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PENERAPAN MODEL PEMBELAJARAN INKUIRI TERSTRUKTUR UNTUK MENINGKATKAN MOTIVASI BELAJAR MURID PADA MATERI EKOLOGI DAN KEANEKARAGAMAN HAYATI Audrey Mardianti; Wahono Widodo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9713

Low student motivation in ecology and biodiversity is a major obstacle in achieving optimal science competency at the junior high school level. This study aims to evaluate the effectiveness of the structured inquiry model in addressing this issue through a quasi-experimental method with a one-group pre-test post-test design. The study subjects involved thirty-one seventh-grade students at SMPN 61 Surabaya. The study procedure included administering a motivation questionnaire before and after treatment to accurately measure the impact of the intervention. The main findings showed a significant increase in motivation, where the average score increased from 57 in the pretest to 88 in the posttest. The Normalized Gain score of 0.71 placed this result in the high category, with details of 13 students experiencing a high increase and 18 students in the medium category. Based on the results of the data analysis, the indicators of satisfaction and self-confidence showed the highest performance compared to other motivational aspects. It can be concluded that the implementation of the structured inquiry learning model has proven very effective in increasing student enthusiasm and active participation in exploring ecological concepts in depth. This model is recommended as a highly relevant instructional strategy to strengthen the foundation of students' independent learning through a series of directed, systematic, and meaningful discovery stages at the junior high school level in the future. ABSTRAK Rendahnya motivasi belajar siswa pada materi ekologi dan keanekaragaman hayati menjadi kendala utama dalam mencapai kompetensi IPA yang optimal di jenjang SMP. Penelitian ini bertujuan mengevaluasi efektivitas model inkuiri terstruktur dalam mengatasi masalah tersebut melalui metode eksperimen semu dengan desain satu kelompok tes awal tes akhir. Subjek penelitian melibatkan tiga puluh satu siswa kelas tujuh di SMPN enam puluh satu Surabaya. Prosedur penelitian mencakup pemberian angket motivasi sebelum dan sesudah perlakuan untuk mengukur dampak intervensi secara akurat. Temuan utama menunjukkan adanya peningkatan motivasi yang signifikan, di mana nilai rata rata meningkat dari angka 57 saat pretest menjadi 88 pada tahap posttest. Perolehan skor Gain Ternormalisasi sebesar 0,71 menempatkan hasil ini dalam kategori tinggi, dengan rincian 13 siswa mengalami peningkatan tinggi dan 18 siswa lainnya berada pada kategori sedang. Berdasarkan hasil analisis data, indikator kepuasan dan kepercayaan diri menunjukkan performa tertinggi dibandingkan aspek motivasi lainnya. Dapat disimpulkan bahwa penerapan model pembelajaran inkuiri terstruktur terbukti sangat efektif untuk meningkatkan antusiasme serta partisipasi aktif siswa dalam mengeksplorasi konsep ekologi secara mendalam. Model ini direkomendasikan sebagai strategi instruksional yang sangat relevan untuk memperkuat fondasi belajar mandiri siswa melalui serangkaian tahapan penemuan yang terarah, sistematis, dan bermakna pada jenjang sekolah menengah pertama di masa depan.

PENGARUH MEDIA INTERAKTIF IPAS BERBASIS ASSEMBLR EDU DENGAN MODEL PBL TERHADAP HASIL BELAJAR SISWA KELAS V SDTQ Devia Putri Arahman; Barokah Isdaryanti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9714

This study aims to determine the effect of using interactive media based on Augmented Reality (AR) through the Assemblr Edu application combined with the Problem Based Learning (PBL) model on the cognitive learning outcomes of fifth-grade students on the subject of the human respiratory system. The study used a quantitative approach with a Nonequivalent Control Group Design. The population consisted of two fifth-grade classes at SDTQ Al-Ikhlas Brebes as the experimental and control classes. The instruments used were pretest and posttest tests, which were analyzed using normality, homogeneity, independent sample t-test, and N-Gain calculations. The results showed that there was a significant difference between the learning outcomes of students in the experimental class who used Assemblr Edu with PBL and the control class who used conventional learning (sig. < 0.05). The average N-Gain value of 0.7854 indicates a high level of improvement in learning outcomes. In conclusion, the use of Assemblr Edu media with the PBL model is effective in improving the learning outcomes of students at SDTQ Al-Ikhlas Brebes. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media interaktif berbasis Augmented Reality (AR) melalui aplikasi Assemblr Edu yang dipadukan dengan model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar kognitif siswa kelas V pada materi sistem pernapasan manusia. Penelitian menggunakan pendekatan kuantitatif dengan desain Nonequivalent Control Group Design. Populasi terdiri dari dua kelas kelas V SDTQ Al-Ikhlas Brebes sebagai kelas eksperimen dan kontrol. Instrumen berupa tes pretest dan posttest dianalisis dengan uji normalitas, homogenitas, independent sample t-test, serta perhitungan N-Gain. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa kelas eksperimen yang menggunakan Assemblr Edu dengan PBL dan kelas kontrol yang menggunakan pembelajaran konvensional (sig. < 0,05). Nilai rata-rata N-Gain sebesar 0,7854 menunjukkan peningkatan hasil belajar dalam kategori tinggi. Kesimpulannya, penggunaan media Assemblr Edu dengan model PBL efektif meningkatkan hasil belajar siswa SDTQ Al-Ikhlas Brebes.

PENINGKATAN HASIL BELAJAR SISWA SMP MATERI PEMANTULAN CAHAYA MENGGUNAKAN MODEL INKUIRI TERBIMBING DENGAN PENDEKATAN DEEP LEARNING Dian Oktaviana; Mohammad Budiyanto
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9715

The low learning outcomes of students on the subject of light reflection in eighth grade stem from the use of conventional learning models that are not yet optimal in facilitating the construction of conceptual understanding. This is indicated by the large number of students who scored below the KKTP. Therefore, it is necessary to implement a guided inquiry model integrated with a deep learning approach. This study aims to determine the improvement in students' learning outcomes in the cognitive aspect after applying a guided inquiry model with a deep learning approach. This study used light reflection material with a sample size of 35 students in class VIII-A of SMP Negeri 3 Surabaya. The research design was pre-experimental with a one group pre-test post-test. The research instruments used pre-test and post-test questionnaires with data analysis using the Shapiro-Wilk normality test and the Paired Sample t-Test. The results of the Shapiro-Wilk normality test showed that the pre-test sample had a significance of 0.280 > 0.05 and the post-test sample had a significance of 0.214 > 0.05, indicating that both samples were normally distributed. The Paired Sample t-Test results showed a significant difference in the mean with a value of <0.001, indicating that the p-value ≤ 0.05 or H1 was accepted. This study was supported by the results of the learning implementation, which showed that the learning was carried out very well. In addition, there were student response results that showed very positive responses. Based on the research conducted, it can be concluded that the guided inquiry model with a deep learning approach is effective to apply, there is an increase in learning outcomes on the subject of light reflection, and students give very positive responses to the aspects of motivation and satisfaction in learning using the guided inquiry model with a deep learning approach. ABSTRAK Rendahnya hasil belajar siswa pada materi pemantulan cahaya di kelas VIII berakar pada penggunaan model pembelajaran konvensional yang belum optimal dalam memfasilitasi konstruksi pemahaman konseptual. Hal ini terindikasi dari banyaknya siswa yang memperoleh nilai di bawah KKTP. Oleh karena itu, diperlukan implementasi model inkuiri terbimbing yang diintegrasikan dengan pendekatan deep learning. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa pada aspek kognitif setelah diterapkan model inkuiri terbimbing dengan pendekatan deep learning. Penelitian ini menggunakan materi pemantulan cahaya dengan jumlah sampel yaitu 35 siswa di kelas VIII-A SMP Negeri 3 Surabaya. Desain penelitian yakni pre-experimental dengan one group pre-test post-test. Instrumen penelitian ini menggunakan lembar soal pre-test dan post-test dengan analisis data menggunakan uji normalitas Shapiro-Wilk dan uji Paired Sample t-Test. Hasil uji normalitas Shapiro-Wilk sampel pre-test memiliki signifikansi sebesar 0,280 > 0,05 dan sampel post-test memiliki signifikansi 0,214 > 0,05, sehingga kedua sampel berdistribusi normal. Hasil uji Paired Sample t-Test terdapat perbedaan rata-rata yang signifikan dengan nilai <0,001 yang menunjukkan bahwa p-value ≤ 0,05 atau H1 diterima. Penelitian ini didukung dengan adanya hasil keterlaksanaan pembelajaran yang menunjukkan bahwa pembelajaran terlaksana dengan sangat baik. Selain itu, terdapat hasil respons siswa yang menunjukkan bahwa respons sangat positif. Berdasarkan penelitian yang dilakukan, dapat diperoleh kesimpulan bahwa model inkuiri terbimbing dengan pendekatan deep learning efektif untuk diterapkan, terdapat peningkatan hasil belajar pada materi pemantulan cahaya, dan siswa memberikan respons yang sangat positif terhadap aspek motivasi dan kepuasan dalam pembelajaran menggunakan model inkuiri terbimbing dengan pendekatan deep learning.

PENGARUH MODEL PEMBELAJARAN KONVENSIONAL 3D TERHADAP HASIL BELAJAR MATERI EKOLOGI & KEANEKARAGAMAN HAYATI KELAS VII Fanesa Oktavianes Aulia; Kamilia Nisa’i
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9820

This study aims to determine the effect of implementing the 3D Conventional learning model on students’ learning outcomes in the topics of Ecology and Indonesian Biodiversity for Grade VII students at MTsN 3 Nganjuk. The background of this research is based on problems in science learning that are still dominated by lecture methods with learning media limited to textbooks and modules, causing students to experience difficulties in understanding the material and showing low learning interest. This research employed a quantitative approach using a Pre-Experimental One Group Pretest–Posttest Design, in which a single group of students was given a pretest, followed by treatment, and a posttest to determine the effect of the treatment on learning outcomes. This design was used to identify changes in students’ achievement before and after the implementation of the learning model and to measure the effectiveness of the treatment objectively through numerical data analysis and statistical hypothesis testing. The research subjects consisted of 32 students. Data were collected through pretest and posttest assessments and analyzed using the paired sample t-test with the help of SPSS version 25.0 at a significance level of 0.05. The results showed an increase in the students’ average score from 75.78 in the pretest to 92.44 in the posttest. Statistical test results indicated a Sig. (2-tailed) value of 0.000 < 0.05, meaning there was a significant difference between learning outcomes before and after the implementation of the 3D Conventional learning model. Thus, the 3D Conventional learning model proved to have a positive and significant effect on improving students’ learning outcomes. This model helps students understand concepts more concretely through activities of description, demonstration, and discussion, making learning more active, engaging, and meaningful.

PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KREATIVITAS DAN KOLABORASI SISWA DALAM PEMBELAJARAN IPA Desdayanti Gowasa; Agnes Renostini Harefa; Desman Telaumbanua; Toroziduhu Waruwu
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9860

ABSTRACT This study aims to determine the effect of the Problem Based Learning model on students' creativity and collaboration in science learning. The study is motivated by the importance of developing 21st-century skills, particularly creative thinking and collaboration, which still need improvement in classroom learning. The Problem Based Learning model is applied because it uses contextual problems as the starting point of learning, encouraging students to think creatively, discuss ideas, and collaborate to find solutions. This research employed a quantitative approach using a quasi-experimental design with a posttest only control design. The sample consisted of 23 students in the experimental class and 24 students in the control class selected through random sampling. The research instruments included a creativity test, a collaboration questionnaire, and a collaboration observation sheet. The data analysis results showed that the Independent Sample t-test for creativity obtained a sig. (2-tailed) value of 0.000 < 0.05 and the collaboration test also obtained a sig. (2-tailed) value of 0.000 < 0.05. In addition, the MANOVA test showed a significance value of 0.000 < 0.05, indicating that the Problem Based Learning model simultaneously affects students' creativity and collaboration. These findings indicate that the Problem Based Learning model is effective in improving students' creativity and collaboration in science learning. ABSTRAK Penelitian ini bertujuan untuk membuktikan pengaruh model Problem Based Learning terhadap kreativitas dan kolaborasi siswa dalam pembelajaran IPA. Penelitian ini dilatarbelakangi oleh pentingnya pengembangan keterampilan abad ke-21, khususnya kemampuan berpikir kreatif dan bekerja sama yang masih perlu ditingkatkan dalam proses pembelajaran di sekolah. Model Problem Based Learning digunakan karena menempatkan masalah kontekstual sebagai titik awal pembelajaran sehingga mendorong siswa berpikir kreatif, berdiskusi, dan berkolaborasi dalam menemukan solusi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (Quasi-Experimental Design) tipe posttest only control design. Sampel penelitian terdiri dari 23 siswa pada kelas eksperimen dan 24 siswa pada kelas kontrol yang dipilih melalui teknik random sampling. Instrumen penelitian meliputi tes kreativitas, angket kolaborasi, dan lembar observasi kolaborasi. Hasil analisis data menunjukkan bahwa uji Independent Sample t-test pada kreativitas memperoleh nilai sig. (2-tailed) 0,000 < 0,05 dan pada kolaborasi juga memperoleh nilai sig. (2-tailed) 0,000 < 0,05. Selain itu, uji MANOVA menunjukkan nilai signifikansi 0,000 < 0,05 yang menegaskan bahwa model Problem Based Learning secara simultan berpengaruh terhadap kreativitas dan kolaborasi siswa. Temuan ini menunjukkan bahwa model Problem Based Learning efektif meningkatkan kreativitas dan kemampuan kolaborasi siswa dalam pembelajaran IPA.

PEMBELAJARAN IPA BERBASIS GUIDED INQUIRY UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS MURID SMP Nadya Nurlayli Hasanah; Erman Erman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9864

This study aims to describe the improvement of critical thinking skills of junior high school students after guided inquiry-based science learning, describe the implementation of guided inquiry-based science learning processes in improving critical thinking skills, and describe the responses of junior high school students after participating in guided inquiry-based science learning. The type of research used is pre-experimental with a one group pretest-posttest design. The study was conducted in the even semester of the 2025/2026 academic year with a sample of 33 eighth-grade students at a junior high school in Genteng District, Surabaya City. Data collection techniques include tests, observations, and response questionnaires. Test results were analyzed using normality tests, paired sample t-tests, and n-gain calculations. The results of the paired sample t-test showed a Sig. (2-tailed) value <0.001, which means there is a significant difference between the pretest and posttest scores. The n-gain value of 0.72 is included in the high category. The implementation of learning in the first and second meetings obtained a mode of 4 with a very well implemented category. Student responses to guided inquiry-based science learning showed very positive results, with an average percentage of 89.98%, with the criterion of strongly agreeing. Based on these results, it can be concluded that guided inquiry-based science learning can improve the critical thinking skills of junior high school students.

PENGEMBANGAN VIDEO PEMBELAJARAN BERBASIS DISCOVERY LEARNING PADA MATA PELAJARAN BIOLOGI Three Putri Nirmala Bu'ulolo; Toroziduhu Waruwu; Novelina Andriani Zega; Hardikupatu Gulo
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9865

ABSTRACT The rapid development of educational technology demands innovative learning media that can enhance student engagement and learning outcomes. However, Biology instruction at SMA Negeri 1 Susua is still dominated by lecture-based methods and textbooks, resulting in low student participation and learning outcomes that have not reached the Minimum Mastery Criteria (KKM). This condition indicates a gap between the demands of 21st-century student-centered learning and the current teacher-centered instructional practices, highlighting the need for media that facilitate independent concept discovery. This study aimed to develop a Discovery Learning–based instructional video for Grade XI Biology and to evaluate its feasibility, practicality, and effectiveness. This study employed a Research and Development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation). The research subjects were 26 students of class XI-MIPA. The instruments included expert validation sheets, student response questionnaires, and learning outcome tests, which were analyzed descriptively using a Likert scale and percentage techniques. The results showed that the developed video achieved a feasibility level of 82.29% (feasible) and a practicality level of 88.53% (very practical). The average learning outcome score reached 81.92 with a classical mastery level of 84.62%. Therefore, the Discovery Learning–based instructional video developed in this study is considered feasible, practical, and effective for Biology learning. ABSTRAK Perkembangan teknologi pendidikan menuntut inovasi media pembelajaran yang mampu meningkatkan keterlibatan dan hasil belajar peserta didik. Namun, pembelajaran Biologi di SMA Negeri 1 Susua masih didominasi metode ceramah dan buku paket sehingga partisipasi siswa rendah dan hasil belajar belum mencapai KKM. Kondisi ini menunjukkan kesenjangan antara tuntutan pembelajaran abad ke-21 yang berpusat pada siswa dengan praktik pembelajaran yang masih berpusat pada guru, sehingga diperlukan media yang mendorong penemuan konsep secara mandiri. Penelitian ini bertujuan mengembangkan video pembelajaran berbasis Discovery Learning pada mata pelajaran Biologi kelas XI serta menilai kelayakan, kepraktisan, dan efektivitasnya. Penelitian ini merupakan Research and Development (R&D) dengan model ADDIE (analisis, desain, pengembangan, implementasi, evaluasi). Subjek penelitian adalah 26 peserta didik kelas XI-MIPA. Instrumen meliputi lembar validasi ahli, angket respon siswa, dan tes hasil belajar yang dianalisis secara deskriptif menggunakan skala Likert dan persentase. Hasil menunjukkan tingkat kelayakan sebesar 82,29% (layak) dan uji kepraktisan sebesar 88,53% (sangat praktis). Nilai rata-rata hasil belajar mencapai 81,92 dengan ketuntasan klasikal 84,62%. Dengan demikian, video pembelajaran berbasis Discovery Learning yang dikembangkan dinyatakan layak, praktis, dan efektif untuk pembelajaran Biologi.

PENGARUH MINAT BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA Tiar Nisanna Handayani Laia; Ratna Natalia Mendrofa; Yakin Niat Telaumbanua; Sadiana Lase
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9866

ABSTRACT Low student interest in mathematics learning remains a persistent problem that can affect learning outcomes. Based on preliminary observations at UPTD SMP Negeri 5 Gunungsitoli, some students showed limited interest and active participation during mathematics lessons. This study aimed to analyze the effect of learning interest on the mathematics achievement of eighth-grade students at the school. The research employed a quantitative approach with a descriptive correlational design. The population consisted of all students at UPTD SMP Negeri 5 Gunungsitoli, while the sample included 86 eighth-grade students selected through a purposive sampling technique. Data were collected using a learning interest questionnaire and documentation of mathematics scores as indicators of learning outcomes. The data were analyzed using correlation analysis to determine the relationship between the two variables. The results indicated a positive effect of learning interest on mathematics achievement, as shown by an r_calculated value of 0.321, which was higher than the r_table value of 0.213 at a 5% significance level. These findings suggest that higher learning interest is associated with better mathematics achievement. Therefore, learning interest is an important factor contributing to students’ success in mathematics learning. ABSTRAK Rendahnya minat belajar siswa dalam pembelajaran matematika masih menjadi permasalahan yang dapat memengaruhi pencapaian hasil belajar. Berdasarkan observasi awal di UPTD SMP Negeri 5 Gunungsitoli, sebagian siswa menunjukkan kurangnya ketertarikan dan partisipasi aktif dalam pembelajaran matematika. Penelitian ini bertujuan untuk menganalisis pengaruh minat belajar terhadap hasil belajar matematika siswa kelas VIII di sekolah tersebut. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian deskriptif korelasional. Populasi penelitian adalah seluruh siswa UPTD SMP Negeri 5 Gunungsitoli, sedangkan sampel berjumlah 86 siswa kelas VIII yang ditentukan melalui teknik sampling purposive. Pengumpulan data dilakukan menggunakan angket minat belajar dan dokumentasi nilai matematika sebagai indikator hasil belajar. Data dianalisis menggunakan teknik korelasi untuk mengetahui hubungan antara kedua variabel. Hasil analisis menunjukkan adanya pengaruh positif minat belajar terhadap hasil belajar matematika, ditunjukkan oleh nilai r_hitung sebesar 0,321 yang lebih besar daripada r_tabel sebesar 0,213 pada taraf signifikansi 5%. Temuan ini mengindikasikan bahwa semakin tinggi minat belajar siswa, semakin tinggi pula kecenderungan hasil belajar matematika yang dicapai. Dengan demikian, minat belajar merupakan faktor penting yang berkontribusi terhadap keberhasilan pembelajaran matematika.

PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA PADA PELAJARAN BIOLOGI Berkat Iman Telaumbanua; Desman Telaumbanua; Novelina Andriani Zega; Agnes Renostini Harefa
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9868

ABSTRACT Low student engagement in the biology learning process often results in suboptimal learning outcomes, indicating the need for instructional models that can encourage student activeness and independence. This study aims to determine the effect of the Discovery Learning model on students’ learning outcomes in Biology at SMA Negeri 1 Sawo. The research employed a quantitative approach using an experimental method with a Pretest–Posttest Control Group Design. The sample consisted of two classes, namely an experimental class that applied the Discovery Learning model and a control class that used conventional learning. The research instrument was a learning outcome test in the form of eight essay questions used to measure students’ conceptual understanding before and after the treatment. The results of data analysis showed that the calculated t-value of 5.964 was greater than the t-table value of 2.001 at a significance level of 0.05, indicating a significant effect of the Discovery Learning model on students’ learning outcomes. These findings indicate that the implementation of Discovery Learning can enhance student engagement in the learning process and help students construct biological concepts more actively and independently. Therefore, the Discovery Learning model can serve as an effective and relevant instructional strategy to improve both the quality of the learning process and students’ biology learning outcomes at the secondary school level. ABSTRAK Rendahnya keterlibatan siswa dalam proses pembelajaran biologi sering berdampak pada hasil belajar yang belum optimal, sehingga diperlukan model pembelajaran yang mampu mendorong keaktifan dan kemandirian siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Discovery Learning terhadap hasil belajar siswa pada mata pelajaran Biologi di SMA Negeri 1 Sawo. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen melalui desain Pretest–Posttest Control Group Design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menerapkan model Discovery Learning dan kelas kontrol yang menggunakan pembelajaran konvensional. Instrumen penelitian berupa tes hasil belajar dalam bentuk esai sebanyak delapan butir soal yang digunakan untuk mengukur pemahaman konsep siswa sebelum dan sesudah perlakuan. Hasil analisis data menunjukkan bahwa nilai t_hitung sebesar 5,964 lebih besar daripada t_tabel sebesar 2,001 pada taraf signifikansi 0,05, sehingga menunjukkan adanya pengaruh signifikan model pembelajaran Discovery Learning terhadap hasil belajar siswa. Temuan ini menunjukkan bahwa penerapan Discovery Learning mampu meningkatkan keterlibatan siswa dalam proses pembelajaran serta membantu siswa membangun pemahaman konsep biologi secara lebih aktif dan mandiri. Dengan demikian, model pembelajaran Discovery Learning dapat menjadi strategi pembelajaran yang efektif dan relevan untuk meningkatkan kualitas proses dan hasil belajar biologi di tingkat sekolah menengah.

ANALISIS PERSEPSI GURU DAN SISWA DALAM PEMBELAJARAN BIOLOGI PADA PENERAPAN KURIKULUM MERDEKA Yohana Gulo; Agnes Renostini Harefa; Hardikupatu Gulo; Toroziduhu Waruwu
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9877

ABSTRACT This study aims to analyze teachers’ and students’ perceptions of the implementation of the Merdeka Curriculum in Biology learning and to identify the challenges encountered during the learning process. The study employed a descriptive qualitative approach involving Biology teachers and tenth-grade students at SMA Negeri 1 Moro’o as research subjects. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The results indicate that teachers perceive the Merdeka Curriculum as an educational innovation that provides flexibility in designing learning activities and encourages students to learn according to their interests and potential. Students also demonstrate positive perceptions because Biology learning is considered more engaging, flexible, and student-centered. The challenges faced by teachers include limited instructional time, varying levels of readiness in understanding the new curriculum, and limited resources and access to professional training. Meanwhile, the challenges experienced by students relate to limited learning facilities and laboratory resources. These findings emphasize that the successful implementation of the Merdeka Curriculum in Biology learning is influenced not only by curriculum design but also by teacher readiness, the availability of learning facilities, and a learning environment that supports active student engagement. ABSTRAK Penelitian ini bertujuan menganalisis persepsi guru dan siswa terhadap penerapan Kurikulum Merdeka dalam pembelajaran Biologi serta mengidentifikasi kendala yang dihadapi selama proses pembelajaran. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek guru Biologi dan siswa kelas X di SMA Negeri 1 Moro’o. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru memandang Kurikulum Merdeka sebagai inovasi pembelajaran yang memberikan fleksibilitas dalam merancang kegiatan belajar serta mendorong siswa untuk belajar sesuai minat dan potensi mereka. Siswa juga menunjukkan persepsi positif karena pembelajaran Biologi dinilai lebih menarik, fleksibel, dan berpusat pada siswa. Kendala yang dihadapi guru meliputi keterbatasan waktu, perbedaan tingkat kesiapan dalam memahami kurikulum baru, serta keterbatasan sumber daya dan akses pelatihan. Sementara itu, kendala yang dialami siswa berkaitan dengan keterbatasan fasilitas pembelajaran dan sarana praktikum. Temuan penelitian ini menegaskan bahwa keberhasilan implementasi Kurikulum Merdeka dalam pembelajaran Biologi tidak hanya ditentukan oleh desain kurikulum, tetapi juga oleh kesiapan guru, dukungan fasilitas pembelajaran, serta lingkungan belajar yang mendukung keterlibatan aktif siswa.

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Contact Name
Muhamad Suhardi

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jurnalp4i@gmail.com

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+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

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Unknown

INDONESIA

Abstract

Abstract

Abstract

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Abstract

Abstract

Abstract

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location
Unknown,

Unknown

INDONESIA