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Biodik: Jurnal Ilmiah Pendidikan Biologi
Published by Universitas Jambi
ISSN : -     EISSN : 25800922     DOI : https://doi.org/10.22437/
Core Subject : Science, Education, Agriculture, Social,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Social Sciences
Biodik : Jurnal Ilmiah Pendidikan Biologi receiving and publishing article in the form of research (scientific article) in the field of biology education and utilization of biological research in learning. Moreover, this journal bridges the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasize are as follow: 1. Research on Learning Biology/Science (Biology learning materials at all education levels, learning planning, learning models, biology teaching skills).). 2. Pure Research of Biology developed or studied to the sources, materials, or instructional media Biology/Science(Biology learning materials at all education levels and application in society, learning media, application of information technology for biology learning). 3. Curriculum of Biology Education at all education levels (learning design, competency analysis, syllabus and learning planning) 4. Class Action Research (CAR) and Lesson Study (material analysis, methods, student needs, student personality, student problems) 5. Other Qualitative Research, Quantitative, Research & Development and Mixedof Biology Education. 6. The school management and Biology/science laboratory management. 7. Biology/Science Learning Evaluation 8. Teacher Professional Issues/Trends in Biology Education. 9. Another study for the scope of Biology Education.
Arjuna Subject : Ilmu Pertanian dan Biologi (Semua) - Ilmu Pertanian dan Biologi (Lain-Lain)
Articles 578 Documents
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Pembelajaran Berbasis Inquiry Learning Pada Materi Ekologi Untuk Meningkatkan Pemahaman Siswa Kelas VII: (Inquiry-Based Learning on Ecology Material to Improve Understanding of Grade VII Students) Avrillia Putri, Yusi; Agustia Indrati, Dika
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.53308

Abstract

The purpose of this study was to identify the progress of seventh grade students' understanding of ecology material through the application of inquiry-based learning. This study used a quantitative approach with a pre-experimental method and a one-group pretest-posttest design. This study involved 31 seventh grade students from SMP Negeri 2 Tuban as research subjects, who were selected using purposive sampling. The research instrument was a concept comprehension test compiled based on the cognitive domains C2 (understanding), C3 (applying), and C4 (analyzing). Data were collected through pretest and posttest administration. Data were analyzed quantitatively using mean values and N-gain calculations. The results of the analysis showed that there was an increase in the mean of 24.32, indicating that there was an increase in students' conceptual understanding after the implementation of inquiry-based learning. The N-gain calculation obtained a mean value in the moderate category of 0.50. The results of the study showed that inquiry-based learning can help students understand ecological material Abstrak. Tujuan penelitian ini adalah mengidentifikasi kemajuan pemahaman siswa kelas VII terhadap materi ekologi melalui penerapan pembelajaran berbasis inquiry learning. Penelitian menggunakan pendekatan kuantitatif dengan metode Pre-Ekperimen dan desain one group pretest–posttest. Penelitian ini melibatkan siswa kelas VII D SMP Negeri 2 Tuban sebanyak 31 siswa sebagai subjek penelitian, yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian berupa tes pemahaman konsep yang disusun berdasarkan ranah kognitif C2 (memahami), C3 (menerapkan), dan C4 (menganalisis). Data dikumpulkan melalui pemberian pretest dan posttest. Data dianalisis dengan pendekatan kuantitatif menggunakan nilai mean dan perhitungan N-gain. Hasil analisis memperlihatkan bahwa terdapat peningkatan mean mencapai 24,32, hal tersebut mengindikasikan bahwa terjadi kenaikan pemahaman konsep siswa setelah pelaksanaan pembelajaran berbasis inquiry learning. Perhitungan N-gain memperoleh nilai mean dengan kategori sedang sebesar 0,50. Hasil penelitian menunjukkan bahwa pembelajaran berbasis pertanyaan dapat membantu siswa memahami materi ekologi.
Literature Review: Pengaruh Model Problem Based Learning terhadap Kemampuan Numerasi Murid Pada Pembelajaran Biologi: (Literature Review: The Effect of Problem-Based Learning Model on Students' Numeracy Skills in Biology Learning) Atika, Fadhilla; Syamsurizal , Syamsurizal
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.53715

Abstract

The development of science and technology in the 21st century requires students to possess higher-order thinking skills, problem-solving abilities, and numeracy literacy applicable to real-life contexts. In biology learning, numeracy is not limited to basic calculation skills but also includes the ability to interpret data, read graphs, and analyze quantitative relationships between variables. However, the 2022 PISA results indicate that Indonesian students’ numeracy achievement remains low, highlighting the need for instructional approaches that systematically integrate biological concepts with numerical skills. This article aims to review and synthesize research findings on the implementation of Problem Based Learning (PBL) in biology education and its relevance to strengthening students’ numeracy skills. This study employs a literature review method using content analysis of national and international articles published between 2022 and 2025, obtained through Google Scholar and other relevant academic journals. The findings reveal that PBL consistently has a positive impact on improving numeracy literacy, critical thinking skills, and student engagement through contextual problem-solving and data analysis activities. Therefore, the integration of PBL in biology learning has the potential to serve as an effective strategy to enhance numeracy skills in line with the demands of 21st-century competencies. Abstrak. Perkembangan ilmu pengetahuan dan teknologi abad ke-21 murid menuntut memiliki kemampuan berpikir tingkat tinggi, pemecahan masalah, serta literasi numerasi yang aplikatif dalam kehidupan nyata. Numerasi dalam pembelajaran biologi tidak hanya berkaitan dengan kemampuan berhitung, tetapi juga mencakup keterampilan menginterpretasi data, membaca grafik, dan menganalisis hubungan kuantitatif antarvariabel. Namun, hasil PISA 2022 menunjukkan capaian numerasi peserta didik Indonesia masih rendah, sehingga diperlukan pendekatan pembelajaran yang mampu mengintegrasikan konsep biologi dengan keterampilan numerik secara sistematis. Artikel ini bertujuan untuk mengkaji dan mensintesis hasil penelitian terkait penerapan Problem Based Learning (PBL) dalam pembelajaran biologi serta relevansinya terhadap penguatan kemampuan numerasi. Penelitian ini menggunakan metode tinjauan pustaka dengan analisis isi terhadap artikel nasional dan internasional terbitan tahun 2016–2026 yang diperoleh melalui Google Scholar dan jurnal relevan lainnya. Hasil kajian menunjukkan bahwa PBL secara konsisten memberikan dampak positif terhadap peningkatan literasi numerasi, berpikir kritis, dan keterlibatan peserta didik melalui aktivitas pemecahan masalah kontekstual dan analisis data. Dengan demikian, integrasi PBL dalam pembelajaran biologi berpotensi menjadi strategi efektif untuk mendukung penguatan numerasi sesuai kebutuhan kompetensi abad ke-21.
Potensi Keefektifan Harapan Ensiklopedia Genus Bulbophyllum Berbasis Potensi Lokal KHDTK Tahura Sultan Adam Mandiangin dalam Melatih Keterampilan Berpikir Kritis Mahasiswa: (Potential Expected Effectiveness of a Bulbophyllum Genus Encyclopedia Based on Local Potential of KHDTK Sultan Adam Mandiangin Tahura in Developing Students’ Critical Thinking Skills) Khasanah, Khayatun; Zaini , Muhammad
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.54232

Abstract

Critical thinking skills are a crucial competency to be developed within the context of 21st-century higher education. However, there is still a need to enhance students' critical thinking skills through the use of contextual teaching materials that support the learning process. This study aimed to examine the potential effectiveness of a *Bulbophyllum* genus encyclopedia—based on the local biodiversity of the Sultan Adam Grand Forest Park (Tahura Sultan Adam)—in fostering students' critical thinking skills. The study employed an Educational Design Research (EDR) approach utilizing Tessmer’s formative evaluation model, specifically focusing on the small-group evaluation stage. The participants consisted of four students from the Biology Education Study Program who had previously completed the Phanerogamae course. Data regarding potential effectiveness were gathered through Student Worksheets (LKM)—designed to cultivate critical thinking skills—and an instrument assessing students' metacognitive skills. The data were analyzed using descriptive quantitative methods based on obtained scores to determine the category of potential effectiveness. The results indicated that the *Bulbophyllum* genus encyclopedia achieved a "good" rating across five aspects of critical thinking skills—interpretation, analysis, evaluation, inference, and explanation—as well as in the aspect of self-regulation. These findings suggest that the *Bulbophyllum* genus encyclopedia has the potential to serve as an effective contextual teaching resource—leveraging local biodiversity—for fostering critical thinking skills in university-level biology education. Abstrak : Keterampilan berpikir kritis merupakan salah satu kompetensi penting yang perlu dikembangkan dalam pembelajaran abad ke-21 di perguruan tinggi. Namun, keterampilan berpikir kritis mahasiswa masih perlu ditingkatkan melalui penggunaan bahan ajar kontekstual yang mendukung proses pembelajaran. Penelitian ini bertujuan untuk menguji keefektifan harapan buku ensiklopedia genus Bulbophyllum berbasis potensi lokal Tahura Sultan Adam dalam melatih keterampilan berpikir kritis mahasiswa. Penelitian ini menggunakan pendekatan Educational Design Research (EDR) dengan model evaluasi formatif Tessmer yang difokuskan pada tahap uji kelompok kecil (small group evaluation). Subjek penelitian terdiri atas empat mahasiswa Program Studi Pendidikan Biologi yang telah menempuh mata kuliah Phanerogamae. Data keefektifan harapan diperoleh melalui pengisian Lembar Kerja Mahasiswa (LKM) yang dirancang untuk melatih keterampilan berpikir kritis serta instrumen keterampilan metakognisi mahasiswa. Data dianalisis secara deskriptif kuantitatif berdasarkan skor yang diperoleh untuk menentukan kategori keefektifan harapan. Hasil penelitian menunjukkan bahwa buku ensiklopedia genus Bulbophyllum memperoleh kategori baik pada lima aspek keterampilan berpikir kritis, yaitu interpretasi, analisis, evaluasi, inferensi, dan eksplanasi, serta aspek pengaturan diri. Hasil tersebut menunjukkan bahwa buku ensiklopedia genus Bulbophyllum berpotensi efektif sebagai bahan ajar kontekstual berbasis potensi lokal dalam melatih keterampilan berpikir kritis mahasiswa pada pembelajaran biologi di perguruan tinggi.
Pengembangan MOEDU (Monopoli Edukatif) Sebagai Media Pembelajaran Biologi Pada Materi Bakteri Di SMA: (Development of MOEDU (Educational Monopoly) as a Biology Learning Medium For Bacteria Material in Senior High School) Putriyani, Eryzinda Dwigita; Murtini, Iin
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.54290

Abstract

Pembelajaran biologi pada jenjang sekolah masih menyikapi kendala, terutama pada materi bakteri bersifat abstrak dan belum didukung media inovatif secara optimal sehingga berdampak pada rendahnya partisipasi dan motivasi belajar, oleh karena itu penelitian ini bertujuan mengembangkan media pembelajaran MOEDU bagi siswa SMA memakai metode penelitian dan pengembangan model ADDIE dengan subjek ahli sebagai validator dan 35 siswa SMAN 5 Tuuban  kelas X  yang ditentukan secara purposive sampling, instrumen berupa lembar validasi ahli dan angket respons siswa, serta analisis data secara deskriptif kuantitatif dan kualitatif dengan skala Likert, hasil penelitian memperlihatkan tingkat kebenaran media sangat tinggi (86,5%), kesesuaian memuaskan (77,5%), dan respons siswa efektif (79,6%), serta terjadi pengoptimalan hasil belajar dengan nilai N-gain 0,74 kategori tinggi, sehingga dapat disimpulkan media MOEDU layak digunakan untuk alternatif pembelajaran biologi pada materi bakteri di SMA. Abstrak. Pengajaran biologi di tingkat sekolah masih menghadapi berbagai tantangan, seperti kurangnya pemanfaatan dan ketidakefektifan bahan ajar inovatif tentang bakteri di lingkungan kelas, yang mengakibatkan rendahnya tingkat partisipasi aktif dan motivasi siswa. Oleh karena itu, diperlukan pengembangan bahan ajar interaktif yang disesuaikan dengan kebutuhan siswa. Penelitian ini bertujuan untuk mengembangkan media pembelajaran MOEDU untuk topik bakteri bagi siswa SMA. Metode yang digunakan adalah penelitian dan pengembangan dengan menggunakan model ADDIE, yang mencakup tahapan analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri dari para ahli yang bertindak sebagai validator dan 35 siswa kelas 10 dari SMA Negeri 5 Tuban, yang dipilih menggunakan purposive sampling. Instrumen penelitian meliputi lembar validasi ahli dan kuesioner respons siswa. Data dianalisis menggunakan pendekatan deskriptif baik dari segi kuantitas maupun kualitas, dengan menggunakan skala Likert. Hasil penelitian menunjukkan bahwa akurasi media MOEDU sangat tinggi (86,5%), kategori kesesuaian memuaskan (77,5%), dan respons siswa termasuk dalam kategori efektivitas (79,6%). Selanjutnya, setelah penerapan media tersebut, terjadi peningkatan hasil belajar siswa. Kesimpulannya, keakuratan, kesesuaian, dan efektivitas media MOEDU telah dikonfirmasi sebagai alat alternatif untuk pengajaran biologi dan dapat digunakan di sekolah menengah atas untuk topik bakteri.
Pengaruh Model Problem Based Learning Berbasis Information and Communication Technology Terhadap Hasil Belajar Siswa Pada Materi Hereditas Di SMA Angkasa 1 Lanud Soewondo : (The Effect of ICT-Based Problem-Based Learning on Students' Learning Outcomes in Heredity) Berutu, Jefveri; Batu Bara , Agung Setia
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.55914

Abstract

This study aims to determine the effect of implementing an ICT-based Problem Based Learning (PBL) model on students’ learning outcomes in heredity material at SMA Angkasa 1 Lanud Soewondo. This research employed a quasi-experimental method with a non-equivalent control group design. The sample consisted of class XII IPA 1 as the experimental group and class XII IPA 2 as the control group. Data were collected using an essay test consisting of 11 items that measure higher-order thinking skills (C4–C6). The data were analyzed using an independent t-test and N-gain analysis. The results showed that the mean posttest score of the experimental class was 83.20, which was higher than the control class at 73.73. The t-test result indicated a significance value of 0.001 (p < 0.05), indicating a significant effect of the ICT-based PBL model on students’ learning outcomes. Furthermore, the N-gain analysis revealed that in the experimental class, the C4 and C5 indicators were in the high category with values of 0.88 and 0.81, respectively, while C6 was in the medium category at 0.61. In contrast, the control class obtained N-gain values of 0.83, 0.63, and 0.43, respectively. These findings indicate that the improvement in higher-order thinking skills in the experimental class was better than in the control class. Therefore, the ICT-based PBL model is effective in improving students’ learning outcomes in heredity material. Abstrak. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Problem Based Learning (PBL) berbasis ICT terhadap hasil belajar siswa pada materi hereditas di SMA Angkasa 1 Lanud Soewondo. Penelitian ini menggunakan metode quasi eksperimen dengan desain non-equivalent control group . Sampel penelitian terdiri dari kelas XII IPA 1 sebagai kelas eksperimen dan XII IPA 2 sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes esai sebanyak 11 butir soal yang mencakup kemampuan berpikir tingkat tinggi (C4–C6). Analisis data dilakukan menggunakan uji t dan N-gain. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 83,20 lebih tinggi dibandingkan kelas kontrol sebesar 73,73. Hasil uji t menunjukkan nilai signifikansi sebesar 0,001 (p < 0,05), yang berarti terdapat pengaruh signifikan penerapan model PBL berbasis ICT terhadap hasil belajar siswa. Selain itu, analisis hasil N-gain menunjukkan bahwa pada kelas eksperimen indikator C4 dan C5 berada pada kategori tinggi dengan nilai masing-masing 0,88 dan 0,81, sedangkan C6 berada pada kategori sedang sebesar 0,61. Sementara itu, pada kelas kontrol nilai N-gain berturut-turut sebesar 0,83, 0,63, dan 0,43. Hasil ini menunjukkan bahwa peningkatan kemampuan berpikir tingkat tinggi siswa pada kelas eksperimen lebih baik dibandingkan kelas kontrol. Dengan demikian, model pembelajaran PBL berbasis ICT efektif dalam meningkatkan hasil belajar siswa pada materi hereditas. Kata kunci: hasil belajar, hereditas
Pengembangan Instrumen Tes Berpikir Kritis Berbasis Pendekatan Socio Scientific Issues (SSI) pada Materi Virus: (Development of a Critical Thinking Test Instrument Based on the Socio-Scientific Issues (SSI) Approach on Virus Material) Rahmatiya, Rahmatiya; Dama, Lilan; Usman, Nurul Fajryani; Retnowati, Yuliana; Mustaqimah, Nur
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.56109

Abstract

This study aims to analyze the development of a critical thinking test instrument based on the Socio-Scientific Issue (SSI) approach. The abstract nature of virus material demands learning and evaluation that not only emphasizes memorization of concepts, but also connects the concept of viruses with real-life problems. Therefore, an innovative approach is needed to improve students' critical thinking skills with the Socio-Scientific Issue (SSI) approach. The test instruments used by teachers have not accommodated critical thinking skills or teachers still predominantly measure low cognitive abilities, namely C1 and C2. This study uses the Research and Development (R&D) research method along with the ADDIE development model. The population used was 88 grade XI students at MAN 2 Gorontalo Regency. The sample consisted of 35 students who participated in a limited-scale trial with a purposive sampling technique. The results of the research and development that have been carried out, the critical thinking test instrument based on the Socio-Scientific Issue (SSI) approach on virus material was declared "Very Valid" based on the results of the validity test by material experts and construct experts. This is demonstrated by the average validity score of 97% from subject matter experts and 98% from construct experts. The results of the item validity and reliability tests indicate that all items are valid and reliable. Furthermore, the test instrument was also declared "Very Practical," with an average practicality score of 98% from teachers and 86% from students. These results indicate that the test instrument is valid and suitable for use as an evaluation tool in the learning process. Abstrak.Penelitian ini bertujuan untuk mengembangkan instrumen tes berpikir kritis berbasis pendekatan Socio Scientific Issue (SSI). Instrumen tes yang digunakan oleh guru belum mengakomodasi kemampuan berpikir kritis atau guru masih dominan mengukur kemampuan kognitif rendah yaitu C1 dan C2. Penelitian ini menggunakan metode penelitian Research and Development (R&D) bersama dengan model pengembangan ADDIE. Populasi yang digunakan adalah 88 peserta didik kelas XI di MAN 2 Kabupaten Gorontalo. Sampel terdiri dari 35 peserta didik yang berpartisipasi dalam uji coba skala terbatas dengan teknik purposive sampling. Hasil penelitian dan pengembangan yang telah dilakukan, instrumen tes berpikir kritis berbasis pendekatan Socio Scientific Issue (SSI) pada materi virus dinyatakan “Sangat Valid” berdasarkan hasil uji validitas ahli materi dan ahli konstruk. Hal ini ditunjukkan oleh rata-rata skor validitas ahli materi sebesar 97% dan rata-rata skor validitas ahli konstruk sebesar 98%. Hasil uji validitas butir soal dan reliabilitas menunjukkan bahwa seluruh butir soal dinyatakan valid dan reliabel. Selanjutnya, instrumen tes juga dinyatakan “Sangat Praktis”, dengan skor kepraktisan rata-rata 98% dari guru dan 86% dari peserta didik. Hasil ini menunjukkan bahwa instrumen tes yang dibuat valid dan layak digunakan sebagai alat evaluasi pada proses pembelajaran.
Integrasi Augmented Reality dalam Pembelajaran Biologi di Tingkat Sekolah Menengah: Systematic Literature Review: Integration of Augmented Reality in Biology Learning at the Secondary School Level: A Systematic Literature Review Waruwu, Toroziduhu; Zebua, Nofamataro; Ziraluo, Yan Piter Basman; Gulo, Hardikupatu
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.56366

Abstract

Biology learning at the secondary level still struggles to explain abstract and complex concepts that are difficult to observe directly, while traditional approaches often lack strong visual and contextual support. In response to rapid digital advancements, Augmented Reality (AR) has emerged as a promising innovation, yet its research landscape in biology education remains fragmented and insufficiently synthesized. This study aims to systematically examine trends in AR research, identify commonly studied biology topics, explore frequently used instructional models, and analyze AR’s contribution to students’ 21st-century skills. Using a Systematic Literature Review (SLR) based on PRISMA guidelines, this study reviewed Scopus-indexed articles published between 2015 and 2025. Out of 267 initial records, 12 articles met the inclusion criteria. Findings reveal a significant rise in AR research, especially after 2020, with a shift from media development toward evaluating pedagogical outcomes such as engagement, self-efficacy, and meaningful learning. Frequently addressed topics include anatomy, human body systems, genetics, cell biology, and ecology, particularly those requiring strong visualization. AR is commonly integrated with active learning, guided inquiry, discovery learning, mobile learning, as well as project-based and problem-based approaches. Moreover, AR supports the development of critical thinking, creativity, collaboration, communication, digital literacy, and self-regulated learning. However, most studies remain small-scale and short-term, indicating the need for longitudinal research and deeper curriculum integration to maximize AR’s transformative potential in biology education. Pembelajaran biologi di sekolah menengah masih menghadapi persoalan mendasar dalam menjelaskan konsep-konsep abstrak dan kompleks yang sulit diamati secara langsung, sementara pendekatan konvensional sering belum mampu menyediakan pengalaman visual dan kontekstual yang memadai. Di tengah perkembangan teknologi digital, Augmented Reality (AR) muncul sebagai alternatif inovatif, tetapi implementasi dan arah risetnya dalam pembelajaran biologi masih tersebar, beragam, dan belum terpetakan secara spesifik. Penelitian ini bertujuan untuk menganalisis secara sistematis perkembangan tren riset AR dalam pembelajaran biologi sekolah menengah, mengidentifikasi topik materi yang paling banyak dikaji, mengeksplorasi model pembelajaran yang paling sering dikombinasikan, serta menelaah kontribusinya terhadap pengembangan keterampilan abad ke-21 siswa. Penelitian menggunakan pendekatan Systematic Literature Review (SLR) berbasis pedoman PRISMA dengan menelusuri artikel terindeks Scopus pada rentang 2015–2025. Dari 267 dokumen awal, hanya 12 artikel yang memenuhi kriteria inklusi berdasarkan relevansi topik, kualitas publikasi, dan fokus empiris. Hasil kajian menunjukkan bahwa tren penelitian AR meningkat signifikan terutama setelah 2020, dengan pergeseran fokus dari pengembangan media menuju evaluasi dampak pedagogis seperti keterlibatan, self-efficacy, dan pembelajaran bermakna. Topik dominan mencakup anatomi, sistem tubuh manusia, genetika, biologi sel, dan ekologi—khususnya pada materi yang memerlukan visualisasi tinggi. AR paling sering diintegrasikan dengan active learning, guided inquiry, discovery learning, mobile learning, serta pendekatan berbasis proyek dan masalah. Secara signifikan, AR terbukti mendukung pengembangan critical thinking, creativity, collaboration, communication, digital literacy, dan self-regulated learning. Meskipun demikian, riset masih didominasi studi skala kecil dan jangka pendek, sehingga diperlukan penelitian longitudinal dan integrasi kurikulum yang lebih kuat. Temuan ini menegaskan bahwa AR memiliki potensi besar sebagai transformasi pedagogis dalam pembelajaran biologi, bukan sekadar inovasi teknologi, dengan syarat didukung desain instruksional, kesiapan guru, dan kebijakan pendidikan yang berkelanjutan.
Guided Inquiry Berbasis Self-Regulated Learning: Upaya Menstimulasi Keterampilan Inkuiri Ilmiah Melalui Investigasi Cacing Tanah : (Guided Inquiry Based on Self-Regulated Learning: An Effort to Stimulate Scientific Inquiry Skills Through Earthworm Investigations) Aulia, Rifda Yulfi; Setiono, Setiono; Nuranti, Gina
BIODIK Vol. 12 No. 02 (2026): June 2026
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v12i02.56639

Abstract

The low level of students' scientific inquiry skills and independent learning (Self-Regulated Learning/SRL) poses a real challenge in Biology learning. This study aims to examine the effect of the SRL-based Guided Inquiry model through earthworm investigation on students' scientific inquiry skills. The research method used was a quasi-experiment with a Nonequivalent Control Group Design. Sampling was carried out using a saturated sampling technique (total sampling), with a sample size of 15 students in the experimental class and 25 students in the control class. Data were collected through an inquiry ability test instrument, observation sheets for learning implementation and SRL, as well as student response questionnaires. The results of the hypothesis testing on N-Gain data using the Independent Samples T-Test showed a significance value of P = 0.025 (P < 0.05) with a good N-Gain category. These results prove that the SRL-based Guided Inquiry model is more effective in improving students' inquiry skills compared to the control class. The success of this intervention was supported by the optimal implementation of syntax (91.67%), the appearance of SRL in the good category (77.50%), and highly positive student responses (93.12%). Overall, the combination of this guided model and self-regulation is recommended to stimulate students' scientific performance with a gradual assistance modification (scaffolding) during the initial hypothesis formulation phase. Abstrak. Rendahnya Scientific Inquiry Skills dan kemandirian belajar (Self-Regulated Learning) siswa menjadi tantangan nyata dalam pembelajaran Biologi. Penelitian ini bertujuan untuk menguji pengaruh model Guided Inquiry berbasis SRL melalui investigasi cacing tanah terhadap Scientific Inquiry Skills siswa. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain Nonequivalent Control Group Design. Pengambilan sampel dilakukan menggunakan teknik sampling jenuh (total sampling), dengan jumlah sampel 15 siswa di kelas eksperimen dan 25 siswa di kelas kontrol. Data dikumpulkan melalui instrumen tes Scientific Inquiry Skills, lembar observasi keterlaksanaan pembelajaran dan SRL, serta angket respon siswa. Hasil uji hipotesis data N-Gain menggunakan Independent Samples T-Test menunjukkan nilai signifikansi sebesar P=0,025 (P<0,05) dengan kategori N-Gain yang baik. Hasil ini membuktikan bahwa model Guided Inquiry berbasis SRL lebih efektif dalam meningkatkan Scientific Inquiry Skills siswa dibanding kelas kontrol. Keberhasilan ini didukung oleh keterlaksanaan sintaks yang optimal (91,67%), kemunculan SRL berkategori baik (77,50%), serta respon siswa yang sangat positif (93,12%). Secara keseluruhan, perpaduan model Guided Inquiry dan Self-Regulated Learning ini direkomendasikan untuk menstimulus performa ilmiah siswa dengan modifikasi bantuan bertahap (scaffolding) pada fase perumusan dugaan awal.
Pengembangan E-LKPD Terintegrasi Case Method Dengan Sway App Pada Materi Sistem Peredaran Darah Manusia Kelas XI SMA: (Development of a Case Method-Based E-LKPD Integrated with Sway App on Human Circulatory System for Grade XI Senior High School Students) Asia, Lady; Zulfarina, Zulfarina; Darmawati , Darmawati
BIODIK Vol. 11 No. 03 (2025): September 2025
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v11i03.46049

Abstract

Digital teaching materials are highly needed by students. This study aims to produce a quality E-LKPD integrated with the case method and Sway App for the human circulatory system topic in Grade XI senior high school. The type of research used is Research and Development (R&D) with the ADDIE development model, which consists of the stages: Analyze, Design, Develop, Implement, and Evaluate. However, this study was limited only to the Develop stage. The data collected in this study were primary data obtained through validation questionnaires and trial response questionnaires. Based on the results, the average validation score was 3.42, categorized as very valid. The first trial stage yielded an average score of 3.86, and the second trial stage obtained a score of 3.36, both categorized as very good. The overall average score of 3.55 indicates that the E-LKPD integrated with the case method and Sway App has very good quality and is feasible for use as a digital teaching material on the human circulatory system topic for Grade XI senior high school students. Abstrak. Bahan ajar digital sangat dibutuhkan oleh peserta didik. Tujuan dalam penelitian ini yaitu untuk menghasilkan E-LKPD terintegrasi case method dengan sway app pada materi sistem peredaran darah manusia kelas XI SMA yang berkualitas. Jenis penelitian ini yaitu penelitian pengembangan Research and Development (R&D) dengan model ADDIE, terdiri dari tahapan Analyze, Design, Develop, Implement, Evaluate. Namun penelitian ini dibatasi hanya sampai tahap Develop. Pengambilan data penelitian ini adalah data primer berupa angket validasi dan angket respon uji coba. Berdasarkan hasil penelitian, didapatkan hasil rata-rata nilai validasi sebesar 3,42 dengan kategori sangat valid. Uji coba tahap I menghasilkan nilai rata-rata 3,86, dan tahap II memperoleh nilai sebesar 3,36, keduanya berkategori sangat baik. Rata-rata keseluruhan sebesar 3,55 menunjukkan bahwa E-LKPD terintegrasi case method dengan sway app memiliki kualitas sangat baik dan layak digunakan sebagai bahan ajar digital pada materi sistem peredaran darah manusia kelas XI SMA.
Pengembangan Media Flashcard Match a Picture Berbasis Literasi Sains Pada Materi Melihat Karena Cahaya Meningkatkan Higher Order Thinking Skills : (Development of Flashcard Match a Picture Media Based on Scientific Literacy on Light and Vision Materials to Improve Higher Order Thinking Skills) Yuwafi , Mohammad Khamdan; Alfi , Cindya; Fatih , Mohamad
BIODIK Vol. 11 No. 04 (2025): December 2025
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/biodik.v11i04.49476

Abstract

This research aims to develop a Flashcard Match A Picture learning medium grounded in scientific literacy on the topic “Seeing Because of Light” to enhance Higher Order Thinking Skills (HOTS) among fifth-grade elementary students. The study employed a Research and Development (R&D) approach with a 4D model consisting of the define, design, develop, and disseminate stages. The participants were fifth-grade students of SDN Karangrejo 04, Blitar Regency. The results of the feasibility test indicated that the media obtained 91.6% from the material validator and 92.5% from the media expert, both classified as highly feasible. Limited trials revealed an improvement in students’ HOTS with an N-Gain score of 0.9, categorized as high. These findings suggest that the scientific literacy–based Flashcard Match A Picture medium is effective in enhancing students’ higher-order thinking skills. Abstrak. Penelitian ini bertujuan untuk mengembangkan media pembelajaran Flashcard Match A Picture berbasis literasi sains pada mata pelajaran IPAS materi ‘Melihat karena Cahaya’ untuk meningkatkan Higher Order Thinking Skills (HOTS) siswa kelas V SD. Jenis penelitian ini menggunakan metode Research and Development (R&D) model 4D yang meliputi tahap define, design, develop, dan disseminate. Subjek penelitian ini adalah siswa kelas V SDN Karangrejo 04 Kecamatan Garum Kabupaten Blitar. Hasil dari validasi ahli media menunjukkan nilai kelayakan sebesar 91,6% dan ahli materi sebesar 92,5%, yang termasuk kategori sangat layak. Uji coba terbatas menunjukkan peningkatan kemampuan HOTS siswa dengan skor N-Gain sebesar 0,9 dalam kategori tinggi. Hasil penelitian ini menunjukkan bahwa media flashcard match a picture berbasis literasi sains efektif untuk meningkatkan kemampuan berpikir tingkat tinggi siswa.

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