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Saifullah Hidayat
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Program Studi Pendidikan Biologi, Fakultas Sains dan Teknologi Universitas Islam Negeri Walisongo Semarang Jl. Prof. Dr. Hamka Km. 02 Semarang, Indonesia
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Bioeduca : Journal of Biology Education
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27148009     EISSN : 27157490     DOI : 10.21580/bioeduca.xxxx.xxxx
Core Subject : Education,
Education
Bioeduca: Journal of Biology Education is an open access journal published by Department of Biology Education Faculty of Science and Technology, UIN Walisongo Semarang. Bioeduca aims to accommodate all the writings of research, development, and application of biological education. Researchers and educational practitioners are welcome to disseminate their writings through this journal. This journal is published twice a year. Scope of writings published in this journal include: Research, Development, and Application of Biological Learning and Teaching Technology Application on Biological Education Research and Development of Biological Learning Based on Local Wisdom Study and research based on integrated science and islam of biological education Laboratory management in science
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 182 Documents
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Personal Digital Inquiry in Human Reproductive System Learning: Students' Health and Digital Literacy Outcomes Euis Trisni Sulistyowati; Eni Nuraeni; Hardini Puspitaningrum
Bioeduca : Journal of Biology Education Vol. 8 No. 2 (2026): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v8i2.32806

Abstract

The low level of students’ reproductive health literacy and the growing need for digital literacy highlight the need for learning innovations that develop both competencies simultaneously. This study aimed to analyze the effect of Personal Digital Inquiry (PDI)-based learning on health and digital literacy among high school students studying the human reproductive system. A quantitative approach with a quasi-experimental non-equivalent control group design was employed, involving 28 Grade XI students in the experimental group and 31 in the control group. Health literacy was measured using a multiple-choice test, while digital literacy was assessed through a self-assessment questionnaire. Data were analyzed using the Mann-Whitney U test, independent-samples t-test, and N-gain analysis. The results showed no statistically significant differences in health literacy (p = 0.176) or digital literacy (p = 0.59) between the groups. However, the experimental group had a higher mean posttest health literacy score (82.50) than the control group (76.87), and 96% of students responded positively to PDI-based learning.
The Use of Guided Inquiry-Based Student Worksheet on Critical Thinking and Science Process Skills of High School Students Ihda Qurrotul Uyun; Kistantia Elok Mumpuni
Bioeduca : Journal of Biology Education Vol. 8 No. 2 (2026): Bioeduca : Journal of Biology Education
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/bioeduca.v8i2.33122

Abstract

Students’ critical thinking and science process skills remain limited, partly because existing worksheets are not fully aligned with specific learning strategies, such as guided inquiry. This study examined differences in critical thinking and science process skills among high school students using guided inquiry-based and conventional worksheets on environmental change. A quasi-experimental method with a non-equivalent posttest-only control group design was employed. The study involved 70 tenth-grade students from a high school in Surakarta, comprising 36 students in the experimental class and 34 in the control class. The experimental class used guided inquiry worksheets, while the control class used conventional worksheets. Learning was conducted over four sessions totaling six lesson hours. Data were collected through essay tests and analyzed using Welch’s t-test due to non-normality. The results showed significant differences in critical thinking (Sig. = 0.003) and science process skills (Sig. < 0.001), with higher scores in the experimental class. Cohen’s d indicated medium and large effects, respectively.

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