Garuda - Garba Rujukan Digital

Pengembangan LKPD Model Problem Based Learning Materi Ekosistem untuk Melatih Literasi Sains Siswa Kelas X SMA Kessy Al Hakim; Tarzan Purnomo
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p665-673

Generasi muda harus memiliki literasi sains yang kuat agar dapat terlibat dalam kehidupan masyarakat yang aktif dan bertanggung jawab, mengingat pesatnya perkembangan ilmu pengetahuan dan teknologi. Tujuan dari proyek ini adalah untuk membuat Lembar Kerja Peserta Didik (LKPD) tentang ekosistem yang berbasis Pembelajaran Berbasis Masalah (PBL) dan dapat diandalkan, bermanfaat, serta efisien untuk mengajarkan literasi sains kepada siswa SMA kelas sepuluh. Model pengembangan 4-D (define, design, develop, disseminate) digunakan sebagai metodologi penelitian. Tiga faktor digunakan untuk mengukur kelayakan produk: validitas, yang dinilai oleh profesional menggunakan lembar validasi; kepraktisan, yang diamati selama pelaksanaan; dan efektivitas, yang ditentukan berdasarkan hasil pretest dan posttest serta survei respons siswa. Sebanyak dua puluh siswa dari kelas X-5 SMA Negeri 1 Sidayu, Gresik, berpartisipasi dalam uji coba terbatas. Berdasarkan indikator literasi sains yang terkait dengan KKTP, hasilnya menunjukkan bahwa LKPD yang dihasilkan memenuhi kriteria sangat berhasil dengan kelengkapan belajar sebesar 96,67%, praktis dengan penerapan pembelajaran 100%, dan sangat valid dengan skor 99,62%. Tingkat reaksi positif siswa adalah 97,28%, dan skor N-gain 0,75 berada dalam kategori tinggi. Oleh karena itu, LKPD berbasis PBL pada konten ekosistem ini dianggap dapat dilakukan dan layak digunakan sebagai bahan ajar untuk mengembangkan literasi sains siswa. Kata Kunci: Pengembangan LKPD, Validitas LKPD, Kepraktisan LKPD dan Keefektifan LKPD, Literasi Sains. Young generations must possess strong scientific literacy in order to engage in active and responsible community life, given the speed at which science and technology are developing. The purpose of this project is to create a Student Worksheet (LKPD) on ecosystems that is based on Problem Based Learning (PBL) and is reliable, useful, and efficient for teaching scientific literacy to high school students in the tenth grade. The 4-D development model (define, design, develop, disseminate) is the research methodology employed. Three factors are used to gauge the product's viability: validity, which is evaluated by professionals using a validation sheet; practicality, which is observed during implementation; and efficacy, which is determined by the results of the pretest and posttest as well as student response surveys. Twenty pupils from class X-5 of SMA Negeri 1 Sidayu, Gresik, participated in limited trials. Based on science literacy indicators relating to KKTP, the results demonstrated that the produced LKPD satisfies the following criteria: it is extremely successful with a learning completeness of 96.67%, practical with 100% application of learning, and very valid with a score of 99.62%. The pupils' positive reaction rate is 97.28%, and the N-gain score of 0.75 is in the high category. As a result, this PBL-based LKPD on the ecosystem content is considered doable and suitable for use as instructional material to develop students' scientific literacy. Keywords: LKPD Development, LKPD Validity, LKPD Practicality and LKPD Effectiveness, Science Literacy.

Pengembangan Media Flashcard Berbasis Discovery Learning pada Materi Ekosistem untuk Meningkatkan Literasi Sains Siswa SMA Kelas X Ikhlasul Amal; Raharjo; Elma Sakinatus Sajidah
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p674-683

Literasi sains merupakan salah satu keterampilan berpikir tingkat tinggi yang perlu dikembangkan dalam bidang pendidikan abad ke-21. Kompleksitas dan cakupan materi yang luas menjadi faktor rendahnya kemampuan literasi sains siswa, salah satunya materi Ekosistem. Flashcard menjadi salah satu media pembelajaran visual yang memiliki potensi untuk dikembangkan guna meningkatkan literasi sains siswa. Penelitian ini bertujuan pada pengembangan media flashcard berbasis discovery learning berfokus pada materi Ekosistem guna meningkatkan literasi sains khususnya siswa kelas X yang valid, praktis dan efektif. Model 4D dipilih dalam pengembangan flashcard dan dievaluasi berdasarkan validitas, kepraktisan, serta keefektifan. Validitas diperoleh dari penilaian ahli, kepraktisan dari observasi keterlaksanaan pembelajaran dan respon siswa, serta keefektifan dari hasil tes dan ketercapaian indikator literasi sains. Analisis data dilakukan secara deskriptif kuantitatif. Flashcard dinyatakan sangat layak berdasarkan hasil (skor validitas 88%), sangat praktis (observasi keterlaksanaan pembelajaran 100% dan respon positif siswa 98%), serta sangat efektif (nilai N- Gain yakni 0,83 tergolong kategori tinggi dan ketercapaian indikator literasi sains meningkat dari 52% pada pre-test menjadi 92% pada post-test). Dengan demikian, media flashcard berbasis discovery learning pada materi Ekosistem dinyatakan layak digunakan dalam proses pembelajaran serta efektif dalam meningkatkan literasi sains siswa. Kata Kunci: Literasi Sains, Flashcard, Ekosistem, Discovery Learning. Scientific literacy is one of the higher-order thinking skills that needs to be developed in 21st-century scientific literacy skills, including in the Ecosystem topic. Flashcards are a type of visual learning media develop discovery learning-based flashcards focusing on the Ecosystem topic to enhance scientific literacy, particularly for tenth-grade students, by ensuring that the product is valid, practical, and effective. The 4D model was selected for the flashcard development and the product was evaluated in terms of validity, practicality, and effectiveness. Validity was obtained through expert judgment, practicality was measured through classroom implementation observations and student responses, while effectiveness was determined based on test results and the achievement of scientific literacy indicators. Data were analyzed using descriptive quantitative methods. The developed flashcards were considered highly feasible (validity score of 88%), very practical (100% implementation observation and 98% positive student responses), and highly effective (N-Gain score of 0.83 categorized as high, and scientific literacy indicator achievement increased from 52% in the pre-test to 92% in the post-test). Thus, the discovery learning-based flashcard media on Ecosystem material is declared suitable for use in the learning process and effective in improving students' scientific literacy. Keywords: Scientific Literacy, Flashcards, Ecosystem, Discovery Learning.

Pengembangan Buku Saku Interaktif Berbasis Problem Based Learning Berbantuan Augmented Reality pada Materi Sistem Pencernaan Manusia untuk Meningkatkan Kemampuan Berpikir Kritis Siswa anggun ekawati; Raharjo
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p684-695

Pembelajaran Biologi pada Kurikulum Merdeka menekankan pendekatan deep learning untuk membentuk dimensi profil lulusan, khususnya penalaran kritis, yang selaras dengan tuntutan keterampilan abad ke-21 meliputi critical thinking, communication, collaboration, dan creativity. Namun, bahan ajar di sekolah masih terbatas dan belum optimal mendukung pembelajaran berbasis masalah serta pemanfaatan teknologi pembelajaran interaktif, khususnya pada materi Sistem Pencernaan Manusia. Penelitian ini memiliki tujuan merancang serta menilai kelayakan buku saku interaktif berbasis Problem Based Learning yang dilengkapi dengan Augmented Reality guna meningkatkan kemampuan berpikir kritis siswa kelas XI SMA. Penelitian menggunakan model pengembangan 4D dengan uji coba skala terbatas dilakukan pada 25 siswa kelas XI di SMA Negeri 7 Surabaya. Instrumen meliputi validasi ahli, angket respon siswa, observasi keterlaksanaan pembelajaran, uji keterbacaan grafik Fry, serta soal pretest dan posttest. Hasil menunjukkan tingkat validitas sangat valid dengan nilai 98.38%, kepraktisan sangat praktis berdasarkan respon siswa mendapatkan nilai 98.4% dan keterlaksanaan pembelajaran mendapatkan nilai 97.47%, serta keterbacaan yang sesuai dengan tingkat kelas XI. Keefektifan ditunjukkan oleh peningkatan nilai rata-rata dari 54 menjadi 93.2 dengan nilai N-gain sebesar 0,8 yang termasuk dalam kategori tinggi serta tingkat ketuntasan belajar mencapai 100%, dan peningkatan ketercapaian indikator berpikir kritis dari 52% cukup tuntas menjadi 94.33% sangat tuntas. Dengan demikian, buku saku interaktif dinyatakan layak, praktis, dan efektif sebagai media pembelajaran Biologi untuk meningkatkan kemampuan berpikir kritis siswa. Kata Kunci: buku saku, PBL, pembelajaran abad-21, berpikir kritis. Biology learning in the Independent Curriculum emphasizes a deep learning approach to shape graduate profile dimensions, particularly critical reasoning, which aligns with the demands of 21st-century skills including critical thinking, communication, collaboration, and creativity. However, teaching materials in schools are still limited and do not optimally support problem-based learning and the use of interactive learning technology, especially in the Human Digestive System material. This study aims to design and assess the feasibility of an interactive pocketbook based on Problem Based Learning equipped with Augmented Reality to improve the critical thinking skills of 11th-grade high school students. The study used a 4D development model with a limited-scale trial conducted on 25 11th-grade students at SMA Negeri 7 Surabaya. Instruments included expert validation, student response questionnaires, learning implementation observations, Fry graph readability tests, and pretest and posttest questions. The results showed a very valid level of validity with a value of 98.38%, very practicality based on student responses obtained a value of 98.4% and learning implementation obtained a value of 97.47%, as well as readability appropriate for the 11th-grade level. Effectiveness is demonstrated by an increase in the average score from 54 to 93.2, with an N-gain of 0.8, which is considered high. The learning completion rate reached 100%. The critical thinking indicator achievement increased from 52% (quite complete) to 94.33% (very complete). Therefore, the interactive pocketbook is deemed feasible, practical, and effective as a Biology learning medium to enhance students' critical thinking skills. Keywords: pocket books, PBL, 21st-century learning, critical thinking.

Pengembangan LKPD berbasis Laboratorium Virtual untuk Meningkatkan Kemampuan Berpikir Komputasional pada Materi Pewarisan Sifat Iviana Nur Aulia; Rinie Pratiwi Puspitawati; Fitriari Izzatunnisa Muhaimin
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p696-707

Perkembangan era digital menuntut peserta didik memiliki kemampuan tingkat tinggi, salah satunya keterampilan berpikir komputasional yang berperan penting dalam pembelajaran sains, khususnya biologi. Namun, implementasi berpikir komputasional dalam pembelajaran pada materi pewarisan sifat di sekolah masih belum optimal karena karakteristik materi yang abstrak dan keterbatasan media pembelajaran. Tujuan penelitian ini untuk menghasilkan LKPD (Lembar Kerja Peserta Didik) berbasis laboratorium virtual FlyLab JS pada materi pewarisan sifat serta menguji kualitasnya berdasarkan aspek validitas, kepraktisan, dan keefektifan. Penelitian menggunakan metode R&D (Research and Development) melalui model pengembangan 4D (define, design, develop, disseminate). Sasaran penelitian adalah peserta didik kelas XII MIPA SMAN Jogoroto sebanyak 25 orang. Validitas LKPD dinilai berdasarkan hasil validasi oleh ahli media, ahli materi dan guru Biologi. Kepraktisan ditentukan dari hasil observasi dan respon peserta didik. Keefektifan diperoleh dari hasil belajar peserta didik melalui pre-test dan post-test. Hasil penelitian menunjukkan bahwa LKPD yang dihasilkan menunjukkan tingkat validitas sangat valid dengan skor rata-rata 3,83. Kepraktisan LKPD ditunjukkan oleh keterlaksanaan aktivitas pembelajaran sebesar 97,82% dan respons positif peserta didik sebesar 96,73%. Keefektifan LKPD terlihat dari meningkatnya kemampuan berpikir komputasional dengan N-gain rata-rata 0,78 dalam kategori tinggi serta peningkatan hasil belajar kognitif dengan ketuntasan mencapai 100%. Seluruh indikator berpikir komputasional mengalami peningkatan, dengan indikator algoritma memperoleh N-gain paling rendah sebesar 0,69 dalam kategori sedang. Dengan demikian, LKPD berbasis laboratorium virtual FlyLab JS dinyatakan valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir komputasional peserta didik pada materi pewarisan sifat. Kata Kunci: LKPD, Laboratorium Virtual, FlyLab JS, Berpikir Komputasional, Pewarisan Sifat The development of the digital era requires students to possess higher order skills, particulary computational thinking, which plays a crucial role in science learning in biology. However, the implementation of computational thinking in teaching heredity concepts in schools remains limited due to the abstract nature of the material and limited availability of instructional media. This study aims to produce a student worksheet based on the FlyLab JS laboratory for heredity topics and to examine its quality in terms of validity, practicality, and effectiveness. The research uses the Research and Development method through the 4D (define, design, develop, and disseminate) development model. The research subjects were 25 students from the twelfth grade science class at SMAN Jogoroto. The validity of the student worksheet is determined based on validation results from media experts, material experts, and Biology teachers. Practicality is determined through observations of learning implementation and student responses. Effectiveness is measured using students' learning outcomes obtained from pre-tests and post-tests. The results show that the student worksheet demonstrates high validity with an average score of 3.83. Practicality is reflected in implementation reaching 97.82% and student responses of 96.73%. Effectiveness is indicated by improved computational thinking skills with an average N-gain of 0.78 in the high category, with cognitive mastery reaching 100%. All computational thinking indicators improved, although the algorithm indicator showed the lowest N-gain of 0.69 in the medium category. Thus, the FlyLab JS based worksheet is valid, practical, and effective in enhancing students' computational thinking skills on inheritance topics. Keywords: Virtual Laboratory, FlyLab JS, Computational Thinking, Inheritance

Pengembangan E-Book Berbasis Project-Based Learning Materi Keanekaragaman Hayati untuk Melatih Kemampuan Berpikir Kreatif Murid Kelas X SMA Mirna Maulidiyatul Awaliyah; Tarzan Purnomo
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p708-720

Pembelajaran padaaabad ke-21 menuntut proses yang semakin kompleks dan adaptif terhadap dinamika perkembangan zaman. Kurikulum Merdeka mengarahkan pencapaian delapan dimensi profil lulusan, salah satunya kreativitas yang berkaitan dengan kemampuan individu dalam berpikir kreatif. Keterampilan ini menjadi kebutuhan penting bagi murid guna mendorong peningkatan mutu pendidikan di Indonesia. Penerapan model Project-Based Learning dinilai mampu memfasilitasi pengembangan kemampuan dalam berpikir kreatif tersebut. Penelitian ini diarahkan untuk mengembangkan e-book berbasis Project-Based Learning pada materi Keanekaragaman Hayati yang dinilai layak berdasarkan aspek validitas, kepraktisan, serta keefektifan dalam meningkatkan kemampuan berpikir kreatif murid. Prosedur pengembangan mengacu pada model 4-D yang meliputi tahapan define, design, develop, dan disseminate. Aspek validitas diperoleh melalui penilaian dosen ahli; kepraktisan ditinjau dari keterlaksanaan pembelajaran, respons murid, serta tingkat keterbacaan; sedangkan keefektifan diukur berdasarkan ketercapaian indikator berpikir kreatif dan hasil penilaian proyek. Analisis data dilakukan secara deskriptif kualitatif dengan menggunakan instrumen berupa lembar validasi, lembar observasi, angket respons, uji keterbacaan, tes, serta lembar penilaian proyek. Produk yang dihasilkan berupa e-book berbasis PjBL dengan fitur Bio-Think, Bio-Planning, Bio-Logbook, Bio-Showing, dan Bio-Evaluate yang terintegrasi dengan sintaks Project-Based Learning serta indikator berpikir kreatif. Hasil uji validitas menunjukkan skor rata-rata sebesar 3,83. Kepraktisan dari observasi keterlaksanaan pembelajaran 98,5%, respons murid 97,40%, serta uji keterbacaan pada level 10. Keefektifan dari ketercapaian indikator berpikir kreatif dengan kategori sangat baik, yaitu fluency, flexibility, originality, elaboration berturut-turut sebesar 92,5%; 94,3%; 93,2% dan 80,3% dan penilaian proyek 96,65%. Berdasarkan hasil tersebut e-book berbasis PjBL dinyatakan layak digunakan sebagai bahan ajar serta mampu melatih berpikir kreatif berdasarkan validitas, kepraktisan, dan keefektifan. Kata Kunci: Kemampuan Berpikir Kreatif, E-Book, Model Pembelajaran Project-Based Learning, Keanekaragaman Hayati. Learning in the 21st century demands increasingly complex and adaptive processes to the dynamics of modern development. The Independent Curriculum directs the achievement of eight dimensions of the graduate profile, one of which is creativity, which is related to an individual's ability to think creatively. This skill is a crucial requirement for students to drive improvements in the quality of education in Indonesia. The application of the Project-Based Learning model is considered capable of facilitating the development of creative thinking skills. This research is directed at developing a Project-Based Learning-based e-book on Biodiversity material that is deemed feasible based on aspects of validity, practicality, and effectiveness in improving students' creative thinking skills. The development procedure refers to the 4-D model, which includes the stages of define, design, develop, and disseminate. Validity is obtained through assessments by expert lecturers; practicality is reviewed from the implementation of learning, student responses, and readability; while effectiveness is measured based on the achievement of creative thinking indicators and the results of project assessments. Data analysis was conducted descriptively and qualitatively using instruments such as validation sheets, observation sheets, response questionnaires, readability tests, tests, and project assessment sheets. The resulting product is a PjBL-based e-book with Bio-Think, Bio-Planning, Bio-Logbook, Bio-Showing, and Bio-Evaluate features integrated with Project-Based Learning syntax and creative thinking indicators. The validity test results show an average score of 3.83. The practicality of the learning implementation observation is 98.5%, student responses are 97.40%, and the readability test is at level 10. The effectiveness of the achievement of creative thinking indicators with a very good category, namely fluency, flexibility, originality, elaboration respectively at 92.5%; 94.3%; 93.2% and 80.3% and project assessment is 96.65%. Based on these results, the PjBL-based e-book is declared suitable for use as teaching materials and is able to train creative thinking based on validity, practicality, and effectiveness. Keywords: Ability Creative Thinking, E-Book, Project-Based Learning Model, Biodiversity.

Efektivitas Platform BioDigital Human untuk Meningkatkan Pemahaman Siswa Materi Sistem Pencernaan Cendhani Angesti Asih; Muji Sri Prastiwi
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p721-729

Penelitian ini bertujuan mengetahui efektivitas platform pembelajaran BioDigital Human terhadap peningkatan pemahaman siswa pada materi sistem pencernaan dan mengkaji peran keterlaksanaan aktivitas pembelajaran dan tingkat literasi digital siswa dalam mendukung peningkatan pemahaman tersebut. Penelitian menggunakan desain pre-experimental one-group pretest-posttest, yang melibatkan 36 siswa kelas XI MIPA di SMA Negeri 6 Madiun. Pengumpulan data dilakukan dengan menggunakan instrumen tes, angket respon siswa, dan observasi keterlaksanaan pembelajaran. Analisis data dilakukan menggunakan uji Wilcoxon. Hasil uji Wilcoxon menunjukkan adanya perbedaan yang signifikan antara nilai pretest dan posttest dengan hasil Asymp.Sig.(2-tailed)<0,001 yang mengindikasikan adanya pengaruh platform pembelajaran BioDigital Human terhadap peningkatan pemahaman siswa pada materi sistem pencernaan. Hasil tes pemahaman siswa menunjukkan 81% siswa telah tuntas dan tujuan pembelajaran sebagian besar telah tercapai. Peningkatan pemahaman siswa dipengaruhi faktor keterlaksanaan aktivitas pembelajaran siswa yang mendapatkan kategori baik sampai sangat baik, serta kemampuan literasi digital siswa yang berada pada level L3 yang menunjukkan bahwa siswa telah mampu memanfaatkan keterampilan literasi digital secara mandiri dan terintegrasi dalam menggunakan platform untuk membantu pemahaman konsep. Kata Kunci: BioDigital Human, media pembelajaran tiga dimensi, pemahaman materi, sistem pencernaan This study aims to investigate the effectiveness of the BioDigital Human platform in improving students’ understanding of the digestive system and examine the contribution of learning implementation and students’ digital literacy levels to this improvement. A pre-experimental one-group pretest–posttest design was employed, involving 36 eleventh-grade science students (Grade XI MIPA) from SMA Negeri 6 Madiun. Data were collected through achievement tests, student response questionnaires, and observations of learning implementation. Statistical analysis was conducted using the Wilcoxon signed-rank test. The Wilcoxon test results confirmed a significant difference between pretest and posttest scores with a Asymp.Sig.(2-tailed)<0.001, showing that the effect of BioDigital Human platform for enhancing students’ understanding of the human digestive system. The students’ understanding test showed that 81% of students achieved learning mastery, and most of learning goals were accomplished. The improvement of students’ understanding was influenced by learning implementation activities which were categorized as good to very good, as well as students’ digital literacy skills which were mostly at level L3, indicating that they were able to utilize digital literacy skills independently and in an integrated manner when using the platform to support conceptual understanding. Keywords: BioDigital Human, 3D learning media, student comprehension, digestive system.

Pengembangan Media PowerPoint Interaktif Berbasis Learning Cycle 5E untuk Mengurangi Miskonsepsi pada Materi Transpor Membran Nafisah Niswatul Khoeriyyah; Yuni Sri Rahayu
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p730-740

Kurikulum saat ini menekankan pada penerapan pendekatan pembelajaran mendalam (deep learning), di mana proses belajar tidak hanya sekedar hafalan, melainkan memahami konsep secara mendalam. Namun, kenyataan yang terjadi menunjukkan kesenjangan. Murid masih banyak mengalami miskonsepsi pada materi kompleks seperti transpor membran. Penelitian ini bertujuan menghasilkan media slide PowerPoint interaktif berbasis learning cycle 5E (Engagement, Exploration, Explanation, Elaboration dan Evaluation) guna mengurangi miskonsepsi pada sub materi transpor membran, yang layak berdasarkan kevalidan, kepraktisan dan keefektifan. Selain itu, media PowerPoint yang dikembangkan juga mendukung SDG 4 dengan membantu menciptakan pembelajaran yang lebih berkualitas. Penelitian ini menerapkan model 4D (Define, Design, Development dan Disseminate). Kevalidan media PowerPoint diperoleh dari validasi para ahli dan guru biologi. Kepraktisan media PowerPoint diperoleh dari hasil observasi murid dan angket respon murid. Keefektifan media PowerPoint diperoleh dari hasil belajar murid melalui pretest dan posttest. Subjek penelitian ini berjumlah 32 murid kelas XI-H MA Negeri 4 Jombang. Hasil penelitian menunjukkan bahwa media PowerPoint memperoleh rata-rata validitas sebesar 98,4% dengan hasil sangat valid. Hasil kepraktisan berdasarkan observasi aktivitas murid memperoleh rata-rata sebesar 100% dan angket respon memperoleh rata-rata sebesar 99,69% dengan tingkatan sangat praktis. Hasil keefektifan dari pretest-posttest mendapatkan rata-rata pergeseran konsep dari miskonsepsi menjadi paham konsep sebesar 79,70% dengan kategori efektif serta penurunan miskonsepsi paling tinggi terjadi pada konsep proses osmosis yaitu dari 71,88% menjadi 6,25%. Hasil tersebut mengindikasikan bahwa media PowerPoint interaktif berbasis learning cycle 5E yang dikembangkan valid, praktis dan efektif untuk mengurangi miskonsepsi pada sub materi transpor membran. Kata Kunci: PowerPoint, Learning Cycle 5E, Miskonsepsi, Transpor Membran, Kualitas Pendidikan. The current curriculum emphasizes deep learning, focusing on understanding concepts rather than memorization. However, many students still experience misconceptions, especially in complex topics like membrane transport. This study aimed to develop an interactive PowerPoint slide media based on the 5E learning cycle (Engagement, Exploration, Explanation, Elaboration and Evaluation) to reduce misconceptions in the membrane transport subtopic and to examine its feasibility in terms of validity, practicality, and effectiveness. Additionally, the developed PowerPoint media supports SDG 4 by enhancing learning quality. The study employed the 4D development model (Define, Design, Develop, and Disseminate). The validity of the PowerPoint media was determined through validation by media experts, subject matter experts, and biology teachers, while its practicality was assessed through observations of student involvement and response surveys. Effectiveness was measured based on students’ learning outcomes obtained from pretest and posttest results. The research subjects consisted of 32 eleventh-grade students of class XI-H at MA Negeri 4 Jombang. The results showed that the PowerPoint media achieved an average validity score of 98.4% (very valid), practicality scores of 100% based on student activity observations and 99.69% based on student responses (very practical), and an average conceptual shift from misconception to correct understanding of 79.70% (effective). The greatest reduction in misconceptions occurred in the concept of osmosis, decreasing from 71.88% to 6.25%. Therefore, it can be concluded that the interactive PowerPoint media based on the 5E learning cycle is valid, practical, and effective in reducing misconceptions in the membrane transport subtopic Keywords: PowerPoint, 5E Learning Cycle, Misconceptions, Membrane Transport, Education Quality.

Efektivitas E-book dengan Metode Mnemonik Berbasis Augmented Reality Materi Virus untuk Melatih Pemahaman Konsep Peserta Didik Aini Salsabila; Pramita Yakub
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p741-751

Materi virus dalam pembelajaran biologi memiliki karakteristik abstrak dan kompleks sehingga sering menimbulkan kesulitan pemahaman konsep pada peserta didik. Penelitian ini bertujuan untuk mengukur efektivitas E-book berbasis AR yang dikembangkan dengan metode R&D pada materi virus ditinjau dari aspek validitas, kepraktisan, dan keefektifan untuk melatihkan pemahaman konsep peserta didik. Penelitian ini menggunakan metode penelitian dan pengembangan dengan tahapan pengembangan media, uji validitas oleh ahli, uji kepraktisan, serta uji keefektifan melalui pretest dan posttest. Subjek penelitian adalah peserta didik kelas X SMAN 17 Surabaya. Data dianalisis menggunakan teknik analisis deskriptif kuantitatif, uji kepraktisan, serta perhitungan N-gain untuk mengukur peningkatan pemahaman konsep. Hasil penelitian menunjukkan bahwa E-book memperoleh nilai validitas rata-rata sebesar 92,18% dengan kategori sangat valid dan nilai kepraktisan sebesar 99,36% dengan kategori sangat praktis. Selain itu, E-book terbukti sangat efektif dalam melatihkan pemahaman konsep peserta didik dengan nilai rata-rata N-gain sebesar 0,77 yang termasuk kategori tinggi, serta peningkatan pada seluruh indikator pemahaman konsep termasuk kategori sedang hingga tinggi. Berdasarkan hasil tersebut, dapat disimpulkan bahwa E-book metode mnemonik berbasis Augmented Reality efektif digunakan sebagai media pembelajaran biologi pada materi virus. Kata Kunci: E-book, metode mnemonik, Augmented Realty, virus Virus material in biology learning has abstract and complex characteristics, which often cause difficulties for students in understanding concepts. This study aims to measure the effectiveness of an Augmented Reality (AR)-based E-book developed using the Research and Development (R&D) method on virus material in terms of validity, practicality, and effectiveness in training students’ conceptual understanding. This study employed a research and development method that included stages of media development, validity testing by experts, practicality testing, and effectiveness testing through pretest and posttest. The research subjects were tenth-grade students of SMAN 17 Surabaya. The data were analyzed using quantitative descriptive analysis techniques, practicality analysis, and N-gain calculations to measure the improvement of conceptual understanding. The results showed that the E-book obtained an average validity score of 92.18% which falls into the very valid category and a practicality score of 99.36% which is categorized as very practical. In addition, the E-book proved to be highly effective in training students’ conceptual understanding, with an average N-gain score of 0.77 which is classified as high. Improvements were also found across all indicators of conceptual understanding, ranging from moderate to high categories. Based on these results, it can be concluded that the mnemonic method-based Augmented Reality E-book is effective for use as a biology learning medium on virus material. Keywords: E-book, mnemonic method, Augmented Reality, conceptual understanding, virus

Pengembangan E-Booklet pada Materi Struktur dan Fungsi Sel untuk Melatih Kemampuan Literasi Digital Peserta Didik Kelas XI SMA Indri Rahayu; Nur Kuswanti
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p752-761

Penelitian ini bertujuan mengembangkan e-booklet yang memenuhi kriteria kelayakan pada materi struktur dan fungsi sel sebagai media pembelajaran untuk meningkatkan literasi digital peserta didik kelas XI SMA. Literasi digital menjadi kompetensi esensial dalam pembelajaran abad ke-21 karena menuntut kemampuan peserta didik dalam mengakses, memahami, serta mengolah informasi secara kritis melalui teknologi digital. Namun demikian, integrasi literasi digital dalam kurikulum masih belum optimal, khususnya pada aspek pencarian informasi di internet, navigasi hiperteks, evaluasi konten, dan penyusunan pengetahuan. Penelitian ini menerapkan model 4D yang terdiri atas tahap define, design, develop, dan disseminate. Instrumen yang digunakan meliputi lembar validasi ahli, angket respon peserta didik, lembar observasi, serta tes literasi digital berupa pre-test dan post-test. Hasil penelitian menunjukkan bahwa e-booklet yang dikembangkan memiliki tingkat validitas sangat tinggi dengan skor 97,5%. Tingkat kepraktisan juga tergolong sangat baik dengan respon peserta didik sebesar 99,5% serta aktivitas belajar mencapai 100%. Selain itu, terjadi peningkatan kemampuan literasi digital dengan kategori tinggi pada seluruh indikator, ditunjukkan oleh rata-rata N-Gain sebesar 0,84. Oleh karena itu, e-booklet ini layak digunakan sebagai media pembelajaran biologi untuk mendukung literasi digital di tingkat sekolah menengah. Kata Kunci: Literasi Digital, E-booklet, Struktur dan Fungsi Sel This research is intended to develop a viable e-booklet focusing on Cell Structure and Function as an instructional medium to improve the digital literacy competencies of eleventh-grade high school students. Digital literacy constitutes a fundamental skill in 21st-century education, as it enables learners to access, analyze, and critically interpret information through digital platforms. Nevertheless, the integration of digital literacy skills into the curriculum remains limited, particularly in areas such as online information retrieval, hypertext navigation, content evaluation, and knowledge construction. This study applied the 4D development model, encompassing the stages of define, design, develop, and disseminate. The instruments utilized included expert validation sheets, student response questionnaires, observation forms, and digital literacy assessments in the form of pre-tests and post-tests aligned with learning objectives and literacy indicators. The findings revealed that the developed e-booklet attained a highly valid classification with a validation score of 97.5%. Its practicality was evidenced by positive student responses (99.5%) and optimal student engagement (100%). Furthermore, the comparison of pre-test and post-test results demonstrated a significant enhancement in digital literacy skills, with a high improvement level across all indicators and an average N-Gain score of 0.84. Thus, the e-booklet is deemed appropriate as a biology learning resource to foster students’ digital literacy within the framework of 21st-century education. Keywords: Digital Literacy, E-booklet, Cell structure and function

Pengembangan Instrumen Soal HOTS untuk Mengukur Keterampilan Pemecahan Masalah pada Submateri Transport Membran Kholilah Dwi Kartika Desi; Endang Susantini
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol. 15 No. 3 (2026)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bioedu.v15n3.p762-774

Keterampilan pemecahan masalah merupakan kompetensi esensial dalam pembelajaran abad ke-21 yang selaras dengan Sustainable Development Goal 4 tentang pendidikan berkualitas dan dapat dilatihkan melalui soal Higher Order Thinking Skills (HOTS). Namun, hingga saat ini belum terdapat instrumen soal HOTS terstandar yang secara spesifik untuk mengukur keterampilan pemecahan masalah pada submateri transport membran. Penelitian ini bertujuan menghasilkan instrumen soal HOTS untuk mengukur keterampilan pemecahan masalah pada submateri transport membran. Penelitian ini merupakan Research & Development dengan model 4D dan dilaksanakan di SMA Negeri 2 Lamongan dengan subjek siswa kelas XI IPA. Teknik pengumpulan data meliputi studi kepustakaan, validasi ahli dan uji coba terbatas. Analisis data meliputi uji validitas, reliabilitas, tingkat kesukaran, daya beda serta analisis ketercapaian indikator pemecahan masalah berdasarkan IDEAL. Penelitian ini menghasilkan dua set instrumen soal HOTS untuk mengukur keterampilan pemecahan masalah siswa pada submateri transport membran. Kedua set instrumen yang dikembangkan dinyatakan valid secara teoritis dan mayoritas butir soal valid secara empiris, serta reliabilitas yang tinggi. Tingkat kesukaran didominasi kategori sedang dan daya beda baik hingga sangat baik. Analisis ketercapaian indikator keterampilan pemecahan masalah menunjukkan bahwa kemampuan siswa berada pada kategori cukup, dengan indikator identify problem sebagai capaian tertinggi dan anticipate outcomes & act sebagai capaian terendah. Berdasarkan hasil tersebut, instrumen soal HOTS yang dikembangkan dinyatakan layak digunakan untuk mengukur keterampilan pemecahan masalah siswa pada submateri transport membran sebagai upaya mendukung pencapaian pendidikan berkualitas. Kata Kunci: instrumen soal, HOTS, keterampilan pemecahan masalah, transport membran, pendidikan berkualitas. Abstract Problem-solving skills are an essential competency in 21st-century learning that aligns with Sustainable Development Goal 4 on quality education and can be developed through Higher Order Thinking Skills (HOTS) questions. However, to date, there has been no standardized HOTS question instrument specifically designed to measure problem-solving skills in the subtopic of membrane transport. This study aims to develop a HOTS question instrument to measure problem-solving skills in the sub-topic of membrane transport. This study is a Research & Development project using the 4D model and was conducted at SMA Negeri 2 Lamongan with 11th-grade science students as the subjects. Data collection techniques included a literature review, expert validation, and a pilot test. Data analysis included validity and reliability tests, difficulty level assessment, discriminative power, and an analysis of problem-solving indicator achievement based on the IDEAL framework. This study produced two sets of HOTS test instruments to measure students’ problem-solving skills in the membrane transport subtopic. Both sets of instruments developed were found to be theoretically valid, with the majority of test items empirically valid, and demonstrated high reliability. The difficulty level was predominantly in the moderate category, and the discriminative power ranged from good to very good. Analysis of the achievement of problem-solving skill indicators showed that students’ abilities fell into the adequate category, with the “identify problem” indicator as the highest achievement and “anticipate outcomes & act” as the lowest. Based on these results, the developed HOTS test instruments were deemed suitable for measuring students’ problem-solving skills in the membrane transport subtopic as an effort to support the achievement of quality education. Keywords: test instruments, HOTS, problem-solving skills, membrane transport, quality education.

Home Page

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Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Muji Sri Prastiwi

Contact Email
mujiprastiwi@unesa.ac.id

Phone
+6281803190335

Journal Mail Official
bioedu@unesa.ac.id

Editorial Address
Jurusan Biologi, FMIPA, Unesa. Gedung C3, Lt. 2. Kampus Unesa, Ketintang, Surabaya

Location
Kota surabaya,

Jawa timur

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muji Sri Prastiwi

Contact Email mujiprastiwi@unesa.ac.id

Phone +6281803190335

Journal Mail Official bioedu@unesa.ac.id

Editorial Address Jurusan Biologi, FMIPA, Unesa. Gedung C3, Lt. 2. Kampus Unesa, Ketintang, Surabaya

Location Kota surabaya, Jawa timur INDONESIA

Abstract

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Abstract

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Abstract

Contact Name
Muji Sri Prastiwi

Contact Email
mujiprastiwi@unesa.ac.id

Phone
+6281803190335

Journal Mail Official
bioedu@unesa.ac.id

Editorial Address
Jurusan Biologi, FMIPA, Unesa. Gedung C3, Lt. 2. Kampus Unesa, Ketintang, Surabaya

Location
Kota surabaya,

Jawa timur

INDONESIA