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All Journal BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Journal of Advanced Sciences and Mathematics Education
Balqis
Universitas Negeri Malang
Chemistry Education Mathematics Physics Social Sciences

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Needs analysis of digital learning media to enhance ownership of learning and collaboration skills in biology education students Anggun Septi Rahayu; Balqis; Sulisetijono
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.987

Abstract

Background: The shift toward a student-centered educational paradigm in the 21st century requires the use of effective digital learning media to enhance students’ ownership of learning and collaboration skills. However, challenges such as low learning motivation, limited student engagement, and the underutilization of diverse learning media remain evident in the Plant Physiology course within Biology Education programs. Aims: This study aims to analyze the need for digital learning media that can enhance students’ ownership of learning and collaboration skills in the Plant Physiology course. Methods: This study employed a quantitative descriptive research design involving 42 undergraduate students and 4 lecturers from the Biology Education program. Data were collected through questionnaires, interviews, and document analysis of the Course Syllabus (RPS) and Lesson Plans (SAP). The collected data were analyzed descriptively to evaluate the extent to which existing learning media support ownership of learning and collaboration skills. Results: The findings reveal that PowerPoint is the most dominant learning medium used, with a usage rate of 58.6%, followed by teaching modules at 21.4% and learning videos at 15.7%. The use of academic articles is very limited, with only 4.3% utilization. Students’ ownership of learning is generally categorized as good, with an average score of 78.4%; however, the indicators of goal orientation and self-direction remain relatively low at 69.64%. Collaboration skills demonstrate a positive average score of 84.66%, yet several indicators have not reached optimal levels. Conclusion: The study concludes that learning in the Plant Physiology course still relies heavily on conventional digital media. Although ownership of learning and collaboration skills show positive trends, they are not yet optimal. These findings emphasize the need to develop innovative digital learning media to strengthen students’ ownership of learning and collaboration skills.
Media Pembelajaran yang Memberdayakan: Studi Awal terhadap Ownership of Learning dan Literasi Digital Mahasiswa Alfiatus Sa'diyah; Balqis; Herawati Susilo
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 Alfiatus Sa'diyah Anggun Septi Rahayu Herawati Susilo Sulisetijono Sulisetijono