicted both critical thinking (R² = 0.37) and scientific communication (R² = 0.34). Novelty/Originality of this study: This study offers novel insights by integrating self-regulated learning, critical thinking, and scientific communication within Biology education in an international school context. Unlike previous research limited to two constructs, it empirically shows how SRL simultaneously predicts both skills, thereby advancing understanding of how metacognitive regulation fosters cognitive and communicative competencies in science learning.
Co-Authors Ema Nur Wahyuningsih Luta Fernandez Welyta Welyta